Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University
Teacher: ​Makayla Daugs, Leslie Rich, Kayleigh McGill Grade/Subject: ​11/12th Grade AP German &
English
​ ropaganda’s Effect on Culture
Title of Experience/Topic: ​ P
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Problem​(framing words + person + action + audience )​:
How can we, as individuals, express our connection to our cultural identity amidst stereotypes represented
in propaganda?
- What effect does propaganda have on our cultural identity?
- How is propaganda used to influence beliefs and behaviors?
- Is propaganda still used today? How is it different from WW2 propaganda?

Time Frame​: ​3 weeks, 55 minute class periods

Content Standard(s):
German Language Standards ​(AZ World Language Readiness Standards for Intermediate Mid/High)
Interpersonal Communication:
Mid-1. Participate in conversations on familiar topics by using a series of sentences and a few connecting
words.
High-3. Communicate about events and experiences with some detail in various time frames.
Interpretive Listening​:
Mid-1. Understand the main idea in messages, presentations, and overheard conversations on a variety of
topics related to everyday life, personal interests, and studies.
High-1. Above + when something unexpected is expressed.
Presentational Speaking
Mid-1. Make simple presentations on a wide variety of familiar topics using connected sentences.
High-1. Make general presentations on events and experiences with some control of various time frames.

German Culture Standards

1. Access and interpret information in the target language on familiar topics and use it to reinforce and
further knowledge in other content areas.
2. Compare and contrast familiar topics (e.g., geography, history, the arts, and discuss the impact on the
target culture and one’s own culture (as applicable).
English Language Arts
11-12.RL.5: ​Analyze how an author’s choices concerning how to structure specific parts of a text contribute
to its overall structure and meaning, as well as its aesthetic impact.
11-12.RI.6:​ Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the effectiveness of the text.
11-12.RI.7: ​Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
11-12.RI.8: ​Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose,
and argument in seminal U.S. and world texts.

1
​ uck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
B
http://www.bie.org/object/document/driving_question_tubric 
 
 
  
11-12.RI.9:​ Analyze foundational U.S. and world documents of historical and literary significance for their
themes, purposes, and rhetorical features.
11-12.W.7:​ Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.SL.4:​ Present information, findings, and supporting evidence in an organized, developed style
appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning,
message, and any alternative perspectives.
11-12.L.3:​ Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to
the study of complex texts when reading.

English Language Proficiency (ELP) Standard(s): ​(Intermediate)

1.I-1-4: ​Construct meaning from oral presentations and literary and informational text through grade
appropriate listening, reading, and viewing.
2.I-1-3​: Determine the meaning of words and phrases in oral presentations and literary and informational
text.
4.I-1-4:​ Construct grade appropriate oral and written claims and support them with reasoning and evidence.
6.I-1-7:​ Participate in grade- appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions.
7.I-1-3: ​conduct research and evaluate and communicate findings to answer questions or solve problems.
10.I-1-14:​ Make accurate use of standard English to communicate in grade appropriate speech and writing.

Integrated Language Arts Standard(s):​ (see above)

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Content Language Objective ​(Language Function + Content Stem + Supports ):​ (​verbs should be in ​bold​)
Students will be able to...
- Describe ​the language features of different propaganda elements and how they influence cultural
identity
- Examine ​the purposes of propaganda language on culture
- Compare and Contrast ​the differences between propaganda used today and ​ p ​ ropaganda used in
WWII
- Design ​a propaganda poster using the identified characteristics on a topic relevant to current issues

Sub-Objectives: ​ (​steps to achieving main objective – verbs should be in ​bold​)

- Students ​identify​ propaganda in both English and German.
- Students ​describe ​effects of propaganda in English and German cultures.
- Reflect​ on the impact of propaganda on personal beliefs and behaviors
- Create and present ​an example of propaganda on a current topic

Materials:
- “Goodbye, Lenin” - scenes from movie for students to watch and analyze
- “Where I’m From” by George Ella Lyon
- Guided Notes on “Goodbye, Lenin” scenes

2
​World Class Instructional Design and Assessment Consortium (2012). ​Model Performance Indicator​. Retrieved
from ​https://www.wida.us/downloadLibrary.aspx  
 
  
- Word wall materials for unfamiliar, student directed vocabulary
- 1930/40s Disney cartoons: showcase wartime influences on popular culture
- WWII American and German enlistment posters

Vocabulary taught prior to the experience: Vocabulary developed during lesson:

Sentence Stems: Sentence Stems
- “I think, that…” “Ich denke, dass..” -​propaganda (die Propaganda)
- “... happened because…” “... haben passiert, - ”... was a result of …” “... war das Ergebnis von…”
weil… ” - vocabulary discovered by students
- “I agree/disagree because…” “Ich stimme Words:
(nicht) zu, weil…” ● Demonization “Dämonisierung”
Words: ● Emotional Appeal “Emotional
● Persuasion “Überzeugung” Beschwerde/Beeinflussen”
● Propaganda “Propaganda” ● Patriotic Appeal “National
● Culture “Kultur” Beschwerde/Beeinflussen”
● stereotype “Stereotyp” ● Name Calling “der Schimpfereien”
● beliefs “Bleiben und Gefühlen” ● Appeal to Fear “Beschwerden zum Angst”
● Rhetoric “Rhetorik” ● Catchy Slogan “eingängige Slogans”
● Bandwagon “Steig auf dem Zug”
Lesson Planning Considerations:
Academic Conversation:
What​ language function will students have the opportunity to practice? How will this language be explicitly
taught? How will this language be applied and practiced?

Students will practice ​cause and effect language​ because this project deals with relationships between
different things. ​Sentence stems ​will help students learn this vocabulary. For example, students will be given
a sentence stem like “______ was a result of ______” and asked to flesh it out. We can also incorporate a
word wall for more difficult vocabulary. Students can practice using this ​language organically​ through
think-pair-share and group assessment.

Establish the Problem:

How will prior knowledge be accessed? How will the problem be introduced to students? How will students
inquire about the problem (optional planning tool attached) How are students using language (reading,
writing, listening, and/or speaking) and how are they being supported?

Prior knowledge will be assessed through free-writes. Students will be shown a propaganda poster and
asked to respond to it. What do they think it means? Do you see any problems with this? Is the poster true?
Are there any words you are unfamiliar with? Who was this poster made for?

Free-writes are not graded for spelling and grammar conventions​ so it allows students who struggle with that
to take a break from it and just talk about the poster. Students can also work digitally if necessary.

Creating the Experience:

How will students work together to develop and present solutions? How are students using language
(reading, writing, listening, and/or speaking) and how are they being supported?

Students will present their final propaganda portfolios on the topic of their choice to the rest of the class and
explain their reasoning behind the language used, the color composition, and their argument for why it is
 
  
considered propaganda. The students will be given a ​list of prompts​ to spark their creativity, as well as a
presentation structure​ that they can follow to present their posters.

Evaluate:
When and how will you use formative and summative assessments to measure student progress and learning
(content and language)?
Formative- ​entry/exit tickets in English and German
- In your opinion, are advertisements propaganda?
- What is your definition of propaganda today?

Summative- ​Literary analysis of German/English propaganda. Final propaganda poster products on a current
issue (ex. climate change, beauty standards, recycling, etc.). This will be graded on a rubric.

Lesson Plan Step-by-step instructions:

Engage:
How will you introduce the lesson/engage the learners to either build background knowledge and/or build on
background knowledge?​ ​*NOTE: There should be as many as or more student actions than teacher actions – use
this table to ensure students are doing more of the work to support learning
Teacher will: Student will:
Show old Disney cartoons or an article on WWII Take notes and respond
propaganda including American propaganda
Think-pair-share after each demonstration.
Prompt the students to begin TPS on their
thoughts on the cartoons Write down any words or features that stick out to
you. Explain why and share with your partner.
Walk around the room and provide assistance

Differentiation Strategies: ​Provide ​guided fill-in notes​ for students on the material presented. Have sentence
frames available for the students to use during TPS.
Explore:
How will students explore the problem/concepts to find a purpose for learning the content vocabulary?
Teacher will: Student will:
Provide copies of “Where I’m From” by George Ella Read and annotate the poem looking for specific
Lyon language - - Students should ​highlight/underline any
unfamiliar words​.
Facilitate discussion on identity, stereotyping and
propaganda and how they all are intertwined. Participate in discussion using sentence stems.

Encourage students to use elements of their L1 Write their own “where I’m from” poem in English
language in discussion. and German.

Walk around the room and assist students in their If they choose, students can read their poem aloud
writing. in either or both languages

Differentiation Strategies: ​Gifted: Answer the following questions as part of your annotation: Are there
different ways she could have stated something? Why do you think she chose not to use that way?

