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					                            UbD Unit Plan
                                 Unit Cover Page

Unit Title: Propaganda in Action                                    Grade Level: 7

Subject/Topic: Propaganda Techniques

Key Words: propaganda, testimonials, bandwagon, glittering generalities, name
calling, informational text, bias, drawing conclusions, inferences, relevant,
advertisements, commercials

Designed by: Alison Cody/Janna Richardson            Time Frame: Approx. three weeks

School District: Newberry County             School: WCS/MCMS

Brief Summary of Unit (including curricular context and unit goals):

In this unit, students will explore propaganda techniques in print advertisements
and nonprint media.
In the culminating performance task, students will design and create a print
advertisement and commercial for a local business.




Unit Design Status:                     Completed template pages – Stages 1, 2, and 3

   Completed blueprint for each performance task                       Completed rubrics

  Directions to students                                Materials and resources listed

   Suggested accommodations                                     Suggested Extensions

Status:   Initial Draft (date: June 2009)                    Revised draft (date:      )
   Peer Reviewed                  Content reviewed      Field Tested           Validated
          Anchored




                                          7-1
                       Stage 1- Identify Desired Results



Established Goals:
Standard and Indicators:

7-2.2         Analyze information within and across texts to draw conclusions and
              make inferences.

7-2.3         Identify author bias (for example, word choice and the exclusion and
              inclusion of particular information).

7-2.4         Create responses to informational texts through a variety of methods (for
              example, drawings, written works, oral and auditory presentations,
              discussions, and media productions).

7-2.7         Identify the use of propaganda techniques (including glittering
              generalities and name calling) in informational texts.

7-5.1         Create informational pieces (for example, book, movie, or product reviews
              and news reports) that use language appropriate for a specific audience.

7-5.4         Create persuasive pieces (for example, letters to the editor or essays) that
              include a stated position with supporting evidence for a specific audience.




                                          7-2
What essential questions will be considered?       What understandings are desired?

How is language used to manipulate us?       Advertisers use a variety of methods to
                                             convince consumers to buy their products,
How does language influence the way we       and by becoming more familiar with these
think, act, and perceive the world?          methods, students will understand how
                                             these methods influence our culture.
How does the media shape our view of the
world and ourselves?

How will understanding techniques used in
propaganda help students make more
informed decisions as members of the
community?




What key knowledge and skills will students acquire as a result of this unit?
Students will know…                       Students will be able to…

It is essential to recognize the             See through the underlying messages in the
different types of propaganda and            media to make informed decisions.
understand the message of advertisers in     Therefore, the primary focus of the
media.                                       assessment should be on the creation of
                                             pieces with propaganda.




                                           7-3
                 Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?

                                   Performance Tasks:

The students will create a print advertisement and a commercial for a local business using
specific propaganda techniques for their grade level.




What other evidence needs to be collected in light of Stage 1 Desired Results?

                                       Other Evidence
                (e.g., tests, quizzes, prompts, work samples, observations)

Questioning – After showing a commercial, the teacher leads the
              students into thinking about how advertisers try to convince consumers to
              purchase a product.
Persuasion Inquiry – The students will select a persuasive example from the media and
                      analyze the persuasive techniques. (see attached example –
                      “Persuasion Is All Around You”)
Observation – The teacher will observe the discussion surrounding the persuasion
               inquiry.
Graphic organizer – The students will find and analyze four types of propaganda in
                     small groups of 2-4 students. (see attached graphic organizer)
Advertisements Analysis Chart – The students will be given five print advertisements
                                   and will choose one to analyze individually.
                       Student Self–Assessment and Reflection

Students will ask questions of their peers about their persuasion inquiry.
Students will reflect on their understanding of propaganda techniques on Exit Slips
before completing the graphic organizer.
Students will edit and revise their commercials and print advertisements using three
pluses and a wish.
During presentations, students will assess each others’ final products on sticky notes by
writing one thing they enjoyed during the presentation and the propaganda technique(s)
included.




                                           7-4
          Stage 2- Determine Acceptable Evidence (continued)

Assessment Task Blueprint

What understandings or goals will be assessed through this task?
Students will design and create a print advertisement and commercial for a local business
using specific propaganda techniques.




