Central Unified School District
Arts Every Day
Grade 6 Theatre Unit 2
Lesson Title: Propaganda Theme 5, TE 473A, 473 B
Integrated Learning Objective: Students will demonstrate their understanding of five persuasive techniques used in propaganda by creating a
television commercial using the persuasive techniques.
Standard(s)
Resources
Assessment of Student
Performance or
Artwork
Materials
Common Core State Standards
Theatre
2.2 (Creative Expression) Use effective vocal
expression, gesture,
facial expression, and timing to create character.
2.3 (Creative Expression) Write and perform scenes or
one-act plays that include monologue, dialogue, action,
and setting together with a range of
character
5.1 ( Connections and Applications)
Use theatrical skills to communicate concepts or ideas
from other curriculum areas, such as a demonstration
in history–social science of how persuasion and
propaganda are used in advertising.
HM Theme 5, TE 473 A, 473 B
Expression rubric
HM Practice Book 276, 277
Propaganda PowerPoint
TV Script Template
Fill in the blank
Sample commercial
Script checklist
Students will assess the use of vocal and physical expression with a four point rubric.
Students will assess their writing with a script checklist.
RI6.6 Determine the author’s point of view or purpose in a
text and explain how it is conveyed in the text.
SL6.2 Interpret information presented in diverse medias and
formats (e.g., visually, quantitatively, orally) and explain how
it contributes to a tropic, text, or issue under study.
CA Content Standards
RC 2.8 Note instances of unsupported inferences, fallacious
reasoning, persuasion, and propaganda in text.
LS 1.9 Identify persuasive and propaganda techniques used
in television and identify false and misleading information.
Projector, whiteboard, paper, pens/pencils, video camera
Classroom area to write, rehearse and perform television commercials.
Physical Space
Requirements and
Grouping(s)
Written in collaboration with Fresno County Office of Education and Central Unified School District
For questions contact [email protected]
Page 1 of 12 Gr. 6 Theatre Unit 2
Direct Instruction
Persuasive Techniques
Materials
Introduce
I Do
Propaganda PPT, TE 473a & B
Objective
Prior
Knowledge
I Do/We Do
Vocabulary
Warm-Up
Teacher
Modeling
Use modeling
example on TE
473A
You Do
S will identify 4 out of 5
persuasive techniques on
graphic organizers.
Close
Scriptwriting
Final Project
TV Script Template
TV commercial performance
Students will perform their 60second TV commercials using vocal
expression, gesture, facial
expression, and timing to create
character. Handout: Expression
Rubric.
5 W’s Chart on PPT to recall
Review persuasive techniques
Unison reading of sample script. Persuasive techniques
commercials
with Practice Book pages 276 and
Creating a character
277
Scriptwriting
Propaganda, persuasive technique, bandwagon, faulty cause and effect, overgeneralization, testimonial, transfer, monologue, character, setting,
dialogue, stage directions
Generate examples and
Students improvise 15-second
Complete fill in the blank script
S experiment with voices and
explanations on Propaganda
sales
template individually, in pairs or gestures show character.
PowerPoint.
in groups.
Examples given.
Use modeling example on TE
Teacher demonstrates a 15Teacher demonstrates
Model different voices and
473A
second sale using an imaginary
scriptwriting at whiteboard.
gestures that show character.
Examples given.
product.
Teacher demonstrates a 15second sale using an imaginary
product.
Independent Identify persuasive techniques
on slide 21 of the PPT.
Practice
Assess
Creating a monologue using
character (who) and setting
(where/when)
15-second sales description and
examples, Practice Book pp. 276
and 277
Students will improvise 15 second
monologs based on persuasive
techniques. Informal observation.
Students will identify 4 out of 5
persuasive techniques on TE
473B.
Students will identify 4 out of 5
persuasive techniques on slide
21 of the PPT.
Students will write a 60-second
TV commercial using at least
three persuasive techniques.
Handout: Scriptwriting
Checklist
Teacher demonstrates
scriptwriting at whiteboard.
Model different voices and
gestures that show character.
Examples given.
In pairs or small groups, students
create a 5 W’s chart and write a
15-second monologue.
In pairs or small groups, students
create a 60-second TV
commercial using three
persuasive techniques.
Scriptwriting checklist
Students perform their
monologues in small groups.
Audience members identify the
persuasive techniques used.
Revisit objective
Page 2 of 12 Gr. 6 Theatre Unit 2
Students rehearse their
commercials.
Students perform their
commercials for the class.
Teacher and students use the
expression rubric to assess each
performance.
Handout: Student Self-Reflection
K-6
Theatre Vocabulary
Character: The personality or part an actor re-creates.
Dialogue: The conversation between actors on stage, in film, and in television or videos.
Downstage: The stage area toward the audience.
Gesture: The movement of a body part or combination of parts, with emphasis on the expressive aspects
of the movement.
Improvisation: A spontaneous style in which scenes are created without advance rehearsing or
scripting.
