advertisement assignment middle school

How to Write an Advertisement: A Complete Guide for Students and Teachers

As with persuasive texts in general, advertisements can take many forms – from billboards and radio jingles to movie trailers and pop-ups on your computer.

In this guide, we’ll work towards writing a standard magazine-format advertisement known as the print ad. Print ads are text-heavy enough to provide something meaty for our students to get their teeth into. Though advertisers are increasingly overlooking print ads in favor of more trackable and often cheaper digital forms of advertising, the same strategies and techniques can apply to both.

Likewise, strategies such as emotive language and other persuasive devices are essential when writing ads. Much of the writing advice that follows applies to the other persuasive texts , which can also be found on our site. Be sure to check it out, also.

Let’s explore the structure and persuasive elements that make an advertisement successful. These elements combine to make us think and act favourably about a service or product. So let’s get into it and learn how to write an advertisement.

A COMPLETE UNIT ON ADVERTISING FOR TEACHERS & STUDENTS

Teach your students essential  MEDIA LITERACY SKILLS  with this  COMPLETE UNIT  on  ADVERTISING.  It’s packed with  ENGAGING, INFORMATIVE & FUN  activities to teach students the persuasive techniques to  READ ADVERTS  and the skills to  WRITE ADVERTS.

This  COMPLETE UNIT OF WORK  will take your students from zero to hero over  FIVE STRATEGIC LESSONS  covered.

PERSUASIVE TECHNIQUES TUTORIAL VIDEO (2:20)

STRUCTURE AND FEATURES OF ADVERTISEMENTS (PERSUASIVE ELEMENTS)

For students to create their own advertisements and successfully employ the various persuasive techniques, they’ll first need to develop a clear understanding of an advertisement’s underlying structure. We’ll explore the primary structural elements and features of advertisements, though the order of how these appear varies from advert to advert. Here, we’ll take a look at the following persuasive text elements.

• Call to Action

THE BRAND NAME AS A PERSUASIVE ELEMENT

The brand name of the product or service frequently comes at the top of the advertisement – though not always. One of the first tasks for students when writing their own advertisement is to decide on a name for their product or service.

Please encourage students to select a name that reflects the product, service, or values they wish to present to their audience.

Brand names have evolved from being wordy and aspirational to very short and snappy since the inception of the internet, so they can be found easily on a search engine.

BRAND NAME CONSIDERATIONS

• What are the names of similar already existing products or services?
• Does the name look and sound good?
• Is the name short, punchy, and memorable?
• Does it evoke a feeling or an idea?
• Is it distinctive and original?

THE AUDIENCE AS A PERSUASIVE ELEMENT

An advertisement’s target audience may not always be immediately apparent and often needs to be inferred through language and imagery choices made by the writer.

However, who the target audience does need to be decided before writing as it will inform subsequent choices on the use of language (e.g. pronouns, tone, etc.) and imagery.

There are several ways to help students determine their target audience. A good starting place is for them to consider creating a target persona, a fictional character who represents the type of person their product or service is aimed at.

• Education level
• Marital status
• Likes/Dislikes
• Who they trust
• What they read/watch

An effective print advertisement presents a product or service in an appealing manner. It quickly conveys essential information about that product or service. It will include a clear and specific offer and also provide the information required for the reader to act on that offer.

Once we have the brand name sorted and the audience defined, it’s time to look at the critical structural elements to consider when writing an ad. It’s important to note that not every element will be used in every ad, but the following model serves well for writing most print advertisements.

THE HEADLINE AS A PERSUASIVE ELEMENT

The ad headline should provide a short, snappy preview of what the reader will find in the copy. A good headline grabs the potential customer’s attention and makes them want to read the rest of the ad. There are several tried and tested means of writing a good headline. Here are 3 of the most effective:

The Problem/Solution Headline – This headline details a problem a potential customer may be facing and offers the solution in the form of the product or service. For example: Tired? Sluggish? Overweight? Excero Bike Gets You Where You Need to Go, Fast!

The Testimonial Headline – This headline uses a quote from a customer’s positive review to help sell the product or service. The testimonial allows the potential customer to see some ‘proof’ upfront before buying. “With the Excero Bike, I lost 15lbs in 15 days. I’m now thinner, fitter, and much, much happier!”

The Question Headline – This headline asks a question that the target customer will be seeking an answer to, for example, “Are you paying too much for your x?” Are You Paying Too Much for Your Gym Membership?

