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Name Subject Level/Class Duration Class Profile Sequence of Lesson Prior Knowledge List of Resources Key Concept/s Specific Instructional Objectives Khoo Lilin Language Arts Propaganda (slogans) Topic JH208 Animal Farm Text 2 periods (1 hour) 10.30 – 11.30am 15 April 2011 Date Class of 25 students. Students are motivated and well-behaved; most are high ability although a handful are weaker and need more individual attention. Students in this class are a mix of visual and tactile learners. This is the last lesson in the TicTacToe unit (polemic speech, accounts, and propaganda posters). Students are expected to produce their own propaganda poster (in their groups) by next week. Students already have a basic understanding/knowledge of rhetorical devices, propaganda techniques and literary devices. In the previous lessons, they have gone through what is/is not propaganda, what propaganda techniques are and how they are used in everyday life, propaganda poster and video analysis. 1. PPT with examples of slogans and slogans 2. markers 3. 6 copies of 3 posters/pictures with the slogan/slogan blanked out (2 groups will work on the same poster/picture – duplicate copies). 1. How word play – a change in the way that words are conventionally ordered, or playing on expectations/associations (in puns) contribute to a change in meaning (Essential Question 3: What causes the change?) 2. How language can be witty/literary At the end of the lesson, students should be able to : 1. Analyze and articulate how well-known slogans and slogans use language to witty effect. 2. Understand how language can be used creatively and wittily to persuade 3. Create their very own witty slogans 1 Phase Time Teacher/Learning Activities 5 mins 1. Get the class to settle down 5 mins 2. Ask them to think of advertisement slogans/slogans; write these on the board Introduction/ Pre-Activity/ Tuning-in 10 mins If students are stuck, the teacher can get them to think of common examples such as MacDonald’s, Burger King, Singapore Airlines. Ask: what do all these have in common? Students will probably say that these are attention-grabbing, short, and memorable. Tell students that we will be focussing on examples that are witty/literary. They will be asked to apply this knowledge to the construction of their propaganda posters. 13 mins Main Activity Part 1 (23mins) Show them some examples of slogans/slogans (on PPT); ask students to identify the brand/product associated with these. Write what students say (such as alliteration, puns, rhymes) on the board. Rationale Resources The class would have just come back from their break so it is necessary to spend a bit more time settling them down and getting them to take out their LA materials, so as to minimize possible disruptions later. Be Hooked – Get students to focus on Markers the lesson and to participate in it. Activate prior knowledge; get students to notice what is distinctive about advertising language – catchy, interesting, memorable. Class Interaction T-PP PP-T Expose students to some interesting examples and allow students to think more deeply about the subject. Why – students must know why they are learning about the topic. They should start thinking about how they can apply what is learnt to their own propaganda posters. Why – students must know what is literary/witty language and be shown examples of what it is that we are looking out for, as they are being assessed on it for their propaganda poster task, especially for “Slogan-them what we are made of!” PPT slides T-PP 2 1. Survivor: Outwit, Outplay, Outlast. Ask: How does this slogan achieve its effect? (alliteration, rule of threes) Ask them what they know about Survivor. How is this more effective than simply saying “The last one wins.” 2. Starbucks: “We don’t just want to make your drink; we want to make your day.” (pun) -Why do advertisers make use of puns? -What are people likely to associate with the product? (clever, fun) 3. Adidas: “Impossible is nothing” (change in conventional word order) Why – It is important to get students to explain/articulate precisely why these slogans are effective. They will be more likely to pay attention to how language works and be able to explain how and why it works. PPT slides Explore and Experience – Using authentic advertisements helps to engage students; they may have seen these advertisements many times but not paid much attention to them before. When students explain how the advertisements work, the teacher can assess whether they have successfully understood word play and correct any misconceptions that students may have. What – students will be able to know what constitutes word play and what makes good advertising language witty 4. Citibank: Because the citi never sleeps” (pun, and distinctive. They will be able to word association) identify literary devices and (hopefully) use them in their own work. -How is this effective? -What words are associated with city? Learning Goals – students learn to look closely at advertising language and how 5. United Airlines: “Fly the Friendly Skies” it creates change (persuading people) (rhyme, personification, alliteration) and how it is itself created through change in conventional word order, -What literary devices are used here? change in meaning (e.g. in puns – the word takes on a different meaning), or 6. Johnnie Walker: “If you want to impress morphs subtly (e.g. Outwit. Outplay. someone, put him on your black list” (paradox) Outlast.) to create word associations in -For this one, tell the students that this the reader’s head. -Why would advertisers do this? (distinctiveness; makes the product stand out) 3 advertisement makes use of paradox (explain paradox) -ask them how they would fill in the blank. 7. Jaguar: “Grace, Space, Pace” (rhyme, rule of threes) -Do you think this is effective? Why? -What connotations are there? What ideas do they want us to now associate with the brand? 8. Matchbox (irony, element of surprise) -Did you expect that? -What were you expecting? -Why? -What effect did the slogan have? What was your reaction? -Why is humour important in persuasion? (Ask students questions to help them realise that something which is funny/witty will stay in the mind for a longer time). 2 mins Comment on what the students have said and wrap up the discussion for this segment before moving on to the next segment. Sum up some of the techniques/devices that have been covered. 5 mins Consolidate what has been learnt so that students know what they have taken away from the lesson; this is important for weaker students who need more explicit instruction Identify propaganda techniques in advertisement Why – get students to revisit what they slogans have learnt previously. Students should be aware of how advertisements use 1. Wheaties – Join the Crowd propaganda techniques (even though T-PP PPT slides T-PP 4 3 mins 10 mins 2. Disneyland – Euphoria 3. Nintendo – Black and White fallacy; Join the Crowd 4. Kodak – glittering generality 5. Visa – Bandwagon Consolidate what has been said e.g. We see that slogans frequently make use of witty language and propaganda techniques to convince us to buy in. Now, you are going to come up with your own slogans. they are not propaganda) and be able to identify and explain what these are and how they are used. Group activity – students are tasked to come up with a slogan for a poster. Why – This is to ensure that there is some form of friendly competition between groups as two groups will be working on the same poster. There will also be opportunity for comparing the different slogans that the students come up with (as well as the original) and their classmates can explain why they preferred one over the other. At the same time, there is enough variety (3 posters) to keep the students interested. Why – students are given a chance to share what they have come up with with the rest of the class. Students must also be able to explain why they used certain words/phrases and to link these words to the picture. They should also be able to defend their slogans if their classmates query – this will help them prepare for the Blame Game next week. There are three of these, so two groups will come up with a slogan for the same poster. Teacher goes around the groups to make sure that everyone is participating. Main Activity Part 2 (25 min) 10 mins Ask students to share; show the pictures on PPT so that the rest of the class can see. 5 mins Ask: How did you come up with this slogan? Ask the rest of the class to identify the literary devices in their classmates’ slogans Ask the class to evaluate by giving “ratings” (on a scale of 1 to 10) Rehearse what has been covered so as to give the students an overview of what they have learnt thus far. T-PP Posters/pictures without words; set of instructions on PPT PP-PP PP-PP Reveal some of the original slogans if time permits. e.g. Don’t be trashy; reduce and recycle. 5 Wrap up; assign homework Closure 2 min Post-Activity/ Follow up Activity Evaluate and set future goals -students should know exactly what they are expected to submit by the end of next week and how they can apply what has been learnt in this lesson to the task. T-P AFL – check whether students have understood what is expected of them (by asking them to come up with a mock-up version of the real poster) next Monday. Construction of propaganda posters (according to task sheet) for TicTacToe task 6