Download Name Khoo Lilin Subject Language Arts Topic Propaganda

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