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

Admongo.gov

• HTML Version

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!

Critical Media Literacy: Commercial Advertising

• Resources & Preparation
• Instructional Plan
• Related Resources

Studying the influence of mass media on our lives allows students to view advertising in a new light. This lesson provides students with the opportunity to look at mass media in a critical way. Students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. By looking at advertising critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.

Featured Resources

PBS Media Literacy "Getting Started" activity ideas : Students become "cultural investigators" in the area of mass media by participating in the activities suggested at this helpful site.

From Theory to Practice

• Popular culture can help students deconstruct dominant narratives and contend with oppressive practices in hopes of achieving a more egalitarian and inclusive society.
• The raising of critical consciousness in people who have been oppressed is the first step in helping them to obtain critical literacy.
• Television literacy affirms the need to teach children how to read and interpret television messages, including advertising.
• The time has arrived to broaden the canons of traditional education and the curriculum to include the expanding technologies of television, film, video, and computers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• 12-15 copies of different magazines (e.g., Teen People , The Source , Sports Illustrated )
• Chart paper

Advertisement Dissection and Analysis sheet

Preparation

Student Objectives

Students will

• Investigate the influence of advertising on their daily lives
• Engage in critical inquiry of mass media
• Identify hidden media messages
• Interpret messages presented through advertising
• Discuss the effect of advertising on culture

Use other activities from the PBS Media Literacy "Getting Started" activity ideas list to further investigate commercial advertising.

Student Assessment / Reflections

• Teacher observation of dialogue between students
• Written response synthesizing classroom discussions
• Calendar Activities
• Lesson Plans

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Education Standards

Michigan state ela standards.

Learning Domain: Reading for Informational Text

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Learning Domain: Writing

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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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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
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• adverts and slogans
• persuasive language of adverts
• persuasive techniques for ads
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• production of slogans for ads
• critical literacy
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• activity to improve writing
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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

Advertising Techniques: A Project

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Commercial and Advertising Techniques Lesson for Middle School and High School Students

• Kellie Hayden
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

Analysis of Commercials

Some parents may raise eyebrows when students are asked to watch television to analyze persuasive techniques used by advertisers. However, students will enjoy this activity and learn advertising techniques. And, parents may be happy to find that their children are learning how the marketers and the advertisers try to manipulate them through the use of persuasive techniques.

Create Handout Packet for Commercial Assignment

Teachers will need to create a packet for the students to use when analyzing the commercials. Students will need the advertising terms and definitions A-M and P-W . They will also need a list of questions to answer when they watch the commercials:

What time did the commercial start and end?

What was the product advertised?

What was the slogan and/or jingle used?

What technique(s) were used? Explain how the technique was used.

Who was the target audience for the advertisement?

What television show(s) was/were on before and after the commercial?

Did you enjoy or like this commercial? Why?

Assign Television Watching Homework

Teachers will need to first discuss advertisement terms and definitions in the handout and the questions. Tip: Teachers may be able to show commercials from YouTube to show examples of the advertising techniques. Assign students to watch three-to-five commercials for homework.

Discuss Findings

After students have completed the homework, discuss the techniques used in the commercials. Questions for discussion:

Which commercials were the students’ favorite ones? Did they find that they were the target audience for the commercial? Was the television show that was on before or after the commercial a favorite show?

Did they see any examples of bias or stereotyping? How did this affect or not affect them?

What were the most memorable slogans and/or jingles?

What commercials most effectively used a technique?

Students Make Their Own Commercial

After students have discussed what makes a great commercial, assign them to make their own. Place students into small cooperative groups of three-to-six students. Each group needs to select a product, slogan, target audience, and advertisement technique.

The commercial needs to be organized and produced by the group. All do not need to be “in” the commercial, but the entire team needs to make a script, collect props and stage the commercial. The commercials can be completed “live” in front of the class or can be recorded earlier.

Assess the commercials with a rubric. Criteria for the rubric can be teamwork, organization, advertisement techniques, and execution of the commercial.

This post is part of the series: Advertisement Lesson Series

This series of lessons will teach students the basics of advertising. Part one of this series will give a list of advertising definitions A-M. Part two will give definitions P-W. The other three lessons will teach students how to identify the terms in ads in a variety of media.

• Jingles and Slogans Activities for Advertisement Lesson
• Advertisement Analysis Lesson for Middle School
• Commercial Lesson – Focus on Advertising Techniques

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by Michelle Boyd Waters, M.Ed.  

Teaching Inferences With Commercials

April 10, 2014 in  Pedagogy

Are your students struggling with the concept of making inferences in their reading? Show your students that they already know how to make inferences with these videos!

