Download Grade 7 - Richland Parish School Board

2012-13 and 2013-14 Transitional Comprehensive Curriculum
Grade 7
English Language Arts
Unit 5: Propaganda/Persuasion
Time Frame: Approximately five weeks
Unit Description
This unit focuses on reading and responding to propaganda
techniques and biased writing. Students will identify, classify, and evaluate various techniques
(bandwagon, name-calling, testimonial, emotional words, glittering generalities, and so forth).
The essential goal of this unit is to apply reasoning and problem-solving skills to determine the
reliability of information from multiple sources. Opportunities will be provided to present
arguments in a formal written and oral manner, using information to support strongly felt
positions and to persuade others in the audience to support their positions. Vocabulary and
grammar instruction occurs within the context of the literature.
Student Understandings
The word propaganda refers to any technique that attempts to influence the opinions, emotions,
attitudes, or behavior of a group in order to benefit the sponsor.
Students will learn to recognize propaganda techniques as methods that are designed to influence
opinions and are used to make what is said or written convincing. The purpose is to persuade
people to believe in something or do something that they would not normally believe or do.
Propaganda and persuasion are a part of everyday life. A competent reader and/or writer learns
to recognize these techniques.
Guiding Questions
1. Can students note instances of unsupported, fallacious reasoning, persuasion, or
propaganda in text and media?
2. Can students identify persuasive and propaganda techniques used in media and
identify false and misleading information?
3. Can students access the adequacy, accuracy, and appropriateness of the author’s
evidence to support claims and assertions, noting instances of bias and stereotyping?
4. Can students apply persuasive and propaganda techniques orally as well as in essays,
letters, and other student-made compositions to influence others?
Unit 5 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)
Grade-Level Expectations
GLE # GLE Text and Benchmarks
01a.
Develop vocabulary using a variety of strategies, including, use of connotative and
denotative meanings. (ELA-1-M1)
01b.
Develop vocabulary using a variety of strategies, including, use of Greek, Latin, and
Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1)
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09b.
09e.
12.
13.
14b.
14c.
14d.
17a.
17b.
17c.
17d.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
Demonstrate understanding of information in grade-appropriate texts using a variety
of strategies, including summarizing and paraphrasing information (ELA-7-M1)
Demonstrate understanding of information in grade-appropriate texts using a variety
of strategies, including making inferences and drawing conclusions (ELA-7-M1)
Explain the effects of an author’s stated purpose for writing (ELA-7-M3)
Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA-7M3)
Analyze grade-appropriate print and nonprint texts using various reasoning skills, for
example, raising questions (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills, for
example, reasoning inductively and deductively (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills, for
example, generating a theory or hypothesis (ELA-7-M4)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include word choices (diction) appropriate to the identified audience and/or purpose.
(ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include vocabulary selected to clarify meaning, create images, and set a tone. (ELA2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include information/ideas selected to engage the interest of the reader. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include information/ideas selected to engage the interest of the reader with clear voice
(individual personality) (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include variety in sentence structure (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as selecting topic and form (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as prewriting (e.g., brainstorming, researching, raising questions, and
generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as drafting. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as: conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as: revising based on feedback and use of various tools (e.g., LEAP21
Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as proofreading/editing (ELA-2-M3)
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19.
Develop grade-appropriate paragraphs and multi-paragraph compositions using
the various modes of writing (e.g., description, narration, exposition,
persuasion), emphasizing narration and exposition (ELA-2-M4)
20a.
Use the various modes to write compositions, including essays based on a
stated opinion (ELA-2-M4)
23a.
Use standard English punctuation, including commas to set off direct
quotations, nouns of direct address, and after introductory words or phrases
(ELA-3-M2)
24a.
Write paragraphs and compositions following standard English structure and
usage including varied sentence structures including complex sentences (ELA3-M2)
24b.
Write paragraphs and compositions following standard English structure and
usage, including antecedents that agree with pronouns in number, person, and
gender.(ELA-3-M3)
25a.
Apply knowledge of parts of speech in writing including infinitives and
participles (ELA-3-M4)
25b.
Apply knowledge of parts of speech in writing including superlative and
comparative degrees of adjectives (ELA-3-M4)
25c.
Apply knowledge of parts of speech in writing including adverbs (ELA-3-M4)
26.
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots, affixes) correctly (ELA-3-M5)
28.
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
33.
Organize oral presentations with a thesis, an introduction, a body developed
with relevant details, and a conclusion (ELA-4-M3)
34.
Evaluate and determine bias and credibility of various media presentations
(e.g., TV and radio advertising) (ELA-4-M4)
37.
Evaluate a variety of media for impressions/effect on listeners, faulty
reasoning, propaganda techniques, and delivery (ELA-4-M5)
38b.
