Intended Audience Teacher Resources

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Learners create a personal business card that contains a digital photograph of themselves, a logo or graphic, and a quote to live by. They apply design concepts and color theory to their projects based on its intended audience.
After identifying and classifying types of propaganda students create an EOG Propaganda flyer. They use the propaganda techniques they find in commercials and in magazines as a way to make their propaganda flyers more successful. Note: EOG as I know it refers to an Oil Company, I am not sure what the reference is in this lesson.
Students create their own website to illustrate a theme form history. In this history and technology lesson, students create a home page or website for a recent history or social studies lesson. Students work in teams to complete the activity.
Eleventh graders examine the industrialization of Hartford.  In this American History lesson, 11th graders analyze pictures in Hartford.  Students participate in a gallery walk of artifacts. 
Students consider how propaganda was used during World War II. In this World War II instructional activity, students analyze posters that were used to garner support for World War II. Students discuss their impressions of the posters.
Students examine U.S. policies regarding Native Americans. In this Native American history instructional activity, students analyze provided primary and secondary sources concerning Red Cloud, Sitting Bull, and the Dawes Act. Students use the provided analysis questions to help them form an opinion of U.S. policies towards Native Americans.
Students evaluate primary sources to develop their own opinions about Westward Expansion. In this Manifest Destiny lesson, students examine and respond to questions about Gast's painting titled American Progress Students research how Manifest Destiny affected the Native Americans, Mexicans, and Americans.
Students evaluate Web design. In this journalism lesson, students examine the attributes of selected Web sites and then design their own online newspaper by using the principles of design they discuss in this lesson.
Learners discuss the attributes of a good speech and a bad speech, and listen to Martin Luther King Jr.'s speech, I Have A Dream. They rewrite a speech, directing it to a different audience than it was intended for.
Learners compare and contrast two pieces of artwork in regards to their nastalgic elements. Using the internet, they research local religious institutions in their area and note their function in society. They also compare and contrast two Victorian age writers to the characters in their poems and novels. They create a collage of their favorite author to end the lesson.
Students review public service announcements to determine how a message can be communicated effectively to an audience. Using the messages, they identify words, phrases and images that were key to delivering the message. They also determine the intended audience of the announcement.
Students analyze a public service message to determine if it communicate ideas effectively. They determine the intended audience of a public service message. Students analyze how an organization or governmental body gets a message out to a large group of people.
Student analyze campaign messages about tariffs in a nineteenth-century campaign song. They identify the intended audience of the message. They discuss strategies for courting the other political party's bloc.
Third graders, in groups, create a TV news report simulation about a hurricane disaster in their home town.
Students develop analytical skills by critically examining an advertising poster from the McCormick-International Harvester Collection. The process suggest the various perspectives and values held by people during the late 19th century.
Students analyze and discuss an advertising poster from the McCormick-International Harvester Collection. They identify the perspectives held by people during this time period, and conduct research on the Industrial Revolution or American agriculture.
Gentle sleep eludes poor King Henry IV. Uneasy under the weight of his responsibilities, Henry contemplates the darkness of the night and in his soul. To develop their skill reading difficult text, class members engage in a close reading of King Henry's soliloquy from Act III, scene i of King Henry IV, Part II.  Groups examine how Shakespeare's syntax and diction choices develop the tone and meaning of King Henry's soliloquy. The carefully crafted resource packet, a must for your curriculum library, includes explicit instructions, links to all necessary materials, and assessments.
Hamlet's "To be or not to be" soliloquy (Act III, scene i) gets the close reading treatment in a group of skill building exercises. As an engagement activity, class members assume the role of a WWE wrestler, a kindergarten teacher, ninja assassin, etc., and in character, deliver a line from the soliloquy. Groups then reread the speech, highlighting the punctuation, unfamiliar words, and figurative language. The class reconvenes to discuss how the language indicates Hamlet's emotions. A great addition to your curriculum library.
Jonathan Edwards' "Sinner in the Hands of an Angry God" and Anne Bradstreet's "Upon the Burning of Our House" provide learners with an opportunity to develop their close reading skills. Groups identify the figurative language and appeals the writers use to express their beliefs on a similar theme. As a culminating activity, individuals craft a comparative essay. The packet includes detailed instructions for the activities, handouts, an essay model, rubric, and links to the literary works. The first in a three-lesson unit that explores how different American writers view the issues of individual freedom and tolerance.
Robert Frost's "Stopping By Woods on a Snowy Evening" and Emily Dickinson's "Because I could not stop for death . . ." are the focus of a series of close reading exercises that help learners develop their skill reading challenging text. Using the provided worksheets, groups highlight imagery in the poems in order to compare the attitude toward death expressed by the two poets. The lesson ends with individuals crafting a compare/contrast essay. The packet includes specific directions for all activities and all worksheets and graphic organizers.

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