Beacon Lesson Plan Library

Propaganda Flyer

Catyn Coburn

Description

Students create a persuasive flyer to sway the opinion of the class on a controversial issue.

Objectives

The student determines the author's purpose and point of view and their effects on the text.

The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

The student identifies devices of persuasion and methods of appeal and their effectiveness.

The student uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.

The student understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.

Materials

-Newspaper or magazine editorials
-Construction paper
-Markers
-Computer (optional)
-Assessment Rubric (See Associated File)

Preparations

Collect editorials that provide two opposing viewpoints on a single issue from magazines and newspapers.
Photocopy editorials.

Procedures

Authentic Context
You are a campaign manager. It is your job to create a flyer designed to sway public opinion in favor of your candidate’s side on a local controversial issue (e.g., school uniforms, open campuses, class rank). You will present the flyer to your campaign committee for approval.


1. Supply students with editorials that support opposing views on local, controversial issues.
2. Separate students in pairs or groups of four.
3. Assign issues, as well as which side of the issue, each group will represent.
4. Students read assigned editorials representing the viewpoint that they must defend.
5. Discuss the Assessment Rubric (Associated File) with the students.
6. Students create flyers supporting their viewpoint according to the criteria in the Assessment Rubric.

Assessments

The flyer should be assessed using the Assessment Rubric provided in the Associated File.

An FCAT Reading Assessment is provided in Illustration 2.

Extensions

Students produce an oral presentation for the class, school board meeting, or city council meeting.
Students choose a topic on which to hold a Lincoln-Douglas debate.
Students write a journal entry supporting one side of the issue.

Attached Files

A rubric and a sample FCAT reading passage.     File Extension: pdf

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