“The surest way to corrupt a youth is to

instruct him to hold in higher esteem

those who think alike than those who

think differently.” – Nietzsche

“It seems to me what is called for is an exquisite balance between two conflicting needs: the

most skeptical scrutiny of all hypotheses that are served up to us and, at the same time, a

great openness to new ideas.” – Carl Sagan

There is no opinion, no hypothesis, no conviction worth keeping or pursuing that is not frequently

reexamined. Some may view this statement simply as a central tenet of the scientific method, but it is

for me an aphorism to which I try to align every aspect of my life.

My name is Ryan Walker, I am 24 years old, and I aspire to

become an English teacher. In my future pedagogical

practice, I hope to foster within my students the same basic

tenets with which I have come to appreciate the cosmos,

humanity, and literature: approach with skepticism every

new idea you meet, and treat with wonder what ever

insight you gain from this process. Learning is truly an

adventure, wherein we must be wary of each new obstacle

we face, but also awestruck by each new vista we survey.

It is our duty as educators to provide the tools and

guidance that children will need to complete our portion of

this lifelong journey, which is ultimately what we would

hope to be the tutorial that will serve them well once their

true adventure of life begins.

I have brought this philosophy, in various aspects, to my

experience in education – whether that be tutoring,

mentoring, or coordinating after school programs. It has

also served me well in my extremely loving,

understanding, and uplifting marriage to a fellow teacher

who unequivocally reinforces my passion for learning

with her enviable drive for social equality. She supports

me in everything I do, and I would be, without her,

nothing. My wife is my equal partner in all things, and it is

one of my greatest joys when I am finally able to convince

those around me that she is truly the better half.

Walker 2

Ryan Walker

Donna Wadsworth-Brown

ENGL 4885

9 April 2013

“Every kid starts out as a natural-born scientist, and then we beat it out of

them. A few trickle through the system with their wonder and enthusiasm for

science intact.”

– Carl Sagan

Learning: A Spiritual Experience

I cannot recall a time in which I didn't seek knowledge with an almost religious fervor. In

my earliest memories, I can see my brother meticulously teaching me letters and numbers before

the thought had ever occurred to my parents. Piously, I read and reread anything I could lay

hands on with an indiscriminate passion, but also with a discerning eye. Reading a book, whether

for the first time or the hundredth, was a spiritual communion – and I renewed this covenant with

unstoppable regularity. Though I would not understand for a long time the benefit done to me by

this early conversion, it is with the benefit of hindsight that I see the all-too-real difference that it

had in the journey of my life. Having grown up dirt poor, in a town of less than 2000 people, I

am thankful every day that I avoided the paths that so many of my peers took. Without the

guidance that I had received, I’ve no doubt that I would be cashiering in some gas station down

Missouri Highway 60. This small turning point in my early life, this baptism of the written word,

set me on what I would come to find was a pilgrimage to the hallowed halls of learnedness.

Years passed as I accumulated my hoard of knowledge, treating each new bit of

information as scripture. I continued with a stubbornness and orneriness, even against

tribulations – of which there were many. A destitute household, absent parents, mental disease,

poorly ran and financed school districts, lack of intellectual stimulation, and open social

antagonism were just some of the entries on a depressingly long list. To say that I didn’t falter,

Walker 3

didn’t stumble, along my pilgrimage would be a great mistruth. There was even a bit of a crisis

of faith along the way, wherein I wondered whether or not I would ever get the chance to

actually fulfill the realization of all my long-held goals. Ultimately, I found myself removed from

the stagnant Limbo I’d spent several years in, and delivered unto higher education.

If you had asked me sometime years ago, maybe back when I was just entering high

school, I might have told you that my ultimate goal was akin to godly ascension: that the

acquisition of new knowledge only served in my acquisition of even newer knowledge. A cycle

of my own type of theology that seemed like it would never end. Somewhere along the way,

however, it became clear to me – almost as an epiphany – that I was not meant to be a theologian

of this church of knowledge. It would not be my place to continue this wanton devouring of the

word, hoping over and over again that each new piece would lead me closer to Truth. Instead, my

role was to be the zealot. The priest.