Participate in group and panel discussions, including applying agreed-upon
rules for formal and informal discussions (ELA-4-M6)
ELA CCSS
CCSS#
CCSS Text
Reading Standards for Literature
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.7.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
RL.7.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Reading Standards for Informational Text
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events, or how individuals influence ideas
or events).
RI.7.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact
of specific word choice on meaning and tone.
RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Writing Standards
W.7.1a,b,c,d,e Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
W.7.9a,b
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 7 Reading standards to literature.
b. Apply grade 7 Reading standards to literary nonfiction.
W.7.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL.7.1a,c,d
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
c. Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion
back on topic as needed.
d, Acknowledge new information expressed by others and, when warranted,
modify their own views.
SL.7.5
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
Language Standards
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L.7.4a,c,d Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of
strategies.
a. Use context clues (e.g., the overall meaning of a sentence or paragraph, a
word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary definition of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
L.7.5b,c
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
b. Use the relationship between particular words (e.g.,
synonym/antonym/analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
L.7.6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Sample Activities
Activity 1: Independent Reading (Ongoing): (GLEs: 08b, 14b, 14c; CCSS: RL.7.1,
RL.7.10, RI.7.1, RI.7.10)
Materials List: reading material (fiction and non-fiction) covering a wide range of topics and
readability levels, books/materials stored in the classroom itself and a constant flow of new
books and reading material, Reading Response Learning Log BLM, Reading Diary Prompts
BLM (See Unit 1)
Each day, students and teachers should read silently for an uninterrupted period of time. Students
will select their own books or reading materials, which require neither testing for comprehension
nor book reports. Students will keep a reading response learning log (view literacy strategy
descriptions) of materials read. An example of a reading log is as follows: (see Reading
Response Learning Log BLM)
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Reading Response Log
Selection, Title, and
Genre
Date
Pages
read
Student Name___________________
Comments About What I Have Read
Other examples of reading logs can be found at:
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Students will respond in reading diaries after completing their books to prompts (e.g., This
reminds me of_____, What surprised me was_____, I think this novel is_____. Some information
I learned includes_____________. Had the author used a different setting the story may have
changed because_______________.) See Reading Diary Prompts BLM for other prompts.
Student response also may be through a variety of other strategies (e.g. writing prompts,
response logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines
for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at
http://www.education-world.com/a_curr/curr038.shtml . By the end of the year, students will
read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a, 01.b)
Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit,
Vocabulary Self-Awareness Chart BLM
Students will generate a list of denotative/connotative words found in propaganda or persuasion.
Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in
their vocabulary learning log (view literacy strategy descriptions). The teacher will begin by
identifying target vocabulary. The teacher will provide this list of words to students at the
beginning of the unit and have them complete a self-assessment of their knowledge of the words
using a chart like the one below. Do not give students definitions or examples at this stage. Ask
students to rate their understanding of each word with either a “+” (understand well), a “√”
(limited understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?”
(don’t know at all). Over the course of the readings and exposure to other information sources
throughout the unit, students should be told to return often to the chart and add new information
to it. The goal is to replace all the check marks, question marks, and minus signs with a plus
sign. Because students continually revisit their vocabulary charts to revise their entries, they
have multiple opportunities to practice and extend their growing understanding of key terms
related to the topic of propaganda or persuasion.
Word
bandwagon
testimonial
+ √ ? -
Vocabulary Self-Awareness Chart
Example
Definition
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persuade
propose
hype
doctrine
advertise
rhetoric
enlightenment
pitch
2013-14
Activity 3: Vocabulary—Denotation/Connotation (CCSS: RL.7.4, RI.7.4, L.7.4a, L.7.4c,
L7.4d, L7.5b, L.7.5c)
Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit,
Vocabulary Self-Awareness Chart BLM
Students will generate a list of denotative/connotative words found in propaganda or persuasion.
Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in
their vocabulary learning log (view literacy strategy descriptions). Begin by identifying target
vocabulary that aligns with this unit of study. Provide this list of words to students at the
beginning of the unit and have them complete a self-assessment of their knowledge of the words
using a chart like the one below.
Word
bandwagon
testimonial
persuade
propose
hype
doctrine
advertise
rhetoric
enlightenment
pitch
Vocabulary Self-Awareness Chart
+ √ ? - Example
Definition
Do not give students definitions or examples at this stage, but have students attempt an example
and definition themselves. Ask students to rate their understanding of each word with either a
“+” (understand well), a “√” (limited understanding or unsure), a “-” (have seen or heard—don’t
know the meaning), or a “?” (don’t know at all). Over the course of the readings and exposure
to other information sources throughout the unit, students will return to the chart often to make
changes and add new information to it. The goal is to replace all the check marks, question
marks, and minus signs with a plus sign and have accurate examples and definitions. Because
students continually revisit their vocabulary charts to revise their entries, they have multiple
opportunities through using the words in context, looking them up to verify the meaning, to
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distinguish the connotations, and to practice and extend their growing understanding of key
terms related to the topic of propaganda or persuasion.