THE LOGO AS A PERSUASIVE ELEMENT

Logos are visual representations of a brand and are used to help promote a range of products and services under a single umbrella and also to allow for quick identification by the reader. They are more of a design element than a writing one.

THE SLOGAN AS A PERSUASIVE ELEMENT

A slogan is a phrase or a short sentence used to represent or sell a particular brand. Usually, they’re designed to be short and snappy to help make them more memorable for readers. Slogans often use alliteration, rhyme, puns, or other figurative language techniques to make their message more memorable.

THE OFFER AS A PERSUASIVE ELEMENT

A good print ad makes readers an offer. This is usually in the form of a benefit the potential customer will gain or a motivating reason for finding out more about the product or service.

The Offer acts as a ‘hook’ that maintains the reader’s focus and draws them into the body of the ad. It can take the form of a time-limited discount or a 2-for-1 offer, etc. This Week Only – 25% Off!

Offers can also form part of the Call to Action at the end of the ad – more details on this soon.

THE BODY COPY AS A PERSUASIVE ELEMENT

Good body text (or body copy) in an ad is well-organized and quickly gets to the point. Readers want to get the necessary information with minimum effort. For the writer, this requires skill, patience, and much editing. There are several different types of body copy that students need to consider when writing their ads. Let’s take a look at 5 of these:

Factual – Factual copy gives the reader just enough factual information about the product or service to persuade them that it’s worth buying.

Humor – Using humor is a tried-and-tested means of making an ad memorable. To use it successfully, students will need to have an excellent understanding of their target audience.

Narrative – This copy tells a story as a way to draw the customer in. Many people are resistant to direct selling. Narrative copy uses the power of storytelling to build a connection with the customer to ‘soft sell’ to them.

Testimonial – While testimonial content usually comes from a customer, it can also come from experts, celebrities, or any kind of spokesperson. The testimonial is based on what the customer or spokesperson liked about the product or service. Testimonials are often woven into the humanity of the ad. This copy appeals to emotions. Rather than boasting directly of the benefits of the product or service, this type of ad evokes the senses and appeals to emotions.

The body copy might include details of available products or services, special offers, or specific information the advertiser wants potential customers to know. Subheadings and bullet points can help organize the text and make information easier to find. Texts should be short and easy to read. Walls of text can be off-putting; if the language is too complex, it may turn off potential customers.

THE CALL TO ACTION AS A PERSUASIVE ELEMENT

The Call to Action or CTA frequently comes at the end of the advertisement. It’s usually made up of a few sentences that invite the reader to take a specific action. This action might take the form of buying the product, sharing contact information, or, in the case of an online ad, clicking on a link to find out more about the product or service.

Call to action Contexts:

• An electronics company encouraging readers to buy their new computer
• A helpline requesting readers to call a number
• A political party urging readers to vote for them in an upcoming election
• A travel agent appealing to readers to book
• A travel agent appealing to readers to book their next holiday through them

There are many ways to write a CTA but some effective strategies that are commonly used include:

• Start with strong action words urging the reader to take action, e.g. Join, Discover, Order, Subscribe, Buy , etc.
• Let the reader know precisely what you want them to do.
• Ensure the necessary contact details are included, e.g. address, email, website address, phone numbers, etc.
• Motivate the reader to take action through the use of promotional offers, e.g. Get 50% off or Book your free consultation today!
• Provide a reason to take action by communicating the benefits, e.g. Losing weight, Saving money, Performing better, etc.
• Use numbers to appeal to the reader, e.g. Save 20% on your next video, Now with 33% extra free! etc.
• Make your audience an offer they can’t refuse, e.g. Book Your School Marketing and Promotion Analysis today – No Strings Attached.
• Create a sense of urgency by limiting a special offer in some way, e.g. 25% off for the first 100 customers, Free T-shirt if booked today, Buy 2 get 1 free this month only , etc.

PERSUASIVE DEVICES

The use of persuasive devices is an essential aspect of writing an advertisement. Our students must clearly understand the following strategies to confidently produce an advertisement that works.

ALLITERATION IN ADVERTISING

This is a literary device that involves the repetition of the initial letter or sound of consecutive words or words near each other. It’s more commonly associated with poetry than nonfiction text types; however, it is also a popular technique used in advertising. Alliteration can help make brand names more memorable. Examples abound, e.g. PayPal, Coca-Cola, Range Rover, and Krispy Kreme, to name but a few.