It seems fitting that the earliest origins of the word “teacher” were applied to spiritualists,

as I can very thoroughly identify with the role of priest within this contemporary, neo-classical

pantheon of learning and knowledge. There will come a day when I enter the classroom. While

study will always be a part of my worship, I will not enter the classroom as a student of the word

– a theologian who spends his time searching the word for new answers. Instead I will come as a

bearer of the word, and the spirit, and the righteous fire that sets ablaze the soul of the learner,

the seeker, and the adventurer. My students will receive the letter of the word through me, but

my real gift to them will not be the scripture. It will be the spirit, and the unquenchable fire of

inquiry that will lead them throughout their lives. They, too, will become part of the congregation

of seekers of knowledge; and it is them, and not I, who will ultimately find that Truth.

I prophesied earlier about my destiny had I not received initial intervention. While I

Walker 4

thankfully avoided that destitution, my brother only ever achieved about that much, floundering

throughout middle and high school, and going nowhere after making it out with a diploma. I

can't speak with any certainty on the matter, however, as I unfortunately admit that we have

become slightly estranged following my exodus from that dusty old town. My other siblings, too,

have gone down the same path, mislead by the idea that my leaving formal education behind

when I left high school was an action worth imitating. I fear that, at best, they can achieve only

as much as my parents have achieved before us, working a wage to no great achievement or

relief for the rest of their lives. This thought comes to me occasionally, when I have my doubts

about the convictions I've decided to dedicate my life to, and I believe it to be one of the driving

forces behind my mission. If the only thing, both nature and nurture, separating we siblings was

the fact that one of us had our natural wonder and awe for knowledge encouraged, then it

behooves me to continue such a tradition. My brother gave me the word, literally and

figuratively. Maybe I owe it to him to pass it on.

Can We Trust Nonfiction?

English II

Ryan Walker

Spring 2013

Rationale: This generation of students will inevitably be exposed to exponentially more nonfiction media

than any generation prior – most of which will be either intentionally or accidentally misleading.

Without the proper tools to analyze and evaluate the barrage of nonfiction media they will

encounter in their day-to-day lives, students will grow into adults and citizens without the ability

to discern the truth that is hiding within the bias for themselves. How can students become

functional, responsible members of our republic if they aren't prepared with the tools they need

to think critically and discern carefully? We're now in an age were scientific, technical, political,

philosophical, and personal truth is more within the reach of any one person than it ever has

been, and the mass of bias that students must dig through in order to reach it is also thicker than

ever before. This unit intends to arm students with the tools required to do just that.

Essential Questions: What is truth? Can we trust what we read? Does authority make us right?

Summary: In this unit, students will primarily be interacting with a variety of nonfiction media in multiple

ways. They will be reading opposing examples of biased nonfiction writing ranging from

political discourse and scientific articles to historical analysis and philosophical debate. They

will be called upon to journal about these articles and discuss them in groups in order to make

conclusions about the author's bias and make critical connections with what that means about the

facts or opinions presented in the writing. The class will also screen clips of advertising, news

reports, and documentaries that may or may not exhibit bias, then discuss in small groups and as

a class ways in which we are exposed to biased media that we might not be expecting. The unit

will culminate in the students constructing two pieces of summative work: a group project in

which they will construct their own biased presentation for their classmates to analyze, and an

individual research paper in which the students will choose their own nonfiction piece to analyze

for bias and respond to with well-researched fact.

Objectives: Reading:

CCSS.ELA-Literacy.RI.9-10.8: Delineate and evaluate the argument and specific claims in a

text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify

false statements and fallacious reasoning.

Writing:

CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

Speaking and Listening:

CCSS.ELA-Literacy.SL.9-10.4: Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the organization,

development, substance, and style are appropriate to purpose, audience, and task.

Length: Three weeks.

Materials: School: Computer lab access, library resources or database access, printers.

Teacher: Presentation software, printer, copier, textbooks from other content areas.

Students: Computer access, presentation software, internet access, printers.

Core Concepts: Process, community, construction, conversation, connection, occupation.

Literacy Strategies: K/W/L, Journaling, Socratic Seminar, Think-Pair-Share, Question the Author, Concept Mapping

Summative Assessment: A group presentation and an individual essay.

Teacher Calendar: Can We Trust Nonfiction?

Date: Activity:

Day 1

Introduce topic of studying authorial bias in nonfiction.

Identifying Aspects of Nonfiction

Discuss types of nonfiction media seen in every day life.

Group discussions on author and publication info, notes

required.

Hand out Unit Calendar.

Day 2

Discuss historical documents.

History is in the Eye of the Beholder

Topic: How the same historical event can be interpreted

through authorial bias into nonfiction.

Hand out summative assignment sheet + rubric.

Day 3

Discuss scientific documents.

Scientific Fact or Scientific Opinion?

