Kaleena+Stackhouse


 * 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. Upon learning these techniques, each group will be given a letter from a popular name brand (created by the teacher), asking for their help to create or design a new product for their company. Once the product is decided upon, they will have to create a commercial using one or more of the persuasive techniques. However, in order to build up to this point, the students will do a variety of activities to increase their understanding of what persuasive techniques are and how they are used.

**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. **2. ** Identify and analyze the persuasive techniques (e.g., bandwagon,  testimonial, glittering generalities, emotional word repetition and  bait and switc 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).
 * LA Content Standards: **

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. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Determine the credibility of the speaker (e.g., hidden agendas,

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">computer with internet access /Excel · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">"Do You Buy It?" Quiz · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">large sheet of butcher paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">magazines · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">classroom wiki

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedure: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To begin the lesson, I will pass out the "Do You Buy It?" Quiz to grab their attention (Do You Buy It_Quiz.doc). This quiz is designed to be fun. It contains several familiar slogans and songs. The students are to figure out what product is associated with each one. Once they have completed as many as they can, we will go over the answers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction/Motivation **

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For each new lesson that I introduce I do something that I simply call "Graffiti." I take a large piece of butcher paper (does not have to be perfect) and tape it on my white board at the front of the class. In this case, I write Persuasive Techniques, really big and using bright colors, on the top of the paper. Then I begin introducing the first technique, by writing "bandwagon" on the butcher paper. I write a simple definition and then I have volunteers come up and write some quick examples of when bandwagon is used. This continues until I have gone over each technique.

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For my visual learners the students will be asked to explore the website Don't Buy It: Get Media Smart!. Once on this site the students can explore the following activities: Food Advertising Tricks," "Create Your Own Ads," "Design a Cereal Box," "What's in an Ad," and "Be the Ad Detective."

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Next, the students will gather into their groups of 2 or 3.Each group will be given a magazine. Using the program Excel, on the computer, they will need to create a column for each persuasive technique (Starting with column B, row 1 and going across). Then, to the left (in column A, row 2, going down) they will need to write down the product or name of the advertisement they find. Now, the students are ready to flip through the magazine and look for advertisements. Once they come across one, they will determine what persuasive technique is being used. Then they will type the name on their spreadsheet, and put a tally mark next to the appropriate technique. Keep in mind, more than one could be used.
 * For my students with lower cognitive abilities, the template will already be designed for them. They will not have to decide what persuasive technique is being used, but they will have to tally how many advertisements were used, and how many non-advertisements were used.

To conclude this part of the lesson, the students will individually be asked to get on our classroom wiki, and write a summary of what they learned about persuasive techniques, as well as what they discovered when analyzing the advertisements in the magazine.


 * <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adaptations for Diverse Learners: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For this unit I have incorporated a variety of lessons to meet everyone's needs and modified the lesson where it would be necessary.


 * <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 12pt;">Assessment: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For this lesson the students will be informally assessed. I will walk around to make sure they comprehending what each persuasive technique is. I will also be reviewing and commenting on their responses to their wiki.

Kaleena: The technology aspect of your lesson is wonderful! Students will love creating a commercial and they will truly learn so much throughout the process. One question I have is have you thought about them tackling an issue that uses propaganda? For instance, tobacco use is a major issue that affects today’s youth, and the propaganda used by tobacco companies is unbelievable. Maybe your students could create solutions for helping minors from becoming victims to these propaganda techniques. It is a serious situation, and it may be very intriguing to see what they come up with. Great work! Thanks for sharing. Christina Mills

Thanks for your suggestions! I was trying to figure out to integrate real world issues, and you gave me some great ideas that I will incorporate into my next lesson!