To those of us who love reading, making inferences from text seems easy enough. But to students who struggle with reading because of a learning disability, or who just dislike reading, making inferences from text can be like trying to find clues in a dark room. That said, I have learned that those same students who don’t “get” an inference from text will make that mental leap in a flash if you show them a video. What a boost to their confidence! So I always introduce my students to making inferences with videos, like the one above. I play the video for the students, then ask them: “What happened?” Invariably, they will call out: “The dog ate the bird!” This is where I play devil’s advocate. “What do you mean?” I’ll ask. “I didn’t see the dog eat the bird. Did you see the dog eat the bird?” The kids will acknowledge that they didn’t see him eat the bird. “Then how do you know he ate the bird?” I ask. That’s when they share the clues.

• We see the bird.
• We see the dog.
• Then we hear the squawk.
• The lady screams.
• We see the feathers fly.
• The bird is gone and the dog is licking his lips.

My students absolutely know how to make an inference. What they have trouble doing, is envisioning what they read so that they can make the same inference from what they see in their heads. So I build them up, show them that they are smart and that they can make an inference in a snap. Then we work on transferring that skill to reading text.

[bctt tweet=”Students struggling with inferences? Show them they already know how to make inferences with these videos!”]

Ideas for using commercials to teach inferences

Note : One of my readers, Nancy de Arrigunaga, made this amazing infographic of the ideas below. Feel free to use this in your classrooms, particularly if you are at a 1:1 school:

The commercial above is just one that you can use. I like to show a few commercials, make the project fun for them, help them to understand that they really are good at making inferences. I suggest you try some of these other commercials with your classes: Don’t tell ’em about the cat:

• What did the dog do?
• How do you know the dog killed the cat?
• Why did the dog give the man a bag of chips?

Graduate makes an assumption:

• What does the graduate think his gift is?
• What is his actual gift?

This is some serious cheese:

• What happened to the mouse?
• How did the mouse get so strong?

• What happened to the mosquito?
• What caused the mosquito to explode

Download the associated Teaching Inferences With Commercials Graphic Organizer . We’ll also send you a PowerPoint presentation with seven commercial videos for you to display on your interactive whiteboard and links to additional resources for teaching inference skills.

Related topics: Graphic Organizer , Reading Strategies

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

My students LOVED this lesson and so did I. They were so engaged, it was great to see. I did this with 4th and 5th graders.

Thank you so much for sharing, Sherry. (And sorry for the delay in replying. The end of the school year is rough.) I love hearing feedback from other teachers!

Thank you for sharing these videos! They worked great as an introduction to inferencing with 8th graders. Our next step will be looking at short passages to make inferences with.

Love this -very helpful to my students! Thank you!

This was such a great resource that I created a presentation to use with my students based on your ideas. Since its a come around, go around kind of world, Its my turn to share. Maybe you can use this digital resource version to deliver to your students: https://magic.piktochart.com/output/20846867-new-piktochart

Love the chart! I’m adding it to the post with credit to you. Thank you!

Used this in my seventh-grade ELA class. Getting these helped with their confidence after not initially getting it when we tried to infer from text.

This is a great introduction to inferences for middle schoolers who struggle with inference! It’s entertaining, so it grabs their attention and lets them see that they do make inferences all the time.

Love it! Using it tomorrow 🙂 Thank you!

You’re welcome!

Just came across this post and I love it! Sadly though, one of the links are no longer working in the Nancy de Arrigunaga presentation. Do you have an updated link?

Thank you! I’ll look and see what I can find. Did you subscribe to the comments so you’ll see my reply?

Comments are closed.

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Recap: Coverage of Biden's rally at Madison's Sherman Middle School

As President Joe Biden contemplates his political future, facing calls from within his own party to abandon a reelection bid, the 81-year-old Democratic president made a critical stop in Madison Friday as a show of commitment to see his campaign through.

Biden held a rally at Madison's Sherman Middle School ahead of a primetime interview with ABC intended to help overturn public fears of a lagging mental acuity following a stunning debate performance during which the president often lost his train of thought and garbled words.

The stop, perhaps the most important for Biden this campaign cycle, comes as the president continues to deflect concerns from Democratic donors and his political colleagues over the president's ability to defeat Republican presidential candidate Donald Trump.

Biden in Wisconsin: 'I'm staying in the race': A defiant president rallies support in Madison

Here's a recap of our live coverage of Biden's speech and the events around it:

Biden finishes 18-minute speech at Madison's Sherman Middle School

Biden finished his speech at 2:47 p.m., speaking for about 18 minutes.

He concluded his remarks by saying "the American presidency is about character, the character of the president who holds the job.”

“It's about honesty. It's about the president's decency, integrity. Do they respect people, or do they incite violence and hate? Can they honor an oath to the Constitution and uphold the oath of office?”