Topic: How can we tell primary scientific reports from

scientific journalism? The differences?

Day 4

Discuss political documents and political ads.

We Want YOU!

Topic: What can we learn from political ads, and what

political speeches can tell us about candidates and

officials.

Assign Groups for Group Project.

Day 5

Group meetings/Library research day 1.

Day 6

Discuss popular advertising.

But Wait! There's More!!

Topic: How advertising attempts to play on our

emotions, assumptions, and fears.

Group topics due.

Day 7

In-class pre-writing activities.

Group meetings.

Topic for individual paper due.

Day 8

Group meetings/Library research day 2.

Day 9

Group meetings/in-class work day.

Final choice of article for paper due BY CLASS

TODAY.

Day 10

Group meetings/in-class work day/individual assistance

day.

First Draft of script due.

Day 11

Rough Draft of paper due.

Peer writing workshops.

Assign group performance days.

Day 12

Last group meeting/writing support/library work day.

Day 13

Group performances.

Day 14

Group performances.

Day 15

Finish up performances, essay due.

Day 16

Catch up day.

Mr. Walker's

English II Can We Trust Nonfiction?

November

2013

All due dates listed on this calendar reflect assignments or

steps listed on your “But Wait! There's More!!” handout.

Monday Tuesday Wednesday Thursday Friday

28 Unit Begins!

Come to class

prepared to think

about nonfiction.

29 Historical Documents

Be prepared to

think about what

History is.

30 Scientific Documents

Do you know

what scientific

journalism is?

31 Political Advertising

We talk about

political ads.

Groups assigned.

1 Group Meetings

Library day!

Group topics due

on Monday.

4 Marketing Techniques

What makes ads

work? Group

topics due.

5 Pre-Writing

Topic for paper

due. Be prepared

to pre-write.

6 Group Meetings

Library day!

7 Work Day

Choice of article

for your paper

due.

8 Work Day

Draft of script

due.

11 Peer Workshops

Rough draft of

paper due. Peer

Workshops.

12 Work Day

Last day of group

meetings. Last

writing work day.

13 Group Performance

14 Group Performance

15 Group Performance

Essay final draft

due at beginning

of class.

“I have yet to see a piece of writing, political or non-political, that does not have a slant.

All writing slants the way a writer leans, and no man is born perpendicular.”

– E.B. White

“Fortunately for serious minds, a bias recognized is a bias sterilized.”

– Benjamin Haydon

Heading English II Ryan Walker

Identifying Aspects of Nonfiction Time Frame 50 minutes

Rationale For students to learn how to properly assess and evaluate nonfiction sources,

they first must learn how to identify the sub-genre of non-fiction they are

examining, as well as how to determine things like who the author/s is/are,

what their organizational affilations are (if any), and where/when the piece

was published. These pieces of information tell us invaluable things about

how we should read the piece, and which parts of the piece we should be

critical of.

Objectives Students will determine the sub-genre of non-fiction they are reading.

Students will locate important information about the text (author,

organization, location/time of publishing).

Students will discuss different types of nonfiction they encounter, and how

authorial bias might affect how those sources appear.

Reading

Material Excerpts from the article “No Need to Panic About Global Warming”.

“The Sky is Now Her Limit” illustration.

“Wants 'Jim Crow' Law Over All United States” opinion letter.

Instructional

Framework Initiating Constructing Utilizing

Lesson Plan

Format Discussion and Cooperative Learning

Grouping Whole Class Pairs Individuals Materials &

Resources School – Printer, way to display material for class discussion.

Teacher – Copies of materials listed above, attached to this plan.

Student – Paper, writing utensils. Literacy

Strategies Think-Pair-Share, Freewriting

Phase One (5 Minutes) TSW freewrite briefly about types of non-fiction media they

encounter in their lives. TSW then do a quick Think-Pair-Share about their

lists, making sure to note the different answers and why they might not have

considered them.

(10 Minutes) TTW lead a class discussion about some of the answers the

pairs came up with, how they are non-fiction media, and how they might

exhibit bias. Prompt for definitions of bias, then give definition listed on

handout.

Phase Two

(25 Minutes) TTW will separate students into groups to look at and discuss

one of the three primary sources attached to this lesson plan. TTW ask

students to first look over the primary source by themselves, then try to

determine as a group the following: what kind of nonfiction document is this

(illustration, letter, news article, speech, etc.), what is this document about,

can we determine who the author(s) of this document is, who is the author(s),

what can we tell about the author(s) beliefs about the issue, why do we think

they might feel this way OR why do we think they want us to believe they

feel this way. During this discussion, students will keep individual notes

summarizing the group discussion of these questions.