    What criteria are implied in the              What qualities must student work
    standards and understandings                 demonstrate to signify that standards
    regardless of the task specifics?                          were met?
       Must be able to identify and              The print advertisement should be
         explain the four propaganda              attractive and well-organized, geared to
         techniques (testimonial,                 a specific audience, use Standard
         bandwagon, glittering                    American English, and include one of
         generalities, and name calling)          the four propaganda techniques.
       Focus on one local business               The commercial should include a
       Appropriate for a specific                storyboard (plan), an awareness of the
         audience                                 audience, a specific propaganda
       Use a specific persuasive                 technique, and appropriate oral
         technique                                speaking skills.
       Use correct Standard American             In each task, students will listen to and
         English                                  support one another as they work
       Name and explain propaganda               toward a common goal.
         techniques used in products
       Demonstrate creativity and
         originality
       Demonstrate teamwork



Through what authentic performance task will students demonstrate
understanding?
Task Overview:

The students will create an advertisement and commercial for a local business and
present these to the business owners in class.




                                           7-5
What student products and performances will provide evidence of desired
understandings?

Print Advertisement
Commercial




By what criteria will student products and performances be evaluated?

Attached rubric for the print advertisement
Attached rubric for the commercial




                                          7-6
                 Stage 3- Plan Learning Experiences


                 WHERETO AND WOW DESIGN QUALITIES
What sequence of teaching and learning experiences will equip students to engage with,
develop, and demonstrate the desired understandings? Use the following sheet to list the
key teaching and learning activities in sequence. Code each entry with the appropriate
initials of the WHERETO elements.

   1. Begin with the question: “What is advertisement?” Share essential questions.
       W (Authenticity and Organization of Knowledge)
   2. Introduce by showing a commercial on the Smartboard and discuss how
       advertisements use persuasive techniques. H (Authenticity and Novelty and
       Variety)
   3. Share the culminating performance task. W, E-1, T (Clear and Compelling
       Product Standards, Organization of Knowledge, Product Focus, and
       Choice)
   4. Assign “Persuasion is All Around You” for homework. H, E-1, R, T
       (Authenticity, Choice, and Novelty and Variety)
   5. Discuss homework assignment. H, E-1, R, E-2 (Choice and Authenticity)
   6. The teacher will share the four propaganda techniques and examples with the
       class. E (Organization of Knowledge)
   7. Students will find examples of the four propaganda techniques in small groups
       using the attached graphic organizer. R, T (Affirmation of Performance,
       Affiliation, and Protection from Adverse Consequences)
   8. The students will be given five print advertisements and will choose one to
       analyze individually using the Advertisement Analysis Chart. E (Authenticity
       and Choice)
   9. Students will work in small groups to create a print advertisement for a local
       business using one of the four specific propaganda techniques. E-1, R, T
       (Choice, Authenticity, Novelty and Variety)
   10. Students will edit and revise their print advertisements using three pluses and a
       wish. R (Product Focus, Protection from Adverse Consequences)
   11. During presentations, students will assess print advertisements on sticky notes by
       writing one thing they enjoyed during the presentation and the propaganda
       technique(s) included. E-2 (Product Focus, Protection from Adverse
       Consequences)
   12. Students will work in small groups to create a storyboard for a commercial for a
       local business using one of the four specific propaganda techniques. E-1, T
       (Choice, Authenticity)
   13. Students will practice their commercials and prepare to present them in class. R
       (Authenticity)
   14. Business owners will be invited to view commercial presentations and students
       will assess commercials on sticky notes by assigning each group a score of one
       to five for the presentation. E-2 (Product Focus, Protection from Adverse
       Consequences)
   15. Each student will complete a peer evaluation and give scores based on each
       commercial presentation. E-2 (Affirmation of Performance)



                                      7-7
            Monday                   Tuesday               Wednesday               Thursday                     Friday

       Begin with the          Introduce by            Share the              Discuss homework         Students will find
      question: “What is       showing a               culminating            assignment.              examples of the four
      advertisement?”          commercial and          performance task.      The teacher will         propaganda
      Share essential          discuss how             Assign “Persuasion     share the four           techniques in small
      questions.               advertisements use      is All Around You”     propaganda               groups using the
                               persuasive              for homework.          techniques and           attached graphic
                               techniques.                                    examples with the        organizer.
                                                                              class

      The students will be     Students will work      Students will work     Students will edit       During presentations,
      given five print         in small groups to      in small groups to     and revise their print   students will assess
      advertisements and       create a print          create a print         advertisements using     each group’s print
      will choose one to       advertisement for a     advertisement for a    three pluses and a       advertisement on
      analyze individually     local business using    local business using   wish                     sticky notes by




7-8
      using the                one of the four         one of the four                                 writing one thing
      Advertisement            specific propaganda     specific propaganda                             they enjoyed during
      Analysis Chart           techniques.             techniques.                                     the presentation and
                                                                                                       the propaganda
                                                                                                       technique(s)
                                                                                                       included.
                                                                                                                                      Consider the WHERETO elements.




