| Body | The activity featured below was created as part of a larger unit in which advanced secondary learners enrolled in a hybrid language course exploring contemporary issues associated with gender. The pragmatic and strategic focus of this activity is the use of persuasive language to influence a particular audience.
Learning Objectives:
Learners will be able to:
- Discuss news clips related to current events
- Identify and analyze persuasive language within media texts
Modes: Interpretive Listening, Presentational Writing, Interpersonal Communication
Materials Needed: Two news clips that reflect contemporary gender issues with opposing political stances such as “Becoming Lucy: Portland family embraces child’s gender identity” (http://www.pressherald.com/2016/02/07/becoming-lucy-portland-family-embraces-reality-of-childs-gender-identity/) and “Oregon allowing 15-year-olds to get state-subsidized sex change operations” (http://www.foxnews.com/politics/2015/07/09/oregon-allowing-15-year-olds-to-get-state-subsidized-sex-change-operations.html), Details handout, Group handout
Procedure:
- Introduce learners to the idea that many news outlets deliver information with the goal of having their audiences interpret current events with a particular political slant. This trend is evident when considering the current hot-button topic of gender identity of minors.
- Explain to learners that they will be watching two news clips with opposing political stances regarding transgender minors. “Becoming Lucy: Portland family embraces child’s gender identity” and “Oregon allowing 15-year-olds to get state-subsidized sex change operations” are perfect videos to use.
- Give learners the Details handout. This handout explains that the learners will be watching the two videos multiple times. The first few times, learners will take notes on specific details listed by each video that impact whether or not the audience might agree with/believe the broadcast.
- After listing their notes, have learners answer the reflection questions at the end of the Details handout. These questions require them to consider how the videos impacted their perceptions of issues affecting transgender minors. They should write notes individually.
- Next, learners will work in groups (no more than four students apiece) to analyze persuasive language use within the videos by using the Group handout. Allow learners at least 30 minutes to complete this step. It is important that the learners come to an accord regarding the persuasive language that they find in the videos for every technique listed on the handout rather than dividing the work among themselves. Learners will all be responsible for understanding each technique and how it appeals to the pathos, logos, and ethos of individuals.
- Make sure to provide feedback to your learners regarding the correctness of their work in Step 5. In a hybrid course, this feedback can come from an email or web conferencing. Additionally, learner groups may compare answers using message board functions.
Notes:
- If you are teaching in a face-to-face context rather than in a hybrid or online format, you may wish to include direct instruction regarding persuasive language techniques as part of this activity.
- A possible extension activity is to have learners conduct addition research regarding issues related to transgender minors and write a persuasive essay for submission to a local publication.
- This activity can be adapted to lower proficiency levels through selection of text. It would be more appropriate, for example, for Novice and Intermediate learners to analyze the persuasive language used in print ads. This analysis would be more superficial than that which advanced learners were expected to engage in.
- When discussing controversial issues in class, it is always a good idea to notify parents and administrators beforehand in order to minimize any potential issues that might develop. Additionally, educators should consider the maturity level of their learners when evaluating the appropriateness of the issues being discussed.
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