Download Advertisement Analysis Chart

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