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UbD Unit Plan Unit Cover Page Unit Title: Propaganda in Action Grade Level: 7 Subject/Topic: Propaganda Techniques Key Words: propaganda, testimonials, bandwagon, glittering generalities, name calling, informational text, bias, drawing conclusions, inferences, relevant, advertisements, commercials Designed by: Alison Cody/Janna Richardson School District: Newberry County Time Frame: Approx. three weeks School: WCS/MCMS Brief Summary of Unit (including curricular context and unit goals): In this unit, students will explore propaganda techniques in print advertisements and nonprint media. In the culminating performance task, students will design and create a print advertisement and commercial for a local business. Unit Design Status: Completed template pages – Stages 1, 2, and 3 Completed blueprint for each performance task Directions to students Completed rubrics Materials and resources listed Suggested accommodations Suggested Extensions Status: Initial Draft (date: June 2009) Peer Reviewed Content reviewed Anchored 7-1 Revised draft (date: ) Field Tested Validated Stage 1- Identify Desired Results Established Goals: Standard and Indicators: 7-2.2 Analyze information within and across texts to draw conclusions and make inferences. 7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information). 7-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts. 7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience. 7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience. 7-2 What essential questions will be considered? How is language used to manipulate us? What understandings are desired? Advertisers use a variety of methods to convince consumers to buy their products, and by becoming more familiar with these methods, students will understand how these methods influence our culture. How does language influence the way we think, act, and perceive the world? How does the media shape our view of the world and ourselves? How will understanding techniques used in propaganda help students make more informed decisions as members of the community? What key knowledge and skills will students acquire as a result of this unit? Students will know… Students will be able to… It is essential to recognize the different types of propaganda and understand the message of advertisers in media. See through the underlying messages in the media to make informed decisions. Therefore, the primary focus of the assessment should be on the creation of pieces with propaganda. 7-3 Stage 2- Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks: The students will create a print advertisement and a commercial for a local business using specific propaganda techniques for their grade level. What other evidence needs to be collected in light of Stage 1 Desired Results? Other Evidence (e.g., tests, quizzes, prompts, work samples, observations) Questioning – After showing a commercial, the teacher leads the students into thinking about how advertisers try to convince consumers to purchase a product. Persuasion Inquiry – The students will select a persuasive example from the media and analyze the persuasive techniques. (see attached example – “Persuasion Is All Around You”) Observation – The teacher will observe the discussion surrounding the persuasion inquiry. Graphic organizer – The students will find and analyze four types of propaganda in small groups of 2-4 students. (see attached graphic organizer) Advertisements Analysis Chart – The students will be given five print advertisements and will choose one to analyze individually. Student Self–Assessment and Reflection Students will ask questions of their peers about their persuasion inquiry. Students will reflect on their understanding of propaganda techniques on Exit Slips before completing the graphic organizer. Students will edit and revise their commercials and print advertisements using three pluses and a wish. During presentations, students will assess each others’ final products on sticky notes by writing one thing they enjoyed during the presentation and the propaganda technique(s) included. 7-4 Stage 2- Determine Acceptable Evidence (continued) Assessment Task Blueprint What understandings or goals will be assessed through this task? Students will design and create a print advertisement and commercial for a local business using specific propaganda techniques. What criteria are implied in the standards and understandings regardless of the task specifics? Must be able to identify and explain the four propaganda techniques (testimonial, bandwagon, glittering generalities, and name calling) Focus on one local business Appropriate for a specific audience Use a specific persuasive technique Use correct Standard American English Name and explain propaganda techniques used in products Demonstrate creativity and originality Demonstrate teamwork What qualities must student work demonstrate to signify that standards were met? The print advertisement should be attractive and well-organized, geared to a specific audience, use Standard American English, and include one of the four propaganda techniques. The commercial should include a storyboard (plan), an awareness of the audience, a specific propaganda technique, and appropriate oral speaking skills. In each task, students will listen to and support one another as they work toward a common goal. Through what authentic performance task will students demonstrate understanding? Task Overview: The students will create an advertisement and commercial for a local business and present these to the business owners in class. 