Propaganda, Logo Commentary, Grade Reports, and Extra Credit

1. Students turned in rough drafts of Anthem essays.
2. Journal: "Advertising" What are some of your favorite commercials? How are you affected by advertising? Write about a time you know you were influenced by an advertisement Students took notes on different types of propaganda
3. Students read the article "The Swooshification of the World" then wrote a logo commentary of their own.
4. Students were given grade reports and test extra credit options.

Propaganda Notes:
What is Propaganda: SPREADING INFORMATION; BIASED; APPEALS TO EMOTION
Different types of propaganda:

1. Bandwagon: Tries to persuade everyone to join and do the same thing. “Everyone’s doing it!”
2. Testimonial: endorsement by a celebrity
3. Euphemism (or Doublespeak)try to obscure the meaning of what is being talked about by replacing plain English with deliberately vague jargon.Examples:the term "strategic misrepresentations" as a euphemism for "lies." Or "employee transition" as a substitute for "getting fired"
4. Fear - attempts to reach you at the level of one of your most primitive and compelling emotions. Politicians use it when they talk about crime and claim to be advocates for law and order. Environmentalists use it when they talk about pollution-related cancer. Fear can lead people to do things they would never otherwise consider.
5. Glittering Generality The slogan is so attractive that the audience does not challenge its true meaning. Examples: "The American Way" "support our troops" "the common good" Using words so strongly positive in emotional content that just hearing them makes you feel good. The words express a positive meaning without actually giving a guarantee.
6. Name Calling: criticizing another person or product
7. Plain Folks: Suggesting something is practical and a good value for ordinary people. Appealing to common people
8. Rewards – toys, gimmicks, kids’ clubs, rebates, etc.
9. Transfer - Transferring good looks, feelings, or ideas to the person who the propaganda is meant to influence. Suggests positive qualities to be associated with the product and the user.
10. Repetition - a jingle, word, or image is repeated over and over again, and gets stuck in someone’s head, so they buy the product or believe what is being said.
    

"The Swooshification of the World"
Vocabulary
Ubiquitous – existing or being everywhere, esp. at the same time; omnipresent (ubiquitous fog)
Subliminal – existing or functioning below the threshold of consciousness (subliminal advertising)
Literary Term:
Tone: a writer’s attitude toward his subject and/or audience
Hyperbole: exaggeration (I’m so hungry I could eat a horse)

Assignment: Logo Commentary. What is a commentary? It is anything serving to illustrate a point or prompt a realization.

•

• Brainstorm: jot down (make a list or draw) as many logos as you can think of.

• Choose one and write about it with an exaggerated tone as Rick Reilly does in “Swooshification.”

– 100 word minimum

• Illustrate. Draw (with detail) or find at least 3 images that express your tone.

GRADE REPORTS AND EXTRA CREDIT: See this link for information, instructions, and due dates.

Anthem Test

• Students turned in Anthem chapter questions and vocabulary homework.
• Students took the Anthem test.
• Students were to work on their essays after they finished the test.

HOMEWORK: Essay rough draft is due Wednesday if they want me to read it and let them know how they can make it better! If they don't turn in the rough draft, it will be due with the final draft on December 3.

Day 4: Anthem Test Review

1. Journal “Looking back” – Review your journal from November 10 (“I, Unique”). Which of your personal values, goals, and loves would be allowed in the society portrayed in Anthem? Why would any of them be forbidden?
2. Chapters 10-12 Quiz
3. Complete character sketches
4. Essay Assignment. Students were given a list of 6 topics to choose from. They then had to brainstorm for all 6 topics. This was due after 12 minutes. Link to essay assignment and topics.
5. We went over Chapters 6-9 Quiz. If students want their quiz from today before the test, they can come by after school tomorrow to pick it up.
6. Test Review Students broke up into 4 large groups to answer specific questions on the test review. After 15 minutes, they went back to their table groups to share the answers. Link to Test Review
7. Concepts and illustrations in Anthem. Students identified which concepts the following quotes illustrate:

