Download ADDIE: ANALYSIS OF LEARNERS: PERSUASION, PROPAGANDA

ADDIE: ANALYSIS OF LEARNERS: PERSUASION, PROPAGANDA, AND FAULTY REASONING
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Topic: Persuasion, Propaganda, and Faulty Reasoning.
Performance/Needs Assessment: Oklahoma students in grade 7 are expected to locate a variety
of sources, and identify examples of persuasion, propaganda, and faulty reasoning. Teachers
will use a program called USA Test Prep to determine the student’s prior knowledge in regards
to persuasion, propaganda, and faulty reasoning. This program allows the teacher to select the
standards which will be taught or have been taught, and then generates a sample assessment with
questions formatted in a similar fashion to the OCCT. With this tool, teachers can allow the
students to take the assessment during class, or in their homes. Teachers can then analyze the
data to determine each student’s areas of strength and weakness.
Purpose Statement: At the end of this unit, the students will be able to identify examples of
persuasion, propaganda, and faulty reasoning in visual and written text. Students will then apply
this new knowledge to locate sources that contain valid information regarding a nonfiction topic.
Instructional Goals:
1. Learners will identify examples of persuasion in written and visual text.
2. Learners will identify examples of propaganda in written and visual text.
3. Learners will identify examples of faulty reasoning in written and visual text.
4. Learners will locate a variety of nonfiction written and visual texts.
5. Learners will identify the persuasion, propaganda, or faulty reasoning techniques used in these
texts.
6. Learners will explain the author’s purpose for these techniques.
7. Learner will determine if the author was successful.
Learner Analysis:
The classrooms will consist of approximately 30 seventh grade students. The majority of these
students come from single parent, low income households where English is a second language.
Students reading levels range from fourth grade to tenth grade. A small portion of students will
also receive Special Education Accommodations. All students have had a moderate amount of
instruction in regards to research skills, and Boolean search strategies. Students have had no
instruction in media literacy.
Required Resources:
1. USA Test Prep
ADDIE: ANALYSIS OF LEARNERS: PERSUASION, PROPAGANDA, AND FAULTY REASONING
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2. PowerPoint presentation containing descriptions of various modes of persuasion, propaganda,
and faulty reasoning techniques with a note sheet for documentation of discussion
3. I pads, computers, or laptops with internet access for the students in the classroom
4. I pads, computers, or laptops with internet access for the students at home
5. YouTube access
6. Samples of visual text containing persuasion, propaganda, and faulty reasoning
7. Samples of written text containing persuasion, propaganda, and faulty reasoning
8. Access to research database
Delivery System:
This is a blended course with students receiving face to face instruction of the techniques, and
samples to identify in both visual and written forms. There will also use some computer based
training where students use laptops, computers, or i-pads to complete tasks, such as analysis of
commercials, or locating a variety of sources to identify the techniques being used.
Project Management:
a. timeline: The unit of study should take students 7 class periods. This would include
two days of direct face to face instruction and discussion on the various types of persuasion,
propaganda, and faulty reasoning techniques. One day of class discussion where students view,
identify, and explain how and why the technique is being used in visual and written forms, two
days of in class research, and two days for post assessment. In addition to the seven in class
work periods students are expected to complete some assignments at home.
b. Potential Problems: Students attendance could be an issue; if they miss the first two
days of class where direct instruction is taking place, and then the activity days would be very
confusing, and would require assistance. Internet connectivity could also be an issue. Multiple
students will be logged on to the net at the same time if the internet crashes students would be
unable to conduct research. This would not allow for the use of online databases, or YouTube. A
third potential problem would be student access to computers, or internet at home. If they are
unable to complete the homework assignments on their own time it could increase the number of
days needed to complete the project.
c. Reporting Structures: At the end of the project, the teachers will assess and report on
the student’s success or failures in two ways. The first is their final research; are the students
able to locate source that contain persuasion, propaganda, or faulty reasoning? If so, there is
proof that they have applied the skill correctly. The teacher will also use USA Test Prep to
create another short post assessment which would provide statistical data regarding the new skill
ADDIE: ANALYSIS OF LEARNERS: PERSUASION, PROPAGANDA, AND FAULTY REASONING
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set. The teacher would then compare the pre assessment to the post assessment to report on the
success of this unit.