In 2013-2014,to satisfy CCSS L7.4 and L.7.5 students will acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression, add
specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
as the references for students to use for building vocabulary. Have students find the
pronunciation of a word, determine or clarify its precise meaning by using content, list whether it
is of Greek or Latin origin, and list its part of speech. Have students determine the meaning of
words and phrases as they are used in a text, including figurative, connotative and technical
meanings, and analyze the impact of specific word choice on meaning and tone. When students
find words or phrases that they are unfamiliar with in a text, they are to extend their Vocabulary
Self-Awareness Chart by giving examples directly from the text and/or definitions from the
dictionary. They should also add other sentences in the text that may help determine the meaning
with context clues, whether figurative language is used, and if the word choice has any impact on
the tone of the text.
Activity 4: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e; CCSS: RI.7.1, W.7.10)
Materials List: a variety of picture books, overhead projector, transparencies, Promethean or
other Smart Board, or chart paper, or computer with projector, student writing notebooks
Teach or review the traits for effective writing to develop students into good writers. The
following Internet sites have the traits and the definitions of effective writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
Read a variety of picture books, such as, Lois Ehlert’s Vegetable Soup. Margeery Cuyler’s
That’s Good, That’s Bad, James Stevenson’s Could Be Worse, Jon Muth’s The Three
Questions, or Barry Downard’s The Little Red Hen ,that focus on the writing craft. Students will
participate in Inside-Outside Circles discussion (view literacy strategy descriptions) on how
authors develop their ideas, organize their books, use voice, use effective words, create sentence
fluency, and use the conventions of writing. Inside-Outside Circles offers a novel format and can
bring about face-to-face dialoging between students who might never have the opportunity
otherwise. Have the students stand and face each other in two concentric circles. The students in
the inside circle will face out and the students in the outside circle will face in. After posing a
readiness problem or question, as in this case, “How do authors develop their ideas?” have
students discuss their ideas and answers with the person standing most directly in front of them.
At any time you can ask the inner or outer circle to rotate until you say “stop.” Then the
discussion can begin anew. After a few rotations, randomly ask individual students to share their
own ideas or those of the person(s) with whom they have been discussing. Be sure to make
enough space in the room for this discussion activity, and move about the circle to listen in on
students’ brainstorming. You can do the same and pose another question such as how or why an
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author creates sentence fluency. Next, show several sentences focusing on ideas, organization,
word choice and the conventions of writing. Write those sentences on chart paper, the board, an
overhead, or the computer that has a projected screen, and say each of sentences orally. Students
can then practice by writing several sentences focusing on ideas, organization, word choice and
the conventions of writing in a writing notebook. Students also will provide textual evidence to
support analysis of the text, including specific details and inferences. Remind students that this is
an ongoing activity and that they will be reviewing all work done throughout the year.
2013-2014
By 2013-2014, to satisfy CCSS W.7.10, (see Units 1-4) students will write routinely over
extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
The time frame and various writing tasks are important to meeting this standard. Have students
post in their bound composition book whether the writing was done in a short time frame or over
an extended time. For example, when looking at pictures in books, students will write sentences
that focus on ideas, organization, word choice and the conventions of grammar and note in their
writing log that this piece is a short writing assignment. Students are to document the time they
spent writing. Writing time would be extended for compositions that require students to
summarize, explain, describe, etc. what is happening in one of the pictures and/or books. Having
students keep a record of their writing over the course of the year serves as evidence of meeting
the expectations of CCSS W.7.10.
Activity 5: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c,
26)
Materials List: various writing samples
Use the daily oral language strategy with target skills. Target skills should be identified (e.g.,
varied sentence structure and patterns, phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers, punctuation, infinitives, participles, superlative and
comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double
negatives, using commas to separate coordinate adjectives, correct spelling). Through minilessons, choose one skill based on student needs. The lesson should reflect one of the target
skills listed above. Thus, this could be a grammar, usage, conventions, or sentence formation
focus. Next, provide a sentence or a group of sentences in need of editing to give students
consistent practice correcting grammatical errors. Make sure the sentences match the mini-lesson
provided that day. At this point, students will then correct their sentences, using proofreading
symbols to mark errors they missed on their own. The students should use a colored pen to make
the corrections. Always return to the sentences the students corrected, and have them explain
their correction. After the lesson, encourage students to try whatever skill applies to their writing.
The students may also discuss the common errors in student writing samples.
Through a writing process, students should use peer editing to work with the mechanics.
