Micro Lesson Plan Secondary

Year: 11 Learning Area: Essential English

Date: 27/8/14 Lesson Focus: Unit 3

Background Information:
This is a small class of 18 students. There is one student who grew up in America and another in
England who will bring a different perspective to the topic.
Students;
- understand the fundamentals about World War Two
- can identify symbols in war propaganda
- can identify the rhetorical strategies used in propaganda
- understand the difference between information and interpretation
- have a developing understanding of the relationship between language and ideology


Teaching/Learning Purpose:
To enable learners to explain shifts in intonation and point of view, identifying the effect of language
choices on an audience. (ACEEE032)
To encourage learners to consider how different perspectives and values are presented in texts
including:
To differentiate the relationships between context, purpose, and audience, and the impact on
meaning in social, community and workplace texts (ACEEE033)
- Examine the ways that points of view are presented in texts for different purposes
and contexts.
- Understand how language choices persuade specific audiences
- Create oral, written and multimodal texts that convey a point of view.


Preparation:
Resources: Written essays, pens, paper
Develop questions to guide students learning
What am I learning today/What am I looking for?



Learning Experiences:
1. How will I engage the learners
By having fun, being enthusiastic, treating the students with respect, giving the students the
opportunity to collaborate with the teacher and each other, and asking open ended
questions to develop thinking.


2. Student tasks and activities
0-5minutes Discuss with students what the task is, do they have any questions, introductions
and names, who would like to go first

5-20 minutes discuss the topics that were raised in each of the essays
Ask questions to provoke thinking

- Who created this poster?
- Who is the target audience?
- What is the message of this poster?
- What propaganda techniques are used?
- How is this message conveyed?
- What purpose did the poster serve for the war effort during the First World War?
- What is the effect of this poster?
- What do you think were the creators motives for making this poster?
- What kinds of emotions are conveyed by the poster?
- What are the beliefs and values of the audience?
- Is it effective?
Read through essays and determine if the arguments and interpretations are correct or
believable. Are the examples correct for the technique chosen?

3. Conclusion 15-25minutes
Openly collaborate and give feedback on each others essays.








Assessment:

Were all learners able to consider how different perspectives and values are presented in texts
including;
- Examine the ways that points of view are presented in texts for different purposes
and contexts.
- Understand how language choices persuade specific audiences
- Create oral, written and multimodal texts that convey a point of view.
I will find this out by openly collaborating with the group, reading their essays and discussing their
ideas on the text.



Reflection/Evaluation
This lesson was interesting as we were reflecting on the students work together and giving feedback.
Reading the students work had me feel incredibly intimidated by their knowledge on the topic of
WW2 propaganda. It was difficult to give feedback as I felt that their knowledge way surpassed my
knowledge. The best I could do was facilitate discussion and offer praise for their efforts and offer
feedback on the topics where I felt they had mad interesting interpretations. Gauging their
responses and their ability to collaborate I felt that they questions that I asked assisted in guiding
their thinking. The group was able to effectively put together a paragraph in relation to the text
which assisted in guiding their assessment essays.













Other propaganda came in the form of posters, movies, and even cartoons. Inexpensive,
accessible, and ever-present in schools, factories, and store windows, posters helped to mobilize
Americans to war. A representative poster encouraged Americans to "Stop this Monster that
Stops at Nothing'. PRODUCE to the Limit!" It depicted a monster with two heads, one Nazi, one
Japanese, clutching the Statue of Liberty in one hand and fending off American advances with
the other. Nearby a hand holds a wrench with the inscription "production" -- the key to winning
the war.
"Stop this monster that stops at nothing... PRODUCE to the limit!" It means that the Axis would stop at nothing to
destroy US and that to defeat the monster Americans needed to produce more armaments. The poster is funny.
However, America was facing a serious problem at the time - it was trying to fight a World War, yet many of its workers
were going on strike for more money.