Altruism
"If you are not needed by your brother men, there is no reason for you to burden the earth with your bodies" (page 22)
"Indeed you are happy…how else can men be when they live for their brothers" (45)
Egoism
"My happiness is not the means to any end. It is the end. It is its own goal. It is its own purpose." (95)
Conformity
"It is not good to be different from our brothers…" (21)
Obedience
"You shall do that which the Council of Vocations prescribe for you…for the Council knows…better than you" (22)

HOMEWORK:
•Study Questions for each chapter
•Vocabulary Chapters 10-12 (the ones missed on the pre-test)

Day 3: Anthem

1. Turn in vocabulary homework
2. Journal
3. Chapters 6-9 Quiz
4. Chapters 10-12 Vocabulary pre-test and definitions
5. Chapters 10-12 study/discussion questions
6. Add to character sketches for Equality and Liberty
7. Important dates & Homework

2) Journal: “Desire” Write about something in your life you would like to do but are prevented by someone or something from doing. 50 word minimum.

3) Chapters 10-12 Vocabulary Pretest - highlight words you missed. Complete vocabulary activity for these words.

Fill in the blanks/copy the definition (handout)

summit (89) – apex; highest point
reverence (93) a feeling or attitude of deep respect tinged with awe; veneration
warrant (94) – authorization, justification, sanction
edict (94) - authoritative proclamation or command
covet (96) – to want or to desire wrongfully
depraved (97) corrupt, wicked
creed (97) system of belief
plunder (97) rob by open force, pillage
deliverance (98) delivering or freeing from restraint; rescuing
brute (100) savage, cruel
yoke (101) a device for joining together a pair of draft animals, esp. oxen; a symbol for slavery
threshold (102) any place or point of entering or beginning
savage (102) fierce, ferocious, or cruel; untamed

IMPORTANT DATES
•November 19
–Quiz Chapter 10-12
–Test Review
–Essay Assigned
•November 21: Anthem Test
•November 25: Rough Draft due.
•December 1: Computer lab to type revisions and final draft.
•December 3: final draft due beginning of class.

HOMEWORK:

•Vocabulary activities:
–Chapters 6-9 due WEDNESDAY
–Chapters 10-12 due FRIDAY with the test
•Finish the book
•Answer all study/discussion questions. These will be due with the test on Friday!

Day 2: Anthem

1) Journal: “Loss of Technology” Write a letter to Equality explaining how the technology that existed during the Unmentionable Times was lost. Turn journals in when you finish. 100 word minimum. (There is no right or wrong answer to this. This is creative writing - your own ideas. The reason is not given in the book.)

2) Students had 10 minutes to share and discuss Chapter 1-5 questions.

3) Chapter 1-5 quiz

4) Chapter 1-5 Vocabulary Practice: For each of the 6 vocabulary words, write a sentence about any of the following. Students had about 10 minutes to work on this. Anything not complete in class is homework.
–Equality
–International
–Liberty
–The Great Truth
–The Unmentionable Times
–The Uncharted Forest
–The Evil Ones
–The Great Rebirth

5) Character sketches and metaphors for Equality and Liberty. In groups, students...

•Write everything your group knows about Equality. Give at least 2 quotes for support.
•If Equality were an animal, which animal would he be? Why?
•If Equality were a color, which color would he be? Why?

•Write everything your group knows about Liberty. Give at least 2 quotes for support.
•If Liberty were an animal, which animal would she be? Why?
•If Liberty were a color, which color would she be? Why?
We will continue to add to this after finishing each section of the book.

6) Chapters 6-9 Vocabulary:

•7. illustrious adj. notably outstanding, famous
•8. infamy n. reputation of the worst kind
•9. boon n. blessing; benefit
•10. whim n. a sudden, impulsive action
•11. torrent n. a rushing, violent, or abundant and unceasing stream of anything
•12. ecstasy n. extreme happiness
•13. solitude n. state of being alone; seclusion

7) Continue Reading. We read Chapter 6 and part of chapter 7 in class. Students should read through Chapter 9 (page 87) for class Monday.

