Lesson Plan Template

Candidate Name: Missy Rankin

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;
C/C Thinking; Metaphorical; Windows Notes; Other
Unit Name
Anne Frank/Propaganda Unit
Standards (Content and TAG)
Georgia Standards of Excellence:
ELAGSE6RI7: Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding
of a topic or issue.
ELAGSE6RI6: Determine an authors point of view or purpose in a text and
explain how it is conveyed in the text.
ELAGSE6RI1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELAGSE6W8: Gather relevant information from multiple print and digital sources;
assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
ELAGSE6W7: Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate
ELAGSE6W9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
TAG Standards:
6. The student anticipates and addresses potential misunderstandings, biases,
and expectations in communication with others.
8. The student participates in small group discussions to argue persuasively or
reinforce others good points.
10. The student supports and defends his/her own opinions while respecting the
opinions of others.
8. The student allows for and accepts alternative interpretations of data.
2. The student responds to questions with supporting information that reflects
in-depth knowledge of a topic.
7. The student examines an issue from more than one point of view.
8. The student separates ones own point of view from that of others.

Lesson Name
(Hours/Days)
6 Thinking Hats-Propaganda
Grade
6th Grade

Subject
Language Arts

Time Needed
1 day (50 minutes)
Course
Advanced Mixed Model

Essential Question(s)
What should students know when lesson is completed?

How does propaganda affect our everyday lives?

Teacher Lesson Preparation

Create student groupings for activities
Teach 5 types of propaganda (repetition, testimonial, bandwagon, snob
appeal, name calling)
Make copies of 6 Thinking Hats handouts
Print hats to hang on the board
Prepare interactive notebook for handout
Create 6 Thinking Hats structure/rules card

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior

Learning)
Students will respond to a ticket in the door question triggering their prior
knowledge of Propaganda. The questions will state: What are some positive and
negative characteristics of the use of Propaganda? (in advertising, in media, in
history, etc.) Where do we see propaganda? How does propaganda affect our
everyday lives?
Instructional Sequence and Activities including use of technology
1. Ticket In the Door (see above)- 7 minutes
2. What are the 6 thinking hats? Show video of the 6 thinking hats strategy.
Share with students we will be trying out this strategy to dig deeper into
understanding the effects of propaganda https://www.youtube.com/watch?
v=UZ8vF8HRWE4 5 minutes
3. Distribute handout 6 Thinking Hats to the students. Explain to students
that what each of the hats are and how we will spend a certain time limit
on each hat. We will spend 1 minute and 30 seconds between each hat
recording key points from your groups discussion.
4. Implement 6 thinking hats strategy. 30 minutes
5. Reflection: 3,2,1: students will answer the prompt and share 3 things they
liked about the activity, 2 things that can be improved, and 1 piece of
future advice to teacher or students. Students will share out with the class
5 minutes
Assessment Strategies

Observations of student discussions taking place throughout

Student recordings on 6 Thinking Hats handout

Differentiation

Scaffolds/ Interventions/Extensions/Enrichment
Students will be placed in heterogeneous groups based on assessment
data
Students will be given the opportunity to research further information
about propaganda based on their group discussions
Materials/Links/Text References/Resources
See attachments

Ticket In The Door: February 9th, 2016

Respond to the following questions (in complete sentences or bullet
points):
What are some positive and negative characteristics of the use of
Propaganda? (in advertising, in media, in history, etc.) Where do we see
propaganda? How does propaganda affect our everyday lives?

Ticket In The Door: February 9th, 2016

Respond to the following questions (in complete sentences or bullet
points):
What are some positive and negative characteristics of the use of
Propaganda? (in advertising, in media, in history, etc.) Where do we see
propaganda? How does propaganda affect our everyday lives?

Tips to Remember for 6 Thinking Hats

Activity:
1. You will spend 4 minutes discussing the
questions for each of the thinking hats (except
the Red one which is 2 minutes)
2. Designate one group member to facilitate the
conversation. This person will introduce the
questions and ask each group member for their
response.
3. Each person in the group needs to respond to
each hat.
4. Make sure you are aware of the time on the
timer. Make sure you are not dominating the
conversation so much that no one else gets a
chance to speak.

Tips to Remember for 6 Thinking Hats

Activity:
1. You will spend 4 minutes discussing the
questions for each of the thinking hats (except
the Red one which is 2 minutes)
2. Designate one group member to facilitate the
conversation. This person will introduce the
questions and ask each group member for their
response.
3. Each person in the group needs to respond to
each hat.

4. Make sure you are aware of the time on the

timer. Make sure you are not dominating the
conversation so much that no one else gets a
chance to speak.