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Pre-Assessment for Content and Skills to be Developed in the Upcoming Unit…

- - - - Group 2) Contact parent and convince him/her that you should stay home.
      - Group 3) Contact teacher and inform them you are staying home and persuade him/her to postpone your quiz.
      - Group 1: Contact a friend and try and get him/her to skip as well.
      - Each group must: 1) Decide how will they communicate their desires; 2) Craft a response that will help them achieve their purpose; 3) Explain why they chose that strategy, drawing from what was discussed on the board.
      - Each group shares their responses, and notes will be made leading to introduction of the 'Big 5' of textual analysis.
        
        Big 5
        
        Audience / purpose - Whom does the text target (old or young people? Rich or poor? Is it for an international audience or for people from a specific country?) What does the author wish to achieve through the text?
        
        Content / theme - What is literally ‘happening’ in the text? What is it about? What are the main ideas of the text?
        
        Tone / mood - How does the text make you and/or the target audience feel? Describe the atmosphere of the text.
        
        Stylistic devices - How does the author use language to convey a sentiment or message? What kinds of linguistic tools does he/she employ? (For ELL – What are some important words they use)
        
        Structure - How is the text organized, literally (i.e. layout/formatting)? What kinds of structural elements of a particular text type do you see?
        
        Homogenous grouping for differentiated learning activity:
        Poster assignment
        
        Group 2 - Developing: Students should 1) Identify each aspect of Big 5 in connection with the ad; 2) Give example from the ad that supports the claim; 3) Say whether you think the author’s choice is a good one or not (and why).
        
        Group 3 - Struggling: Students should use the communications from the previous activity and 1) Identify the ‘Big 5’ and apply it to each of the communications for skipping school; 2) Explain why the choices made for one group (teacher, friend, parent) would not work with the other.
        
        Adjustments for ELL will be made through simplified language for the assignment instructions and the expectations, which will be to practice prior material rather than applying skills to new material.
        Other adjustments may include assigning roles of leader, artist, speaker, etc., more teacher-time, etc.
        
        Group 1 - Knowledgable: Students should address each part of the Big 5 to answer the following guiding question: What strategies does Tata Motors use to persuade its audience to purchase its product?