Phase Three (10 minutes) TTW show each of the documents to the class as a whole, and

ask the groups for quick summaries of their answers about the document.

TTW provide a little more information about the documents, the issues they

are talking about, and how looking at things like author, date, and place of

publication can effect how we read a piece of nonfiction. Group notes will be

collected for completion grade at the end of the class.

Formative

Assessment Class discussion, listening to group and pair discussions, checking over

group notes. Summative

Assessment N/A

Homework

Assignment N/A

OP-ED: No Need to Panic About Global Warming

Editor's Note: The following has been signed by the 16 scientists listed at the end of the article:

A candidate for public office in any contemporary democracy may have to consider what,

if anything, to do about "global warming." Candidates should understand that the oft-repeated

claim that nearly all scientists demand that something dramatic be done to stop global warming

is not true. In fact, a large and growing number of distinguished scientists and engineers do not

agree that drastic actions on global warming are needed. . .

Perhaps the most inconvenient fact is the lack of global warming for well over 10 years

now. This is known to the warming establishment, as one can see from the 2009 "Climategate"

email of climate scientist Kevin Trenberth: "The fact is that we can't account for the lack of

warming at the moment and it is a travesty that we can't." But the warming is only missing if one

believes computer models where so-called feedbacks involving water vapor and clouds greatly

amplify the small effect of CO2. . .

Alarmism over climate is of great benefit to many, providing government funding for

academic research and a reason for government bureaucracies to grow. Alarmism also offers an

excuse for governments to raise taxes, taxpayer-funded subsidies for businesses that understand

how to work the political system, and a lure for big donations to charitable foundations

promising to save the planet. . .

Every candidate should support rational measures to protect and improve our

environment, but it makes no sense at all to back expensive programs that divert resources from

real needs and are based on alarming but untenable claims of "incontrovertible" evidence. . .

Claude Allegre, former director of the Institute for the Study of the Earth, University of Paris; J. Scott Armstrong, cofounder of the Journal of Forecasting and the International Journal of Forecasting; Jan Breslow, head of the Laboratory of Biochemical Genetics and Metabolism, Rockefeller University; Roger Cohen, fellow, American Physical Society; Edward David, member, National Academy of Engineering and National Academy of Sciences; William Happer, professor of physics, Princeton; Michael Kelly, professor of technology, University of Cambridge, U.K.; William Kininmonth, former head of climate research at the Australian Bureau of Meteorology; Richard Lindzen, professor of atmospheric sciences, MIT; James McGrath, professor of chemistry, Virginia Technical University; Rodney Nichols, former president and CEO of the New York Academy of Sciences; Burt Rutan, aerospace engineer, designer of Voyager and SpaceShipOne; Harrison H. Schmitt, Apollo 17 astronaut and former U.S. senator; Nir Shaviv, professor of astrophysics, Hebrew University, Jerusalem; Henk Tennekes, former director, Royal Dutch Meteorological Service; Antonio Zichichi, president of the World Federation of Scientists, Geneva. Excerpts from Opinion published in The Wall Street Journal, January 27th, 2012

The Sky is Now Her Limit

Illustration from The New York Times, Oct. 1920

Wants “Jim Crow” Law All Over the United States. To the Editor of THE TIMES: I read with interest the article written by “J. F. N.” to The Times Mail Bag, in which he wishes to isolate the colored population from the white in Washington, and then does not advocate the passing of the “jim crow” law in the District of Columbia. I agree with him entirely on the segregation law, but disagree as regards the “jim crow” law. The colored race is no longer “looked down” on, and by passing this “jim crow” law and giving them as good cars and service as is given the white people, it will then give that race the opportunity to develop more racial pride and distinction. Some people think it is a disgrace to be colored, and think the passing of this “jim crow” law would mean a downward trend of this race. This is no longer the thought of an educated person, and if the colored people would not think so much of trying to be equal with the white people and would try to develop their race to such an extent as to make them recognized by their pride and habits; then the colored people should pull for this law, and, after passing it, try to be rivals and not equals of the white race. I have talked with several well-educated colored men on this question, and was surprised to find that they agreed entirely with me, and a few of them went to such an extent as wanting a separate part of the United States as their home, as was given the Indians.

I and every other person, whether white or black, provided they have enough pride, should pull for this “jim crow” law, not only in the District of Columbia, but all over the United States.

