Teacher Resources for Instructional Planning


Grade 7, Reading and Literature Std #: 2.42 Detect propaganda; distinguish fact from opinion. Identify an 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. Identify the purpose of specific persuasive techniques, but not label or define the techniques. Distinguished fact from opinion based on a passage. AHSGE STANDARD I - The student will demonstrate a literal understanding of passages taken from textual, functional, and recreational reading.

Lesson Plans: Glencoe/McGraw-Hill Alabama Lesson Plans User-friendly "Search" feature PDF document Solving Mysteries Lesson Plan Students read critically, analyze information, and work collaboratively in order to solve a mystery. Is That A Fact Students learn how to determine whether statements are facts. Propaganda Techniques Exposing students to different types of propaganda 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. Teachers' Handbook of Lesson Plans Propaganda lesson plans geared toward GED students that appropriate for middle school students 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: Author's Purpose Worksheets Four activities based on author's purpose 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) (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. (T) Students read the opinion page of a local or high school newspaper and discuss what an opinion is and if they have a differing 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.
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