Lesson Plan:

Your Name: Gerianna LaRiviereDate: 4/4/2017Grade Level: 10thSubject: English

Objectives and Goals:

Standards:

CCSS.ELA-LITERACY.W.1.8: Design and publish documents by using advanced publishing software and graphic programs.

CCSS.ELA-LITERACY.W.2.4B: Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

CCSS.ELA-LITERACY.R.3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period.

ISTE Standards

1A. Apply existing knowledge to generate new ideas, products, or processes

1B. Create original works as a means of expression

5B. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

6A. Understand and use technology systems

Content:

· Students will develop an understanding of propaganda and the use of images and language to persuade.

· Students will apply their technology skills in creating a form of propaganda (video, poster, or radio ad)

· Students will analyze the way that the novel Animal Farm is related to the issues of its historical period.

Language:

· Students will be able to evaluate persuasive language seen in the text Animal Farm

· Students will apply their knowledge of persuasive language in creating a form of propaganda.

Required Materials and Equipment:

· Chrome Books

· YouTube political ads

· Design programs (Microsoft Word, InDesign, Photoshop, iMovie)

· Class copies of Animal Farm

· Propaganda Posters (attached)

Guiding Question(s):

· What is propaganda and how is it used in politics today? In the past?

· What are propaganda techniques and how do they affect the dissemination of information?

· What are some ways we have seen propaganda used in the novel thus far?

Objective as stated to students before beginning lesson:

Today we will be exploring the use of propaganda in the past and present. We will look at several examples of propaganda from the past and consider ways that it is related to the current novel we are reading, Animal Farm.

Anticipatory Set:

Write the word “propaganda” on the board and ask students to brainstorm what this word means. They will do a quick write and then turn to their partner to discuss the definition, examples, and situations where it has been used.

Rationale:

Students can begin thinking critically about what propaganda is and how it affects their daily lives as well as how it affected past generations. Allowing them to write/pair/share with other students gives them the opportunity to collaborate with one another and consider their different experiences with propaganda.

Direct Instruction/Modeling/Guided Practice:

· After coming together as a class to share, students will understand that propaganda refers to a type of message aimed a influencing opinions and/or the behavior of people.

· Teacher will project several examples of propaganda (please see attached) and discuss with students the following points:

1. What do you think the purpose of this image is?

2. Is this propaganda? Why or why not?

3. What might we learn about society based on this piece of propaganda?

· Teacher will introduce to students the types of techniques that are typically seen in propaganda (See attached)

· Students will view several political ads to observe the propaganda techniques illustrated in each ad. (example: https://www.youtube.com/watch?v=9Id_r6pNsus&list=PLU-u5LMrHIeBZ5jVLx61blty5Tih2MtLj&ab_channel=TheCourtJestersClub)

Rationale:

· Students are shown a visual to guide their thinking which helps both ELL students and visual learners. Students are given the opportunity to brainstorm as a class. Talking through the examples allows students to expand on their critical thinking skills and investigate meaning.

· Viewing political ads will, again, give students the opportunity to visualize the propaganda techniques illustrated. Identifying the techniques used in the ad will check for understanding and serve as an informal, formative assessment for the students.

Independent Practice:

· Teacher will write the following on the board for students to read: As of next month, all snack machines are being removed from school premises. Students will be divided into groups of 4-5 to write a short blurb announcement for the school newspaper from the perspective of one of the following:

· Group 1: School administrators who are tired of the snack machines getting knocked over and vandalized

· Group 2: Student health advocacy group called “Making Better Choices”

· Group 3: Student athletes who raid the vending machines daily when starving after practice

· Group 4: 12th graders who can’t leave campus for lunch and despise the cafeteria food

· Group 5: Cheerleaders who have been advocating for low calorie and fat-free snacks to be put in the vending machines

· Group 6: The Booster Club, who has relied on the proceeds from the vending machine to fund athletics

· Students will compile their news blurbs for about 5-10 minutes and then share with the class. Class discussion will include the following:

1. In what ways did our blurbs differ?

2. Why did our blurbs differ?

3. In what ways does this happen in the media today?

Rationale:

· Placing students into pre-assigned groups supports collaboration with peers and allows kinesthetic learners to get out of their seats for collaboration. Additionally, ELL students and students with disabilities have support from their classmates through collaboration.

· Students explore the concept of “spin" which is often utilized by politicians during newsworthy events. Students will gain an understanding of what spin looks like (biased portrayal in one's own favor of an event or situation) using real life scenarios that are relevant to them.

· Students collaborate together to create a blurb about a hot topic from the point of view of a specific group of people, demonstrating the "spin" technique. This will aide students in understanding propaganda at a deeper level.

