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Understanding Authenticity in TV Advertising

Overview This lesson is appropriate for use with grades 3-6. Particularly in regards to the ELA standards, attention should be paid to the appropriate level of detail and reference to the text for the grade level the lesson is being used with. The lesson is aligned with Common Core ELA Reading Literature Standard 1 (using textual evidence to support analysis of explicit and implicit content), C3 Framework Dimension 2 (Human-Environment Interaction), and Next Generation Science standard ESS3.C (Human Impacts on Earth Systems). Students will closely read Mitali Perkin’s novel Tiger Boy using the “Appeals: Logical, Ethical, Emotional” tool. Students will support an analysis of the three types of appeals with evidence from the text. Objectives  Students will engage in a close reading of Tiger Boy.  Students will analyze the meaning of the story, using both explicit and implicit content.  Students will consider various appeals regarding human-environment interaction using a “logical, ethical, emotional appeals” framework. Hook Have students create an illustration based on the following prompt: “Draw a picture of a tiger in its environment.” Once students have completed their drawings, discuss what they chose to include (and what they didn’t). What kinds of resources are there for the tigers? Are there any humans? What kind of environment is it? Pre-Reading 1. Read the author’s note from the end of the book as a group. 2. Ask for volunteers to try and locate a) India, b) Bangladesh, c) West Bengal (an Indian state), d) Kolkata (on older maps it will be spelled Calcutta), and finally e) the Sunderbans.