Students will understand that writers use various techniques to persuade an audience. In addition, they will develop an awareness of how the media works to persuade them as the consumer.

Students will:

1. Interpret their thoughts about various pictures, symbols, and slogans.
2. Create a visual representation of various feelings and emotions to infer what the advertiser could be selling the consumer.
3. Create an advertisement using the various learned techniques.
4. Present their advertisements to the whole class to assess which ads are the most convincing.
   

Directions

Day 1
Step 1: Introduce the concept of persuasion through advertising by passing out samples of magazine advertisements.

Step 2: Conduct a class discussion about what makes the advertisement attractive and convincing. Ask students for examples and allow them to discuss the difference between the pictures, symbols and/or slogans that they found. Students should hold up the advertisement as a visual reference while it is being discussed.

Step 3: During the class discussion, make three columns on the board and label them: Pictures, Symbols, and Slogans. Based on the class discussion, list examples of what students' qualify each as a picture, symbol, or slogan and write various examples in each column.

Day 2
Step 1: Distribute Worksheet 1 to students and place transparency copy on overhead.

Step 2: Ask students to quickly brainstorm what comes to mind when they see the symbols or read the catchwords and catchphrases in column 1. Write students' responses in the second column. Students will write their responses on their own worksheet.

Step 3: With the class, discuss what transfer means in persuasive writing: the appeal to emotions and feelings through pictures or phrases.

Step 4: Have students keep their worksheet for future reference.

Day 3
Step 1: Distribute Worksheet 2

Step 2: Divide the class into four or five groups. Each group will study the classroom collection of magazine advertisements from Day 1.

Step 3: In column 2, each group enters at least one example of a picture or catchphrase that appeals to the emotion.

Step 4: In column 3, the group enters the product or service that the advertiser is selling.

Step 5: Have each group present their entries to the whole class and discuss what is persuasive about them.

Day 4
Step 1: Hand out the advertisement examples and go over the following:

Day 5
Step 1: Distribute construction paper, colored pencils, and markers.

Step 2: Ask students to work independently or with a partner to write/design an advertisement.

Step 3: Students will publish their advertisements by presenting them to the class.

Step 4: Conduct a class discussion by studying each ad and determining how well the advertiser followed the guidelines.

Supporting All Learners

1. Have students find an advertisement in a magazine or newspaper that: uses a visual symbol, has a catchphrase, explains the product, convinces the customer to come to the sale, and buy the product.
2. Analyze an advertisement for its color, font size, and placement of graphics/pictures. Have students write a reflection about what they found.

Lesson Extensions

Students can create a commercial for their advertised product.

1. Students may work individually or in groups and write a script for the commercial.
2. Students will act out the commercial/skit for the class.

Assignments

1. Have students find an advertisement in a magazine or newspaper that: uses a visual symbol, has a catchphrase, explains the product, convinces the customer to come to the sale, and buy the product.
2. Analyze an advertisement for its color, font size, and placement of graphics/pictures. Have students write a reflection about what they found.

Evaluation

Was there enough time? Were the students successful in completing the assigned worksheets? Could the students present their advertisement in a convincing and persuasive manner?