UNIT OVERVIEW
Using a theme of understanding propaganda, students demonstrate active and critical listening behaviors, use an organized note-taking system, and effectively use visual and audio media to demonstrate and present their understanding of key concepts within a designated time limit.
UNIT PLAN
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Lesson One |
What is the influence? § Literature: None § Supplies: Video examples of commercial clips § Handouts: Propaganda terms § Formative Assessment: provided |
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Lesson Two |
Are we under the influence? A first look § Literature: None § Supplies: Envelopes, four corners strategy instruction, prerecorded video clip of several commercials using a variety of propaganda techniques § Handouts: Sample note-taking graphic organizer § Formative Assessment: provided |
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Lesson Three |
Are we under the influence? A second look § Literature: None § Supplies: Clip of a commercial in another language, or else shown an English commercial on mute, examples of propaganda brought in by students from previous lesson, same note-taking organizer as used in previous lesson § Handouts: Sample note-taking graphic organizer § Formative Assessment: provided |
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Lesson Four
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Script reading § Literature: None § Supplies: Prepared formative assessment, drug commercial, portion of transcript from an actual commercial or recent reading in class § Handouts: Prepared formative assessment § Formative Assessment: provided |
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Lesson Five |
Creating the goods § Literature: None § Supplies: Student prompt and scoring guide § Handouts: Student prompt and scoring guide § Formative Assessment: provided |
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Lesson Six |
Ready, Set, Action § Literature: None § Supplies: Scoring guide for commercial performance assessment, video camera § Handouts: Scoring guide for commercial performance assessment § Formative Assessment: provided |
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Lesson Seven |
Roll ‘Em § Literature: None § Supplies: Scoring guide for commercial performance assessment, overhead, videotape and video camera § Handouts: Scoring guide for commercial performance assessment § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Demonstrates phonemic awareness |
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Students will read instructional texts at the next grade level with accuracy, fluency and expression. |
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Read 6th grade-level instructional text with accuracy and fluency. |
LS1A Students will justify their level of enjoyment.
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Students will justify their level of enjoyment. |
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Identify and evaluate tone, mood, and emotion. |
LS1A, LS2A In discussions and presentations students will actively listen and record key words and concepts in an organized note-taking system.
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Students will use clarifying strategies for understanding (e.g., questioning, summarizing and paraphrasing) |
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Demonstrate active listening behaviors. |
LS1A Students will listen critically to identify and evaluate propaganda techniques.
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Students will recognize how colloquialisms and jargon reflect context, regions and cultures |
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Present using appropriate volume, tone, rate, fluency, and eye contact. |
LS1B Students will use active listening behaviors to accurately evaluate effectiveness of propaganda and level of enjoyment.
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Students will continue to use active listening behaviors to respond to questions. |
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Explain various propaganda techniques. |
LS2A Students will use visual and audio media to present a commercial using one or more propaganda techniques within a designated time limit.
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In discussions and presentations, students will use appropriate body language and incorporate media or technology. |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences
2.7 Use technological tools to exchange information and ideas
Goal 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.
4.5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals.
TEACHER REFLECTION
1. As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know?
2. Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?
3. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?
4. Did I adjust my goals or my work as I taught the lesson? Why? How?
5. What specific elements of the assessments did students have the most difficulty with? What could be done to enhance student learning for these specific skills?
6. If I had the opportunity to teach this unit again to this same group of students, what would I do differently?
7. If there was one thing from this lesson that I could share with a colleague, what would it be?