It’s not just in company names that you’ll find alliteration at work, though. We can also see alliteration alive in slogans such as:

The best four by four by far – Land Rover

Made to make your mouth water – Opal Fruits

Greyhound going great – Greyhound

Don’t dream it. Drive It. – Jaguar

EMOTIVE LANGUAGE

Using emotive language involves deliberately choosing words to provoke an emotional response in the reader. Different ways exist to express the same idea.

We can choose to put a positive, neutral, or negative spin on the same event through the words we select. For example:

Positive: She triumphed gloriously against stiff competition in the spelling bee.

Neutral: She won the spelling bee.

Negative: She received first prize in the poorly attended minor-league spelling bee.

Asking questions can help to engage the reader and persuade them to come to the desired conclusion by themselves. This is the ad equivalent of the ‘show, don’t tell’ mantra employed by fiction writers.

As with all the techniques and strategies, this technique must be used with care. It can have the opposite of the desired effect, such as building resistance in the reader, if used carelessly. Students should avoid making hyperbolic suggestions with their rhetorical questions. For example, the question “Want to lose 50lbs in 2 weeks?” implies a highly exaggerated claim that most intelligent readers will not believe. In this instance, the rhetorical question detracts from the ad’s effectiveness rather than enhances it.

The most important thing for students to remember when using this technique is that they should only ask rhetorical questions in their ads when they can predict with a reasonable degree of certainty what the answer will be in the reader’s mind. Nine times out of ten, that answer should be a simple yes. Questions should be straightforward, as should the answers they generate.

Advertisers know that we usually need to see or hear things several times before we’ll remember them. Also, the reader is more likely to believe something true the more frequently they hear it. For these reasons, advertisements rely heavily on repetition to drive their message home.

In advertising, the repetition of certain keywords or phrases is used to emphasize a specific idea or emotion. When used well, it can increase the overall effectiveness of an ad. However, students should be careful not to bore the reader. Repetition should always be used strategically.

Repetition doesn’t just involve the repeating of words. It can also include repeating colors and images.

Here are some examples of repetition at work.

ADVERTISING WRITING TIPS FOR STUDENTS

• Carefully Consider the recount TYPE and AUDIENCE before writing.
• Keep the title simple, e.g. My First Day at High School
• Organize the text using paragraphs, e.g. a new paragraph for each section. Use the first orientation paragraph to set the scene by introducing characters, setting, and context.
• Write the recount in chronological order – the order in which things happened and keep it in the past tense – relating events that have already happened.
• Choose the correct perspective from which to write the recount, e.g. personal recounts will be told from a first-person perspective (e.g. I, me, etc.). Factual recounts are most often told from the third-person perspective (e.g. she, he, they, etc.).
• Use time connectives to help organize the text and link the different sections of the recount together.
• Avoid repetitive use of language like then x, then y, and then z.”
• Aim to draw the reader into the action by using descriptive and figurative language
• Focus on the most critical/exciting parts.
• Use plenty of detail but ensure it is relevant to the purpose of the recount.

PERSUASIVE VOCABULARY

Vocabulary can elicit an emotional response beyond the literal meaning of the words used. When students understand this, they understand a powerful tool of persuasion.

PERSUASIVE ADVERTISING STRATEGIES

The Pain Solution: Persuades by highlighting a problem and suggesting a solution.

The Bandwagon: Persuades to do, think, or buy something because it is popular or because “everyone” is doing it.

The Testimonial: Persuades by using a previous customer or famous person to endorse a product or idea.

The Logical Appeal: Persuades by using reason, usually in the form of a claim backed by supporting evidence.

The Emotional Appeal: Persuades using words that appeal to emotions instead of logic or reason.

The Youth Appeal: Persuades by suggesting you’ll feel younger and more energetic using this product or service.

The Romantic Appeal: Persuades the reader by invoking the powerful and inspiring feelings of love.

The Empathy Appeal: Persuades the reader by encouraging them to identify with the plight of another.

The Testimonial: Persuades the reader by using a previous customer or famous person to endorse a product or idea

THE ROLE OF IMAGES IN AN ADVERTISEMENT

It’s a competitive world out there! Advertisements must catch and hold attention in an overwhelmingly noisy world, and images are a powerful means of doing this. Photos, pictures, diagrams, logos, color schemes – the visual look of an ad is as important as the text and, in some cases, more important!