Grammar instruction should occur within the context of students’ reading and writing. Teachers
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should use the district-adopted texts to find lessons. Other lessons for grammar instruction may
be found at:
http://www.education-world.com/a_lesson/lesson/lesson334.shtml or
http://www.webenglishteacher.com/grammar.html
Activity 6: What Is Propaganda? (GLEs: 09b, 09e, 12, 14b, 14c, 14d, 34 CCSS: RL.7.1,
RI.7.1, RI.7.3)
Materials List: advertisements from magazines, chart paper, markers
Review with students that an author’s purpose may be to entertain, to persuade, to give factual
information, to describe, or to explain. Ads and commercials use propaganda techniques to
persuade people. Students will brainstorm (view literacy strategy descriptions) and generate a
list of advertisements or commercials recently seen. Teacher will then engage the students in
Student Questions for Purposeful Learning (SQPL) (view literacy strategy descriptions). SQPL
promotes purposeful reading and learning by prompting students to ask and answer their own
questions about content. Generate a statement related to the material that will cause students to
wonder, challenge, and question. The statement can be factual or untrue as long as it provokes
interest and curiosity, as in the example below:
Topic: Advertisements
SQPL Statement: People always make good decisions based on what they hear.
Present the statement to students. The statement can be written on the board, though it can also
be projected on the overhead or from a computer, put on a handout, and even stated orally for
students to record in their notebooks. Pair up students and based on the statement, have them
generate 2-3 questions they would like answered.
The questions must be related to the statement and should not be purposely farfetched or
parodied. A sample student question might be: How is this company trying to persuade
consumers? (Possible answer: flattery) Is the company’s target audience thirty year old adults?
Teenagers? Young children? When all student pairs have thought of their questions, ask
someone from each team to share questions with the whole class. As students ask their questions
aloud, write them on the board. Eventually, similar questions will be asked by more than one
pair. These should be starred or highlighted in some way. When students finish asking
questions, contribute your own questions to the list such as these:





What does this company want you to do?
Why do advertisers go about it this way?
What are advertisers doing in the media?
Is their technique effective?
Would you buy, go to see, or otherwise do what the media is trying to persuade you to
do?
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Tell students as they read and/or listen to a radio or TV ad, they are to pay attention to
information that helps answer questions from the board. They should be especially focused on
material related to the questions that are starred. As content is covered, stop periodically, and
have students discuss with their partners which questions could be answered. Then ask for
volunteers to share. Students might be required to record the questions from the board and the
answers they find in their notebooks for later study.
Show a variety of types of propaganda to the class, and discuss what the ad, commercial, poster,
etc. is doing. The following web site includes numerous examples of propaganda available on the
Web: http://www.classroomtools.com/proppage.htm. At this point, students may not have names
for what the media does, but they recognize that they are being led by the media. The referenced
site also provides links to some examples on the Internet, but one can find numerous examples in
magazines, on television, on radio, or in books on propaganda.
As the students view the media, stop after the section that supplies an answer to an SQPL
question and ask students if they heard an answer to their question. Allow students to confer
with a partner before responding. Mark questions that are answered. Continue this process until
the ads are completed. Go back to the list of questions to check which ones may still need to be
answered. Use the ads or personal knowledge from reading to supply answers. Remind students
they should ask questions before they learn something new, then listen and look for answers to
their questions.
The class will then discuss the purpose of these ads. Conduct a mini-lesson on propaganda
techniques (e.g., bandwagon-persuading people to do something by letting them know others are
doing it; testimonial- using the words of a famous person to persuade you; transfer-using the
names or pictures of famous people, but not direct quotations; repetition-the product name is
repeated at least four times; emotional words-words that emote strong feelings about someone or
something). A good web site for lessons on propaganda techniques can be found at
http://www.readwritethink.org/lessons/lesson_view.asp?id=405.
Activity 7: Recognizing Propaganda (GLEs: 09e, 12, 13, 14b, 14c, 14d, 34, 37; CCSS:
RL.7.1, RI. 7.1, RI. 7.3, SL.7.5)
Materials List: various examples of print and non print advertisements, list of Propaganda
Techniques BLM, old magazines, poster board, or newsprint, glue, scissors, markers, colors or
pencil color, smart phones(optional), flip cameras(optional)
Using the Propaganda Techniques BLM, students will view print and nonprint ads to identify the
five propaganda techniques used in advertisements. Students will justify their responses by
listing five to ten reasons why certain propaganda techniques are used to sell products. Students
can then be put into groups of 2 to 3. Each group will choose one technique, and create a
propaganda technique collage.
2013-2014
To extend activity for CCSS: SL.7.5. have students include multimedia components and visual
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displays in presentations to clarify claims and findings and emphasize salient points. The group
reporter will then share the group’s visual display which may have been captured on their smart
phones or flip cameras and give an oral presentation to clarify their findings about the
propaganda technique used. The audience of their peers will take notes and ask appropriate
questions about the presentation.
