CC.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence CC.1.5.9–10.C - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content Important Standards Addressed in this Unit: CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction Misconceptions: Students do not understand how propaganda affects their lives. Students do not know how to recognize bias. Students tend to take information presented as factual and do not engage in fact-checking. Concepts/Content: Competencies/Skills: Description of Activities: Propaganda techniques Identify basic Advertising campaign project propaganda Bias Propaganda presentation techniques Credible research Formative and summative assessments Identify bias and Active fact-checking analyze how it affects Writing skills perception Speaking skills Employ techniques of effective research Demonstrate
CC.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence CC.1.5.9–10.C - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content Important Standards Addressed in this Unit: CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction Misconceptions: Students do not understand how propaganda affects their lives. Students do not know how to recognize bias. Students tend to take information presented as factual and do not engage in fact-checking. Concepts/Content: Propaganda techniques Bias Credible research Active fact-checking Writing skills Speaking skills Competencies/Skills: Identify basic propaganda techniques Identify bias and analyze how it affects perception Employ techniques of effective research Demonstrate Description of Activities: Advertising campaign project Propaganda presentation Formative and summative assessments
English-Grade-10.docx