Propaganda WebQuest

***First we will finish our lesson from Friday:
1. Take out your essay, read it aloud to another student
2. Have another student peer edit your paper.
3. Turnitin.com

PROPAGANDA
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.

 

It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.  

Task 1: REVIEW THE PowerPoint

Use the following links to complete the WebQuest

Links: TYPES OF PROPAGANDA WEBSTER'S DICTIONARY PROPAGANDA INFORMATION PROPAGANDA Task 2:  Define Propaganda A. List the Dictionary Definition B. Create your own definition by reading the information under "LINKS" Task 3: In order to recognize and use propaganda techniques you must first identify and define these tricks of the trade: 1. Bandwagon 2. Loaded Words 3. Testimonial 4. Transfer 5. Repetition 6. Name Calling 7. Fear 8. Glittering Generalities 9. Plain Folks 10. Misuse of Statistics Task 4: In order to prevent being fooled by an effective propaganda campaign, let's closely examine propaganda techniques. Scan the Internet, newspapers and magazines to locate examples of persuasive writing (editorials, advertisements, etc.).  Choose at least three pieces and identify and analyze the author’s use of propaganda techniques.   Next, place each ad on a PowerPoint slide, indicate the technique used, and explain how the technique is used in each ad. Optional:   Task 5: Now that you understand how to spot hidden messages it's your turn to put techniques to work. Choose a persuasive(like your convincing someone to do or buy something) topic of your own to create a brochure using at least two propaganda techniques.
More Examples CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. L.N.1.1.3 L.N.2.4.1 L.N.2.4.3 C.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view. L.N.2.3.6 CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

"I Have a Dream"

GOALS:
To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"
To identify the author's purpose

Build Skills

I Have a Dream 

Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:

• Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
  
• Restatement: expressing the same idea in different words to clarify and stress key points
  
• Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
  
• Analogy: drawing a comparison that shows a similarity between unlike things

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.

To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder

I Have a Dream

• hallowed adj. sacred The battlefield is considered by many to be hallowed ground.
  
• degenerate v. grow worse Don’t let this discussion degenerate into a shouting match.
  
• creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.

Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.

Intro to the author:

Dr. Martin Luther King, Jr.

(1929–1968)

Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.

A Voice for the Oppressed King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.

Fast Facts

• At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
  
• The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

I. In observance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech

Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will listen to CD



II.  U2 "Pride"
http://www.youtube.com/watch?v=YZY2HSQXk5o


III.  Writing Assignment:
Use a 5 paragraph essay format 
1. How does the song's message relate to (pay tribute to) King's message in "I Have a Dream"?
2. What similar emotions do both evoke?  Explain (Use examples/ lines from each and explain)
3. What messages do the speech and song convey? Support your answer



Closure:

Connecting to the Literature

Reading/Writing Connection In I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write a short paragraph in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

Meet The Author

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

"GO DEEP TO THE SEWER AND THE TALK"

Wednesday and Thursday

A. Bell Ringer:
List 4 similarities between "Go Deep to the Sewer" and "The Talk"

Compare Cosby's style to Soto's style,.....What did you notice that was the same?  What did you notice that was different?

Use complete sentences.  Be specific.  Don't make vague statements like "both stories were funny"


Goal: Students will read, comprehend and interpret a personal narrative
Students will recognize situational humor

B. Finish discussion on "The Talk"
1. Respond: What were your feelings for the boys as you read this essay? Explain.

2. (a) Recall: What jobs do the boys hope to have when they get older? (b) Infer: What do the boys’ choice of future jobs suggest about their characters? Explain.

3. (a) Infer: Do you think this is the first time the boys have watched the beautiful girl? Why or why not? (b) Draw Conclusions: What does the girl in the window seem to represent for the two young boys?

4. Speculate: What advice do you think an adult might give the two boys to help them feel better about themselves?

Thursday: 

C. Quiz on BOTH STORIES

D.  Students will review nonfiction terms and structure using www.studyisland.com

There are 3 exercises.

The assignment is marked in study island

E. . REMINDER: THERE WILL BE A NONFICTION TERMS TEST ON FRIDAY

1.2.9.A:
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C:
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

The Talk

Bell Ringer:  Write about a childhood memory:  Think back and recall a time when you were having fun playing with your friends.  Describe the game/ activity.  ( be specific and use details) Who was there?  What specifically made this moment fun?

Use the comment box below.  Include your name and period. 



Goal: Students will read, comprehend and interpret a personal narrative
Students will recognize situational humor

renegade

  adj. disloyal; traitorous - The renegade ballplayer signed up with the rival team.

 

feisty

  adj. full of spirit; energetic - The feisty monkey took the banana from the visitor

 

 

Gary Soto

(b. 1952)

Gary Soto grew up in a Mexican American section of Fresno, California. As a child, he wanted to be either a priest or a scientist who studies fossils and bones. Then, in high school, he discovered great writers, including John Steinbeck and Robert Frost. In college, Soto started writing poetry.

Favorite Pastime Sotos favorite pastime is reading. He has said, It appears these days I dont have much of a life because my nose is often stuck in a book. But I discovered that reading builds a life inside the mind. Soto has written several award-winning novels, short stories, and books of poetry.

 

When Gary Soto was growing up during the 1950s and 1960s, he noticed that very few books for young people featured Mexican American characters. In the 1970s, when Soto became a writer, he set out to fill that gap. He says, "Because I believe in literature and the depth of living it adds to our years, my task is to start Chicanos reading." He pursues this goal by writing about characters to whom Chicanos can relate. Today, thanks to Soto and others, there exist many books for young people that feature Mexican American characters, use everyday Spanish phrases, and give readers a sense of Chicano culture.