HOMEWORK:
•Finish Chapter 1-5 Vocabulary
•Read Chapters 6-9
•Prepare for a quiz over Chapters 6-9 and 1-5 vocabulary

Anthem. Day 1

1. Journal
2. “The Fun They Had” – providing textual evidence practice
3. Anthem by Ayn Rand.
   Introduction & notes
   Vocabulary & study questions
   Assign books and begin reading
4. Homework: finish through Chapter 5 (page 62) for Thursday.

1. Journal: "I, Unique" The transition from adolescence to adulthood involves developing a personal identity, a sense of self. Write a paragraph that describes you and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc.

2. "The Fun They Had" Students shared answers to homework questions. Then, in groups, students provided textual evidence to statements about the story.

3. Anthem by Ayn Rand.

The full text of Anthem can be found online here. http://www.pagebypagebooks.com/Ayn_Rand/Anthem/ Use this if you forget your book.
Anthem can be listened to here: http://www.archive.org/details/anthem_librivox (this may not work from a school computer)

What is Anthem about? "Essentially, Anthem is a novel about being the captain of your soul and not allowing others to dictate who you are." (Horton)

Collectivism:

• What do you know about Russian Communism?
• Communism is one kind of collectivism, where the desires of the group are more important than the desires of the individual.
• Other than Communism, what are some other examples of collectivism?
  Ayn Rand was a high-school student in Russia when it became Communist. Her father’s pharmacy was confiscated and her family almost starved.
• How do think Ayn Rand felt about the Communist government?

Terms with General Definitions (fill in the blanks on your handout)

Collectivism: the belief that land and capital should be owned by society

Individualism: **a social theory advocating the liberty, rights, or independent action of the individual. **the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others (opposed to egoism)

Egoism: **the habit of valuing everything only in reference to one's personal interest. **The ethical belief that self-interest is the just and proper motive for all human conduct.

Vocabulary:
Transgression – sin
Vocation – particular occupation
Save – except
Mandate – a command
Tarry – to delay; to linger
Reel – to feel dizzy

We read Chapter 1 in class. HOMEWORK: Read through Chapter V (page 62). Be prepared for a quiz on Thursday (no school tomorrow). Quiz questions will be taken from the study guide. Study guide questions will be due when you take the test over Anthem before Thanksgiving.

Works Cited:

Horton, Meghan. "Anthem PowerPoint." Carrollton-Farmers Branch ISD. 7 Nov. 2008 <http://cfbstaff.cfbisd.edu/hortonm/06-07/06-07%20documents/AnthemDay1.pdf>.

6 November: "The Children's Story"

1. Journal
2. Identify essay mistakes
3. Lit terms: Utopia, Dystopia
4. Read "The Children's Story"
5. Homework: "The Fun They Had"

Journal – “Ideal” Write a paragraph about your ideal, perfect society.

Lit Terms: Students copies definitions for utopia and dystopia from the board. They should know the etymology of the 2 words. ou - not, topos - place; dys - bad, abnormal, difficult

"The Children's Story" by James Clavell. Students read the story aloud and discussed afterward.

Homework: Read “The Fun They Had” by Isaac Asimov (handout given in class), and do the following:

1.What are Margie and Tommy’s lives like?
2.Compare and contrast the quality of their life with your life.
3.What are the pros and cons of their educational system?
4.What are the pros and cons of our educational system?
5.Describe another educational system you’ve heard of (another country, state, a system from the past)

3 November - Essays returned; Grade Reports issued

1. Journal
2. Turn in "How Siegfried was Slain" homework
3. "How Siegfried was Slain" quiz
4. Essays returned
5. Grade reports issued

Journal - "Deception" Free write for 10 minutes about deception. Consider writing the definition (some definitions include: deceive - to mislead or falsely persuade others; deception – fraud), examples of times you have been deceived or times you have deceived someone, examples of deception you’ve seen in movies, on TV, read in books, etc.

Essays Returned, Corrected

• Correct second-person. Highlight sentences where you used second-person. On a separate sheet of paper, rewrite those sentences in third-person.
• If you did not use second-person, you may revise a paragraph of your choice. Choose the paragraph that you lost the most points on. Put a star next to it. On a separate sheet of paper, rewrite the paragraph.
• Corrections turned in by the end of class and added to grade that will go on report card.