EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 6

7/30/2019 EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 6

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Title of Unit: The Basics of Politics

Title of Lesson: Propaganda Submitted By: Martha Rendon

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:This lesson is designed for students to think about propaganda and why propaganda is

used. Students will be able to identify different examples of propaganda.

B. Target Population: Grade Level: 5th grade Skill Level: all skill levels Grouping: Whole group for step 1, table groups step 2, whole group step 3-5, individual

work step 6-9, table group step 10, whole group closure

C. Materials: Access to YouTube video: http://www.youtube.com/watch?v=9ejTf0iu6yY Chart paper (previously made with propaganda type characteristics) Markers Crayons Legal sized paper for each student Examples of propaganda posters

D. Objectives:o NV State Social Studies Standards

C15.5.5 Define propaganda and give examples.o Student-Friendly Standards

C.15.5.5 I can define, discuss and give example of propaganda.E. Procedure:

1. TW pose the question to the class, How many of us have heard about the wordpropaganda and do we know any forms of propaganda?

2. SW visit with their table groups to discuss the question and write down their responses intheir journals.

3. TW show the clip at the following link:http://www.youtube.com/watch?v=9ejTf0iu6yYand stop at 6:55.

4. TW have previously made chart paper ready to post up listing the characteristics ofeach form of propaganda.

5. TW start posting up examples of propaganda around the room with a sign identifyingthe type of propaganda.

6. SW work individually to start brainstorming on the product they want to sell and start tolink it to a form of propaganda.
http://www.youtube.com/watch?v=9ejTf0iu6yYhttp://www.youtube.com/watch?v=9ejTf0iu6yYhttp://www.youtube.com/watch?v=9ejTf0iu6yYhttp://www.youtube.com/watch?v=9ejTf0iu6yY


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7. TW give students 10-15 minutes to brainstorm for their propaganda posters.8. TW start passing out legal sized pieces of paper to each student and explain that they

will be making a propaganda poster to convince their classmates to try or buy

something. (i.e. A student may want to convince their classmates to eat Hershey barsfor breakfast bcause it is healthy and delicious.)

9. SW start hanging their posters around the class once they are done with their design.10.TW have students go around the class in their groups to view the different posters, while

also trying to guess what form of propaganda is being used and the product the

student is trying to sell.

11.CLOSURE: Today, we learned about propaganda and how to identify different forms ofpropaganda. Stand up, hand up and pair up with someone not in your table group

and tell your partner, which poster you liked, what the poster was trying to sell or try

and what type of propaganda was used. Remember, tomorrow we are dressing uplike our important person from a political party!

F. Assessment: What will you use to measure student understanding?

I will be using student discussion and the posters made in class to measure student

understanding.

Explain how you will know students understand the concepts from the lesson.I will be walking around the room during discussions and while the students are

making their posters to check constantly for understanding.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

I think the easiest part of teaching this lesson will be having the students start to

think about propaganda and its different uses.

2. Which part will be most challenging for you to teach?I think the most challenging part of this lesson will be to have the students make

their own propaganda posters and understanding what type of propaganda they

are using.

3. How will you follow up or extend this lesson?I would want students to have a persuasive speech written to accompany their

propaganda poster. As a class, we could review persuasive writing and why we

would need it for our poster.


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4. What will you do for students who dont grasp the concepts?I would allow students to work with me one-on-one to clarify any part of the lesson

that may be causing confusion. For example, if I have students that are really

struggling, I could have them brainstorm their ideas with me and I can ask them

questions to get them to start thinking about the direction they want to go in for

their poster.

5. Which part of the lesson, if any, do you think might need to change?I think I would want to have the student relay back to me what they learned from

the video as opposed to me having the characteristics of each form of

propaganda already listed out for them.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was thinking about how I would word everything. Once I gotstarted, everything went smoothly.


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Sample posters

Documents

EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 6