Ohio Resource Center > Record > As Far as the Eye Can See

ORC Resource Number #283

As Far as the Eye Can See

http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching%20&%20Learning%20sequences/Arch
ived-English-Online-units/English-Units-Years-9-10/As-far-as-the-eye-can-see

PROFESSIONAL COMMENTARY

This resource uses a variety of television advertisements to teach features of visual and verbal media. This instructional unit, developed as part of a project funded by the New Zealand Ministry of Education, allows students to discuss how the visual and verbal features of advertisements are used to promote ideas and products. Assessment guidelines and links to related websites are also provided. (author/ncl)

CAREER APPLICATION

This site has both general and specific applications to career-technical clusters. Any teacher of career-technical students might use this site to study television advertising related to either an individual field or the overall effectiveness of advertising techniques. Teachers might have students find advertising related to a specific field or select advertisements across a variety of fields. Career-technical teachers will find the emphasis on oral communication and multimedia presentations especially useful.

OHIO STANDARDS

English Language Arts Standards

Research Standard

Communications: Oral and Visual Standard

Benchmarks (8 - 10)

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.

Give presentations using a variety of delivery methods, visual displays and technology.

Grade Level Indicators (Grade 8)

Identify and analyze the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.

Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning.

Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources, including both primary and secondary sources, and identify sources used.

Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

Grade Level Indicators (Grade 9)

Identify types of arguments used by the speaker, such as authority and appeals to emotion.

Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and e. draw from multiple sources, including both primary and secondary sources, and identify sources used.

Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

NATIONAL STANDARDS

Standards for the English Language Arts

Write, speak, and visually represent to create text

Purposes for using spoken, written, and visual language

RESOURCE TYPE

Instructional Resource

PRACTICE LEVEL

Best Practice

STANDARDS ALIGNMENT

Grades 8–9

CAREER FIELDS

Agricultural & Environmental Systems;
Hospitality & Tourism;
Human Services;
Information Technology;
Law & Public Safety;
Manufacturing Technologies;
Marketing;
Transportation Systems;
Arts & Communication;
Business & Administrative Services;
Construction Technologies;
Education & Training;
Engineering & Science Technologies;
Finance;
Government & Public Administration;
Health Science

TOPICS

English Language Arts --
Communication;
Viewing;
Listening;

FOUND IN

AdLIT
Standards First

KEYWORDS

advertisements;
critical thinking;
visual literacy

Publisher: Unitec Institute of Technology

Author: Liz Molony

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