Trump “could become a dictator,” Biden said.

“America's been a free, democratic nation, and I'll be damned if, in the year 2024, just two years before our 250th anniversary as a nation, I'll let Donald Trump take this away,” he said.

He left the stage to Tom Petty's "I Won't Back Down."

— Jessie Opoien

Biden defiant about staying in race as he starts speech at Madison's Sherman Middle School

Biden has started his speech at the rally at Sherman Middle School at about 2:30 p.m.

In response to calls to drop out of the presidential race because of his debate performance, he said, "I am running and am going to win again.

"They're trying to push me out of the race. Let me say this clearly as I can, I'm staying in the race."

— Molly Beck

Sen. Tammy Baldwin declines to talk about Biden campaign

Absent Friday from the Biden rally was the state's top Democrat: U.S. Sen. Tammy Baldwin. Baldwin has avoided appearing with Biden in the president's recent visits and had already scheduled a campaign stop in northern Wisconsin.

Speaking to reporters Friday in a coffee shop after a campaign event about 200 miles from Madison in Marinette, Baldwin repeatedly declined to say even if she thought Biden should remain on the ballot in November.

"I will tell you that I am focused on my own campaign," said Baldwin, who's running against Republican millionaire Eric Hovde.

She made no mention of Biden in her talk.

Told that Hovde had accused her of hiding behind her staff when asked about Biden, the second-term senator still ducked the question: "It's not my decision."

The last time Baldwin appeared with Biden was at the State of the Union address in Washington, D.C. in March, when she was among a group of lawmakers who walked the president into the House chamber.

More: Bice: How badly does Tammy Baldwin not want to talk about Biden? Let us count the ways.

— Daniel Bice

Evers, Pocan, Madison mayor speak before Biden

Ahead of the president’s remarks at Sherman Middle School, attendees heard from Gov. Tony Evers, U.S. Rep. Mark Pocan and Madison Mayor Satya Rhodes-Conway.

Pocan said former President Donald Trump is a “felon who is unable to tell the truth and wants to be a dictator.”

“Thanks to his appointments on the Supreme Court, if not a dictator, a lawless king, a demigod who if elected will implement the far right Project 2025, a far-right authoritarian fever dream that will take away our freedoms, challenge our foundations of democracy and negatively affect our country for a long time,” Pocan said. “And on the other side stand the Democrats.”

Evers compared himself to Biden, saying neither of them are “flashy” or "fancy.”

“We’re not for political drama or fanfare. We put our heads down and do the work we always try to do the right thing,” Evers said.

Rhodes-Conway said a Biden-Harris vote is a vote for the “freedom to love who we love and to choose when and how to have a family and the freedom to live without fear of violence and discrimination.”

— Jessie Opoien and Rachel Hale

Wisconsin Democratic leaders greet Biden at airport

Biden landed in Madison at around 1:20 p.m.

Greeting him at Dane County Regional Airport were Wisconsin Gov. Tony Evers, Lt. Gov. Sara Rodriguez, former Gov. Jim Doyle, U.S. Rep. Mark Pocan, Secretary of State Sarah Godlewski, Madison Mayor Satya Rhodes-Conway, Department of Public Instruction superintendent Jill Underly and former Lt. Gov. Mandela Barnes. 

Biden arrives in Madison

Biden wheels down in Madison. pic.twitter.com/iZyuRjtrNi — Jessie Opoien (@jessieopie) July 5, 2024

Pro-Palestine protesters on Sherman Avenue near school

Roughly 75 pro-Palestine protestors on Madison's Sherman Avenue shouted discontent over Biden’s handling of the war in Gaza into speakerphones, chanting “Biden, Biden you can’t hide, we charge you with genocide!” and “Free, free Palestine!” Voters held signs including “Pres. Biden, Serve your country — not your ego. Exit now,” “Pass the torch” and I <3 you Joe, bow out.”The groups included the Madison chapter of Students for Justice in Palestine, the Wisconsin Coalition for Justice in Palestine and Listen to Wisconsin, according to an Instagram post.Biden’s handling of Middle East policy has been a contentious part of his campaign, especially among young voters. Roughly 48,000 Wisconsinites voted “uninstructed” in the April presidential primary.

— Rachel Hale

Biden campaign launching $50M swing state ad blitz around RNC, Olympics, 'Bachelorette'

Biden's campaign will spend $50 million on ads in Wisconsin and other battleground states in July, his campaign said Friday.

The campaign plans to target the advertising blitz around major events including the Republican National Convention,  which will be held in Milwaukee , the Olympics and the July 8 season premiere of "The Bachelorette."

