Moline+-+Advertising+Unit

Indiana English Standards (Freshmen and Seniors) 9.2.7 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text. Example: Analyze the language and images used in print advertisements or electronic media and evaluate how the advertisement is written and designed to convince a potential customer to use a product.

12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Example: Evaluate campaign documents from different candidates for a local or school election or opposing position papers on a policy issue, such as a citizen’s right to privacy or raising taxes, and critique the arguments set forth. Address such issues as how candidates/supporters of an issue try to persuade readers by asserting their authority on the issues and appealing to reason and emotion among readers.

Technology Skills Standard 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. This standard applies to both, but is a particular focus for the freshmen.

4.1.7 Use social networks and information tools to gather and share information. This standard applies to the senior project.


 * Unit: Our Material World: Understanding Advertising and Consumer Culture**

Freshmen are just starting to enter the world of consumer culture. As kids at this age earn their driver’s license and begin to either work a part-time job or receive money from their parents, they are bombarded by advertisements. It is important, therefore, to educate freshmen in making wise choices about what they by and how they react to advertising. That is why state English standard 9.2.7 is so relevant and essential.
 * Overview and Lesson Comparison**

Seniors, similarly, are about to take a big step that involves a different kind of immersion in consumer culture. While 80% of the seniors at my school go on to postsecondary education of some kind, most of them cannot afford //not// to work at the same time, at least on a part-time basis. Those who intend to begin a career directly out of high school are certainly taking a new step, as they will need to consider all of the “adult” types of purchases they will be faced with such as buying a new home. State standard 12.2.6 applies to the realm of advertisements in that they seek to //argue//, in a way, and address reader concerns and counterclaims regarding certain products.

This lesson allows students to progress from analyzing the ways advertisements try to appeal to consumers to taking on the role of a company in attempting to make those appeals. It is far easier to analyze an advertisement with a set of criteria than to create an advertisement from scratch, using knowledge of the culture of advertising and with a specific audience in mind.

Technologically, as freshmen, students move from presenting their work with a simple PowerPoint presentation, a one-off physical representation of their work that unfolds in the linear process of the PowerPoint presentation. Users are able to view, use, and assess the information to an extent, but that interaction is much more enhanced in the senior-level project. As seniors, the interaction with the work becomes far more advanced both from the creator and the user perspectives. Rather than a simple PowerPoint presentation, students are required to incorporate several different items into their blog (including, among other things, a company label, mission statement, product line, and one technical manual for a chosen product). Users may choose the order in which they approach the student projects, interacting as they see fit with the various pieces of the project. A blog also allows for comments, of course, and this type of real-time interaction is also incorporated into the lessons.

Standard 3.1.4 states that students should be able to “use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.” A natural progression of this, as is the case in these units, is to take the step from displaying knowledge and understanding to actually interacting with other users. That is what happens in standard 4.1.7: students “use social networks and information tools to gather and share information”. Blogs are a social network in that they allow comments and, if one chooses, can be restricted to only those users the creator desires to be allowed on the blog. The lessons learned as freshmen, using a particular piece of technology, are then applied to an even larger piece of technology (the blog) on which the use PowerPoint is just a small component of a larger presentation.

The scaffolding aspect for freshmen involves a much more structured pace and set of requirements. In my experience, seniors are able to focus more on larger tasks, organize their time and resources, and create goals and deadlines appropriately. This is important for seniors as the level of independence they are about to achieve as college freshmen is one that they are unfamiliar with to this point. Being self-disciplined and working with a group become even more important in the worlds of college and work. This drives the expectations as well; seniors should stay on track with goals and deadlines as they work with partners in completing required elements of the project.

The role of the student information scientist should naturally change from freshman to senior years as students become better synthesizers and understanders of information. With practice and repetition comes deeper understanding. The same holds true for technology. Piece by piece, students should be introduced to all aspects of available technology. The senior project seeks to incorporate as much of that technology as possible.