W. W. J. Glen Ferris, W. Va., February 20.

Letter to the editor of The Washington Times, published February 22, 1915.

Heading English II Ryan Walker

Scientific Fact or Scientific Opinion? Time Frame 50 minutes

Rationale In an era where availability of scientific journals and articles to the

average person is unmatched by any previous time, and with many

political and philosophical decisions being based on cutting-edge

scientific research, and with an extreme need for more scientists in

America, it is paramount that students be able to read primary

scientific sources and separate these primary sources from extremely

biased and reactionary scientific journalism.

Objectives Students will determine the difference between scientific writing and

scientific journalism.

Students will continue searching for bias in nonfiction writing,

including scientific reports.

Reading Material “Variability of neural activation during walking in humans: short

heels

and big calves” report by A. N. Ahn, et. Al

“Stilettos tone up your legs” article from Express

“Good news Victoria Beckham! Stilettos give women shapelier legs

than flats” article from The Daily Mail

“Why stilettos are the secret to shapely legs” article from The

Telegraph

Instructional

Framework Initiating Constructing Utilizing

Lesson Plan

Format Discussion and Cooperative Learning

Grouping Whole Class Pairs Individuals Materials &

Resources School – Printer, way to display material for class discussion.

Teacher – Copies of materials listed above, attached to this plan.

Student – Paper, writing utensils. Literacy Strategies Freewriting, KWL

Phase One (5 Minutes) TSW freewrite briefly about the question “what do you

know about scientific reporting?”

(10 Minutes) TTW lead the class through the first section of a KWL

about scientific reporting, prompting students with questions about

whether scientific reports are different than scientific journalism.

Phase Two

(10 Minutes) TTW will separate students into groups to read and

discuss one of the four sources listed above. TSW determine, as a

group, whether the piece is from a scientific journal or a newspaper,

and they will decide as a group what the main idea of the piece is.

(15 Minutes) TTW lead a discussion where TSW share their group’s

answers, during which TTW show each piece to the class as a whole.

The group with the scientific journal article should be saved for last,

and hopefully the students will have been able to determine that what

the journal article actually says is vastly different than the claims

made by the news reports about the article. TTW prompt students

about what they think this means about scientific journalism.

Phase Three (10 minutes) TSW help the teacher finish filling out the KWL chart,

TTW prompt discussion as each point is made by students.

Formative

Assessment Class discussion, listening to group discussions.

Summative

Assessment N/A

Homework

Assignment N/A

Excerpt from the article:

Variability of neural activation during walking in humans: short heels and big

calves

A. N. Ahn, J. K. Kang, M. A. Quitt, B. C. Davidson, and C. T. Nguyen

Author Affiliations:

Department of Biology, Harvey Mudd College, 301 Platt Boulevard,Claremont, CA 91711, USA

ABSTRACT

People come in different shapes and sizes. In particular, calf muscle size in humans varies

considerably. One possible cause for the different shapes of calf muscles is the inherent

difference in neural signals sent to these muscles during walking. In sedentary adults, the

variability in neural control of the calf muscles was examined with muscle size, walking

kinematics and limb morphometrics. Half the subjects walked while activating their medial

gastrocnemius (MG) muscles more strongly than their lateral gastrocnemius (LG) muscles

during most walking speeds (‘MG-biased’). The other subjects walked while activating their MG

and LG muscles nearly equally (‘unbiased’). Those who walked with an MG-biased recruitment

pattern also had thicker MG muscles and shorter heel lengths, the distance between the ankle

joint and the back of the Achilles tendon, than unbiased walkers, but were similar in height,

weight, lower limb length, foot length, and exhibited similar walking kinematics. The relatively

less plastic skeletal system may drive calf muscle size and motor recruitment patterns of walking

in humans.

RESULTS

Relative heel length, the distance between the ankle joint and the back of the Achilles tendon, of

the MG-biased walkers was 24 per cent shorter than that of the unbiased walkers. In absolute

terms, the in-lever arm of the calf muscles in MG-biased walkers was 25 per cent shorter than in

unbiased walkers. By contrast, the out-lever arm of the foot between the MG-biased group and

the unbiased group did not differ. A shorter heel correlated with stronger relative neural

activation signals. Stronger MG activation correlated with larger calf muscles.

Despite the differences in motor recruitment patterns, relative MG muscle size, and relative heel

length, all kinematic measures, including adduction/abduction of the foot, and all other

morphometric measures were similar between the two groups of walkers. Specifically, height,

weight, leg length, lower leg length and foot length did not differ between the two types of

walkers.