Monologue: A long speech given by a single character.
Narrative Pantomime: utilizes a storyteller or narrator as one or others act out the action of the
narrative.
Pantomime: Acting without words through facial expression, gesture, and movement.
Puppetry: Almost anything brought to life by human hands to create a performance. Types of puppets
include rod, hand, and marionette.
Reader’s Theatre: A performance crated by actors reading a script rather than working from memory.
Scene: The setting of the action of a play, story, etc.; a division of a play, usually part of an act.
Script: The written text of a play.
Setting: The locale of the action of the play.
Stage Left and Right: The left and right side of the stage from the perspective of an actor facing the
audience.
Tableau: A silent, motionless depiction of a scene created by actors, often from a picture.
Upstage: noun: The stage area furthest away from the audience; verb: to steal the focus of a scene
Page 3 of 12 Gr. 6 Theatre Unit 2
TV Script Template
Example:
Title
Author(s)
Characters
Setting
Stage directions in parentheses
Dialogue under character’s name
Maude’s Revenge
Written By Anon Y. Mous
Maude, a pretty young actress working as a waitress, complete with polyester uniform. Maude has just been dumped by
her boyfriend, a sleazy movie producer.
Max, her ex-boyfriend, about 40, wearing a cheap suit.
Maureen, a snotty real estate agent with red hair and lots of mascara
Interior, a crowded upscale restaurant at lunchtime on a hot LA afternoon. Max and Maureen are seated at a table holding
hands.
(Maude enters from the kitchen overloaded with steaming plates of food. She begins to serve the table next to Max’s.)
Max
Hey, sweetheart, what’s the hold up? Are you going to take our order or not? Any day now…
(Maude turns and sees that the rude customer is Max. She glances at Maureen.)
Maude (glaring at Max)
Well, I see it didn’t take you too long to move on.
Max (pushing Maureen’s hand away)
No, it’s not what you think. This is just my real estate agent.
Maureen (angrily)
Just? Just?! I’m not “just” anything you loser.
(Maureen stands up and rushes out of the restaurant)
Exterior, the front of the restaurant with traffic rushing by.
Max is chasing after Maureen through the traffic.
Page 4 of 12 Gr. 6 Theatre Unit 2
Theatre
TV Script Checklist
_____ Clear description of the setting(s)
Notes:
_____ Clear description of the characters (at least one role for each group member to play)
Notes:
_____ Follows the TV script format
Notes:
_____ Uses at least three persuasive techniques
Notes:
_____ Approximately 60 seconds in length
Notes:
_____ Dialogue is appropriate for the character.
Notes:
_____ Stage directions are used to describe the action.
Notes:
Page 5 of 12 Gr. 6 Theatre Unit 2
Theatre
15-second sales
Teacher modeling;
Teacher delivers a 15 second sales pitch for an imaginary product such as “Homework Bgone” or
“SmartAde” using several of the five persuasive techniques.
Example:
Have you ever looked around the cafeteria and seen all of your classmates drinking SmartAde? There’s a
good reason for that! Everyone knows that drinking SmartAde increases your IQ by at least 50 points. I
drank SmartAde once right before a spelling test and got 100% correct! Did you know that Bill Gates
drinks SmartAde every day? So remember, don’t be a dummy, drink SmartAde!
Teacher discusses the persuasive techniques they used.
Warmup:
Working with partners, students improvise the following scenarios. Rules: The non-speaking partner
listens but does not talk. They should use facial expression and body language to show that they are not
convinced. The speaking partner must not stop talking for 15 seconds.
Scenario One
(Non-speaking) Partner A: Parent
Partner B: Child
Situation: The child is trying to convince the parent to let him or her attend a concert out of town with
their friends. The child should use several of the persuasive techniques.
Scenario Two
Partner A: Door to door salesman
(Non-speaking) Partner B: Homeowner
Situation: The door to door salesman is trying to convince the homeowner to buy asteroid insurance to
protect their home. The salesman should use several of the persuasive techniques.
Page 6 of 12 Gr. 6 Theatre Unit 2
Creating a Monologue Commercial
Possible products: InvisiGum, SmartAde, Homework Bgone, InstaFriend, ZoneOut, Muscle Up, Chores
Away, www.easymoney.com
Working in the same partner groups or in small groups, students create a 5 W’s chart for their imaginary
product. Teacher can list possible products on board or students can create their own.
Example:
InvisiGum
Who: Bored teenager
What: Gum that you can chew without getting caught.
When: In the middle of a long lecture
Where: Classroom
Why: (at least three persuasive techniques.)
You should buy the gum because it will help your concentration (Faulty Cause/Effect)
9/10 kids chew InvisiGum (Bandwagon)
InvisiGum makes you happy. (Transfer)
Final product:
Using the 5 W’s chart, students collaborate to write a 15 second monologue. Students perform the
monologue in small groups. The other students in the small group identify the persuasive techniques
being used. If time, the students can also use the expression rubric.