7-5 What student products and performances will provide evidence of desired understandings? Print Advertisement Commercial By what criteria will student products and performances be evaluated? Attached rubric for the print advertisement Attached rubric for the commercial 7-6 Stage 3- Plan Learning Experiences WHERETO AND WOW DESIGN QUALITIES What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements. 1. Begin with the question: “What is advertisement?” Share essential questions. W (Authenticity and Organization of Knowledge) 2. Introduce by showing a commercial on the Smartboard and discuss how advertisements use persuasive techniques. H (Authenticity and Novelty and Variety) 3. Share the culminating performance task. W, E-1, T (Clear and Compelling Product Standards, Organization of Knowledge, Product Focus, and Choice) 4. Assign “Persuasion is All Around You” for homework. H, E-1, R, T (Authenticity, Choice, and Novelty and Variety) 5. Discuss homework assignment. H, E-1, R, E-2 (Choice and Authenticity) 6. The teacher will share the four propaganda techniques and examples with the class. E (Organization of Knowledge) 7. Students will find examples of the four propaganda techniques in small groups using the attached graphic organizer. R, T (Affirmation of Performance, Affiliation, and Protection from Adverse Consequences) 8. The students will be given five print advertisements and will choose one to analyze individually using the Advertisement Analysis Chart. E (Authenticity and Choice) 9. Students will work in small groups to create a print advertisement for a local business using one of the four specific propaganda techniques. E-1, R, T (Choice, Authenticity, Novelty and Variety) 10. Students will edit and revise their print advertisements using three pluses and a wish. R (Product Focus, Protection from Adverse Consequences) 11. During presentations, students will assess print advertisements on sticky notes by writing one thing they enjoyed during the presentation and the propaganda technique(s) included. E-2 (Product Focus, Protection from Adverse Consequences) 12. Students will work in small groups to create a storyboard for a commercial for a local business using one of the four specific propaganda techniques. E-1, T (Choice, Authenticity) 13. Students will practice their commercials and prepare to present them in class. R (Authenticity) 14. Business owners will be invited to view commercial presentations and students will assess commercials on sticky notes by assigning each group a score of one to five for the presentation. E-2 (Product Focus, Protection from Adverse Consequences) 15. Each student will complete a peer evaluation and give scores based on each commercial presentation. E-2 (Affirmation of Performance) 7-7 Introduce by showing a commercial and discuss how advertisements use persuasive techniques. Students will work in small groups to create a print advertisement for a local business using one of the four specific propaganda techniques. Students will work in small groups to create a storyboard for a commercial for a local business using one of the four specific propaganda techniques. The students will be given five print advertisements and will choose one to analyze individually using the Advertisement Analysis Chart Students will work in small groups to create a storyboard for a commercial for a local business using one of the four specific propaganda techniques. Tuesday Begin with the question: “What is advertisement?” Share essential questions. Monday 7-8 Students will practice their commercials and prepare to present them in class. Students will work in small groups to create a print advertisement for a local business using one of the four specific propaganda techniques. Share the culminating performance task. Assign “Persuasion is All Around You” for homework. Wednesday Students will practice their commercials and prepare to present them in class. Students will edit and revise their print advertisements using three pluses and a wish Discuss homework assignment. The teacher will share the four propaganda techniques and examples with the class Thursday Business owners will be invited to view commercial presentations and students will assess each group’s commercial on sticky notes by assigning each group a score of one to five for the presentation. Each student will complete a peer evaluation and give scores based on each commercial presentation. During presentations, students will assess each group’s print advertisement on sticky notes by writing one thing they enjoyed during the presentation and the propaganda technique(s) included. Students will find examples of the four propaganda techniques in small groups using the attached graphic organizer. Friday Stage 3- Plan Learning Experiences (continued) Consider the WHERETO elements. Advertisement Rubric Student’s Name_____________________________________________________ CATEGORY 4 Content/propaganda Shows a full understanding of the topic by correctly using one propaganda technique. 3 2 1 Shows a good understanding of the topic by showing a partial understanding of one propaganda technique. Shows a good understanding of parts of the topic by showing a limited understanding propaganda. Does not seem to understand the topic very well and attempts one propaganda attempt. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 Several spelling errors spelling errors in the brochure. remain after one person other than the typist reads and corrects the brochure. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the brochure. Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has The brochure has attractive formatting well-organized and well-organized information. information. The brochure's formatting and organization of material are confusing to the reader. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics do not go with the accompanying text or appear to be randomly chosen. Student’s Grade: Comments: Teacher’s Grade: Comments: 7-9 There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". There are several grammatical mistakes in the brochure even after feedback from an adult. Commercial Rubric Student’s Name_____________________________________________________ 4 3 2 1 Speaks clearly Speaks clearly and distinctly all of the time and mispronounces no words. Speaks clearly and distinctly all of the time but mispronounces 1 or more words. Speaks clearly and distinctly most of the time and mispronounces no words. Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Shows a good understanding of the topic by showing a partial understanding of one propaganda technique. Shows a good understanding of parts of the topic by showing a limited understanding propaganda. Does not seem to understand the topic very well and attempts one propaganda attempt. Advertisement is not very interesting and purpose is somewhat unclear. Advertisement is not interesting and has no discernable purpose. CATEGORY Content/Propaganda Shows a full understanding of the topic by correctly using one propaganda technique. Interest and Purpose Advertisement has Advertisement is a clear and interesting but interesting purpose. purpose is somewhat unclear. Student’s Grade: Comments: Teacher’s Grade: Comments: 7 - 10 Cooperative Group Rubric Student’s Name_____________________________________________________ CATEGORY 4 Evaluates Peers Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). 3 2 1 Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation but scoring appears to be biased. Collaboration with Peers 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 sometimes is 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. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). Focus on the task Consistently stays focused on the task and what needs to be done. Very selfdirected. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask. Rarely focuses on the task and what needs to be done. Lets others do the work. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings Often forgets needed needed materials but materials or is rarely sometimes needs to ready to get to work. settle down and get to work. Student’s Grade: Comments: Teacher’s Grade: 7 - 11 Comments: Advertisement Analysis Chart What person or organization is the source of the ad? What audience do you think the ad is trying to reach? What position have the people who placed this advertisement taken? What kind of opinion or action are they hoping to get from readers? Can you determine from the ad what other views people might have on this subject? Explain. Do you recognize any advertising techniques you've seen in other advertisements? Explain. What attention-grabbing and/or persuasive words did the advertisers 7 - 12 use? Name_____________________________________________ Analyzing Propaganda in Print Ads and Commercials TYPE OF PROPAGANDA Bandwagon SUMMARY Name-Calling Glittering Generalities Testimonial 7 - 13 AD SOURCE AUDIENCE 7 - 14 Name: __________________________________ Date: ________________________ PERSUASION IS ALL AROUND YOU You might be surprised at how many people and businesses are trying to convince you to do things every day. You only have to watch commercials, read the paper, look at the ads in your magazines, or read the billboards as you’re driving home to see that persuasion is all around you. Tonight for your homework find a persuasive piece to bring to or share about in class. It can be an article in the newspaper, a letter to the editor, a movie or book review, a commercial, or an advertisement in a magazine or newspaper. Once you have found your persuasive piece, answer the questions below. 1. Where did you find your persuasive example? ______________________________________________________________ 2. Who is trying to persuade you? _______________________________________________________________ 3. What are they trying to persuade you to do? _______________________________________________________________ 4. Do you think their argument is convincing? Why or why not? _______________________________________________________________ _______________________________________________________________ Name: __________________________________ Date: ________________________ PERSUASION IS ALL AROUND YOU You might be surprised at how many people and businesses are trying to convince you to do things every day. You only have to watch commercials, read the paper, look at the ads in your magazines, or read the billboards as you’re driving home to see that persuasion is all around you. Tonight for your homework find a persuasive piece to bring to or share about in class. It can be an article in the newspaper, a letter to the editor, a movie or book review, a commercial, or an advertisement in a magazine or newspaper. Once you have found your persuasive piece, answer the questions below. 1. Where did you find your persuasive example? ______________________________________________________________ 2. Who is trying to persuade you? _______________________________________________________________ 3. What are they trying to persuade you to do? _______________________________________________________________ 4. Do you think their argument is convincing? Why or why not? _______________________________________________________________ _______________________________________________________________ 7 - 15