LESSON ONE: What is the influence?
LESSON DESCRIPTION
Students are introduced to propaganda and type of techniques used.
GRADE-LEVEL EXPECTATIONS
LS1A, LS2A In discussions and presentations students will listen and record key words and concepts in an organized note-taking system
LS1A Students will listen critically to identify and evaluate propaganda techniques.
LS1A Students will follow oral instructions accurately.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Video examples of commercial clips
§ Handouts provided
o List of propaganda terms
§ Words to Know
o propaganda techniques
FORMATIVE ASSESSMENT
In a large group, small groups contribute how they classified the brainstorming list. Teacher reinforces or corrects as groups share.
LEARNING ACTIVITIES
1. Brainstorm what entices the student to buy particular products. Move the discussion towards commercials.
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Strategy |
Introduce the word propaganda and define it as techniques used by speakers or writers to sway others towards a particular viewpoint, stance, and/or action. |
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Questions for Students |
As a consumer how do you choose what to purchase as a consumer? What influences you more than another? What are your favorite commercials? What do you notice they have in common? How do commercials entice you into buying the product? How do they turn you off? If you were creating an advertisement for a product, what would you do? |
2. Provide students with a copy of the propaganda terms handout. Think aloud about how to classify the propaganda used in commercials.
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Strategy |
Point out that there are celebrity/testimonial type commercials (such as used on AOL); repetition type commercials (such as used by Target); and bandwagon type commercials such as those used by Dell. |
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Suggestions |
Provide examples (commercial clips) to demonstrate types of commercials, or simply discuss examples. Ensure commercials are watched several times for students to process multiple techniques and information. |
3. Classify commercials listed in small groups.