Download Unit: Advertising (part of our Human Rights unit)

Unit: Advertising (part of our Human Rights unit)
Subject: Language Arts
Duration: One week (four days)
Students Will Be Able To (SWBAT):
-observe and identify the methods of advertising
-understand that advertising is used to persuade a consumer into buying their marketed good
-create a group poster collage displaying all 10 methods of advertising
-create a book report project of either: 1) a poster with at least 5 of the 10 advertising techniques
on it advertising the book, or 2) present a commercial (with a transcript and a written essay
explaining what ad techniques were used and how) advertising the book
Day 1
I. Hook (Opener/Attention getter)
A. Show them a Skechers shoe ad featuring Christina Aguilara.
B. Ask them to tell me about their observations (Christina Aguilara, she’s promoting
shoes, the shoes are Skechers, her clothes, posture, etc.)
C. Hold up a magazine’s back page (the page with the advertisement) and ask students to
guess how much it costs to put an ad on that back cover page
(CONTINUE FOR ABOUT 5 MINUTES, GOING ON ABOUT THE COST OF
SUPERBOWL COMMERCIALS, ADVERTISING ON GOOGLE’S SIDE BAR,
ETC…)
D. Show clip from Supersize Me where they talk about how much McDonald’s spent on
marketing, versus the 5-a-day fruits and veggie campaign.
E. Why does advertising cost so much? Why are companies willing to spend the
millions of dollars on marketing? (discuss as a class, eventually getting to the point
that it’s because advertising works)
F. Explain that ads get people to believe they need a specific product or service. By
convincing consumers that what they’re selling is a necessity, they appeal to one
of our five needs (Maslow, studied in the previous unit). There are major ways
companies persuade you to buy their goods. Here are ten of the most popular
methods.
II. Lesson (Lesson plan and how you will teach the content)
A. Pass out handout to each student. Start reading the article. Stop after the first
method, word magic.
B. At word magic, hold up the two sample advertisements (made overheads of them) and
as students find examples of word magic, circle them.
1. sample 1: Loreal’s Excellence crème color for hair
2. sample 2: Mesotech (a protein bar)
C. Ask students for other examples of word magic (e.g. Angelsoft, Brawny, Frizz Ease,
Under Armor, ProActive, Memorex)
D. Show another ad and this time, they work in pairs for a minute to find the word
magic. Share results with class.
E. Continue for each advertisement method
1. word magic
2. transfer
3. testimonial
4. bandwagon
5. plain folk
6. snob appeal
7. direct order
8. bargain price
9. jokes
10. facts and figures
F. Show them a Superbowl commercial and ask them to write down all the ones they
see. Share as a class, making each student defend his/her answer and getting class
input on his/her analysis.
III. Closing
A. Explain the homework: students must go home and find an ad (either on the computer
(print it out), in a magazine, or on T.V. (they must write a detailed paragraph
explaining what they watched). Then, explain how it demonstrated at least two of the
techniques learned in class.
B. Exit ticket: Students stand in a line out the door with the teacher standing guard. In
order to exit the classroom, they must explain at least one of the methods of
advertising to the teacher. It cannot be the same one as the previous two people in
line.
Day 2
I. Hook (Opener/Attention getter)
A. As each student walks in hand him/her a sheet of paper and a worksheet. The paper
has either the name or the description of the advertising technique. The worksheet is a
blank 2-column chart for the students to fill in each ad technique and description.
B. Students quickly walk around the room to find their partner (either the matching name
or definition).
C. Once they find their partners, they complete the entire worksheet together as best they
can WITHOUT looking back at notes or asking for help.
II. Lesson (Lesson plan and how you will teach the content)
A. After ten minutes, bring class back together again.
B. Review the techniques one by one by calling the technique’s name. The pair that had
it reads their description and then either explains it in their own words or gives an
example of the technique by referring to a commercial or ad that uses that technique.
C. Present the group poster project to the class. They will be in groups of four (chosen
by the teacher; pairs from earlier are combined) and have to find all ten ad techniques
in various print media (magazines, catalogs, and newspapers). Refer to rubric for
grading.
D. They will glue at least one example of each technique on the poster and label it
neatly. Then, on a separate sheet of paper, they will explain how the technique is
being used. Students decide which job they will have; there are four jobs, although
