Lesson Plan Course Title: Professional Communications Session Title: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques - PART II Lesson Duration: Three 90-minute class periods. [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this assignment, the student will be able to create a 30-second commercial to promote a specific product or business. Specific Objectives: 1. Research product/business commercials (a review). 2. Write a 30-second product/business commercial. Preparation TEKS Correlations: 130.99 (c) (1) The student applies English language arts in professional communications projects. The student is expected to: (A) demonstrate use of content, technical concepts, and vocabulary; (B) use correct grammar, punctuation, and terminology to write and edit documents; and (C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques. (2) The student applies professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent; (C) interpret and communicate information, data, and observations; and (E) apply active listening skills. (8) The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to: (C) analyze the impact of communications on society, including concepts related to persuasiveness, marketing, and point of view. Instructor/Trainer References: 1. McGraw-Hill. (2000). Communication applications, (Teacher s Wraparound Ed.). New York, NY: Glencoe/McGraw-Hill. 2. Dictionary, (http://dictionary.cambridge.org/) Instructional Aids: 1. Video Commercial Group Project Instructions 2. Product-Business Commercial Rubric Materials Needed: 1. Pen/ Pencil (one per student) 1
Equipment Needed: 1. Computers with the following capabilities: Internet access Media Player Video Editing software 2. Digital camera with video capability or video camcorder Learner Complete activities in Advertising, Marketing, and Propaganda Techniques Part I lesson. Introduction Introduction (LSI Quadrant I): SAY: Raise your hand if you watched the Super Bowl this year? ASK: Why do you watch the Super Bowl? [Allow students to share.] NOTE: Based on student responses: ASK: Are you aware that many people only watch the Super Bowl so they can see the commercials? ASK: Does anyone have a favorite Super Bowl commercial he/she would like to tell us about? [Allow students to share experiences. Guide discussion to focus on the elements that make the commercial successful and appealing.] SAY: In our previous lesson, we discussed advertising and propaganda. Today we are going to extend the concepts covered in that lesson and explore another advertising media: the commercial. Outline Outline (LSI Quadrant II): Instructor Notes: 1. Research product/business commercials (a review). a. Bandwagon Persuading people to do something by letting them know others are doing it. b. Testimonial Using the words of a famous person to persuade you. c. Transfer Using the names or pictures of famous people but not direct quotations. d. Repetition The product name is repeated at least four times. e. Emotional Words Words that will make you feel strongly about someone or something. Allow students to use the internet to find appropriate commercials to share with the class. Refer to the slide presentation in the Advertising, Marketing, & Propaganda Techniques Part I lesson to review and reinforce vocabulary and propaganda techniques if needed. 2
f. Name Calling This technique consists of attaching a negative label to a person or a thing. People engage in this type of behavior when they are trying to avoid supporting their own opinion with facts. Rather than explain what they believe in, they prefer to try to tear their opponent down. 2. Write a 30-second product/business commercial. Group roles and responsibilities: A. Project Manager & Time Keeper B. Advertisement Designer for product (Computer graphics software) C. Script writer D. Videographer E. Talent F. Completed commercial Commercial components A. Introduction slide B. Propaganda technique C. Closing slide/credits D. Props E. Proper grammar F. Professional communication strategies Hand out and discuss the Product/Business Video Commercial Group Project Instruction Sheet. Provide the students with incremental check points and due date for each part of the process. This will help the groups stay on track and accountable. Application Guided Practice (LSI Quadrant III): Show product/business commercials to the class and have them come to consensus regarding which propaganda technique is being used in each commercial. Independent Practice (LSI Quadrant III): Students work in groups to create a commercial based on one of the products/businesses identified and advertised in the first Advertising, Marketing, & Propaganda Techniques lesson. Summary Review (LSI Quadrants I and IV): Q & A Session Q: What is Marketing? A: The act of buying or selling in a market. Includes all of the activities involved in 3