Article from Express magazine:

Stilettos tone up your legs

Jo Willey

They are the height of fashion for Hollywood stars and every girl about town.

And it seems killer heels are not just a sexy accessory – they are a way of getting a fabulous set

of pins.

Research has shown stilettos worn by the likes of Jennifer Aniston, Angelina Jolie, Cameron

Diaz and Cheryl Cole give the legs a great workout, and make them more shapely and toned.

A study of women aged 18 to 33 found that walking in high heels activates inner and outer calf

muscles more evenly than wearing flatter shoes.

Women who preferred to wear lower heels had bigger inner calf muscles.

Biology professor Anna Ahn, of Harvey Mudd College in Claremont, California, said: “Similar

to pulling a door closer to its hinge, the ankle must be extended by a greater force when muscles

pull closer to the ankle joint with a shorter heel.

“In order to generate these higher forces at the ankle, these individuals activate their relatively

thicker muscles for longer.”

The research was published in the Royal Society journal, Biology Letters.

High heels have been a fashion item since the 1600s, but over the past 50 years they have been

blamed for bunions, stress fractures and a higher risk of arthritis.

Studies have also linked them to knee and back problems.

A recent survey found more than three million wearers of high heels have twisted ankles, torn

tendons, broken a wrist, and even damaged teeth in a fall.

However, two years ago Italian scientists found moderately high heels can tone the body,

condition muscles – and even improve a woman’s sex life.

If that is Angelina, Cameron and Cheryl’s reason for wearing them, they are not saying anything.

Excerpt from The Daily Mail's news blog:

Good news Victoria Beckham! Stilettos give women shapelier legs

than flats

Victoria Beckham has been told to stop wearing her trademark heels so often after they started to

affect her posture.

But she may be relieved to hear that high high heels actually give women shapelier legs.

A new study of 18 to 33-year-olds has shown those who walked in high heels activated their

inner and outer calf muscles much more evenly than those who used flatter shoes.

Shorter heels, worn by half the subjects, led to having bigger inner calves because they are

exercised more, according to the findings published in the journal Biology Letters.

Professor Anna Ahn, of Harvey Mudd College in Claremont, California, and colleagues said:

'Similar to pulling a door-closer to its hinge, the ankle must be extended by a greater force when

muscles pull closer to the ankle joint with a shorter heel.

'Heel length may determine calf muscle size in humans. In order to generate these higher forces

at the ankle, these individuals activate their relatively thicker muscles for a longer duration.'

In the study the researchers analysed ten sedentary people, five men and five women, to ensure

athletic training was not a factor in their performance.

They added: 'People come in different shapes and sizes. In particular, calf muscle size in humans

varies considerably.

'Some people have short, stout lower leg muscles, while others have long, slender leg muscles.

'A possible cause for these differences in calf muscle size is the difference in neural signals

received by the muscles, because muscles respond to increased neural activation with

hypertrophy (excessive development).

'These individuals would also generate relatively higher muscle forces when walking, since

muscle force increases with amplitude of muscle activity.'

Excerpt from the Fashion section of The Telegraph:

Why stilettos are the secret to shapely legs

From bunions to back pain, high heels are blamed for all manner of ailments but, in a rare piece of good news, scientists say that stilettos can give you more shapely legs.

A new study found that women who wore high heels activated their inner and outer calf muscles

more evenly than those who wore flatter shoes, which gave their legs a more symmetrical

appearance.

Flatter heels, as worn by half the subjects in the study, caused "lopsided" development, as the

inner calf muscles were exercised more and grew larger, according to the findings published in

the Royal Society journal Biology Letters.

Prof Anna Ahn, of Harvey Mudd College in Claremont, California, said: "Similar to pulling a

door closer to its hinge, the ankle must be extended by a greater force when muscles pull closer

to the ankle joint with a shorter heel." She said that the thick inner calf muscles were activated

for a longer duration to generate these higher forces at the ankle.

In the study, the researchers analysed 10 sedentary people - five men and five women - to ensure

athletic training was not a factor in their performance.

Heading English II Ryan Walker

But Wait! There’s More!! Time Frame 50 minutes

Rationale A huge part of being a responsible and informed consumer is being

able to discern what parts of product or service advertising we

encounter is fact and what parts are hyperboles or misleading opinions.