Page 7 of 12 Gr. 6 Theatre Unit 2
Name _______________________________________
Date ________________________________________
Fill in the blank TV Script Template
Title
Author(s)
Characters
Setting
Stage directions in parentheses
Dialogue under character’s name
____________________ and the Bear
Written By ____________________
____________________, a____________________ girl, on her first camping trip
____________________, her ____________________ father
Exterior, in front of a(n) ____________________ tent with lots of _________________ and _____________________
laying around. The trees are
____________________ and the weather is very ____________________.
(____________________ enters from the ____________________carrying a load of ____________________.)
____________________ (Character Name)
__________________________________________________________________________________________________
________________(Dialogue)
Page 8 of 12 Gr. 6 Theatre Unit 2
Sample TV Commercial
InvisiGum
Written By Anon Y. Mous
Sarafina, a sassy 7th grader dressed in jeans and a school hoodie, loud and a little obnoxious
Mrs. Martinez, 30’s, professionally dressed, a fun-loving teacher
Interior, modern classroom, big windows with lots of light, students sitting at tables working in groups on
a writing project
(Sarafina is staring out the window, chewing on what appears to be a huge wad of gum, tapping her
pencil on the desk.)
Mrs. Martinez (appearing behind Sarafina)
Well, Shakespeare, are you finding any inspiration out there?
Sarafina (turning around, still chewing gum)
Nah, I’m stuck.
Mrs. Martinez (amazed look)
Whoa. I can see why. That gum must be taking all of your attention.
Sarafina (opening her mouth wide and sticking out her tongue)
What gum?
(Mrs. Martinez walks away, puzzled)
Sarafina (to camera, holding up a pack of InvisiGum)
Try InvisiGum—a ten million teenagers can’t be wrong! (Bandwagon)
Page 9 of 12 Gr. 6 Theatre Unit 2
Voice/Gesture Character Practice.
Using the line “Charles Dickens likes chickens.” or another line of your choice, say the line and use gestures
using the following characters or emotions. Begin by modeling and having the class repeat, then give the
character or emotion and let the class experiment with their own interpretations. You/they can repeat the line
several times. Modify the exercise by having the student guess what emotion or character you are modeling.
1) Angry
2) Nervous
3) Happy
4) Pouting
5) Frightened
6) Depressed
7) Demanding
8) Kindergartener
9) Sergeant giving an order to his troops.
10) A teenager begging for a new car.
11) A cocky jock
12) A bully
Page 10 of 12 Gr. 6 Theatre Unit 2
Expression Rubric
Student name or code
Student name or code
Etc.
Voice Expression
Gestures
Facial Expression
Vocal Expression
Voice is flat and monotone. Words are hard to hear and understand. Tone and meaning are not
clear.
Voice has some inflection to create meaning. Some words are hard to hear and understand.
Tone and meaning
Voice has some inflection and can be heard and understood. Tone and meaning are conveyed at
a basic level.
Voices use a full range of dynamics, tone color, diction and rhythm and to create meaning and
tone.
Gestures
No rehearsed, planned gestures are used, or gestures are inappropriate.
Some appropriate, planned and rehearsed gestures are used.
Appropriate, planned and rehearsed gestures are used regularly but are not always clear or
effective.
Clear effective gestures are planned, rehearsed and used regularly in the performance.
Facial Expression
No rehearsed, planned facial expressions are used, or facial expressions are inappropriate.
Some appropriate, planned and rehearsed facial expressions are used, but are not always clear
or effective.
Appropriate, planned and rehearsed gestures are used regularly, but may be forced, too
big/small or poorly timed.
A variety of facial expressions are used to create meaning and tone through clear emotions and
choices.
Timing
There are inappropriate pauses. The lines are said too quickly or slowly.
There are some inappropriate pauses and variations in speed.
Timing is planned and rehearsed, but not polished.
Performance is highly polished. Cues are picked up quickly, and lines are delivered at
appropriate speeds.
Page 11 of 12 Gr. 6 Theatre Unit 2
Timing
1
Score
2
3
4
1
2
3
4
1
2
Score
Score
3
4
1
2
3
4
Score
Name _______________________________________
Date ________________________________________
Student Self-Reflection
1) How did I increase my knowledge of persuasive techniques? Which figures of speech were easy to
remember? Which ones were hard? What helped me to remember them? How can I use these
persuasive techniques?
2) What did I learn about monologues (15 second sales)? What are my areas of strength and challenge in
delivering a monolgue?
3) What was most interesting about writing a script? How does it compare with other types of writing?
How is the TV script the same and different than a play script?
4) How did I increase my skill in using vocal expression, facial expression, gesture and timing? What was
my strongest area? How did I know that? What was my area for greatest improvement? What can I do to
get better?
3) How well did my group collaborate on the script writing? Did everyone contribute in some way? Was
everyone’s idea heard? What was the most effective part of our writing process? What part of our
process needs to be improved?
Page 12 of 12 Gr. 6 Theatre Unit 2