students can help each other:
1. ad finder/cutter and cleaner—finds as many ads as he/she can in magazines
and neatly cuts them out; at the end cleans up the paper pieces
2. the ad selector—figures out what technique that ad is and decides whether or
not it gets put into the poster. If so, why (so which technique will it
represent).
3. poster placement/gluer/maker—physically creates the poster using glue,
markers, etc.
4. ad technique explainer—on a separate sheet of paper explains in writing how
each ad is using the technique identified by the group.
E. Give groups two minutes to meet and decide what job each person will have. Have
each member get the supplies needed for the poster:
1. ad finder—gets four magazines
2. ad selector—gets scissors and glue
3. poster maker—gets poster and markers
4. explainer—gets paper and pencil
F. They can use the rest of the time to work on the posters.
III. Closing
G. Five minutes before the end of class, stop all activity and review the poster
requirements and grading.
H. Student groups must clean up before leaving. Each group is dismissed one by one
once the teacher sees they have put everything away and all scraps are in the garbage.
Day 3
I. Hook (Opener/Attention getter)
A. Show students examples of past posters to give ideas. Highlight what was done well
on each poster.
B. Ask for questions, and then have groups working. The poster is due at the end of the
period.
II. Lesson (Lesson plan and how you will teach the content)
A. Students work on posters. Teacher circulates, offering help and encouragement.
Teacher also reminds students of time.
III. Closing
C. Five minutes before the period’s end teacher tells students to wrap up and to start
clean up.
D. Students are required to submit completed poster to be dismissed. Any group not
completed can come in for recess or early tomorrow morning to finish (teacher writes
them a pass).
E. Remind students to study the techniques and to be ready to present the posters
tomorrow.
Day 4
I. Hook (Opener/Attention getter)
A. POP QUIZ! Teacher puts up an advertisement (a past book report poster advertising
the book the student read) and tell students to identify and explain the techniques they
see. They must identify 5 for full credit; they can get 1 point extra credit if they find
6.
II. Lesson
A. Have students exchange papers and grade each others’ quizzes. Review answers
together to ensure understanding.
B. Students present their posters. Each group comes up and, taking turns, they present:
1. What service/product the ad is promoting
2. What technique the ad is using
3. How the technique works
C. Teacher grades the posters (using explained rubric) while students present.
D. After students present, the teacher presents the final project, a book report. You’ve
learned about ad techniques. You’ve been shown ad techniques. You’ve found
ad techniques in your posters. You’ve even presented the techniques to the rest
of the class. Now, you are going to be the creators of an advertisement and
CREATE your own ad using the techniques you’ve learned.
E. Hand students the book report forms. They have two options. The first one is to
create a poster displaying 5 of the 10 ad techniques learned in class (the poster must
also have a literary theme with quotes, basic book information, explain what
techniques are used and how (on the back of the poster), and include at least one
illustration). The other option is to make a commercial (either TV, in which case they
record and present it, or for radio, in which they read it aloud to the class) advertising
the book. This second option has a written portion in which they need to also identify
a literary theme, provide a transcript of their commercial, and also explain which ad
techniques they used and how.
III. Closing
A. Show students examples of both book report choices and answer any questions.
Review the due date and make sure students write the homework (book report) and
due date in their notebooks.
B. Students should then create three deadlines for themselves by which they will show
the teacher the partially completed book report. Once these are decided
(independently) and shown to the teacher, they are dismissed.
Culminating Evaluation
Following the cooperative lessons and final culminating art project, students will be responsible
for writing a 5-paragraph essay (intro, 3 body paragraph answering the three questions, and a
conclusion) reflecting on the unit. These will also be available on the website along with the
culminating art projects.
Your essay assignment is to reflect on what you’ve learned about advertising in each of your classes
and see how it applies and relates to you. Begin with an intro paragraph that explains what you’ve
learned from the unit. Then, answer the following three questions (each one would probably be an
effective body paragraph).