Instructional specialists’ roles also change from direct instruction and taskmaster to guide and supporter. The freshman project involves a specific set of presentations, guidelines, and set due-date criteria. It involves deadlines for specific steps and requires a firm foundation in consumer culture before students are set free to work on their projects. The senior project, however, gives students much more self-directed time. They already have the foundation in consumer culture. They know the specific audience types, for example, and have analyzed images both in print and on television to become savvy consumers. The classroom teacher will assist in the specifics regarding the lessons such as the audience focus, image choice, and writing requirements. The media specialist is to assist with the technological aspects such as setting up a blog, using PowerPoint or other software, and doing things such as posting blog comments.

Select one of the advertisements given to you in class. Using Microsoft PowerPoint, analyze each “layer” of the advertisement. See each handout, and the example, for more information.
 * Lesson 1: Freshmen**

9.2.7 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text. Example: Analyze the language and images used in print advertisements or electronic media and evaluate how the advertisement is written and designed to convince a potential customer to use a product.

In the process of creating your own company, create your first advertisement. Focus on the type of audience, wording, and use of images in your ad. Be sure to detail each of these, discussing why you chose each of the elements. Post this first advertisement in your group’s advertising company blog. The format is up to you. See the example for more information. 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Example: Evaluate campaign documents from different candidates for a local or school election or opposing position papers on a policy issue, such as a citizen’s right to privacy or raising taxes, and critique the arguments set forth. Address such issues as how candidates/supporters of an issue try to persuade readers by asserting their authority on the issues and appealing to reason and emotion among readers.
 * Lesson 2: Seniors**


 * Files for these lessons:**

[|Project Example] This will be used for the freshmen to see what their project looks like. Then, as seniors, I would show this again - letting them know that I will be analyzing their advertisement in the same way to be sure their intended audience and demographic groups are accurate as well as a visually and textually accurate (and pleasing) display. [|Freshmen Project Rubric] [|PowerPoint Presentation of Unit for Freshmen] (This is three days' worth of presentations combined in one file for space purposes)

What follows is a similar assignment geared toward 4th & 5th grade students. In //Psychology Applied to Teaching//, Snowman & Biehler state the following in regards to fourth and fifth graders: “[they] can think logically, although such thinking is constrained and inconsistent” (80). The following assignment helps 4th and 5th graders practice thinking logically. Time Frame: 1 or 2 class periods Grade Level: Grades 4, 5 Module Overview: Elementary students use viewing skills to understand the constructed nature of television commercial advertising. http://www.frankwbaker.com/buy_me_that_lesson_revised.htm Lesson created by Frank Baker, South Carolina Media Educator

