<p>Students will learn about specific persuasive techniques in this unit, including logical fallacies, emotional appeal, and logical appeal. At the end of this lesson, students are going to:<br>- Create a casual argument and consider various approaches to address a hypothetical situation.<br>- Examine the meanings and structures of persuasive tactics that are both rational and emotional.<br>- Go through a sample text to determine and assess the impact of the employed persuasive strategies.<br>- Try out and learn about different kinds of persuasion to back a position or call to action.</p>

<p>- To what extent does the writing process influence writing quality?<br>- How can we become proficient writers?</p>

<p>- Argument: The overall planned defense or case to be presented combining format, organization, support, and specific persuasive strategies.&nbsp;<br>- Support: Often referred to as evidence, this includes reasons, statistics, facts, and persuasive strategies that may be used to prove one’s conclusion.&nbsp;<br>- Opposing Viewpoint: An opinion that differs from the writer’s opinion on a topic.&nbsp;<br>- Persuasive Strategies: Logical and emotional techniques that guide a reader to agree with the writer’s position.&nbsp;<br>- Position: The writer’s opinion or perspective on an issue or situation.</p>

<p>- copies of Persuasion Techniques handout (L-C-5-1_Purr-suasion Techniques and KEY)<br>- copies of the How to ADOPT Resources handout (L-C-5-1_How to ADOPT Resources)<br>- copies of Model for Identifying Persuasion (L-C-5-1_Model for Identifying Persuasion and KEY)</p>

<p>- When describing persuasion techniques, keep an eye out for misunderstandings and clarify terms as necessary. You should also provide more examples.&nbsp;<br>- Identify the various comprehension levels of learners and circulate during small-group text analysis for techniques.<br>- Attend to any struggling students one-on-one during the small-group work period. To help reduce anxiety, use everyday scenarios and concentrate on one technique at a time.</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement<br>W: The lesson's goal is to introduce persuasion strategies so that students can compose a comprehensive persuasive essay for the unit's performance evaluation. During the process, comprehension will be assessed through dialogue, making up scenarios, and pointing out strategies in different texts.&nbsp;<br>H: The lesson's hook piques students' interest by going over examples of convincing pet behavior. Reviewing the frequency with which persuasion occurs in our daily lives will keep readers' attention.&nbsp;<br>E: Students can understand persuasion techniques through a variety of activities, including discussion of examples, small-group research, drafting, and application of persuasion techniques in a given scenario.&nbsp;<br>R: Thinking about persuasion starts with considering some of the animal's innate tendencies and how they manifest in humans.&nbsp;Texts define specific persuasive strategies and provide examples.&nbsp;<br>E: Students will hone their comprehension skills by examining persuasive strategies in other people's writing and defending their identification of such strategies.&nbsp;<br>T: The lesson's activities, which include verbal-linguistic group brainstorming, listening and reading while taking notes, and interpersonal interaction in cooperative learning groups while analyzing examples, allow for the appeal of multiple intelligences. Text models can be differentiated based on reading levels and adaptable work groups. The topic and persuasive structure that each student chooses may also pique their interest.&nbsp;<br>O: The lesson is structured so that students can access it in the following order: guided practice, prior knowledge access, informational lecture, comprehension checks, and content extensions.</p>

<p><strong>Focus Question: In both written and spoken communication, what kinds of persuasive strategies are employed?</strong><br><br>Ask the class to discuss the following question aloud<strong>: "What kinds of things do cats do when they want something from their owner?" </strong>(Possible responses: meow, follow me from room to room, crawl on your lap, slink up on you, beg, purr.) <strong>"Thus, persuading someone to believe or act in a certain way is known as "purr-suading."</strong> Consider the actions of a cat as a metaphor for persuasion. Describe how persuasion is a skill that is used daily in both formal and informal interactions with friends, family, and coworkers. <strong>"By the time this lesson ends, you will know a variety of persuasive strategies. This unit's goal is for you to become proficient at writing persuasive essays and arguments."</strong><br><br>Ask students to talk about how they could convince someone in any of the following scenarios in pairs:<br><br>You'd like to borrow your parent's car to drive your friends to the next dance.<br><br>You want someone who is harassing one of your friends to stop.<br><br>You would like a friend to assist with soup kitchen volunteering.<br><br>You wish to convince a friend to give up abusing drugs.<br><br>Invite volunteers to verbally discuss the approaches they came up with. (Answers may include physical tactics as well as a range of logical justifications, examples, and emotional appeals.) Make this clear:<strong> "There are many persuasive techniques that a writer can employ; the more variety a writer uses, the more likely it is that the reader will agree with the thesis."</strong><br><br>Examine and complete the Purr-suasion Techniques handout (L-C-5-1_Purr-suasion Techniques and KEY) to gain an understanding of the various types of persuasion techniques. In addition to reading aloud, consider projecting the answers onto an overhead projector for visually impaired students.<br><br>Briefly go over the How to ADOPT Resources handout (L-C-5-1_How to ADOPT Resources) to determine the credibility of a resource, depending on the needs of the class.<br><br>Students then need to view a model text (L-C-5-1_Model for Identifying Persuasion and KEY) that illustrates the techniques in action. Instruct students to look up the answers in the Purr-Suasion Techniques handout. Students should discuss any discrepancies in their responses with a partner until they reach a mutual understanding. After completing their work, groups present their results to the class and debate whether or not their identifications are accurate.<br><br>Use colonial propaganda, such as the pamphlets written by Thomas Paine or the books by Henry David Thoreau that are mentioned in the lesson's Related Resources section, for additional analysis if you don't have any predetermined techniques. "The Fate of Democracy," which was first published in The Guardian on November 26, 1936, is a more contemporary work from the 1900s. Students should read and recognize the various kinds of persuasive strategies that are employed.<br><br>Students can work in pairs or alone, and they can choose the words "logos" or "Rhetoric" to make an acrostic of notes similar to the ADOPT acronym. You have two options: it can be due the same day as an entrance ticket or by the end of the hour as an exit ticket for instant feedback. Every line should provide a fresh, precise detail that clarifies and defines the subject. A line does not have to be a certain length. Alternatively, review with students after activities:<br><br><strong>"How can one appeal to logic or Logos?"</strong> (Data, first-hand accounts)<br><br><strong>"List and describe a few cunning strategies for persuasion."</strong> (ad hominem, name-calling, etc.)<br><br><strong>"What abbreviation is useful for assessing research materials?"</strong> (ADOPT)<br><br><strong>Extension:</strong><br><br>It is recommended that students compile and examine examples of persuasive and provocative media, including blogs and websites.<br><br>Additional persuasive literature that students can read and evaluate includes editorials from current newspapers or propaganda from the American Revolution, like Thomas Paine's "The American Crisis" (1776).<br><br>For class evaluations, debates, or possible publication, students may write essays, editorials, or persuasive speeches on current issues. Some examples of debate or writing subjects are:<br><br>Should the state of Pennsylvania declare a day to honor Thomas Paine?<br><br>Should environmental studies be mandatory for Pennsylvanian students each year?<br><br>Should ballroom dancing be offered in schools as a physical education requirement?<br><br>Should pupils in elementary and middle schools own cell phones?</p>