Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Teaching Argument through Advertising

No description

Ryann Bluhm

on 1 December 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching Argument through Advertising

Teaching Argument through
By: Ryann Bluhm, Stephanie Irwin and Elizabeth Morris
Common Core Standards Addressed:

W. 9-10.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W. 9-10.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
W. 9-10.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W. 9-10.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
L. 9-10. 4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
S. 9-10. 5. Make strategic use of digital media (e.g., textual, graphic, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Learning Target: I can identify facts from images

There is a woman in the photo
There is a child in the photo
The woman is holding an open book
They are smiling
They are both looking at the book
The woman's shirt is pink
The background is white
Student Answer:
Essential Question:How do you argue effectively through advertisement?
"The woman is reading to her daughter"
Is this statement a fact?
Do we absolutely know that the woman is reading?
How can we assume that the girl in the photo is the woman's daughter?
Teacher response:
"That statement is actually a claim. What evidence could we gather from the image that could help us logically reach this claim?"
Entry Task: Crime and Puzzlement Murder Mystery
Apply Vocabulary
Fact: The woman is looking at an open book in her hands
Warrant:Generally, when someone is looking at an open book in their hands, they are reading it
Claim: Therefore, this woman is reading the book
Fact: There are three penguins in the sand
Claim: Therefore, these penguins are a long way from their home
Whiteboard Pass
Fact: The penguins are dancing in the sand
Fact: There are three penguins in the sand
Warrant: Generally, penguins do not live near sand
Warrant: Generally, penguins do not live near sand
Fact: There are three penguins in the sand
Fact: These kids are lying on their backs in the snow
Warrant: Generally, when kids are lying on their backs in the snow, they are making snow angels
Claim: Therefore, These kids are making snow angels
Sometimes, multiple facts and warrants are needed to make a claim
Fact: There are horses running
Fact: There is no visible fence
Warrant: Generally, when there are multiple horses running without being fenced in, they are wild
Claim: Therefore, these are wild horses
Entry Task: What is the purpose of this advertisement? What are the advertisers trying to do? How are they accomplishing this?
(Fact) Acceleration produces a G force
(Warrant) Generally, driving fast is fun
(Warrant) Generally, "Gee!" is a term to express amusement
(Claim) Buy the CRX and you will have fun.
(Fact) French fries look somewhat like hockey sticks.
(Warrant) Generally, hockey fans love everything that reminds them of hockey.
(Claim) Therefore, NHL fans love McDonald’s fries.
What is/are the fact(s), warrant(s), and claim presented in this advertisement?
The ad is for Reese’s candy
The ad states, “The perfect argument for cloning.”
The ad displays two Reese’s, and one has a bite taken out of it.
The rodeo clown in the photo is wearing Newton shoes
The rodeo clown is lunging toward the bull
The Ad has the Newton shoe logo in the corner
Claim: These Newton shoes make you fast and brave
There are slices of tomatoes shaped like a ketchup bottle
The ad states, “No one grows Ketchup like Heinz.”
Generally, fresh produce, such as tomatoes, are considered healthy
Generally, many people like natural and fresh products
Heinz Ketchup is healthy, fresh and natural.
The advertisement was created by Anagram Bookshop
There is an open book
An octopus holding a ship is projected from the pages of the book
The advertisement states, "Words Create Worlds"
Generally, bookstores want to promote reading
Generally, a good book can captivate a reader and become a desired escape from reality
When you read books, you will enter a different world
Generally, bulls are very scary, intimidating and fast
Generally, when a rodeo clown lunges at a bull, he is trying to scare him off
Generally, to take on a Bull, one has to be fast and brave
Generally, when there is a logo in the Ad, the Ad is promoting that particular company
Generally, when something tastes delicious you will want more than one
Generally, cloning is considered controversial or unethical
Reese's are so good you can't just have one, even if it is considered a bad idea
Student Work:
Advertisement 1
Advertisement 2
Homework: Advertisement Packet
Video Segment:
"Too little because I never see ads unless I'm watching TV. They make no difference to me."
Students present their own ads
Learning Target: I can write a fact, warrant and precise claim
Learning Target: I can write multiple facts and warrants to make a claim
Learning Target: I can identify facts, warrants and claims in advertisements
Learning Target: I can write an effective Ad
Learning target: I can use arguments to pitch my advertisement
Full transcript