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Research Question
Research Question
How might CRP inform our strategies to teach persuasive writing and communication techniques?
What classroom practices might we leverage to effectively teach persuasive writing and communication in light of Generation Z's relationship with digital media?
In Winter 2020, students in John Santos' Humanities class were about to begin a unit on advertising. Inclusion Specialist Michael Shear took the helm of the class for the launch. We needed to introduce students to persuasive writing and communication.
Empowering students to leverage Ethos, Logos and Pathos to communicate in a modern, culturally relevant manner was our foremost goal.
Further, we sought to give students the tools to critically analyze modern modes of persuasion, and to grapple with whether effective persuasion is always ethical persuasion.
Students created storyboards to convey a persuasive message of choice.
Students created storyboards to convey a persuasive message of choice.
Students used Ethos, Pathos & Logos to shape their storyboards.
Students used Ethos, Pathos & Logos to shape their storyboards.
Our lesson study was influenced by foundational research in Culturally Responsive Pedagogy. Further, we explored Generation Z's current relationship with digital advertising so as to make our lesson culturally and generationally responsive.
Our lesson study was influenced by foundational research in Culturally Responsive Pedagogy. Further, we explored Generation Z's current relationship with digital advertising so as to make our lesson culturally and generationally responsive.
Content Understanding Goal
Content Understanding Goal
"Students will write a persuasive argument in an advertisement to gain the support of the audience."
Equity Goal
Equity Goal
"Students will engage in critical thinking through communication formats that are culturally responsive to their unique identities."
Student Work
Student Work
While shaping our lesson, we considered "focus students" who generally require differentiation. In line with UDL principles, we shaped our lesson to ensure it could be accessed by everyone, including the focus students.
Here, we see FS5's storyboard constructed to persuade an audience to buy Doritos. FS5 was placed with supportive peers and was engaged in the shaping of the ad with ongoing prompts from his group mates. FS5 verbally presented the storyboard to the class in a coherent way that demonstrated his understanding of the lesson's goals.
FS2's storyboard persuaded her audience to buy 5 Gum. I conferred with FS2 and her group during the storyboard process, and she was able to articulate their thought process and goals.
Reflections
Reflections
Lesson Study is an opportunity to learn through experience and reflection while collaborating with fellow educators. When I engage with another teacher's students, goals, strategies and dilemmas, I am pushed to apply new approaches in my own practice.
The value of intentionally placing high-need students with supportive peers was driven home for me. Even given the multiple means of representing students' persuasive messages (text, image, oral), many students needed to be encouraged to participate by peers and given an explicit role in the group.
Further, this lesson study inspires me to prepare students to create and engage with modern, digital materials in my classroom. I need to prepare my students to critically analyze the digital messages that permeate their lives as well as contribute to online conversations.
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