Assessment and Follow-Up/Next Steps:

· Students will work collaboratively to create a visual form of propaganda (poster/video) based on the creation of a political campaign for one of the characters in Animal Farm. The programs that students will have access to to create these visual forms of propaganda are word processing programs and the internet for reference.

Rational:

· Students work collaboratively to discuss and plan their form of propaganda. Exploring the techniques of propaganda will improve the students' ability to think for themselves and evaluate sources in their every day lives. The ability to define, recognize, and articulate use of propaganda gives students an introducing to exploring propaganda in a way that is relevant to them: the reality that they see propaganda on an every day basis and that it is imperative that they be able to tell fact from fiction/propaganda.

· Technology and ISTE student standards are integrated into the lesson through the use of ChromeBooks and various forms of editing software. Students will use their existing knowledge of design, basic computer programs (Microsoft Word), advanced computer programs (InDesign, After Effects, iMovie), and basic technology (iPhones) to create their own piece of propaganda in relation to Animal Farm. This project incorporates technology and makes the content relatable to students' everyday lives.

Transition to next lesson:

This lesson would serve as a formative assessment while reading Animal Farm by George Orwell. This lesson would transition into the students reading the remainder of the novel and completing a summative assessment in the form of a persuasive essay.

Rationale:

· Students will have background on persuasive techniques and some knowledge of propaganda prior to this unit. However, understanding the purpose of propaganda as well as its presence in the novel is imperative to the overall understanding of the text.

Propaganda Techniques

· Emotional appeal (i.e. fear): Appealing to the emotions of your audience. For example, when a propagandist warns members of her audience that disaster will result if they do not follow a particular course of action, she is using fear appeal.

· Glittering generalities: A glittering generality device seeks to make us approve and accept without examining the evidence; Glittering generalities include phrases such as “We believe in”, “fight for”, and “live by virtue”. They also include words about which we have deep-set ideas, such as civilization, Christianity, good, proper, right, democracy, patriotism, motherhood, fatherhood, science, medicine, health, and love.

· Testimonials: Famous people or figures who will appear trustworthy speak to the audience

· Bandwagon: The basic theme of the band wagon appeal is that "everyone else is doing it, and so should you."

· Plain-folks: By using the plain-folks technique, speakers attempt to convince their audience that they, and their ideas, are "of the people.”

· Scientific approach: Using scientific jargon (i.e. numbers, statistics, data, etc.) to convince your audience

· Snob appeal: Giving the impression that people of wealth and prestige are on board

· Card stacking: Only presenting one side of the issue/situation

· Transfer: Transfer is a device by which the propagandist carries over the authority, sanction, and prestige of something we respect and revere to something he would have us accept.

· Name-calling: The name-calling technique links a person, or idea, to a negative symbol. The propagandist who uses this technique hopes that the audience will reject the person or the idea on the basis of the negative symbol, instead of looking at the available evidence.

· Euphemisms: The propagandist attempts to pacify the audience in order to make an unpleasant reality more palatable. This is accomplished by using words that are bland and euphemistic. An example is during war time, since war is particularly unpleasant, military discourse is full of euphemisms. In the 1940's, America changed the name of the War Department to the Department of Defense.

Animal Farm Propaganda Project

In groups of two or three, your task is to create a political campaign for one of the characters in Animal Farm. Ask yourselves… if you were an animal on Animal Farm, who would you want to see in charge? Once you’ve chosen your character, do the following:

Your campaign must include:

− Poster/visual

Poster/Visual:

− Create a poster / visual for your character similar to the ones we have viewed in class

− Your poster must be created on a computer using Microsoft Word, InDesign, Adobe After Effects, Photoshop. Come see me for questions about additional programs.

- You may create a video campaign using your iPhone, iMovie, or any personal filming equipment you have.

− Your poster/visual must include at least 2 propaganda techniques (ex: Bandwagon, Euphemism, Snob Appeal) to promote your character’s political campaign

− Your poster must have a slogan on it.

Acceptable Slogan Examples:

o “Four legs good, two legs bad!”

o “Napoleon is always right!”

o “I must work harder!”

o “Four legs good, two legs better!”

o “All men are enemies! All animals are comrades!”

· Along with your Poster, you must include a T.A.P.E. breakdown of how your work is PERSUASIVE, along with what Propaganda Techniques it displays.

————————————(cut here and attach to poster)----------------------------------------

TOPIC: _____________________________________

AUDIENCE: _________________________________

PERSPECTIVE: ______________________________

EVIDENCE: ________________________________

PROPAGANDA TECHNIQUES: ____________________________________________

__________________________________________________________________________

Examples of propaganda