Advertising is the dominant form of nonfiction media that students are

and will be exposed to, and being able to critically analyze this media

is an essential skill for any consumer.

Objectives Students will be able to identify advertisements that use misleading or

biased advertising techniques.

Students will demonstrate knowledge of advertising techniques by

creating their own advertisements.

Reading

Material Advertising Handout (attached)

Instructional

Framework Initiating Constructing Utilizing

Lesson Plan

Format Cooperative Learning

Grouping Whole Class Pairs Individuals Materials &

Resources School – Printer, way to display material for class discussion.

Teacher – Copies of materials listed above, supplies for students to

complete their advertisement, magazines, computer/printer access

would be preferable.

Student – Creativity! Phase One (<5 Minutes) TTW explain the two assignments for the day, and split

students into groups of three or two for which assignment they will be

working on first. Phase Two

(15 Minutes) TSW either A) work in groups to search through provided

materials/on the internet, if available, for an example for at least three

of the advertising techniques listed on the handout; or B) work in

groups to decide on a product, and each individually design a quick

advertisement on paper using provided tools that demonstrates at least

one of the advertising techniques.

(15 Minutes) TSW switch tasks. Phase Three (15 – 20 Minutes) TTW regroup the class and students will share the

advertisements they made and some of the advertisements they found. Formative

Assessment Finding advertisements and explanations for choices, creation of an

advertisement using an advertising technique.

Summative

Assessment N/A

Homework

Assignment N/A

Commonly Used Advertising Techniques

Information - Presentation of simple, direct information

Status - Associates product use with those who have status, who are successful,

and who enjoy and understand the “fine things of life.”

Peer Approval - Associates product use with friendship/acceptance.

Hero Endorsement - Associates use of product with a well-known person.

Sexual Attraction - Associates use of product with increased sexual appeal.

Entertainment - Associates product with entertainment and feelings of enjoyment.

Intelligence - Associates products with people who can think and act for

themselves.

Unfinished Comparison - Use of phrases such as, “Works better in poor driving

conditions!” Works better than what?

Sales Techniques Some commonly used approaches:

Guarantees - Abundant use of statements such as “lifetime guarantee” and

“satisfaction guaranteed, or your money back.”

Scarcity - Merchant creates a false sense of urgency by claiming that supply or

time is limited.

Perceptual contrast - Merchant presents undesirable/inferior option first to make

the second option look far superior.

Scientific or Numerical Claims - “Nine-out-of-ten” may sound good, but many

such claims can prove impossible to substantiate.

Negative Option - Merchandise arrives automatically unless the consumer takes

steps to stop shipment and billing. Often used by book and record clubs.

Examples of Misleading Advertising Frequently seen misleading advertisements:

Health Fraud - Promises of overnight medical cures and treatments. Products

developed after “years of research” and “proven to provide immediate positive

results.” Testimonials from medical experts and satisfied customers.

Credit Repair - Offers, for a fee, to fix a bad credit record. (Credit repair is a

time-intensive process!)

“Get Rich Quick” Schemes - Ads that offer an opportunity to earn a lot of money

in a short amount of time with very little effort.

Product Misrepresentation - Uses names similar to nationally recognized brand.

Merchandise offered a below-market value for a limited time only. Vague

descriptions of product.

Travel Fraud - Offers accompanied by certificates for free or very low-cost travel.

Vague description of services and accommodations.

Unethical Techniques Techniques considered deceptive and/or misleading:

Bait and Switch - Advertisement entices consumers into the store with bargains

that are too good to be true. Once consumers are in the store, they are told the

item is unavailable and are shown a similar, but more expensive, item. Often

high-pressure sales tactics are used. Illegal in most states.

Exploitation of Fears and Misgivings - Ad feeds or plays on consumers’ fears.

Supermarket Specials - Advertisement of products that are not in stock or that are

not readily available to consumers at the advertised price.

Out-of-Context Quotations - Comments by a noted person or passages from a

story taken out of context to imply an endorsement of a product or service.

Rules for Evaluating Advertisements Ask yourself basic questions:

Does the ad appeal to your emotions?

Look beyond the appeal to find out what the ad really says (or doesn’t say) about

the product or service.

What are the special features of the product?

Are these features necessary?

As you read, listen to, or watch advertisements…

Search for fraud and deception in the ad.

Be alert to ads that are misleading (those that make unreasonable claims about the

product or service).

Read the fine print, or listen carefully.

