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HARTSVILLE MIDDLE SCHOOL
TEACHER’S NAME/GRADE: DEB WALTERS / ELA 8
WEEK OF: DECEMBER 5-9, 2011
STANDARD 8-2
The student will read and comprehend a variety of informational texts in
print and non print formats.
INDICATOR: 8-2.7
Identify the use of propaganda techniques (including bandwagon, card
stacking, plain folks, name-calling, glittering generality, testimonial, transfer,
emotional appeal, and humor) in informational texts.
MONDAY
BELL WORK
Frame Games
INDICATOR NUMBER
Indicators addressed on ELA benchmark test
OBJECTIVE
~Encourage students to explore and study the
English language and its roots.
~Encourage students to strive for excellence in
spelling skills and other educational pursuits.
MATERIALS
RESOURCES
EQUIPMENT
Spelling bee words
Benchmark tests
YOUTUBE: Entertainment, People & Stories
RELEVANCE TO
STUDENTS/LIFE
EXPERIENCE
8th grade students love competition. The spelling
bee provides an opportunity for students to
compete with their peers in an atmosphere of fun
and friendship.
I DO
~ I will kick off the spelling bee by showing a 4
minute YOU TUBE video clip of a kid who has to
spell a really difficult word and bursts into
laughter.
~Then I will explain the rules for the spelling bee.
~After the spelling bee, I will distribute a copy of
the benchmark test and go over it.
WE DO
~Students will participate in the spelling bee, if
interested.
~Students who do not participate will serve as the
audience.
~Students will view their scores on the benchmark
and learn why they missed specific items.
CLOSURE
Write me a letter telling me what you missed on
the benchmark test and how you plan to improve
your score next time.
ASSESSMENT
Teacher Observation
Q&A
CFU
HOMEWORK
Complete The Holt Reader work from Friday.
(Treasure of Lemon Brown)
EARLY FINISHERS
Grab a Book
TUESDAY
BELL WORK
Write down favorite commercial and then share with neighbor.
INDICATOR
8-2.7
ESSENTIAL
QUESTIONS
What is propaganda?
What are two propaganda techniques we study in 8th
grade?
What is author’s bias? (opinion)
What is author’s purpose? (why)
RELEVANCE
A deeper understanding of propaganda devices can:
TO STUDENTS
~Save you lots of money.
~Assist you in making better political decisions.
~Help you distinguish between fact and opinion.
~Aid you in persuading others.
VOCABULARY
author’s bias – opinion
author’s purpose - why
propaganda
bandwagon
card stacking
MATERIALS
RESOURCES
EQUIPMENT
-commercials as examples of bandwagon and card stacking
-laptop
-LCD projector
-power point – ongoing with techniques
-YouTube – commercials / advertisements
I DO
-point out essential question for today
-define propaganda and 2 techniques studied today
(bandwagon and card stacking)
-define and discuss all vocabulary (examples / non
examples)
- show commercials showing examples of the propaganda
techniques bandwagon and card stacking
-have partners determine the author’s bias, author’s
purpose, and technique(s) used in each commercial viewed
-have students share with rest of class
WE DO
-use their CCB’s to write the meanings of key terms for
today
-view commercials and determine the author’s bias,
author’s purpose, and technique(s) used in each
commercial viewed
CLOSURE
YOU DO
ASSESSMENT
-share with each other and teacher
Write to an absent student describing the two
propaganda techniques studied today.
Describe in writing two examples of commercials or
advertisements using card stacking and bandwagon. Write
down author’s bias, author’s purpose and techniques used.
~TO
~Q&A
~CFU
~PROPAGANDA TEST THURSDAY, DECEMBER 15
WEDNESDAY
BELL WORK
INDICATOR
ESSENTIAL
QUESTIONS
FRAME GAMES
8-2.7
What is propaganda?
What is author’s bias? (opinion)
What is author’s purpose? (why)
What is the technique glittering generality?
What is the propaganda technique of repetition?
RELEVANCE
TO STUDENTS
A deeper understanding of propaganda devices can:
~Save you lots of money.
~Assist you in making better political decisions.
~Help you distinguish between fact and opinion.
~Aid you in persuading others.