Interesting images capture interest. They can intrigue the reader and encourage them to read the text they accompany.

Images also help the reader visualize the product or service offered. Advertising space can be expensive, and, as the old adage has it, a picture tells a thousand words. Images help advertisers make the most of their advertising real estate.

Students should carefully choose (or create) images to accompany their text. They should ensure that images are relevant and appropriate for their selling audience. They should look natural and genuine rather than posed.

Students can create their own images using their cell phones or graphic designer apps such as Canva .

This is our complete guide on writing an advertisement for students, and be sure to browse all our persuasive articles whilst you are here. Finally, we also have a complete unit of work on advertising for students and teachers that can be found here.

PERSUASIVE DEVICES TUTORIAL VIDEO

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Teaching Fact and Opinion

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• Resource Library
• Advertisements
• Advertising Techniques
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• Language of Persuasion
• Media Literacy
• Media and Information Literacy

Advertising Techniques Packet

Analyze and advertisement mini-poster project, language of persuasion presentation, lesson plan 3- advertising techniques- the language of persuasion, name that technique, technique review, weasel words presentation, lesson 3: advertising techniques- the language of persuasion.

Students will use the Five Core Concepts and Five Key Questions to analyze and evaluate media messages.  These concepts will serve as the "Big Ideas" or the "Enduring Understanding" that students will need in order to become media literate. 

Students will learn the Language of Persuasion used in advertising, specifically techniques that appeal to pathos (emotion), logos (logic), and ethos (credibility/character). They will use these techniques to analyze both print advertisements and television commercials. The lesson will culminate in the analysis of advertisements and the various techniques that they use as well as an evaluation of their effectiveness.

This is Part 3 of a 5 Part Unit:  Media Manipulation: What Are They Really Saying?

Students were given the Advertising Packet in Lesson 2 of this Unit (Fact vs. Opinion) and should have completed page 2.

Read the “History of Advertising” in Advertising Packet (pages 3-4).  Choose a reading technique to use while reading (popcorn, jigsaw, Talk To The Text).  The article contains important vocabulary as well as explaining how the business of advertising works. 

Students will then complete page 5 their knowledge of logos and slogans which makes a text-to-world connection.

Share some time with students sharing the slogans/jingles that they remember (this will be a fun activity).  Lead a class discussion:how do you remember the slogans/jingles? What makes a good slogan/jingle?

Optional: play a game!  Name that product, jingle game.  Create your own or use this video: https://www.youtube.com/watch?v=GjI_aP0tCHI

Optional: play classic jingles (Oscar Meyer, Coca Cola).  These are easily found on YouTube.

As a cute ending of the lesson, watch the commercial scene from the movie Inside/Out https://www.youtube.com/watch?v=SRoP4AN-cN4

You were given the Advertising Packet in Lesson 2 of this Unit (Fact vs. Opinion) and should have completed page 2 already.

Read the “History of Advertising” in Advertising Packet (pages 3-4). 

Complete page 5 using your knowledge of logos and slogans.

Share some slogans/jingles that youremember (this will be a fun activity).  Think: how do you remember the slogans/jingles? What makes a good slogan/jingle?

Begin by asking students if any of the jingles from yesterday were stuck in their heads?  How do they think that happend?

Read Page 6 in the Advertising Packet about Consuming Ads.  Students will need to brainstorm about all of the places they encounter advertisements/commercials.  

Is Seeing Believing? Advertising Packet Page7- Watch the videos and write 3 things that you learned from each video.  Students can watch them as a class and Turn and Talk to brainstorm what they learned or they can watch them individually on a personal device. Links:

Food Ad Tricks: Helping Kids Understand Food Ads on TV  https://www.youtube.com/watch?v=fUjz_eiIX8k

Tricks Advertisers Use To Make Food Look Delicious! DIY Food Photo Hacks and More  https://www.youtube.com/watch?v=MflT0I7ZPCs

29 COMMERCIAL TRICKS WE ALWAYS BELIEVED https://www.youtube.com/watch?v=gQzcno9r1OQ

Superhuman Tape Measure Skills DEBUNK  https://www.youtube.com/watch?v=rsXQInxxzBU&t=584s

Skiing Ostriches DEBUNK (Featuring the YouTube Algorithm) https://www.youtube.com/watch?v=H_slT5YpBok

Were any of the jingles from yesterday were stuck in your head?  How do you think that happend?