Students will keep a log of their radio-listening and television-viewing habits and analyze the
messages they receive from the media. At the end of each class period, students will share
propaganda techniques used in each of the messages from the media and will determine if the
technique used was effective.
Activity 8: Creating Ads (GLEs: 08b, 09e, 13, 37; CCSS: RL.7.1, RI.7.1)
Materials List: Help Wanted BLM, plain paper, markers, colors, or pencil colors, video or flip
camera(optional)
To promote applied thinking and reasoning about propaganda techniques, the teacher will
present the students with a process guide (view literacy strategy descriptions). Process guides
scaffold students’ comprehension within unique formats. They are designed to stimulate
students’ thinking during or after their reading, listening, or involvement in any content area
instruction. Guides also help students focus on important information and ideas, making their
reading or listening more efficient. Point out that various types of propaganda techniques are
used. As a class, fill out part of the process guide. See example below. Next, ask the students to
complete the Help Wanted BLM process guide. By filling out the guide, students can apply their
knowledge of the propaganda techniques and process new information and ideas at higher levels.
Some students may need to work with a partner to fill in the guide.
2. Product 2: Cold/Sinus Medicine
Type of Propaganda Needed
________________________
Ad Source
_________
Audience
___________
________________________
_________
___________
2. Product 2: Cold/Sinus Medicine
Type of Propaganda Needed
Testimonial: Famous spokesperson
Ad Source
Radio/TV
Audience
Adults 18+
Example: Drew Brees, quarterback of the New Orleans Saints, appears in television or radio
ads supporting the new cold/sinus medicine. Since Drew Brees is well known and respected
nationally, he will likely convince others to purchase the cold/sinus medicine.
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Once the students have completed the Help Wanted BLM, engage the class in a discussion
asking them what they thought about the ad. Did they think the ad would be successful in selling
the product? Why or why not?
Students will then design their own products and advertisements using one or more technique(s).
They will write their own advertisements, using a propaganda technique that will influence
others to buy their products. They may include multimedia components and/or visual displays
that support the techniques used. The students will present their commercials or
magazine/newspaper advertisements to the class. Presentations may be videotaped. The students
will then write a short paragraph, describing how learning to recognize propaganda techniques
can help students when it comes to purchasing items. A web site that can support this activity can
be found at:
http://www.mcrel.org/compendium/activityDetail.asp?activityID=87 or
http://www.scholastic.com/teachers/lesson-plan/pictures-and-slogans-persuade-audience
Activity 9: Recognizing Bias (GLEs: 08b, 12, 13, 14b, 14c; CCSS: RI.7.3)
Materials List: newspaper or magazine articles, Split-Page Notetaking Example BLM
Conduct mini-lessons on newspaper or magazine articles. Select two articles, and discuss with
the students whom the author is trying to reach (i.e., audience), the author’s point of view on the
topic, and whether or not there is a potential conflict of interest within the article. Analyze the
interactions between events or ideas in the text. Model split-page notetaking (view literacy
strategy descriptions) by placing on board, overhead, or PowerPoint® slide sample split-page
notes from the teacher-selected articles. The value of taking notes in this format organizes
information and ideas, separates big ideas from supporting details, promotes active reading and
listening, and allows inductive and deductive prompting for remembering information and
analyzing individuals’ reactions to events, ideas, and other people in texts. Present a section of
the material to be covered in the split-page format (see example). Show the students that they
are to draw a straight line from top to bottom of a piece of paper approximately 2 to 3 inches
from the left edge. In the left column, they will place big ideas, key dates, names, etc. In the
right column, supporting information is to be written. Encourage students to abbreviate and
paraphrase as much as possible. Discuss with the students the advantages of taking notes in this
manner. Show how they can prompt recall by bending paper so that information in either the
right or left side is covered.
EXAMPLE:
“Title of Article,” Newspaper or Magazine, Date; page
Audience
Author’s Point of
View or Bias
Subject
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Potential point of
conflict
Heller, Laura, “Crocs: The Sweatpants of Footwear,” American Press, Sunday, September 30,
2007; Section E, pages 1 and 3.
Audience
Everyone who wears the footwear “Crocs”
Author’s Point of
View or Bias
Wearing Crocs to bum around the house is okay, but one should
not wear Crocs out in public where other shoes are more
appropriate.
Subject
Croc Shoes: when should one not wear them
Potential point of
conflict
Author works in area that requires shoes that are not casual
Continue to guide students in the process of taking split-page notes. It will take time and
practice for students to become comfortable with the format. Display an example (Splitpage Notetaking Example BLM) in the classroom.
Provide several news articles to use as text. Students will be grouped in their cooperative
learning groups. Give each group an article from a newspaper or magazine. Two groups should
have the same article. For example, table group one and table group two will have the same
article, and table group three and table group four will have the same article. Students will read
and analyze newspaper or magazine articles for the following ideas:
 audience
 author’s bias or point of view
 subject
 potential conflict of interest
Each group will record its findings using the literacy strategy split-page notetaking.