the transfer of goods from the producer or seller to the consumer or buyer. Q: What is Advertising? A: The act or practice of calling public attention to one's product, service, need, etc., especially by paid announcements in newspapers and magazines, over radio or television, on billboards, etc. Q: What is Propaganda? A: A form of communication that is aimed at influencing the attitude of a community toward some cause or position so as to benefit oneself usually giving only one side of the story or partial information. Q: What are the six propaganda/advertising techniques? A: Bandwagon, testimonial, transfer, repetition, emotional words, name calling Q: Give some examples where these techniques are used? A: Magazine ads, television ads, billboards, political campaigns Q: Why is it important to understand the use of advertising/propaganda techniques? A: So that we can make better decisions Evaluation Informal Assessment (LSI Quadrant III): Teacher will circulate through lab as students work on the magazine search to redirect/re-teach as necessary. Teacher will observe student work during the completion of the commercial. Teacher will assess progress according to established check points to assist students with project management. Formal Assessment (LSI Quadrant III, IV): Use rubric to evaluate projects. Reflection Activity: Write a short paragraph comparing and contrasting advertising in print and audio/video. Students should explore ideas related to benefits and limitations associated with each type of media. Extension Extension/Enrichment (LSI Quadrant IV): Quality projects should be archived in the students portfolios. Students can research career opportunities in audio/video production and graphic design. 4
Group Members Names: Product/Business Video Commercial Group Project Instructions 1. Choose your product or business 2. Decide who does what: A. Project Manager and Time Keeper: B. Advertisement Designer for product (Computer graphics software): C. Script writer: D. Videographer: E. Actor 1: F. Actor 2: G. Completed commercial in video editor (two people): Finish project so that it plays as a media file 3. Your commercial should be at least 30 seconds and no more than one minute long and include the following: A. Introduction slide with advertisement design for product (design should be.jpg format in order to be imported into your video editor). B. A video clip with actors (use at least one propaganda technique in your video). C. Closing slide (credits at the end) listing your group members and what they did on project. 5
Product/Business Commercial Rubric Student Name: CATEGORY 4 3 2 1 Preparedness Group is completely prepared and has obviously rehearsed. Props Speaks Clearly Propaganda Technique Uses Complete Sentences Volume Listens to Other Presentations Comments: Group uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Speaks clearly and distinctly all (95-100%) the time and mispronounces no words. Shows a full understanding of how to implement propaganda techniques. Always (99-100% of time) speaks in complete sentences. Volume is loud enough audience members throughout the presentation. Listens intently. Does not make distracting noises or movements. Provides insightful feedback during discussion. Group seems pretty prepared but might have needed a couple more rehearsals. Group uses one prop that shows considerable work/creativity and which make the presentation better. Speaks clearly and distinctly all (95-100%) the time but mispronounces one word. Shows a good understanding of how to implement propaganda techniques. Mostly (80-98%) speaks in complete sentences. Volume is loud enough audience members at least 90% of the time. Listens intently but becomes distracted during the presentation. Provides some feedback during the discussion. Group is somewhat prepared, but it is clear that rehearsal was lacking. Group uses one prop which makes the presentation better. Speaks clearly and distinctly most (85-94%) of the time. Mispronounces no more than one word. Does not seem to understand how to implement propaganda techniques. Sometimes (70-80%) speaks in complete sentences. Volume is loud enough audience members at least 80% of the time. Sometimes does not appear to be listening but is not distracting. Does not contribute to the discussion. TOTAL POINTS: Group does not seem at all prepared to present. Group uses no props OR the props chosen detract from the presentation. Often mumbles or can not be understood OR mispronounces more than one word. No propaganda techniques were used or present in commercial. Rarely speaks in complete sentences. Volume often too soft audience members. Does not appear to be listening and makes distracting noises or movements. Provides completely irrelevant feedback during the discussion. Point to grade 25-28 = A conversion: 22-24 = B 19-21 = C 17-18 = D 16 and below = F 6