Read Page 6 in the Advertising Packet about Consuming Ads.  You will need to brainstorm about all of the places you encounter advertisements/commercials.  

Is Seeing Believing? Advertising Packet Page7- Watch the videos and write 3 things that you learned from each video.  You can watch them as a class and Turn and Talk to brainstorm what you learned or you can watch them individually on a personal device. Links:

Class discussion: 

What are your favorite commercials? Why?

How do ads work? 

What is the purpose of ALL advertisements?

What are the ones that work best on you on you?

Introduction to Ethos/Pathos/Logos. Packet Page 8.  Explain to students that these 3 techniques have been used for centuries to persuade.  These are techniques they use themselves when trying to persuade someone (even if they didn’t know they were using them!). Extension: Watch the Ethos, Pathos, and Logos by Studio Binder.  https://www.youtube.com/watch?v=lmR58_dqLxY

Begin the Introduction of the Language of Persuasion.  Language of Persuasion Presentation to demonstrate each technique. For each Language of Persuasion students need to categorize it as Ethos/Pathos/Logos (Packet Pages 9-12).

If class time is left over, watch a few commercials (or have students find links to their favorite commercials) and practice identifying the Language of Persuasion used.

Introduction to Ethos/Pathos/Logos. Packet Page 8.  These 3 techniques have been used for centuries to persuade.  These are techniques you use youself when trying to persuade someone (even if you didn’t know you were using them!). Extension: Watch the Ethos, Pathos, and Logos by Studio Binder.  https://www.youtube.com/watch?v=lmR58_dqLxY

Begin the Introduction of the Language of Persuasion.  Language of Persuasion Presentation to demonstrate each technique. For each Language of Persuasion you need to categorize it as Ethos/Pathos/Logos (Packet Pages 9-12).

If class time is left over, watch a few commercials and practice identifying the Language of Persuasion used.  Commericials can be found easily on the internet.

Today, students will examine the words used in advertisements and commercials.  Just as the lesson started with examining the difference between a fact and an opinion, today they will look at two different techniques that make opinions sound like facts: Puffery and Weasel Words. 

Read the top of packet pages 14-15 with students.  Check for comprehension by showing advertisements or commercials and asking them to spot the weasel words and puffery.  Optional: If students are struggling with comprehension, show the Weasel Words Presentation.

Students are broken into groups and given a magazine (or a curated presentation shared digitally).  They will then analyze the ads for Puffery and Weasel Words. Working together they will analyze the words contained in the advertisements for these techniques. 

Today, you will examine the words used in advertisements and commercials.  Just as the lesson started with examining the difference between a fact and an opinion, today you will look at two different techniques that make opinions sound like facts: Puffery and Weasel Words. 

Read the top of packet pages 14-15 with students. Optional: If you are struggling with comprehension, watch the Weasel Words Presentation.

With a partner or in a small group, analyze the ads given to your by your teacher for Puffery and Weasel Words. Working together you will analyze the words contained in the advertisements for these techniques. 

Day 7 with Optional Days 8-9

ASSESSMENT: Students will be shown commercials.  For each commercial the students will identify the techniques used in each.  Then they will evaluate the ad for effectiveness (Pages 16-18). Commercials can be found  easily on YouTube.  

Day 8-9 (Optional Project/Assessment)

Alone or with a partner (no groups of 3 please) deconstruct an advertisement

using the questions in Analyze an Advertisement Mini-Poster Project document. 

Students will choose an advertisement from the stack of available ads and answer the questions in the boxes below using complete sentences, correct spelling, and grammar!

Next, students will cut the boxes out from the document and glue them onto the construction paper with the advertisement.

ASSESSMENT: You will be shown commercials.  For each commercial you will identify the techniques used in each.  Then you will evaluate the ad for effectiveness (Pages 16-18). 

Alone or with a partner (no groups of 3 please) deconstruct an advertisement   using the questions in Analyze an Advertisement Mini-Poster Project document. 

You will choose an advertisement from the stack of available ads and answer the questions in the boxes below using complete sentences, correct spelling, and grammar!

Next, you will cut the boxes out from the document and glue them onto the construction paper with the advertisement.

