Friday, April 11, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do I use a storyboard to plan and shoot a commercial which demonstrates propaganda techniques while conveying a message to a target audience?

Students with a storyboard went outside to shoot their commercials depicting propaganda techniques. Students without a storyboard for their advertisement continued to work together. During the first class, we used an empty box and a school bus as our props. The next class saw sunglasses used in a demonstration of testimonial and ketchup as blood in a commercial for a CD. The third group creatively used a bottle of MiracleGro. This series of advertisements could be used in a national campaign if MiracleGro ever decides to target teens. The last class featured balloons and a new soft drink. Next week we will take a look at propaganda in the discussion/debate concerning global warming as we prepare for our trip to the coast. Afterwards, we will continue to produce student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: SSR.

Thursday, April 10, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do I use a storyboard to plan a commercial demonstrating propaganda techniques while conveying a message to a target audience?

Today, after SSR, we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. The use of similes and metaphors was highlighted. Next we reviewed terms related to the study of propaganda. After class assisted modeling of the task, students were asked to begin working on a storyboard for their advertisement. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: Complete storyboard; SSR.

Wednesday, April 9, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: Can I deconstruct an ad and determine propaganda technique(s), message, and target audience?

Today we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. The words smug and indifferent were highlighted. Next we reviewed terms related to the study of propaganda. Then students were asked to form small groups and examine a series of advertisements I collected from magazines fished from the recycling dumpster. Students did well in their deconstructions; they engaged in discussions and made interesting observations. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.
My AIG class discussed chapter two from Upton Sinclair's The Jungle; not everyone was able to participate in the discussion, but those that did did well.

Homework: Reading comprehension practice #4; SSR.

Tuesday, April 8, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: slogan, message, and target audience.

Essential Question: How do I create an effective slogan?

Today we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. Next we reviewed terms related to the study of propaganda; in two classes we played a soccer-type game (using a paper plate held to the chalkboard by a magnet) between the boys and the girls. Next students were asked to create a series of new products (new car, new sandwich, new magazine, etc.) and create a slogan for each. As usual, some of the most interesting work was produced by the most unlikely sources. A teacher has to keep throwing it out there because eventually every student will take a swing. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

My AIG class read chapter two from Upton Sinclair's The Jungle. Tomorrow we will discuss the author's craft.

Homework: Reading comprehension practice #3; SSR.

Monday, April 7, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: slogan, message, and target audience.

Essential Question: What are some familiar slogans and what messages do they convey?

In today's class we continued our discussion about the use of propaganda techniques. I began by introducing the day's vocabulary: slogan, message, target audience, and, as a bonus, ambiguous. I passed out a chart with columns labeled product, slogan, message, target audience, and effective. We started with McDonald's and their familiar slogan "I'm lovin' it." We dissected the slogan and pondered why "I'm" instead of "I am" and why "lovin'" instead of "loving." We talked about the power of "I" in a slogan. Students were interested in the choice of "it" in so many slogans by some big names like McDonald's, Burger King, Gatorade, and Nike. Following our discussion and modeling, students moved into small groups to identify and examine other slogans. Slogans from cell phones, insurance companies, and an energy drink that offers wings made the class list. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: Reading comprehension practice #2; SSR.