Video of my lesson
In my vocabulary lesson, students learned the term "propaganda." In the World War II course I have created for my unit, students will be looking at wartime propaganda, but before they can do this, students need to know what propaganda means. For my mini-lesson, students looked at modern advertisements for chips, milk, and Lucky Charms in small groups. They were asked: What is the purpose of the advertisement? Who is the advertisement targeting? What strategies did the advertisement use to appeal to its audience? This activity connected the lives of my students to WWII propaganda. Just like advertisements, propaganda has a purpose, a targeted audience, and a number or strategies to create a successful campaign. After each group shared with the class and we made connections between advertisements and propaganda, students did an exit slip that gave students the actual definition of propaganda, asked students to write the definition in their own words, draw a picture, use the term in a sentence, and rate their understanding of the term. Based on these exit slips, my lesson was successful. Students demonstrated a clear understanding of the term.
To improve, I would start with the definition of propaganda. In the feedback I got from my peers, they thought the connection between the advertisements and the propaganda was a little unclear. I think I should have started with the definition and how it relates to advertisements instead of doing this after the activity. This was similar feedback that I received from my Berlin Wall lesson. Clarity is something I need to work on while studying to be a teacher. Even though it makes sense to me, this doesn't mean it makes sense to my students.
I connected my lesson to criterion 3.1 because I understand the importance of social learning. I had students make observations about their advertisement in small groups before sharing with the class. Students bounce ideas off of each other and often prefer speaking with each other, rather than the teacher talking at them. I also connected my lesson to criterion 4.2 because I made the vocabulary term accessible and meaningful by relating propaganda to something my students see in their every day lives.
Here are examples of the exit slip students completed:
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