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Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
[This document should be written with the student as the intended audience. Begin with a model of a catchy advertisement or a political or editorial cartoon to hook learners in. Ask the learner to speculate on the possible message of the cartoon. Tell the learner that they will soon be able to recognize and understand the gimmicks used in advertising, bias and prejudice in interpretations, and how to use persuasive techniques to develop their own ads, editorials, political cartoons, etc.] Task
[Describe the task as being in three stages: First, you and your group will study a number of examples of editorials, political and editorial cartoons, and propaganda in advertising, and will tease out what these examples have in common, what the message is, the potential impact, and how they differ from each other. Then, with that new understanding, explain that learners will analyze these modes of expression and develop a point of view. ]
[Finally, groups will create an editorial, a political or editorial cartoon, and a propaganda poster or advertisement.] Process
- Provide a short list of examples of editorials, political and editorial cartoons, propaganda posters, advertisements, and have all learners look that them.
- Discuss in class their reactions; what they saw, possible message, the impact on the reader or audience, persuasive techniques used, and how each mode of expression differs from one another. Use this to develop a vocabulary for discussing these forms of expression. Include a mini-lesson on persuasive techniques used to appeal to readers.
- Provide a longer list of examples and have groups of learners divide up the task of looking at all of them and identifying common elements, attributes or threads, and the persuasive techniques/language used in each. Scaffold this by providing a features chart to guide their reading and give them a place to retain and organize their findings.
- Have a class discussion debriefing the analysis and consolidating any discrepancies in analyses from different groups.
- Now ask groups of students to use their analysis to create a new examples of these forms of expression based on their analysis. Scaffold this by providing a task list for the following (editorials, political or editorial cartoon, propaganda poster or advertisement). Teacher or groups can decide who will work on each form of expression. For English Language Learners (ELL), provide a prompted writing template in addition to the task list.
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Quality of Analysis | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Quality of Writing | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Use of Persuasive Techniques | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
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Conclusion
Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.
You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.
Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.
Don't relist all the links you've already included. They're self-documenting.
As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.
You might want to include the following statement:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on (put date here). Based on a template from The WebQuest Page
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