 

Students will read the story in their text

 

1. Respond: What were your feelings for the boys as you read this essay? Explain.

2. (a) Recall: What jobs do the boys hope to have when they get older? (b) Infer: What do the boys’ choice of future jobs suggest about their characters? Explain.

3. (a) Infer: Do you think this is the first time the boys have watched the beautiful girl? Why or why not? (b) Draw Conclusions: What does the girl in the window seem to represent for the two young boys?

4. Speculate: What advice do you think an adult might give the two boys to help them feel better about themselves?

 

1.2.9.A:
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C:
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

Go Deep to the Sewer

Bell Ringer:  Write about a childhood memory:  Think back and recall a time when you were having fun playing with your friends.  Describe the game/ activity.  ( be specific and use details) Who was there?  What specifically made this moment fun?

Use the comment box below.  Include your name and period. 
Goal: Students will read, comprehend and interpret a personal narrative
Students will recognize situational humor

Situational Humor- Recognizing what is funny about a particular set of circumstances.  In "Go Deep to the Sewer," there are wildly inappropriate settings.

Story Vocabulary
1. Scalper -noun- A person who buys tickets and sells them later at a higher price than regular prices

2. Lateral-adj- Sideways

3. Yearned- verb- Longed for; desired

4. Decoy-noun- Person used to lure others into a trap

5. Interpretation- noun- explanation

Bill Cosby

(b. 1937)

As a child, Bill Cosby was already showing signs of a budding comedy career. His sixth grade report card called him "an alert boy who would rather clown than study." In addition to idolizing Jackie Robinson and Buddy Helm, Cosby was himself a gifted athlete. He earned a track-and-field scholarship to Temple University in his hometown of Philadelphia, Pennsylvania.
Cosby has drawn from his boyhood experiences in a wide variety of projects. He created Saturday morning cartoon characters based on his neighborhood friends. Also, his television series, The Cosby Show, was based in part on his own family experiences.

Bill Cosby grew up in the housing projects of Philadelphia, Pennsylvania. Although he left high school to join the navy, he earned a diploma through a correspondence course.

Finding Humor During the 1960s, Cosby began performing stand-up comedy. He based many of the characters in his early comedy routines, including Fat Albert and Junior Barnes, on school friends. Cosby has won numerous awards for his television shows and for his books. He has also earned He has also earned a doctoral degree in education and several honorary degrees.

Bill Cosby talking about his childhood experience playing football in the streets of Philadelphia

http://www.youtube.com/watch?v=xmZ0tVOTr3o

Read: "Go Deep to the Sewer"

1.2.9.A:
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C:
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

Intro to Nonfiction

Nonfiction

Introduction to Nonfiction

1/6 and 1/7

Nonfiction 

 Goal: Students will be introduced to nonfiction

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

 

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 

 What is AUTHOR'S PURPOSE?

 

2. Exploring Essays and Speeches

Nonfiction PowerPoint

Characteristics of Essays and Speeches

Essays are short works of nonfiction. Their authors are usually named and are always real people. Speeches are nonfiction literary works that a speaker delivers to an audience.

• An essay - In French essai means "an attempt."  An author always has a purpose in writing an essay;  he or she writes to communicate a particular idea or opinion on a particular topic. The Essay examines and discusses a topic, often presenting the writer’s personal viewpoints. Essays typically explore ideas and opinions.
• The essayist uses facts, details, incidents, and reasons to develop that idea or support opinion
• FORMAL ESSAYS- are serious and impersonal
• INFORMAL ESSAYS- ARE MORE PERSONAL AND ENTERTAINING
• A speech presents a topic and often marks a specific occasion. There are many types of speeches, ranging from informal talks to formal lectures.

Essays or speeches offer more than ideas and facts; they also express a writer’s style, tone, perspective, and purpose.

• Style is the distinctive way in which an author uses language. Style reflects an author’s individuality and can be as unique as a fingerprint. Many factors contribute to an author’s style, including level of formality, use of figurative language, word choice, sentence patterns, and methods of organization.
• Tone is the author’s attitude toward both the subject and the audience. When you listen to a speech, you can hear the speaker’s tone just as you do when you engage in conversations. Authors of written works convey tone through word choice and details. Tone is often described with a single adjective: formal, ironic, amused, angry, and so on.
• Perspective is the viewpoint or opinion an author expresses. Bias occurs when the presentation of a viewpoint becomes so one-sided that a writer distorts facts or uses emotional language to unfairly influence the reader or listener.
• Purpose is the author’s reason for writing or speaking. Common purposes include the following: to inform, to entertain, to persuade, to praise, to celebrate, to warn.

Types of Essays

Essays can be categorized by the mode of composition, or author’s purpose. 

• A narrative essay tells the story of real events or an individual’s personal experiences.
• A descriptive essay creates an impression about a person, an object, or an experience.
• An expository essay provides information, explores ideas, or explains a process.
• A persuasive essay attempts to convince readers to take a course of action or adopt the writer’s position on an issue.
• A reflective essay conveys the writer’s thoughts and feelings about a personal experience or an idea.
  

Types of Speeches

Speeches can be categorized by their levels of formality, which are determined by the speaker, occasion, and purpose. 

• An address is a formal, prepared speech that is usually delivered by someone of importance.
• A talk is an informal speech delivered in a conversational style.
• An oration is an eloquent speech given on a formal occasion.
• A lecture is a prepared speech that informs or instructs an audience.

NOTES:  TYPES OF NONFICTION  - see worksheet for more term

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
1. descriptive
2. style

unfair presentation of facts

1. bias
2. address

a history of World War II

1. persuasive
2. expository
   
   

the story of an athletic triumph

1. expository
2. narrative

playful, sarcastic

1. tone
2. perspective

II. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view and purpose

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

https://www.youtube.com/watch?v=G0vjTfVyZco