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Lesson Plans

• Free Lesson Plans
• Teacher Videos
• State Standards

From buses to TV to the Web, ads are everywhere, and many target kids ages 8 to 12! Do your students have the critical thinking skills to understand ads, what they're saying, and what they want kids to do?

To help you equip your students with these valuable skills, the Federal Trade Commission (FTC), the nation's consumer protection agency, has created a comprehensive advertising literacy program, which includes free lesson plans. Developed for 5th and 6th grade classrooms with Scholastic, Inc., the lesson plans meet national standards for language arts and social studies, and many teachers report using them successfully in grades ranging from 3-9. As part of the FTC's Admongo campaign, the program helps kids learn to ask three key "critical thinking" questions when they encounter advertising:

• Who is responsible for the ad?
• What is the ad actually saying?
• What does the ad want me to do?

Do you want to teach your students to better understand advertising? Use the lessons and tools below to help your students answer critical questions and guide them toward becoming smarter consumers.

Hard Copies

Hard copies of the Admongo lesson plans are available for free. To order, visit ftc.gov/bulkorder .

Electronic Files

Use the below links to print out the entire program in just three files.

Classroom Poster

This printable poster can be hung in your classroom to get students excited about advertising literacy and serve as a reminder of the three key critical thinking questions.

Part 1: Lesson Plans and Student Worksheets

This packet has all of the in-class materials in one document, ready for review and reproduction. It includes an Education Standards Chart so you can easily see how Admongo fits into your requirements. Additional online lessons can be accessed and downloaded by clicking on Lessons 1 and 2 below.

Part 2: Bonus Activities and Family Handouts

This packet contains materials for continuing ad literacy at home, including homework assignments, a letter to parents, and a variety of family activities.

Lessons, Worksheets and Take-Home Handouts

The below links will allow you to explore and access the individual components of the Admongo classroom program.

Your students are exposed to advertising throughout their day. Use these lessons to equip your students with the critical thinking skills they need to navigate today’s media-rich world.

Lesson 1: Ad Awareness

This lesson invites students to explore what advertising is, what ads do, and who's responsible for the messages in ads.

Lesson 2: Ad Targeting and Techniques

This lesson allows students to learn how (and why!) advertisers choose certain techniques to reach a certain target audience.

Lesson 3: Ad Creation

This lesson lets students see how research affects how ads are created and targeted - and lets students create their own ad.

Lesson 4: A Smarter Consumer

This lesson asks students to reflect on how understanding ads helps them make better buying decisions (and be smarter consumers).

Student Worksheets

Use the printables below to support your teaching of the Admongo program. Each worksheet accompanies a lesson or bonus activity and can be used in the classroom or sent home with students for homework.

"Be Ad Aware" (PDF)

This worksheet asks your students to work in groups to review and compare advertisements.

"What's in an Ad?" (PDF)

This homework activity will encourage students to evaluate an ad and discuss what they think about it.

"Ad Techniques" (PDF)

This printable provides your students with details about different techniques that advertisers use and how to recognize them.

"What is an Ad Saying?" (PDF)

Students will compare and contrast two ads to determine how different ad techniques are used.

"Create an Ad!" (PDF)

Give your students a chance to work together to create their own ads, including discovering their audience, choosing techniques, and placing the ad.

"Ad Literacy Quiz" (PDF)

Test your students’ knowledge with this helpful assessment tool.

Family Handouts

Encourage ad literacy at home by sending the following activities home with your students.

Super Ad-tastic Scavenger Hunt (PDF)

Ads are everywhere! Embark on a home scavenger hunt to see all the ads you can find—the results might surprise you!

Track Your Ads (PDF)

Are advertisers aiming their ads in the right direction? Watch your favorite family TV show and complete this ad-tracking activity to find out.

Promote Your School! (PDF)

Use your new understanding of advertising to create an ad promoting your child’s school!

Advertising Techniques: A Project

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The Language of Advertising: 9 persuasive techniques

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Description

Wyoming Standards for English Language Arts

Learning Domain: Language

Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Degree of Alignment: Not Rated (0 users)

Maryland College and Career Ready English Language Arts Standards

North dakota english language arts & literacy content standards.

Learning Domain: Reading Standards for Informational/Nonfiction Text

Standard: Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

Common Core State Standards English Language Arts

Cluster: Knowledge of Language.

