LESSON FOUR: Script reading
LESSON DESCRIPTION
Students will identify and evaluate propaganda techniques.
GRADE-LEVEL EXPECTATIONS
R1D Students will read grade-level instructional texts with accuracy, fluency and expression.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Prepared formative assessment
o Drug commercial
o Portion of transcript from an actual commercial and recent reading in class
§ Handouts provided
o Prepared formative assessment
§ Words to Know
o propaganda techniques
o reading rate
o fluency
FORMATIVE ASSESSMENT
Listen and make observations as students read scripts aloud to class. Students take the prepared formative assessment over identifying and evaluating propaganda techniques.
LEARNING ACTIVITIES
1. Bring in a drug commercial where the side effects are read or spoken at a rapid pace after the main portion of the ad. Discuss the purpose of pacing. Lead into other factors that add to the effectiveness of the ad: rate, expression and fluency.
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Questions for Students |
Why do advertisers speak at such a rapid rate with a lower volume? How does that technique affect the consumer? What other techniques should the advertiser consider using? |
2. Choose a portion of a transcript from an actual commercial or a recent reading the students have completed in class and read it in different ways (fast/slow, choppy/smooth, loud/soft).
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Suggestions |
www.mediacampaign.org is a website for obtaining media anti-drug transcripts |
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Questions for Students |
How did the success of the ad differ with the different ways it was read? |
3. In small groups students take various transcripts from real ads and practice reading them in the contrasting ways the teacher did. They decide the most effective way to sell the product and continue to practice for fluency and expression taking into consideration the propaganda technique used in the transcript.