a project where students read Charlottes web and raise chicks, read about ecosystems or habitats, and avocate for some change or action to be taken in our community/ world

Quadratic Equations Students know how to solve for the roots of a function but need practice graphing.

make a zine: Think about a topic you are passionate about. You will create an argument to persuade the class using any topic. present your argument using the 5 parts of an argument.

enviormental injustice with the students community

periodic table, identify elements and describe the properties

Unit Theme: Exploring Media - All About Persuasive Communication Essential Question and goals Essential Question: What is the role of sequencing/timelines and compare/contrast in advertising? How can we adapt our learned skills for a more persuasive context? By the end of the unit, students will be able to: •use persuasive speech to generate a variety of advertisements (narrative, instructional, compare/contrast) across print/digital media (ads, movies, pamphlets, campaigns) and genre (nonfiction, fiction) •use learned knowledge to analyze a variety of advertisements (narrative, instructional, compare/contrast) across print/digital media •use a broad assortment of hooks to engage/entertain the audience •apply fundamental object definition/description terms/strategies •share a well-evidenced opinion that thoughtfully reflects on shared information (and engages/entertains a designated audience) Skills: •demonstrate beginning/developing/progressing receptive and expressive language skills pertaining to persuasive and opinion communication •categorize information + observe similarities/differences •utilize compare/contrast language in order to communicate similarities and different across media forms •generate descriptive vocabulary and elaborative synonyms •use tier 2 vocabulary to precisely convey spoken/written information •expands sentences to include who, what, when, where, why, and how •organizes expression depending on context (conversation, description sequential, compare/contrast, opinion/persuasive) Background information/ vocabulary: persuade, engage, entertain, influence, captivate compare/contrast analyze, critique context narrative instructional hook opinion genre perspective, bias creator vs. consumer object definition/description Materials: (see lesson plans below) Assessment: Progress monitoring/ check for understanding: Week 1: explicitly teach open/closed questions (conduct an activity to solidify this concept : sticky notes, rope activity, etc.) and use both to introduce topic of choice (see below) Week 2: observe, analyze, critique media Week 3: create media 1 (e.g., ad, song, pamphlet, trailer, object/prop) that contains organized language (sequence, narrative, compare/contrast, etc.) for a persuasive context Week 4: create media 2 (same topic, different style or vice versa) that contains organized language (sequence, narrative, compare/contrast, etc.) for a persuasive context Week 5: compare and contrast some media within unit in a culminating project, opinion writing and or speaking response assignment Week 6 (optional): put created media and understanding through an experiential or demonstrative “stress test” Standards Speaking and Listening Standards English Language Arts Standards IEP Goals (fill in to assist with data tracking) Sample Lesson Plan Unit 4 Lesson Plan 1 Timing: Week Goal Flexible Instructional Plan 1 •use a variety of items/experiences (e.g., inquiry bag, videos) to generate curiosity prior to introducing a topic (propaganda, moments in TV/cinema history, trailer/teaser design, social media + influencer culture, economics, freedom of speech/press, jingles + soundtrack) •explore topic and develop background knowledge (teach concepts, vocabulary, timeline, etc.) •introduce driving question (see examples below or generate your own) that pairs to outcome project 2 observe/experience, analyze and critique a variety of media within topic of choice 3 create media that includes sequential, narrative or compare/contrast language (e.g., transition words) 4 create more media that includes a different language organization structure/style 5 compare/contrast created media using a written (e.g., opinion piece) or oral (e.g., round table discussion, interview, news report) format. Use specific questioning to discuss as creator and consumer: which one was more captivating/engaging? Which would you recommend to a friend? Which would you invest in? 6 experiential project (e.g., Shark Tank? film festival/movie panel? Clio awards? board meeting? store/booth/kiosk?) IBL Driving Questions by Topic: 6th Object definition/description: How can we create a unique product (fidget tool?) using data from our community and advertise it using descriptive language? Object definition/description: How can we assess our community’s preferences in preparation to design a desirable new seasonal item (clothing, accessory, sneaker?) for the school store? 7th Moments in TV/history: How might we create promotional material/storytelling about Landmark using historic styles of filmmaking (e.g., silent movie, sitcom, blockbuster)? Trailer/Teaser Design: How can we create a short movie that “sells” different versions of the same story? Social Media + Influencer Culture: How can we create a promotional ad campaign that wins a contest to get backers? 8th Propaganda: How can we assess our community’s susceptibility to propaganda within the house system? Economics/Entrepreneurship: How can we use items in surplus on our campus to create hype/demand around a product? Jingles/music: How can we understand our community’s preference for products when paired with catchy jingles?

Treehouse on the school property

Different plate boundaries