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• Advertisement
• Persuasive Language Techniques
• Persuasive Techniques for Advertisement
• Reading Activity
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• language of advertisement
• Creative Writing
• adverts and slogans
• persuasive language of adverts
• persuasive techniques for ads
• English Language
• English as a Foreign Language
• production of slogans for ads
• critical literacy
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Teach your students essential MEDIA LITERACY SKILLS with this COMPLETE UNIT on ADVERTISING. It's packed with ENGAGING, INFORMATIVE & FUN activities to teach students the PERSUASIVE TECHNIQUES to READ ADVERTS and the skills to WRITE ADVERTS.

This COMPLETE UNIT OF WORK will take your students from zero to hero over FIVE STRATEGIC LESSONS covering:

⭐ WHAT IS ADVERTISING?

⭐ PERSUASIVE TECHNIQUES in advertising.

⭐ How VISUAL IMAGERY is used in advertising.

⭐ The CRAFT of COPYWRITING in advertising.

⭐ How to CREATE YOUR OWN ADVERTISEMENTS.

⭐ How to apply PROVEN MARKETING STRATEGIES.

⭐ and MUCH MORE

** Please note:  This Resource is an excellent option for DISTANCE LEARNING platforms such as Google Classroom, SeeSaw and Office 365.   Students can confidently WORK INDEPENDENTLY on these if required.

You are Getting

⭐ Lesson Plans

⭐ Graphic Organizers

⭐ Digital Kahoot Quizzes

⭐ Interactive media to engage students

⭐ Independent activities for distance learning

⭐ Printables and Classroom Posters

⭐ Tasks and practice content

⭐ Google Slides & PowerPoint Versions for Google Classroom & Microsoft Teams

⭐ Easel Version now also included

Be sure to teach your students the fundamentals of correctly writing a highly engaging advertisement with this resource to ensure they can flourish in all literacy areas.

We have also just released our CEREAL BOX MARKETING UNIT , which is a fun, hands-on project for students to put all their advertising and marketing skills into action.

Students love this unit because of its fun and creativity in traditional reading and writing time.

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Propaganda: What's the Message?

Learning objectives.

Students will be able to...

• Differentiate among forms of persuasive media.
• Identify bias, propaganda, and symbolism in media.
• Identify forms of propaganda in use.
• Related Resources

Examine the seven forms of propaganda found in advertising and politics. Discover the persuasive methods behind the messaging we see every day and gain skills to effectively identify and counter them. A classroom gallery walk challenges students to detect the propaganda techniques at work and evaluate their effectiveness. 

Got a 1:1 classroom? Download fillable PDF versions of this lesson's materials below!

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The role of interest groups in politics and government is a hot topic in the media today. This lesson uses the battle over school lunch ingredients to illustrate how interest…

Intro to Lateral Reading

In this video, students learn about lateral reading, a strategy used by fact-checkers and skilled internet searchers to verify information online.

Use the Scope & Sequence to help you plan your iCivics classroom experience!

Whether you enjoy finding opportunities within a well-structured sequence of resources or prefer looking around for pieces and bits that can be jigsawed together, our Scope & Sequence documents are a perfect reference point for planning. Scope & Sequence documents are available for elementary, middle, and high school classrooms and list all of our resources in one place.

Teaching English Language Arts

Middle and High School Language Arts

Advertisement Analysis Assignment

Persuasion – advertisements.

One way to introduce students to the power of persuasion and to show them evidence of logical fallacies is to have them analyze advertisements in print and digital media. 

You can have students write and post their analysis or present their findings in a speech using visual aids.  You may find paying attention to color adds an important dimension to student understanding of media.  See Color Symbolism Chart .   Here’s a link for more information about color and cultural associations . Here’s another site related to color in advertising.

A dvertisement Analysis Assignment Organizing Speech about Magazine Advertisements  

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Advertising All Around Us - Lesson Lesson Plan

Level: Grades 5 and 6

Overview This teaching unit helps students to become more aware of the language and techniques used in print advertising, as well as the impact of advertising on their daily lives. The unit will focus on three key media literacy concepts: construction of reality, representation, and audience.

Learning Objectives

To enable students to:

• analyze the format and structure of advertisements
• differentiate between information and selling
• recognize the codes and conventions of different categories of advertisements
• distinguish between fantasy and reality
• become aware of their own reactions as consumers
• learn about target audiences

This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version.

Document Lesson_Advertising_All_Around_Us.pdf