Author:
Patricia Denton
Subject:
Information Science, Visual Arts, Marketing, Film and Music Production, English Language Arts
Material Type:
Lesson Plan
Level:
Middle School
Grade:
6, 7, 8
Tags:
Advertisements, Advertising Techniques, Commercials, Language of Persuasion, Media, Media Literacy, Media and Information Literacy
License:
Creative Commons Attribution
Language:
English

Education Standards

Lesson 3: Advertising Techniques- The Language of Persuasion

Overview

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?

Day 1

  • 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?

  • 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

Days 2-3

Days 2-3

Days 4-5

Days 4-5

  • 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.

Days 4-5

  • 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.  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.

Day 6

Day 6

  • 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. 

Day 6

  • 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

Day 7

  • 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). 

 

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. 

  • 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.