Teacher Resources for Instructional Planning


Grade 6, Reading and Literature Standard #: 2.42 Detect propaganda; distinguish fact from opinion. Identify the author’s purpose or point of view in one or more passages. Identify vocabulary or other uses of language that are intended to persuade or influence the reader to agree or disagree with a point of view and / or take a particular action. Distinguish facts from opinions based on a passage. AHSGE Standard II - The student will interpret passages taken from textual, functional, and recreational reading material.

Lesson Plans: Glencoe/McGraw-Hill Alabama Lesson Plans User-friendly "Search" feature PDF document Please, Say it isn't so! Exposing propaganda Teachers' Handbook of Lesson Plans Propaganda lesson plans geared toward GED students that appropriate for middle school students. "Animal Fact or Fiction? Deciphering Evidence about Various Animal Species "All the News That's Fit to Blog" Critiquing the latest news The Junk Mail Explosion: Why You Buy and How Ads Persuade Students will be able to detect propaganda Foul Ball Educating youth on the danger of performance-enhancing drugs in sports. Students will create a public service announcement warning teens against using these drugs. Propaganda Techniques The purpose of this activity is to expose students to five different propaganda techniques. This activity will allow them to become commercial directors using one or more propaganda techniques. Magazine Ads and You, the Teenager Students will identify the persuasive techniques used in magazine advertisements and explore the effects of magazine advertising.

Resources: Propaganda Information about propaganda Powers of Persuasion National Archives of posters from WWII Suggestions for English Language Learners: ESL Ideas (B=Beginning; I=Intermediate; T=Transitional) (B) For non-speaking ESL students, see Language Guide for an on-line picture dictionary with pronunciations for English practice. See Logos Translator Site or Universal Dictionary for translation resources. (T) Teacher and students generate a list of opinion “clue words” (always, never, best, most, etc.). Students then read a selection, marking “clue words” and labeling the selection for fact and opinion. (I, T) Students make video commercials with regular classroom students. Students make a commercial using only facts and a similar commercial using opinions. Students note the differences between the videos. (B, I, T) Students highlight and list persuasive words from newspaper and magazine advertisements. See Advertising Words for list.
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