It will then compare its notes with other groups that took notes on the same article.
Each group will then present to the class its findings supported from its articles.
Using split-page notetaking, students will continue individually to take notes on a variety of
articles from newspapers or magazines. At a later time, students will be given an article and will
fill out a split page note like the one above. They will be assessed on correctness.
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Activity 10: Recognizing Persuasion/Editorials and Letters to the Editor (GLEs: 08b, 09e,
12, 13, 14c; CCSS: RL.7.1, RI.7.1, W.7.1a, W.7.1b, W.7.9a, b, W.7.10)
Materials List: several examples of letters to the editor from newspapers or magazines
Students will read grade-appropriate persuasion essays, various editorials, and letters to the
editor from newspapers or grade-appropriate magazines. Students will respond by identifying
the author’s purpose, viewpoint/perspective, and intended audience. In their learning log (view
literacy strategy descriptions), students will record what the issue was, determine the type of
support (e.g., logic, examples, personal experiences, direct observation, facts, statistics) used by
the author, provide specific examples from text, and generate a connection between the text and
real-life experiences.
Students will then use the information from the essays, articles, editorials, and letters to the
editor that they recorded in their learning logs for a SPAWN writing (view literacy strategy
descriptions) strategy. SPAWN is an acronym that stands for five categories of writing options
(Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). The teacher will
extend the strategy beyond the model task to create numerous thought-provoking and meaningful
prompts related to a hot topic in the community as written in some of the letters to the editor.
These prompts should require thoughtful and critical written responses by students. These
prompts should also be written in such a way that the student can complete his/her response
within 10 minutes or less.
Create SPAWN prompts as students prepare to learn new information or reflect on what has been
learned. Students should receive one prompt on any given day. Write SPAWN prompts on the
board for students to find as they enter the classroom and to which they respond in their learning
logs before the day's lesson begins. Students should write arguments to support claims with clear
reasons and relevant evidence. This kind of writing usually calls for students to anticipate what
will be learned that day, as in the following prompts:
P – Problem Solving
We have been reading and discussing how one can influence another’s thinking by using
a propaganda technique. How do you think regular citizens can influence what others
think? Do you think that an ordinary citizen can influence people who make decisions
that affect our lives? How?
N – Next
We have learned that advertisers use propaganda techniques to influence what we buy.
What if sales of the product are not what the company anticipates? What do you think
the advertisers will do next?
On other days, the teacher may want to conclude the lesson with a SPAWN prompt that asks
students to reflect or think more critically about what they have just learned: Students will
respond to these prompts in their learning logs or can turn them in as “Exit” tickets at the end of
class.
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S – Special Powers
You have the power to change the appearance of the city park. Describe what it is you
changed, why you changed it, and the response to the change.
W – What If?
What might happen to cereal companies if they were no longer able to advertise their
products on TV during times when children are most likely watching?
A – Alternative Viewpoints
Imagine you’re the mayor of your city. Write an accurate description for the city council
discussing why more money should be spent on beautifying the city’s main streets.
SPAWN writing should be viewed as a tool students can use to reflect on and increase their
developing disciplinary knowledge and critical thinking.
Another way to use SPAWN is to use a singular topic for the entire process. For example, the
topic could be food companies pushing sugar on kids or having vending machines in schools.
Put the topic on the board, and have the students fill out SPAWN.
As an extension for 2013-14 to satisfy CCSS W.7.10, students will write routinely over extended
time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences. This SPAWN
activity can be shortened or lengthened as needed. Students are to note the time period for this
writing assignment in their writing logs. (See Unit 1 activity 3)
Activity 11: Writing a Letter to the Editor (GLEs: 09e, 12, 13, 14c, 17a, 17 b, 17c, 17d, 18a,
18b, 18c, 18d, 18e, 18f; CCSS: W.7.1a, W.7.1b, W.7.1c, W.7.1d, W.7.1e)
Materials List: examples of letters to the editor, paper, pencil, computer (optional)
A variety of letters to the editor from local and national newspapers as well as from magazines
will be read by the students. A class-wide discussion will then take place. Next, a mini-lesson on
letter writing, emphasizing letters to the editor, will be conducted. Lesson plans for writing a
letter to the editor can be found at the following web sites:
http://www.readwritethink.org/lessons/lesson_view.asp?id=929
http://www.readwritethink.org/lesson_images/lesson930/example-letter.pdf
Students will then choose an editorial from one of the newspapers and write their own letter to
the editor as a response to the editorial they have chosen. To support CCSS: W.7.1, students are
to write and either agree or disagree with the editor. They are to introduce claims, acknowledge
alternate or opposing claims, and organize the reasons and evidence logically. Their responses
are to support their claims with clear reasons and relevant evidence. The letters will have their
claims organized logically. They are to use accurate, credible sources, and demonstrate an
understanding of the topic or text from the editorial.