The ads will air on TV, radio and digital, focusing on issues including abortion access, economic relief and democracy.

Read more about the ads here .

Local media gets bumped from traveling with Biden in Madison

Local media are waiting for Air Force One's arrival at the Dane County Regional Airport. The president’s motorcade has arrived.

A small group of local reporters, including a Milwaukee Journal Sentinel reporter and photographer, were set to travel with Biden to a handful of other stops today. We’ve now been told we don’t have transportation and won’t be doing so.

Wisconsin Democratic chair says Biden will be 'knocking it out of the park' with speech

Democratic Party of Wisconsin Chair Ben Wikler in an interview with the Journal Sentinel predicted Biden would be “knocking it out of the park” in his speech.

“My message to voters who are trying to figure out the path forward is to pay attention to the president's speech here in Madison today," Wikler said. "Watch him on the campaign trail. See the fire and the energy that the voters saw in North Carolina last week."

Wikler said the stakes of this election are even higher than they were in 2020, in part because of Monday’s immunity ruling.

On Monday, the Supreme Court in a historic decision ruled presidents have absolute immunity for “core constitutional powers” but aren’t immune to charges from unofficial acts. The ruling gives Trump’s team a new path to defend the former president from pending federal cases and his New York conviction on 34 state felony charges.

“In this moment after the U.S. Supreme Court handed the president the powers of a king," Wikler said, "having a president who is clear-eyed about the necessity to win and the necessity to exercise character in the Oval Office gives us a path to a rebirth of freedom in America at a moment when it's in peril.”

Rally is at school in poor, racially diverse Madison neighborhood

Biden's rally will take place in one of the few working-class neighborhoods in Madison. 

On the north side of the city, nearly 60% of students at Sherman Middle School are considered to be living in poverty. The demographics of students at the school are largely a proportionate mix of Black, Hispanic and white students.

More: 'I screwed up': Joe Biden addresses debate performance with Milwaukee radio host

More: Bice: From softball questions to a bungled attack, takeaways from Biden's first post-debate interview

Democratic supporters say they'll vote for Biden, democracy

By 11:15 a.m., more than 100 people stood in the parking lot of Sherman Middle School on the north side of Madison. Many received an invitation through their local Democratic party, they said. Supporters largely said they stand behind Biden as the Democratic presidential candidate and blamed the media for blowing Biden's debate performance out of proportion.  

“I don’t even understand why this is a talking point,” said Nancy Locante of Kenosha. “We’re all behind Joe.”

Lynn Dahl, 66, attributed blips in Biden’s performance to Trump’s barrage of lies.

“When he was faced with lies, I think that's what set him off,” Dahl said. “It would confuse me if somebody came at me with that volume of lies as well.”

Heidi Dexter, a volunteer with the Waunakee Democrats, said she is “a thousand percent” behind Biden.

“I’m voting for Democracy,” Dexter said. “I'm voting against Christian nationalists and Donald Trump and Project 2025.”

Amber Cohen, 41 of Madison, said she would vote for the Democratic candidate no matter what, but said putting in anyone else is “a terrible idea this late in the race.”

“I've been a Democrat since I understood what a Democrat was, and I just feel like this is really important,” Cohen said. “I'm pretty tired of people just constantly questioning Biden's age as if that's the issue and not focusing on the utter barrage of lies he was faced with.”

Media await Biden's midday arrival in Madison

A group of local reporters is assembled on the tarmac at Dane County Regional Airport, where President Joe Biden is expected to arrive midday.

His campaign said he will be joined today by Gov. Tony Evers, U.S. Rep Mark Pocan, Madison Mayor Satya Rhodes-Conway and Democratic Party of Wisconsin Chair Ben Wikler. 

His campaign also announced plans to spend $50 million on advertising targeting battleground states including Wisconsin this month, focusing on abortion, economic relief and democracy.

Protesters organizing against Biden visit

Biden will likely face at least some protesters. A coalition of pro-Palestinian groups plan to be on the ground at the northside middle school to protest Biden’s visit, according to an Instagram post from the Madison chapter of students for Justice in Palestine, Wisconsin Coalition for Justice in Palestine and Listen to Wisconsin.

The group will convene at an intersection in front of the school.

"If you’ve wished that we could have a different candidate, this is your chance to voice that concern,” the post read.

— Rachel Hale and Molly Beck

Wisconsin GOP chair says Dems in disarray

Ahead of the Madison visit, Wisconsin GOP Chairman Brian Schimming said the Biden campaign has gone from one “confidence to calamity to crisis” over the past 10 days, citing Biden’s debate performance and the Democratic scramble since to shore up support for the president. 

“The Democratic Party, nationally and in Wisconsin, is in disarray right now.” 

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