Why is it important to think about advertising and its effects on the world, our society,
adolescents, and kids?

How will you use what you’ve learned about advertising to make decisions in the future?
Be descriptive and give specific answers.

How can you see advertising related to you different classes?
Finally, conclude with some final thoughts on what you’ve gotten out of the unit. See the rubric for
the final grading criteria.
ADVERTISING FINAL REFLECTION RUBRIC
ITEM
1. Brainstorm and Tree Map--PREWRITE
o completed
o outlines the paper’s idea
o on time
2. Draft 1—EDITING AND REVISION
o completed peer edit
o typed or written neatly
o on time
3. Final paper—FINAL DRAFT AND PUBLICATION
o ideas—10 pts
o stays on topic
o topic support/examples
o explanation of examples
o organization—10 pts
o solid intro/conclusion
o logical order
o easy to follow/understand
o voice—5 pts
o authentic writing
o appropriate academic language and tone
o word choice—10 pts
o uses only 3rd person
o no plagiarism
o proper citation
o sentence fluency—5 pts
o fluidity (smooth flow)
o use of transitions
o conventions—10 pts
o who/that rule
o number agreement
o comma splices
o correct heading/bibliog.
o punctuation, mechanics, capitalization, grammar
TOTAL
POINTS
10
10
50
70
EARNED
APPENDIX
ILA 8
BOOK REPORT ASSIGNMENT
BOOK REPORT NUMBER
DUE DATE_______________
PROJECT:
DESIGN A POSTER TO ADVERTISE YOUR BOOK
PURPOSE:
TO INFORM PEOPLE ABOUT YOUR BOOK AND
TO PERSUADE SOMEONE ELSE TO READ IT USING 5 AD TECHNIQUES
MATERIALS: MARKERS
PENS /PENCILS
POSTER BOARD
RULERS, SCISSORS, GLUE, ETC
COMPUTER GRAPHICS
MAGAZINE PICTURES
FORMAT

Your poster should range in size from a minimum of 15 X 20 to a maximum of 36 X 48. Use stiff
material for your poster (poster board, cardboard, or tag board are acceptable). No regular
paper.

Design an appropriate illustration for your ad that reflects a scene from the book. This may be
photocopied from another source, but YOU must color it and it must be large enough to catch the
viewer’s attention. You may also assemble a collage-style illustration from magazine pictures, or
you may do an original drawing.

Be sure to include the title, author, publisher, price (make one up) and # of pages on the poster.

Instead of a traditional summary, you are going to do a mini literary analysis. Pick a theme your
book addresses. Remember, themes are usually messages, lessons, or ideas the author wants
the reader to understand and think about. For example, possible themes in The Giver would
include “the price of freedom” and “the importance of love.” Think about the theme in your book,
and then identify TEN quotes in the book that demonstrate that theme. Finally, explain HOW the
quote reinforces that theme.

You must also incorporate at least 5 of the 10 methods of advertising studied in class. See the
ad techniques handout from class. These techniques include bargain price, plain folks, snob
appeal, word magic, direct order, jokes, facts and figures, transfer, testimonial, and bandwagon.
On the back of the poster, list the methods you used and how you used them.

It would be a nice touch to also include a picture of the author or the titles of other books by the
same author. These do NOT count as your illustration, however.

Also include a review of the book on the front of the poster. Rate your book from one to four stars
(****), with one meaning poor and four meaning excellent. Provide a short explanation (75-100
words) of your reasons for your rating of the book.
EXPECTATIONS

Artwork needs to be neat, colorful, easy to see, and should indicate care and thought. Hasty
pencil drawings are not appropriate.

You may write out written portions, as long they are legible and neat; however, typing is
preferred.

Use complete sentences and correct paragraph form. Content, spelling, grammar, and other
mechanics should be correct.

Write your heading (name, date, teacher, subj, and project #) in one of the front corners of your
poster.
GRADING—see rubric below
PRODUCT GUIDE: AD POSTER
PARTS
HEADING on front
POINTS
2
TITLE OF BOOK
AUTHOR AND PUBLISHER
PAGE NUMBERS
ILLUSTRATIONS
5
8
CONTENT:
\LITERARY ANALYSIS
22
AD TECHNIQUE USED
20
BOOK REVIEW
6
NEATNESS
5
MECHANICS
10
OVERALL VISUAL
IMPRESSION
2
TOTAL
80
ATTRIBUTES
 NAME
 DATE
 SUBJECT AND PERIODS
 TEACHER
 PROMINENT
 LEGIBLE
 ACCURATE
 QUALITY
 COLORFUL
 NEAT
 RELATED TO BOOK
 THEME IS IDENTIFIED (2 pts)
 10 separate quotes from the book (1 pt each)
 each quote is explained (how does the quote
explain the book’s theme?) (1 pt each)
 DISPLAYS 5 AD TECHNIQUES (2 pts ea)
 CLEARLY AND NEATLY DISPLAYED (5 pts)
 EXPLANATION OF EACH ON BACK (5 pts)
 RATING OF 1 TO 4 STARS (1 point)
 EXPLANATION FOR THE REVIEW USING
EXAMPLES (4 points)
 AT LEAST 75 WORDS (1 point)
 CLEAN COLORING, LETTERING,
PICTURES, ETC. NO SMEARING
 LINES ARE STRAIGHT
 WRITING IS TYPED OR PRINTED NEATLY
 CORRECT SPELLING
 CORRECT PUNCTUATION
 CORRECT CAPITALIZATION
 COMPLETE SENTENCES
 CORRECT GRAMMAR