      Students will work in    Students will work      Students will          Students will            Business owners will be
                                                                                                       invited to view commercial
      small groups to create   in small groups to      practice their         practice their           presentations and students
      a storyboard for a       create a storyboard     commercials and        commercials and          will assess each group’s
      commercial for a local   for a commercial for    prepare to present     prepare to present       commercial on sticky notes
                                                                                                                                                                       Stage 3- Plan Learning Experiences (continued)




                                                                                                       by assigning each group a
      business using one of    a local business        them in class.         them in class.           score of one to five for the
      the four specific        using one of the four                                                   presentation. Each student
      propaganda               specific propaganda                                                     will complete a peer
                                                                                                       evaluation and give scores
      techniques.              techniques.                                                             based on each commercial
                                                                                                       presentation.
                            Advertisement Rubric
Student’s Name_____________________________________________________



    CATEGORY          4                       3                      2                       1
Content/propaganda Shows a full               Shows a good           Shows a good            Does not seem to
                      understanding of        understanding of the   understanding of        understand the topic
                      the topic by            topic by showing a     parts of the topic by   very well and attempts
                      correctly using one     partial                showing a limited       one propaganda
                      propaganda              understanding of       understanding           attempt.
                      technique.              one propaganda         propaganda.
                                              technique.

Spelling &            No spelling errors      No more than 1         No more than 3       Several spelling errors
Proofreading          remain after one        spelling error         spelling errors      in the brochure.
                      person other than       remains after one      remain after one
                      the typist reads        person other than      person other than
                      and corrects the        the typist reads and   the typist reads and
                      brochure.               corrects the           corrects the
                                              brochure.              brochure.

Writing - Grammar     There are no            There are no           There are 1-2           There are several
                      grammatical             grammatical            grammatical             grammatical mistakes
                      mistakes in the         mistakes in the        mistakes in the         in the brochure even
                      brochure.               brochure after         brochure even after     after feedback from an
                                              feedback from an       feedback from an        adult.
                                              adult.                 adult.


Attractiveness &      The brochure has        The brochure has      The brochure has         The brochure's
Organization          exceptionally           attractive formatting well-organized           formatting and
                      attractive formatting   and well-organized information.                organization of
                      and well-organized      information.                                   material are confusing
                      information.                                                           to the reader.



Graphics/Pictures     Graphics go well        Graphics go well       Graphics go well        Graphics do not go
                      with the text and       with the text, but     with the text, but      with the accompanying
                      there is a good mix     there are so many      there are too few       text or appear to be
                      of text and             that they distract     and the brochure        randomly chosen.
                      graphics.               from the text.         seems "text-heavy".




Student’s Grade:
Comments:

Teacher’s Grade:
Comments:




                                                  7-9
                              Commercial Rubric
Student’s Name_____________________________________________________



    CATEGORY          4                       3                       2                     1
Speaks clearly        Speaks clearly and      Speaks clearly and      Speaks clearly        Does NOT speak
                      distinctly all of the   distinctly all of the   and distinctly most   clearly and distinctly
                      time and                time but                of the time and       most of the time
                      mispronounces no        mispronounces 1 or      mispronounces no      AND/OR
                      words.                  more words.             words.                mispronounces
                                                                                            more than 1 word.


Preparedness          Student is              Student seems           The student is        Student does not
                      completely              pretty prepared but     somewhat              seem at all prepared
                      prepared and has        might have needed       prepared, but it is   to present.
                      obviously               a couple more           clear that
                      rehearsed.              rehearsals.             rehearsal was
                                                                      lacking.


Content/Propaganda Shows a full               Shows a good            Shows a good          Does not seem to
                      understanding of        understanding of        understanding of      understand the topic
                      the topic by            the topic by            parts of the topic    very well and
                      correctly using one     showing a partial       by showing a          attempts one
                      propaganda              understanding of        limited               propaganda attempt.
                      technique.              one propaganda          understanding
                                              technique.              propaganda.

Interest and          Advertisement has Advertisement is              Advertisement is      Advertisement is not
Purpose               a clear and          interesting but            not very              interesting and has
                      interesting purpose. purpose is                 interesting and       no discernable
                                           somewhat unclear.          purpose is            purpose.
                                                                      somewhat unclear.