VOCABULARY
author’s bias
author’s purpose
propaganda
glittering generality
repetition
MATERIALS
-advertisements as examples of 2 different types of
RESOURCES
propaganda
-laptop
-LCD projector
-power point – glittering generality and repetition
BELL WORK
FRAME GAMES
I DO
-point out essential question for today
-define propaganda and techniques we have been studying
thus far
-define bias
- show commercials showing examples of the propaganda
techniques studied today (glittering generality and
repetition)
-have partners determine the author’s bias, author’s
purpose, and technique(s) used in each commercial viewed
-have students share with rest of class
WE DO
-use their CCB’s to write the meanings of the new
techniques for today (glittering generality and repetition)
-view commercials and determine the author’s bias,
author’s purpose, and technique(s) used in each
commercial viewed
-share with each other and teacher
Write to an absent student describing the two
propaganda techniques studied today.
Describe in writing two examples of commercials or
advertisements using card stacking and bandwagon. Write
down author’s bias, author’s purpose and techniques used.
~TO
~Q&A
~CFU
~PROPAGANDA TEST THURSDAY, DECEMBER 15
CLOSURE
YOU DO
ASSESSMENT
THURSDAY
BELL WORK
INDICATOR
FRAME GAMES
8-2.7
ESSENTIAL
QUESTIONS
What is
What is
What is
What is
What is
RELEVANCE TO
STUDENTS
A deeper understanding of propaganda devices can:
~Save you lots of money.
~Assist you in making better political decisions.
~Help you distinguish between fact and opinion.
~Aid you in persuading others.
VOCABULARY
author’s bias
author’s purpose
propaganda
name-calling
emotional appeal
MATERIALS
RESOURCES
EQUIPMENT
-commercials as examples of 2 different types of
propaganda (name calling and emotional appeal)
-laptop
-LCD projector
-power point – name calling and emotional appeal
BELL WORK
I DO
FRAME GAMES
-point out essential question for today
-define propaganda and techniques we have been
studying thus far
-define bias
- show commercials showing examples of the
propaganda techniques studied today (name calling and
emotional appeal)
-have partners determine the author’s bias, author’s
purpose, and technique(s) used in each commercial
propaganda?
author’s bias? (opinion)
author’s purpose? (why)
the technique name calling?
emotional appeal?
viewed
-have students share with rest of class
WE DO
CLOSURE
YOU DO
ASSESSMENT
-use their CCB’s to write the meanings of the new
techniques for today (name calling and emotional
appeal)
-view commercials and determine the author’s bias,
author’s purpose, and technique(s) used in each
commercial viewed
-share with each other and teacher
Write to an absent student describing the two
propaganda techniques studied today.
Describe in writing two examples of commercials or
advertisements using card stacking and bandwagon.
Write down author’s bias, author’s purpose and
techniques used.
~TO
~Q&A
~CFU
~PROPAGANDA TEST THURSDAY, DECEMBER 15
FRIDAY
BELL WORK
INDICATOR
ESSENTIAL
QUESTION
FRAME GAMES
8-2.7
What is the “plain folks appeal” propaganda technique
used in advertising?
RELEVANCE TO
STUDENTS
A deeper understanding of propaganda devices can:
~Save you lots of money.
~Assist you in making better political decisions.
~Help you distinguish between fact and opinion.
~Aid you in persuading others.
VOCABULARY
author’s bias
author’s purpose
propaganda
plain folks appeal
MATERIALS
RESOURCES
EQUIPMENT
-commercials as examples of types of propaganda
(plain folks appeal)
-laptop
-LCD projector
-power point – plain folks appeal
I DO
-point out essential question for today
-define propaganda and techniques we have been
studying thus far
-define bias
- show commercials showing examples of the
propaganda techniques studied today (plain folks
appeal)
-have partners determine the author’s bias, author’s
purpose, and technique(s) used in each commercial
viewed
-have students share with rest of class
WE DO
-use their CCB’s to write the meanings of the new
techniques for today (plain folks appeal)
-view commercials and determine the author’s bias,
author’s purpose, and technique(s) used in each
commercial viewed
-share with each other and teacher
-review entire week’s worth of techniques to prepare
for Closure (pop quiz)
POP QUIZ: This is a handout pop quiz evaluating the
students’ knowledge of the propaganda techniques
studied this week.
Propaganda Crossword Puzzle
CLOSURE
YOU DO
ASSESSMENT
-Students should study their notes for the
propaganda test next Thursday, the 15th.