Teacher Candidate: Rachel Cutter Eighth Grade Convince Me: A Unit in Persuasive Writing

Essential Questions: What is propaganda? How is propaganda used to mislead a target audience?

18 November 2011 English Language Arts

do you know if someone is trying to persuade you? Legend: TSW = the students will TTW = the teacher will TCW = the class will RBIS = Research Based Instructional Strategy 4PO = the Four Propaganda Objectives (see procedure)

What is the purpose of a propagandist text based on its historical context?

What should you look for if you think someone is trying to persuade you? / How Propaganda in History: Lesson Three of Unit Lesson Title College and Career Readiness Anchor Standards (CCR), Common Core Learning Standards (CCLS), NYS Learning Competencies (LC), and NYS Performance Indicators (PI) Lesson Objectives (Using Blooms Taxonomy)

Reading PI: Identify propaganda and evaluate its effectiveness. Reading PI: TSW identify techniques the author uses to persuade (e.g., emotional and ethical appeals and appeals to reason). Reading CCLS: Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is sound and the evidence is relevant and sufficient recognize when irrelevant evidence is introduced. Reading PI: Distinguish between relevant and irrelevant information. Reading PI: Identify missing, conflicting, or unclear information. Reading CCLS: Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Reading PI: Discriminate between apparent messages and hidden agendas. Listening PI: Consider the possible biases of speakers in analyzing and evaluating audio and video texts. Writing CCR: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Reading LC: Find, evaluate, and combine information from print and electronic sources for teacher-selected inquiries. Reading PI: Locate and use school and public library resources independently to acquire information. Reading PI: Preview informational texts to assess content and organization and select texts useful for the task.

1. TSW recognize propaganda in light of the audience it is targeting, persuasive appeals within it and interpret the messages those appeals are intended to convey, and evaluate its effectiveness. 2. TSW identify any misuse of information, conclude why irrelevant information or evidence was used, propose what information would be relevant, and evaluate the impact of this irrelevant information or evidence on the argument using clear examples from texts to support their analyses 3. TSW judge the impact of speakers point of view, purpose, and/or bias on apparent and hidden messages in audio and video texts and investigate the historical context that shaped those biases. (Comprehension, Analysis, Evaluation, Synthesis). 4. TSW conduct a short research project on an focused investigation to find, evaluate, and combine information from articles found independently online or in the school library previewing these informational texts to assess the content, and select texts useful for the taskto present clear analyses of messages in propaganda compared with historical events within the same context (evaluation). 1 3. Analysis of a piece of propaganda on a worksheet. (Formative) 1 4. Guided rough draft of an essay that discusses misuses of information, persuasive appeals, speakers biases and hidden or apparent messages in a piece of propaganda within its historical context. (Formative) 1 4. Final copy of the essay mentioned above. (Summative) 4. Annotated bibliographies of sources to use in an essay. (Formative)

Acceptable Evidence

Bell Ringer

TSW write down how they believe information can be spun to mislead an audience. TTW whip around the room (gather one to two word summaries from each student and write them on one side of the board). Day One I. Direct Instruction Step One: Introduction o (3 min) Bell Ringer: (see above) o (1 min) Agenda/Objectives: TTW preface the lesson by summarizing how print and film can create texts that are intended to persuade their audience, much like advertisements. Sometimes this method is used when relating current events. TTW go over the agenda: Define propaganda 1. Recognize misuses of information 2. Evaluate the impact misused information has on apparent and hidden messages 3. Recognize misused information in persuasive appeals 4. Recognize possible speakers biases in propaganda o Numbered bullets above will be referred to in the lesson as the four propaganda objectives (4PO). II. Direct Instruction Step Two: Development o (2 min) TTW distribute guided notes. TTW define propaganda as an article, film, poster, or radio broadcast that is meant to persuade and sometimes mislead a target audience for a specific purpose. It does not always tell the whole truth and it is always intended to promote an idea or action in a target audience. TSW list and define five misuses of information in their guided notes o (9 min) TTW preface an analysis of propaganda by creating a metaphor (See attached Task Description Sheet: A Metaphor to Teach Misuses of Information). (Kinesthetic / RBIS: Identifying similarities and differences: Creating metaphors) o CFU 1 Content o (1 min) TTW direct the students to ask Is there something missing? anytime they hear information being presented (TSW take note of this in guided notes). o (7 min) TCW watch Mr. Blabbermouth. (Auditory, Visual) TTW preface the movie by stating that every piece of propaganda has a context in history. TTW ask the students what this means (it means that current events shape the content, and speakers biases in propagandist texts). Mr. Blabbermouth was made shortly after the bombing of Pearl Harbor. TSW take note of this in their guided notes. TTW direct the students to take notes on the 4PO in the film, citing specific examples in the film and labeling them specifically (e.g., misuse of information: rumor; persuasive appeal to reason). CFU 2 Directions TTW point out the four propaganda objectives ([1]misuses of information, [2] persuasive appeals, [3] apparent or hidden messages about views that conflict with the speakers, and [4] speakers biases) in the first five minutes of the film and TSW write down the examples pointed out by the teacher in their guided notes. III. Direct Instruction Step Three: Guided Practice