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The letters will also include:






appropriate headings with carefully chosen words,
correct capitalization and punctuation,
a beginning paragraph that includes the reason the letter is being written,
the student’s opinion of the article,
facts to persuade the audience to side with him/her,
a conclusion that reiterates the student’s reason for writing and that wraps up loose ends.
Students will apply the writing process using peer or self-evaluation to edit, revise, and produce
the final product. The students may hand write or type letters on the computer using the web site
http://www.readwritethink.org/materials/letter_generator/ or other sites that offer a writing
generator. Students may also be encouraged to mail their letters to the newspaper.
Activity 12: Writing a Persuasive Essay (GLEs: 17a, 17b, 17c, 18a, 18b, 18c, 18d, 18e, 18f,
19, 20a; CCSS: W.7.1a, W.7.1b, W.7.1.c, W.7.1.d, W.7.1.e)
Materials List: paper and pen or pencil, Editing Checklist BLM, Persuasive Essay Rubric BLM
Students will brainstorm (view literacy strategy descriptions) a list of topics about which they
feel strongly. Model writing a thesis statement. An example could be, “All fast food restaurants
should be held accountable for making their menus healthy.” Or, “Pet owners are the most
responsible people you will ever meet.” Then, have students practice writing a position statement
or opinion thesis statement. The students will brainstorm ideas or themes about which they have
a strong opinion. Students will choose one of these opinions as a topic. They will then write a
thesis statement.
Next, introduce and model the basic components of a persuasive essay. A web site that includes
how to write persuasive essays can be found at:
http://www.webenglishteacher.com/argument.html
Using their topic sentences for planning, the students are to identify their purpose, targeted
audience, tone they will use, and three reasons for their stated position. The students will then
develop a multi-paragraph essay that convinces the target audience to think in a certain way or to
take a certain kind of action. Students are to support their thesis with logical reasoning and
relevant evidence from informative text and knowledge gained through experience. Students are
to use words and clauses to clarify the relationships among claims, reasons and evidence,
maintain a formal style, and provide a concluding sentence or statement that supports their thesis
statement.
Students will apply a writing process of peer- or self-evaluation to edit, revise, and produce a
final draft. Students will use a checklist(see Editing Checklist BLM), which includes using
commas, apostrophes, and quotation marks correctly; correct capitalization; varied sentence
structure; transitional words and phrases that unify ideas and points; and appropriate word
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choices for their audience. The students will then revise, following feedback from the checklist.
The students’ compositions will be scored with a Persuasive Essay Rubric BLM and then
published.
Activity 13: Debating the Issue (GLEs: 28, 33, 37, 38b; CCSS: SL.7.1a, c, d)
Materials List: copy of a fairy tale such as Jack and the Beanstalk, a variety of resources such as
newspaper articles, encyclopedias, magazines, and computers equipped with Internet, index
cards with controversial topics written on them, Debate Rubric BLM
Students will add to the vocabulary self-awareness chart (view literacy strategy descriptions) in
their vocabulary learning log (view literacy strategy descriptions) the following terms:
controversial, pro, con, rebuttal, affirmative position, and negative position to begin a discussion
on debating.
Introduce the students to The Lincoln-Douglas Debates of 1858. See
http://www.nps.gov/liho/historyculture/debates.htm or
http://en.wikipedia.org/wiki/Lincoln%E2%80%93Douglas_debates_of_1858 for copies of these
debates. Share with the students that The Lincoln-Douglas Debate format is a one-to-one debate
in which there are two sides of an issue that can be agreed upon or rebutted.
Model how to debate an issue by placing on the board a controversial topic that can be argued.
A simple topic may be used from a common fairy tale such as “Jack and the Beanstalk” (an older
version may be found at http://www.pitt.edu/~dash/type0328jack.html#lang).
Summarize “Jack and the Beanstalk” by saying: In "Jack and the Beanstalk," young Jack and his
poor mother have nothing but the family cow. Jack’s mother sends him to market to trade the
cow for as much money as he can. Jack, instead, trades the cow for a handful of beans, and, in
despair, his mother throws the beans out the window. From those beans a giant stalk grows, Jack
climbs up and narrowly escapes from the giant with two stolen treasures that will secure the
future for himself and his mother. Draw a T-chart graphic organizer (view literacy strategy
descriptions) on the overhead, board, or chart paper for the opposing views to the answer or the
question.
Since the giant wanted to eat Jack, was it OK that Jack
stole the giant's goose and harp?
YES
NO
Reasons:
r
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Before filling out the chart, remind students that there will be no put downs. These are people’s
opinions and all of these opinions, though not agreed with, will be respected. Students will give
reasons for each side. Put these into the chart.