 
  
Go over and define unfamiliar words as a class and/or have students add them to the word wall.
Explain:
How will students learn the key vocabulary? This is the direct instruction part of the lesson to ensure all
students have access to all the content and key vocabulary to support the understanding of the content
Teacher will: Student will:
Discuss how propaganda, stereotypes and identity Students will discuss propaganda, stereotypes, and
all intertwine. identity frequently in class (in English and German)
and in ​small groups or think-pair-share​.
Prompt students to add words to the ​word wall
when they find a new word related to propaganda Students will practice vocabulary at home and in
class by completing class/homework that emphasizes
Practice vocabulary home and in class (speaking, speaking, reading, writing, and listening (in English
reading, writing, and listening.) and German)

Students will reference word walls for quick key

vocabulary assistance
Differentiation Strategies: ​Word Walls​ for English and German key vocabulary (student-led)
- German translations to native language and ​pictures for definition
- Graphic organizer like a venn diagram of propaganda, stereotypes, and identity.
Elaborate:
How will students move the learning from short term to long term memory to ensure they KNOW the content?
Teacher will: Student will:
Provide examples of German and American In groups, examine the features of two propaganda
propaganda posters for the purpose of identifying posters, one German and one American. Comment
art style, use of language, purpose, and on: Art style, language used, purpose of the poster,
comparisons between them. the similarities and differences between the two
posters using a venn diagram or other graphic
Instruct students on how to use digital organizer
presentation tools (Google Slides, Peardeck, etc.)
In a google slide or other digital presentation tool,
Rehearse and provide examples of “speed dating” indicate these features on the posters
activity- monitoring students for language use
and relevant topics. Present this information to classmates via “speed
dating”

Differentiation Strategies: ​Teachers will provide ​sentence stems​ to aid in discussions and use specific
grouping to help ELLs share their information in “speed dating.”
English ​Word Walls​ and German “Wörtermauer” of key vocabulary posted around the room.
Evaluate:
How will you use formative and summative assessments to measure content and language objectives?
Teacher will: Student will:
Take participation notes during discussions to Create 2 copies of their own “propaganda” poster
ensure that everyone is being heard. for a current issue either voted on by the class or
approved by the teacher (such as climate change or
Check for student’s understanding throughout the immigration). One poster will be in English and the
lesson using exit tickets. other will be in German

 
  
Approve topics for the propaganda posters before Write a reflection describing the features they
the students start the project. decided to embody in their poster. They will also
discuss if there are any differences in the way they
Evaluate the students based on the argument they constructed their poster in English and in German
present when discussing their propaganda posters and present to the class
using a rubric: the language they use to explain
their poster and their reasoning behind their choice During other student presentation: students will
of language and aesthetic. create a ​rhetorical triangle​ describing their
classmate’s poster

Differentiation Strategies: ​Use specific grouping to help ELLs share their information in the propaganda
posters. Make sure students have access to ​word wall ,guided notes, and presentation outline​ throughout
the project.

Reflect:​
After teaching the lesson, creating an online resource to teach part of the lesson, and/or reflecting on what
you would do to teach the lesson virtually given the context of Spring 2020’s online learning environment,
reflect on what you considered, resources you would use, or adaptations you would make to teach this
content to students who are at home during the Pandemic of 2020. How would you support your EL
student/all students so that they have access to the content and are supported in learning the content? What
changes do you have to do to better teach in this environment? How can you support the “whole child”
during this crisis while also supporting language and content needs?

To teach this lesson online, we would use the following resources for each section of the lesson:
- Think/Pair/Share:​ Zoom and Break-out Room, discussion forums
- Teacher Presentations/Exit Tickets:​ PearDeck
- Word Wall:​ Prezi (see below!)
- Creating Posters:​ Pixlr Editor, Canva (collaboratively, maybe Google Slides)
- Student Presentation:​ Video/Zoom, screencasting
- Organization of Resources/Assignments:​ Google Drive
- Communication:​ GroupMe/Email, Google classroom
The most affected part of this lesson is the creation of the posters. Since there are not many collaborative
design tools online, one person may need to create the poster individually. However, if the groups have an
effective plan on how to split work, especially if they choose to make a video for their presentation, then the
work can be balanced accordingly. The most important part with using all of these tools is to make sure it is
well-organized for students to be able to find their work. Another important factor for accessibility is making
sure an open line of communication is available. Extra support can be provided to ELLs during this time
through this line of communication, as well as keeping all materials well organized and in the same place. To
support the “whole child,” certain discussions can be made into a discussion board or even take place over
text in a group chat. In this way, the content is still accessible at other times to either complete or review
again.

Link to Collaborative Word Wall shell: https://prezi.com/view/NjhlrSwKY0y34Qmx539Z/