Procedure Accommodations for Learning Modalities are Labeled Checks for Understanding of Directions, Procedures, Routines, and/or Content are Labeled.

A. (7 min) TCW watch the rest of Mr. Blabbermouth, taking guided notes citing specific examples of the 4PO. 1. CFU 3 Content B. (8 min) TSW go back to the groups they were in for the role-playing activity and add their classmates notes to their own using different colored pens/pencils, and predict how the bombing of Pearl Harbor impacted the speakers biases. IV. Direct Instruction Step Four: Closure A. (2 min) TTW whip around the room (see bell ringer) to summarize specific examples that students found of the 4PO in Mr. Blabbermouth. (Formative) Day Two (1 min) Prior Knowledge Tap: TSW use a guided bell ringer to define the five misuses of information. TTW collect these bell ringers. (Formative) V. Direct Instruction Step Five: Independent Practice A. (5 min) TCW go to the library. B. (3 min) TTW direct the students to locate on the internet a piece of propaganda made during WWIIeither a short video or an audio recording using links listed on the teachers website (see Resources for specific links). 1. TTW distribute a chart similar to the guided notes on Day One and direct the students to take notes using this chart on specific examples of the 4PO in their selected text. TTW direct the students to find one misuse of information, one persuasive appeals, a hidden or apparent message, and predict one of the speakers biases. 2. CFU 4&5 Directions C. (29 min) TSW locate and select their examples of propaganda, and take specific notes on the examples of the 4PO therein. (Auditory, Visual / Formative / Technology Integration) D. (3 min) Closure Exit Tickets: TSW write down on their own piece of paper what they would like to learn about the historical context of their selected text and hand these predictions in to the teacher. E. TTW remind the students to meet in the library again tomorrow. Day Three V. (Direct Instruction Step Five: Independent Practice Continued) F. (5 min) Bell Ringer: TSW pick a card as they enter. TSW then write down on their own piece of paper a statement about themselves that is either true or untrue. If the student picked a red card, their statement should be true; if they picked a black card, their statement should not be true. TSW circulate the room, tell their classmates this statement, ask whether or not they believe it, and keep a tally of how many people believed it or didnt believe it. (Kinesthetic) 1. When the class comes back together, TTW ask a student how many people believed or disbelieved him/her, and whether or not his/her statement was true. TTW ask a student who guessed correctly why he/she believed or didnt believe the first student. Presumably, the student will answer that he/she knew something about the first student. TTW reemphasize that in order to know whether or not something is true, background knowledge is necessary. G. TTW redistribute exit tickets from Day Two, and hand out an annotated bibliography template. H. (1 min) TTW inform the students that they will be researching the current events surrounding the creation of their selected propagandist text to write an essay that evaluates the 4POs within their texts in their historical contexts. TTW distribute a rating scale that summarizes how the essay will be graded.

