Lesson Plan :

Looking at propaganda in the media **assume students have read The Diary of A Young Girl **

The following lesson was inspired by : http://civics.sites.unc.edu/files/20 2/0!/ "ecoding##$$%ropaganda&.pdf

Cycle Level: 3 ( Grade 6)

Inquiry:
'ow have human acts had an effect or produced conse(uences for: i) those afflicted in the act* ii) bystanders *

By the end of this lesson, the students will e a le to: !efine " #ro#a$anda% and riefly notate its uses: o &ho is usin$ it' o &hat is ein$ conveyed and used' o &here is it ein$ used' o &hen is #ro#a$anda used' o &hy is #ro#a$anda used' Identify #ro#a$anda (essa$es as shown throu$h the (edia )nderstand the (essa$e(s) that are ein$ conveyed y (eans of #ro#a$anda *eco$ni+e that (edia is used for (any reasons,#ur#oses ( i-e-, not always de#icted in a #ositive li$ht)

Grou# .i+e / 0aterials

+mart,oard -outube videos .lass of 20/2! students

.u 1ect Co(#etency:

This lesson will address .ompetency 0 1 and .ompetency 0 2.

Co(#etency 3: to represent his/her literacy in different media The students will be required to view various propaganda videos and decipher the messages that are being conveyed. Through this, students will be developing and constructing their own view of the world through the media that is being shown to them. tudents will also loo! into the meaning of the messages that are being conveyed and will ma!e sense of what is being shown to them. This activity aims to have the students recogni"e that the media has numerous purposes and that these purposes are not always constructive. #oreover, this activity also targets the inquiry question, whereby the students will be provided with a visual depiction in order to answer, $ how have human acts had an effect or produced consequences for both those afflicted in the act and for the bystanders%& Co(#etency 2: to use language to communicate and learn tudents will be required to e'press and share their thoughts, ideas and feelings concerning the videos that will be shown to them. tudents will be as!ed to reflect on past e'periences and draw on prior !nowledge to ma!e sense of the inquiry question. #oreover, they will also ma!e connections to their own e'periences and lives (i.e., when have ) seen propaganda% Did it appeal to my emotions% Did ) ever engage in stereotypical name calling%*. +ssentially, the students will be as!ed to actively participate during the lesson and will also be as!ed share,e'press any concerns or thoughts and build on their peers- ideas.

Cross Curricular Co(#etencies:

to use information %34%5657"58

3##endi4 5

%ropaganda %osters/%resentation
9nsatisfactory .ontent/:orm ;!) +atisfactory 1 %osters message and purpose is present but unclear #ritten component of poster is unclear/vague :ew spelling/grammar mistakes ; less than 1) in written component 'ighly +atisfactory ! %oster shows evidence of message and purpose %oster contains written component 7o spelling/grammar mistakes in written component

%oster contains no message or purpose %oster contains no written component +pelling/grammar mistakes in written component

5esthetic 5ppeal ;!)

+tudent does not show ade(uate use of color< pictures< diagrams< symbols or te=t to relay message

+tudents makes sufficient use of color< pictures< diagrams< symbols and te=t to relay message %oster somewhat appeals to the emotions +tudent enunciates/pronounces most words correctly and is able to sufficiently e=press themselves +tudents transmission of message is ambiguous

+tudent makes great use of color< pictures< diagrams< symbols and te=t to relay message %oster greatly appeals to the emotions +tudent clearly enunciates and e=presses him/herself clearly +tudent transmits message effectively

%oster does not appeal to the emotions 4ral/.ommunication +tudent does not clearly enunciate ;!) or e=press themselves in an appropriate manner +tudent does not transmit message effectively

.omments: >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>> 6rade : / !

3##endi4 6

+tudent 5ssessment: %ropaganda $ntroduction/%oster Instructions: .heck off the statement;s) that apply to you. .ropaganda /esson: $ can e=plain what propaganda is and its purpose to a friend or a relative $ can recogni?e propaganda messages found through the media $ can decipher the messages that are being conveyed through the use of media .ropaganda .oster0 @y poster contains a message $ can identify its purpose / use @y poster contains a written component ;i.e.< font< te=t) $ have reviewed and edited my poster to ensure there is no grammar or spelling errors $ have made great use of space ;i.e.< filled up poster) $ used color< pictures< symbols and diagrams to decorate my poster $ believe my poster appeals to the emotions ;i.e.< A$ feel >>>>>>>> when $ look at the poster) 1ral0 $ clearly pronounced my words $ e=pressed myself clearly $ spoke loud and clear for everyone to hear $ e=plained what my poster was about $ conveyed my message to my teacher and peers

@y favourite part of this assignment: >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>> #hat $ would change in the future: >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>