Text Sets Before beginning the module, the teacher may want to create texts sets to use as a classroom resource that include titles in a variety of genres and reflect the diversity of the students. Text sets should include titles that can be used for read alouds, additional reading, research, or additional enrichment and reading for pleasure. Magazines: Nickelodeon; Disney Adventures; Any other magazine aimed at this age group that contains ads for toys Videos: Buy Me That, Too: A Kids’ Survival Guide to Advertising (a Consumer Reports/HBO Special ) TV Planet: Discover the Secrets of Television ([|http://www.rmpbs.org/tvplanet) Books: **Before the lesson begins**: Teachers should plan to pre-record any number of channels (Disney, Cartoon, Nickelodeon, Saturday morning) in order to have at least one toy commercial for each gender. (Fair-use guidelines of the federal copyright law allow teachers to record these and use them for instruction.) Check out the video TV Planet, Discover the Secrets of Television (http://www.rmpbs.org/tvplanet). It includes a segment on commercials that is appropriate for viewing. Teachers should also log onto the “Buy Me That” website (http://www.frankwbaker.com/toys.htm) to download the following handouts: ·  Questions to Ask About TV Toy Advertising ·  <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Attributes of Commercials Aimed at Boys and Girls ·  <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Common Advertising Strategies ·  <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Toy Ad Tricks <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Use the handout of Vocabulary Words to familiarize the students with the language of commercials. <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">**For the Lesson**: <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Write the following questions on the board: <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">“What is a commercial?” <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">“What are commercials designed to do?” <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">A general discussion can bring out the role of advertising on television and how these spots are designed to get the public to feel good about a product. <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Students should understand the concept of target audience. The maker of this toy has purchased the air time for this commercial on this channel in order to reach the consumer or the person most likely to be interested in the toy or who might convince Mom or Dad to “buy me that.” <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Teachers can talk about attributes of commercials aimed at girls and those aimed at boys. What do we know? What can we guess? Review specific attributes and write them on the board. The teacher might also talk about a toy commercial that all can relate to such as GI Joe or Barbie. <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">After the discussion and initial commercial viewings the teacher should distribute the Analyzing TelevisionToy Commercials rubric to each student and review each of the questions on it. <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">The teacher plays the commercial. Students complete the rubric (included below) upon watching the commercial. It may be helpful to show the commercial more than once. Thirty second commercials go by quickly and with repeated viewings more details can be picked up. Interactivity is encouraged at this stage. <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Sometimes a toy does not perform as advertised. (This is highlighted well in a video entitled “Buy Me That Too.”) The students may have experiences to share, in which a toy they received for a birthday or holiday failed to perform as advertised. Encourage the students to share orally or write about their experiences. <span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Students will analyze toy commercials using the **<span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Analyzing Television Toy Commercials **<span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> rubric. <span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> created by Frank Baker ©2004 Teachers: use this worksheet as a handout for students who will be studying television toy advertising. As students watch commercials, they should fill in the blanks below. For more info go to http://medialit.med.sc.edu/toys.htm
 * Made You Look: How Advertising Works and Why You Should Know—Shari Graydon http://www.made-you-look.ca/
 * //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Media Wise: Advertising //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">—Julian Petley (Amazon.com)
 * //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">The TV Book Talking Back To Your TV //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">—Shelagh Wallace Annick Press
 * //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Television: What’s Behind What You See //<span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">—W. Carter Merbreier (Amazon.com)
 * <span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">TV Toy- Ad Analysis Worksheet **<span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">

<span style="FONT-FAMILY: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> Manufacturer || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Target audience: (boys/girls) || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Phrases or slogans (or other key words) || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Visuals (Camera, lights) || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Describe the music or sound effects || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">*Technique of Persuasion used ||
 * <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Name of Toy/
 * <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Ad #1 || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">

||  || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> ||
 * <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Ad #2 || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">

||  || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">

||  || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> ||
 * <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">Ad #3 || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">

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||  || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin"> || <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">***Common techniques of persuasion:**

Cool kids: everybody wants to be these kids Family fun: the ad shows a product as something that instantly helps families have fun together Excitement: the product is the key to amazing fun and adventure. Star Power: a huge celebrity uses this product Bigger is better: this ad makes the product look bigger than it actually is Repetition: manufacturers hope that if you see or hear the product name a lot, you will want it Feel Good: this ad tells a story that makes you feel good. Sounds good: Manufacturers use music and other sound effects to grab your attention and make the product appealing. What’s missing?: The ad doesn’t give you the full story about the product. Cartoon characters: They help you remember the product (example: Tony the Tiger) Weasely words: using words or phrases that are misleading

Source: http://www.agclassroom.org/teacher/pdf/key_ingredients.pdf (Jacob)

Sarah MacMillan: additional lesson for 7th grade Standard 2: The student who is information literate evaluates information critically and competently. 7.2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping 7.2.8 Identify methods (such as repetition of words, biased or incomplete evidence) an author uses to persuade reader Variety of magazines or newspapers with advertisements Students will recognize different persuasive techniques in a variety of advertisements Review different persuasive techniques used in advertising Recognize and evaluate different types of persuasive strategies in advertisements Look at different types of print and televisions advertisements Discuss techniques that advertisers use to persuade consumers to use their product Brainstorm all of the different techniques that students see in the advertisements Discuss in detail different types of persuasive techniques (for example, emotional appeals or appeals to desire for popularity) Students look through different advertisements to find examples of persuasive strategies Create a collage with examples of the different persuasive strategies <span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin">
 * Subject/Topic:** Advertising
 * Grade:** 7th
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