Student’s Grade:
Comments:

Teacher’s Grade:
Comments:




                                               7 - 10
                          Cooperative Group Rubric
Student’s Name_____________________________________________________



  CATEGORY         4                         3                         2                          1
Evaluates Peers Fills out peer               Fills out almost all of   Fills out most of the      Fills out most of the
                   evaluation                the peer evaluation       peer evaluation and        peer evaluation but
                   completely and            and always gives          always gives scores        scoring appears to
                   always gives scores       scores based on the       based on the               be biased.
                   based on the              presentation rather       presentation rather
                   presentation rather       than other factors        than other factors
                   than other factors        (e.g., person is a        (e.g., person is a
                   (e.g., person is a        close friend).            close friend).
                   close friend).
Collaboration      Almost always             Usually listens to,       Often listens to,          Rarely listens to,
with Peers         listens to, shares        shares with, and          shares with, and           shares with, and
                   with, and supports        supports the efforts      supports the efforts       supports the efforts
                   the efforts of others     of others in the          of others in the group     of others in the
                   in the group. Tries to    group. Does not           but sometimes is not       group. Often is not a
                   keep people working       cause "waves" in the      a good team                good team member.
                   well together.            group.                    member.

Attitude           Never is publicly         Rarely is publicly        Occasionally is            Often is publicly
                   critical of the project   critical of the project   publicly critical of the   critical of the project
                   or the work of others.    or the work of others.    project or the work of     or the work of other
                   Always has a              Often has a positive      other members of           members of the
                   positive attitude         attitude about the        the group. Usually         group. Often has a
                   about the task(s).        task(s).                  has a positive             negative attitude
                                                                       attitude about the         about the task(s).
                                                                       task(s).
Focus on the       Consistently stays        Focuses on the task       Focuses on the task        Rarely focuses on
task               focused on the task       and what needs to         and what needs to          the task and what
                   and what needs to         be done most of the       be done some of the        needs to be done.
                   be done. Very self-       time. Other group         time. Other group          Lets others do the
                   directed.                 members can count         members must               work.
                                             on this person.           sometimes nag,
                                                                       prod, and remind to
                                                                       keep this person on-
                                                                       task.
Preparedness       Brings needed             Almost always brings      Almost always brings Often forgets needed
                   materials to class        needed materials to       needed materials but materials or is rarely
                   and is always ready       class and is ready to     sometimes needs to ready to get to work.
                   to work.                  work.                     settle down and get
                                                                       to work.




Student’s Grade:
Comments:

Teacher’s Grade:


                                                  7 - 11
Comments:

Advertisement Analysis Chart

What person or organization is the source of the ad?




What audience do you think the ad is trying to reach?




What position have the people who placed this advertisement taken?




What kind of opinion or action are they hoping to get from readers?




Can you determine from the ad what other views people might have on
this subject? Explain.




Do you recognize any advertising techniques you've seen in other
advertisements? Explain.




What attention-grabbing and/or persuasive words did the advertisers


                                             7 - 12
use?

               Name_____________________________________________

 Analyzing Propaganda in Print Ads and Commercials
    TYPE OF         SUMMARY              AD        AUDIENCE
 PROPAGANDA                            SOURCE
Bandwagon




Name-Calling




Glittering
Generalities




Testimonial




                          7 - 13
7 - 14
Name: __________________________________ Date: ________________________
                           PERSUASION IS ALL AROUND YOU
You might be surprised at how many people and businesses are trying to convince you to do
things every day. You only have to watch commercials, read the paper, look at the ads in
your magazines, or read the billboards as you’re driving home to see that persuasion is all
around you.
Tonight for your homework find a persuasive piece to bring to or share about in class. It can
be an article in the newspaper, a letter to the editor, a movie or book review, a commercial,
or an advertisement in a magazine or newspaper. Once you have found your persuasive piece,
answer the questions below.
    1. Where did you find your persuasive example?
        ______________________________________________________________

   2. Who is trying to persuade you?
       _______________________________________________________________

   3. What are they trying to persuade you to do?
       _______________________________________________________________

   4. Do you think their argument is convincing? Why or why not?
       _______________________________________________________________
       _______________________________________________________________



Name: __________________________________ Date: ________________________
                           PERSUASION IS ALL AROUND YOU
You might be surprised at how many people and businesses are trying to convince you to do
things every day. You only have to watch commercials, read the paper, look at the ads in
your magazines, or read the billboards as you’re driving home to see that persuasion is all
around you.
Tonight for your homework find a persuasive piece to bring to or share about in class. It can
be an article in the newspaper, a letter to the editor, a movie or book review, a commercial,
or an advertisement in a magazine or newspaper. Once you have found your persuasive piece,
answer the questions below.
    1. Where did you find your persuasive example?
        ______________________________________________________________

   2. Who is trying to persuade you?
       _______________________________________________________________

   3. What are they trying to persuade you to do?
       _______________________________________________________________

   4. Do you think their argument is convincing? Why or why not?
       _______________________________________________________________
       _______________________________________________________________


                                           7 - 15

				
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