(33 min) TSW use the annotated bibliography template to cite two references (either on the internet or in print) using MLA format that explain the current events surrounding the creation of their propagandist texts. J. (1 min) Closure Exit Ticket/CFU 6 - Content VI. Direct Instruction Step Six: Evaluation A. Homework: TTW distribute guided rough draft templates. TSW transfer the citation information from their annotated bibliography to the guided rough draft templates use the latter templates to compile research on current events surrounding their texts creation, and plan an essay comparing these events to 4POs in their propagandist texts. Day Four VI. (Direct Instruction Step Six: Evaluation Continued) A. TTW check students completion (both quantity and quality) of the annotated bibliography and guided rough drafts. (Formative) TTW collect annotated bibliographies. B. (20 min) TTW pair students heterogeneously and distribute peer-editing evaluations. TSW use different colored pens/pencils peer-edit rough drafts. (RBIS: Cooperative learning: Heterogeneous grouping & face-toface promotive interaction) C. (15 min) TSW use different colored pens/pencils to write feedback in response to their peers. TSW then either finish their rough drafts or begin work on their final drafts. D. (5 min) Closure: TSW graffiti brainstorm factors in response to the following question: What should you look for if you think someone is trying to persuade you? TSW then write down three sentences in response to the question, How do you know if someone is trying to persuade you? TTW whip around the room again, handing out candy to each student once they have given their response. (Formative) TSW complete the final copies of their essays to be handed in after the weekend. (Summative)
Checks for Understanding of Directions, Procedures, Routines, and/or Content

I.

CFU 1 Content: TTW call the class back together, and TCW discuss which misuses they thought were represented by the different propspictures of props and misuses will be projected on a screen in the front of the room. (Formative) CFU 2 Directions: TTW ask the students what they are taking notes on in the film (e.g., 4PO, specific examples in the film) and list the responses on the board. (Formative) CFU 3 Content: TTW ask the students at different points in the film what specific kind of Propaganda Objective is displayed. (Formative) CFU 4 Directions: TTW ask the students if they are looking for images (they are not). TTW ask the students what kind of media they are looking (i.e., films and audio recordings 15 minutes long or less), and write the correct types on the board. (Formative) CFU 5 Directions: TTW ask the students what they are looking for. (Formative) o Misuses of information o Persuasive appeal o Apparent or hidden messages about views that conflict with the speakers Possible speakers bias CFU 3 Content (Formative) CFU 2 Directions (Formative) CFU 3 Content (Formative) Whip around the room (see bell ringer) to summarize specific examples that

Assessment

students found of the 4PO in Mr. Blabbermouth. (Formative) Day Two Prior Knowledge Tap: Definitions of the five misuses of information (Formative) CFU 4 Directions (Formative) CFU 5 Directions (Formative) Guided rough draft of an essay that analyzes the 4POs in a selected piece of propaganda in their historical context (Formative) Final copy of essay mentioned above (Summative)
Closure

TSW graffiti brainstorm factors in response to the following question: What should you look for if you think someone is trying to persuade you? TSW then write down three sentences in response to the question, How do you know if someone is trying to persuade you? TTW whip around the room again, handing out candy to each student once they have given their response. I will follow any IEP and 504 accommodation requirements. Guided notes: definition of propaganda, misuses of information, examples of the 4PO in Mr. Blabbermouth Propaganda presentation Task Description Sheet: A Metaphor to Teach Misuses of Information Props for discussion of misuses of information Mr. Blabbermouth movie (on Mrs. Miniver DVD) Colored pens/pencils Guided bell ringers (Day Two) Links to propaganda examples: o http://www.archive.org/search.php?query=%28WWII%29%20AND %20subject%3A%28propaganda%29 o http://www.archive.org/search.php?query=%28World%20War%20II %29%20AND%20subject%3A%28propaganda%29 Chart for analyzing a selected piece of propaganda Deck of cards Link to the Purdue OWL: http://owl.english.purdue.edu/owl/resource/747/01/ Annotated bibliography templates Guided rough draft templates Rating Scale detailing necessary components of the essay and how they will be graded (Colored pens/pencils) Digital Camera (document whips around the room and graffiti brainstorming) Planning Eight to ten hours Instruction Four 40 minute classes

Accommodations /Interactions with Support Staff Resources /Materials

Time Required