Heading English II Ryan Walker

Final Group Presentations Time Frame 50 minutes Rationale Now that the students have spent so long learning about bias, rhetoric,

and marketing techniques, it's time for them to get a chance to show

what they know! The students will get a chance to practice their public

speaking and performance skills, both of which are important to any

field of work or study they continue into, as they give a group

presentation to their classmates.

Objectives Students will perform as part of a group doing an intentionally biased

and misleading presentation that they devised.

Students will demonstrate knowledge of indications of bias and

marketing techniques by identifying them within their classmates'

presentations.

Reading

Material N/A

Instructional

Framework Initiating Constructing Utilizing

Lesson Plan

Format Presentation

Grouping Whole Class Pairs Individuals

Materials &

Resources School – Way to display material for the class.

Teacher – Any additional supplies needed to facilitate presentations,

copies of the peer response handout for the audience.

Student – Gumption, courage, and stage presence! Phase One (<10 Minutes) TTW take time at the start of class to go over the

standards of professional presenters and professional listeners.

Professional respect, courtesy, silence, attention. TTW also make sure

that everyone has a copy of the peer response sheet, and that everyone

understands how it is to be filled out. Phase Two

(~40 Minutes) TSW take turns as groups to introduce and perform their

presentations as described on the summative assessment handout. TSW

also fill out a section of their peer response sheet, due at the end of the

class session, for each group that presents. TTW lead applause at the

end of each performance, and call the next group in line.

Phase Three With what little time remains, TTW collect the peer response sheets for

the day, and will remind the class of the groups due for the next day's

presentations.

Summative

Assessment Group performance of biased presentations.

Individual identification of bias and marketing techniques of others'

performances on the peer response sheet. Homework

Assignment N/A

Phase Three With what little time remains, TTW collect the peer response sheets for

the day, and will remind the class of the groups due for the next day's

presentations.

Summative

Assessment Group performance of biased presentations.

Individual identification of bias and marketing techniques of others'

performances on the peer response sheet. Homework

Assignment N/A

Mr. Walker Name:

March 1, 2013

Have you ever heard those words? Advertisers and marketers use phrases and tricks like this to

try to get you, the consumer, to buy a product that probably isn't going to deliver on everything

the ads promise.

These strategies are often called “marketing techniques”, and you can find some of them in almost

every ad you see, read, or hear.

For this activity, you'll be looking for advertisements either in print or online that demonstrate

some of the marketing techniques listed on the marketing handout. When you find an example of

a technique, list the technique and describe the effect that you think the technique is trying to

achieve.

(ex: is the usage of hero endorsement on a pair of shoes trying to convince us that we can be as

good as a professional athlete if we by them?)

Try to get examples for at LEAST three techniques!

What's It Advertising? What Technique Do You

See?

What's The Technique Doing?

But Wait! There's More!!

Presentation Rubric: But Wait! There's More!!

Mr. Walker

Student Name: _________________________

CATEGORY 10 - 8 7 - 5 4 - 2 1

Content Shows a full

understanding of

marketing tropes

and biases. Uses

three different

types of

techniques or

biases.

Shows a good

understanding of

marketing tropes

and biases. Uses

two different

types of

techniques or

biases.

Shows a basic

understanding of

marketing tropes

and biases. Uses

one type of

technique or bias.

Does not seem to

understand

marketing tropes

and biases very

well. Has no

indication of

prepared usage of

techniques or

bias.

Preparedness Student is

completely

prepared and has

obviously

rehearsed.

Student seems

fairly prepared,

but might have

needed a couple

more rehearsals.

The student is

somewhat

prepared, but is

clearly lacking

rehearsal.

Student does not

seem at all

prepared to

present.

Collaboration Almost always

listens to, shares

with, and

supports the

efforts of others

in the group. Tries

to keep people

working well

together.

Usually listens to,

shares with, and

supports the

efforts of others

in the group.

Does not cause

“waves” in the

group.

Often listens to,

shares with, and

supports the

efforts of others

in the group, but

is sometimes not

a good team

member.

Rarely listens to,

shares with, and

supports the

efforts of others

in the group.

Often is not a

good team

member.

Enthusiasm Facial

expressions and

body language

generate a strong

interest and

enthusiasm about

the topic in

others.

Facial

expressions and

body language

sometimes

generate a strong

interest and

enthusiasm about

the topic in

others.

Facial

expressions and

body language are

used to try to

show enthusiasm,

but seem

somewhat

disingenuous.

Very little use of

facial expressions

or body language.

Did not generate

much interest in

topic being

presented.

English II