5E Lesson Plan Template

Your name or
Cooperating
Erica Luther
teacher
name (if
needed)

Date(s) Thursday, 9/23/21- Friday, 9/24/21

taught

Subject 9th Grade Literature and Composition

Grade level

Materials Student Chromebooks, Propaganda Techniques Nearpod (printout slides for

students with IEP), “Sell it with Propaganda” worksheet, Website Project
Outline and Rubric,
Websites needed: Padlet, YouTube, Google Sites

Standards Replace these directions with your work.

(State and
Georgia Standards of Excellence (GSE) :
ISTE
Standards for ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of
Students) 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
and
ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are
Objectives
developed and refined by particular sentences, paragraphs, or larger portions
of a text.
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10SL4: Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
STE Standards:
ISTE2b: Students engage in positive, safe, legal and ethical behavior when
using technology, including social interactions online or when using networked
devices
-ISTE3a-b: Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits
Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
-ISTE6c-d: Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations, models or

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 simulations. Students publish or present content that customizes the message
and medium for their intended audiences.
-ISTE7c: Students contribute constructively to project teams, assuming
various roles and responsibilities to work effectively toward a common goal

Objectives Students will be expected to analyze propaganda techniques with the purpose
of understanding media’s influence, analyzing author/creator choices and style
within different mediums (media, informational text, print ads). Students will
become experts on the topic and create a website to teach others about the
techniques, providing real-world and original examples.

Differentiatio The engagement activity allows visual and auditory learners to work together
n Strategies while finding visual and auditory examples. The Nearpod used during
instruction is student-paced and designed with several interactive check points
of understanding. The slides will be printed out for students and handed to
them ahead of the teachings, for students with special needs. Inclusion
teacher will be walking around during instruction to ensure attention and
engagement.
Groups will be assigned by teacher to ensure learning range levels are paired
together for the best effectiveness. Lower level learners will be assigned only
one technique page to complete and the home page, while higher level
learners will be required to complete two technique pages and be assigned
editors of the overall website.
I will lead a step-by-step instruction of how to setup the website, and then
provide a more detailed video link for lower-level technology skilled students.
Students will be able to access the video at any time they need.

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The 5 Es

E Description

Engagement Upon entering class, students will be given the Propaganda Intro worksheet.
This warm up asks students to complete popular product jingles or slogans,
with the purpose of exposing
propaganda’s influence on the
students in the real-world setting.

Engagement I will be circulating the room, offering any assistance to students during this
Assessment activity. After giving the students about 7-8 minutes to complete the worksheet
independently, we will come together as a class and discuss the answers. I will
pose the question “Why do we know this product’s and their slogans?” to open
the interest to propaganda influence.

Exploration Students will be directed to a Padlet link, in which they must use their previous
knowledge of Audience Awareness and Author’s Purpose concepts. They will
be asked to locate a favorite commercial, one that has influenced them to try or
buy a product, simply because of the commercial. Students will then identify the
intended audience and purpose of the ad. The student will post a video of the
commercial and their analysis. Then, each student will be required to comment
on the accuracy of two peers’ posts as well.
This activity connects previous knowledge of the informational text concepts,
while establishing interest in the Propaganda lesson.
https://padlet.com/erica_luther/3rdblockprop

Exploration Previous knowledge of Audience and Purpose will be assessed based on the
Assessment responses with student posts. Padlet allows posts to be viewed in real time, so
it is easy to monitor student participation and engagement. The link will be
displayed on the big smartboard for students and teacher to view during the
activity, and I will be walking around to assist students with ideas of
commercials and troubleshoot any issues with creating posts on the site.

Explanation Students will learn the main propaganda techniques (Bandwagon, Testimonial,

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 E Description

Transfer, Plain Folk, Snob Appeal, Name-Calling, etc.), their purpose and be
able to view print and commercial examples through the Nearpod presentation.
I will be presenting at the front of the room, students will receive a student-
paced code that will allow them to go back and forth between slides if they need
to spend more time on a topic. This allows my lower-level students to learn and
process the same material at their own pace. Higher-level students may move
at a faster pace than the rest of the class as well.
The Nearpod poses comprehension questions throughout the instruction, which
will allow me to assess points that need to be readdressed during instruction.
https://share.nearpod.com/nNdJ9ds4Wjb
Code- 2MQDS

Explanation The presentation includes several formative assessment questions throughout

Assessment the presentation. Some of these questions also require students to refer back to
previously learned skills such as rhetorical appeals, allowing me assess the
integration of old and new information.
A short summative assessment is given at the end of the presentation, allowing
students to reference notes during the assessment. This quiz consists of ten
print ad propaganda examples, which the student must identify which technique
and appeal is being used in the ad.
(Day 2 of Lesson) “Sell It with Propaganda”- Students are placed into groups
(based on differentiated grouping of level-learners) and each group is assigned
a specific product. Each person in the group must choose a technique to use in
creating a new print ad and slogan for the product.

Elaboration
In teacher-created groups, students will create a website which instructs visitors
(Day 2 of about the techniques of propaganda, provides examples of each, and

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 E Description

lesson)
illustrations of student made propaganda ads (previous activity). Each student
will be assigned two techniques, in which they must create a separate page on
the group’s website dedicated to the instruction of the technique. Each student
will be required to upload a picture of their original propaganda ad on the
corresponding technique page (techniques will be assigned based on the
technique they used for creating their own ad). Higher-level learners will be
assigned the role of editor, and will be responsible for setting up the website,
sharing it with partners, publishing the finished website, and sharing the link
with teacher.
Student A Example:
https://sites.google.com/waltonstudent.org/group7propaganda/glittering-
generalities
Student B Example:
https://sites.google.com/waltonstudent.org/group-1/name-calling

Evaluation

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving
Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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