APPROPRIATE SIZE, DESIGN, CREATIVITY
ILA 8
BOOK REPORT ASSIGNMENT
BOOK REPORT NUMBER
DUE DATE_______________
PROJECT: PRESENT A COMMERCIAL TO ADVERTISE YOUR BOOK
PURPOSE:
TO INFORM PEOPLE ABOUT YOUR BOOK AND
TO PERSUADE SOMEONE ELSE TO READ IT USING 5 AD TECHNIQUES
MATERIALS: PAPER
PENS /PENCILS
VIDEO CAMERA (if doing a TV commercial)
PROPS (if doing a TV commercial)
FORMAT

Your commercial should be about 1 to 2 minutes in length.

The commercial can be read (for a radio commercial) or shown (for a TV commercial).

Be sure to include the title, author, publisher, price (make one up) and # of pages in the
commercial.

You must also incorporate at least 5 of the 10 methods of advertising studied in class. See the
ad techniques handout from class. These techniques include bargain price, plain folks, snob
appeal, word magic, direct order, jokes, facts and figures, transfer, testimonial, and bandwagon.

The commercial project must also include a written portion. On it, you must first provide a
transcript of your commercial.

Also, instead of a traditional summary, you are going to do a mini literary analysis. Pick a theme
your book addresses. Remember, themes are usually messages, lessons, or ideas the author
wants the reader to understand and think about. For example, possible themes in The Giver
would include “the price of freedom” and “the importance of love.” Think about the theme in your
book, and then identify TEN quotes in the book that demonstrate that theme. Finally, explain
HOW the quote reinforces that theme.

Third, list the methods you used and how you used them.

Finally, include a review of the book in the written portion. Rate your book from one to four stars
(****), with one meaning poor and four meaning excellent. Provide a short explanation (75-100
words) of your reasons for your rating of the book.
EXPECTATIONS

You will present the commercial in class. If it is a TV commercial, be ready to act it out (or have it
recorded to play in class). If it is a radio commercial, you will read it to the class.

You may write out written portions, as long they are legible and neat; however, typing is
preferred.

Use complete sentences and correct paragraph form. Content, spelling, grammar, and other
mechanics should be correct.
GRADING—see rubric below
PRODUCT GUIDE: AD COMMERCIAL
PARTS
HEADING
POINTS
2
TITLE OF BOOK
AUTHOR AND PUBLISHER
PAGE NUMBERS
PRESENTATION
ATTRIBUTES
 NAME
 DATE
 SUBJECT AND PERIODS
 TEACHER
 ACCURATE
3
14
CONTENT:
\LITERARY ANALYSIS
22









AD TECHNIQUE USED
20




BOOK REVIEW
5
MECHANICS
10
OVERALL VISUAL
IMPRESSION







4

TOTAL
80
VOLUME (2 pts)
CLARITY (2 pts)
CREATIVE (2 pts)
RELATED TO BOOK (3 pts)
TRANSCRIPT PROVIDED (5 pts)
THEME IS IDENTIFIED (2 pts)
10 separate quotes from the book (1 pt each)
each quote is explained (how does the quote
explain the book’s theme?) (1 pt each)
COMMERCIAL INCLUDES AT LEAST 5 AD
TECHNIQUES (2 pts ea)
CLEARLY INCORPORATED (5 pts)
EXPLANATION OF EACH IN WRITTEN
PART (5 pts)
RATING OF 1 TO 4 STARS (1 point)
EXPLANATION FOR THE REVIEW USING
EXAMPLES (3 points)
AT LEAST 75 WORDS (1 point)
CORRECT SPELLING
CORRECT PUNCTUATION
CORRECT CAPITALIZATION
COMPLETE SENTENCES
CORRECT GRAMMAR
APPROPRIATE CONTENT, DESIGN,
CREATIVITY
WRITING IS TYPED OR PRINTED NEATLY