Kaleena+Stackhouse+Week+6


 * Lesson #2 **
 * Lesson Unit: ** Persuasive Techniques /Propaganda


 * Subject: ** Language Arts


 * Grade Level: ** 8th


 * Description of Lesson: ** Throughout this lesson the students are going to learn about the basic persuasive techniques that are used in our lives including: bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch. At this point my students now have a grasp on the various types of persuasive technique that exists. In this particular lesson my students will learn that propaganda is not only used in magazines and television, but it is seen everywhere including the internet, our junk mail, and so on.


 * LA Content Standards: **

testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.
 * 1. ** Identify and analyze the persuasive techniques (e.g., bandwagon,

testimonial, glittering generalities, emotional word repetition and bait and switch used in presentations and media messages. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion to support a position and to address counter-arguments or listener bias; and c. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution).
 * 2. ** Identify and analyze the persuasive techniques (e.g., bandwagon,

multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
 * 3. ** Identify appropriate sources and gather relevant information from

slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.
 * 4. ** Determine the credibility of the speaker (e.g., hidden agendas,


 * Materials: **
 * · ****computer access **
 * · ****junk mail **
 * · ****poster board **
 * · ****markers/crayons **
 * · ****Wikispaces **


 * <span style="color: blue; font-family: 'Calibri','sans-serif';">Procedure: **


 * <span style="color: blue; font-family: 'Calibri','sans-serif';">Introduction/Motivation: ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">I will begin our discussion today by reviewing the persuasive techniques. We talked about finding persuasive techniques in magazines, so today I will ask them where else do we find propaganda? (Billboards, commercials, flyers, junk mail, and etc.) I will then go on to ask the students if there are ways that propaganda is used in a negative effect. Next, I will hand each groups a piece of junk mail that I have received. In their groups they will have to tell me what kind of technique the company is using in order to sell me their product. After a few minutes of discussing the possibilities in their groups we will have a class discussion. **


 * <span style="color: blue; font-family: 'Calibri','sans-serif';">Lesson: **
 * · ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Next, the students will get into groups of two or three and brainstorm some real world issues that use propaganda in a negative way to entice young people. After everyone has come up with a few ideas, we will write those ideas on the SMART board. (examples: tobacco use and alcohol) **
 * · ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Now each groups must choose a real world issue and come up with some positive solutions to drive young people away from the temptations that these companies advertise. They may need to do some research of their own on the computer, in order to find some statistics and facts. **
 * · ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Once each groups has gathered enough facts, they will create a poster for their issue that includes their issue, and positive ways to drive young people away from that negative issue. **
 * · ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Lastly, the students will get on our classroom wiki on Wikispaces and discuss their solutions. They must give feedback to at least two other groups after posting their solutions, and check back to answer any questions that other groups may have had about their post. **


 * <span style="color: blue; font-family: 'Calibri','sans-serif';">Adaptations for Diverse Learners: ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">For my students with lower cognitive abilities, I created a graphic organizer for them to help them get their thoughts together. In addition they will work collaboratively in their groups. **


 * <span style="color: blue; font-family: 'Calibri','sans-serif';">Assessment: ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">I will assess the students by using a rubric to grade their posters. They will be graded on the following criteria: creativity, group collaboration, neatness, mechanics, and included all elements required. I will also be leaving feedback on each groups' wiki post. **