Arrange the class into groups of 3-4, and give out an index card with controversial topics. Some
topics could include these ideas: “Should athletes and movie stars be heroes?” “Is global
warming the most important issue facing the world today?” “Cell phones should not be permitted
at school.” “Peer pressure does more good than harm.” “Homework should/should not be given.”
Two groups will be assigned the same topic. Group 1 will be the “For” team and Group 2 will be
the “Against” team for topic number one, Group 3 will be the “For” team and Group 4 will be
the “Against” team for topic number two, etc. The groups will work together to determine the
pros and cons related to the topics and will place these on a T-Chart like the one previously
modeled. Give the groups time to research their topics. The students are to understand that they
should be able to argue both sides of the issue and will have to conjecture what the other team’s
arguments and responses may be. The group will then write their opening in which they state
their position and include evidence that supports their position. Students will also anticipate what
their opponent might include in his/her argument and include rebuttal statements. Students will
then present the debate before an audience of their peers and the teacher. Each member of the
team is expected to participate in the debate. Students debates may be evaluated using a teachercreated rubric or the teacher may use Debate Rubric BLM.
2013-2014
To extend this activity to support CCSS:SL.7.1, students will be prepared to have a discussion
(one-on-one, in a group, or teacher led) with a grade 7 appropriate topic. Topic may have been
chosen by the student or have been given by the teacher. Each student will be prepared for
discussion having read or researched material about the topic. Students will refer to evidence
they have recorded on their respective topic to probe and reflect on ideas that will come from the
discussion. Students will pose questions that elicit elaboration and will respond to others’
questions and comments. Students will also acknowledge new information by responding, “so
what you are saying is…. That does change my position on this issue.” or “even though you
said…my views on this issue remain the same.”
Teacher Note: Teachers should make sure that groups formed include advanced, average, and
lower level students and that each group has a fairly strong leader.
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that could be used for this unit:
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General Assessments



The teacher will check the students’ logs of their radio and television ads for
completeness and correctness. The teacher and class will determine the number of ads.
The vocabulary log will be checked for completeness and accuracy.
Students will use the following Editing Checklist BLM before completing a final draft of
their compositions:
1. Do I have complete sentences (no fragments)?
2. Do I have run-on sentences?
3. Do I begin all my sentences with a capital and end them with the correct end marks?
4. Are my sentences logically organized into paragraphs?
5. Are all my words spelled correctly?
6. Did I capitalize all the proper nouns?
7. Did I use commas, apostrophes, and quotation marks correctly?
This checklist will be answered yes or no and turned in with the compositions.
Activity-Specific Assessments

Activity # 8: The students will be assessed on their commercials using the following
criteria:




Title—relevant to the content and intriguing
Content—appropriate to the audience; significant and accurate
Voice—audible; natural inflection and tone
Body language—professional; movement (i.e., hand gestures, expression) used
for emphasis; eye contact maintained with audience
 Visuals (optional)—clear, neat, visible, appropriate size, accurate, and enhancing
to the presentation.

Activity #9: Students will be assessed for correctness and accuracy using the following:





Article—title included (e.g., Strays Make Great Pets)
Audience—audience identified (e.g., general public)
Author—author’s bias or voice identified (e.g., author likes cats)
Subject/Motivation/Conflict—subject or conflict identified (e.g., urge people to
adopt stray cats instead of buying them from breeders)
Activity #12: Students will evaluate and edit their work using Editing Checklist BLM.
Students will be evaluated on the persuasive essay for correctness and accuracy using the
following guidelines (See Persuasive Essay BLM) or by using the rubric from
http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScoringGuide
.pdf
 Audience—clearly defined
 Purpose—relevant, significant to targeted audience, thoroughly discussed
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




Examples—three reasons to support the position given
Organization—a beginning, middle, and end; logical sequence of information
Body—clear, concise, vivid words, and engaging to the reader
Mechanics—complete sentences, correct spelling, and correct usage of
punctuation
Activity #13: Students may be assessed on the debate using the following guidelines:
(See Debate Rubric BLM) or
http://www.readwritethink.org/lesson_images/lesson819/rubric2.pdf





Proposition—controversial, appropriate to audience, interesting
Opening—clearly stated, well-planned, emphasized main points
Argument—orderly, relevant to proposition, well-supported
Rebuttal—organized, clearly stated, thought-provoking, significant
Closing Remarks—well-planned, summary of key thoughts
References
http://www.classroomtools.com/proppage.htm
Annotation: Numerous examples of propaganda available on the Web.
http://www.readwritethink.org/lesson_images/lesson405/PropagandaTextList.pdf
Annotation: Links to a site featuring Propaganda Themes and Techniques
http://www.propagandacritic.com/
Annotation: Links to a definition of propaganda and the common techniques used. It gives
examples of propaganda.
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