Persuasive devices
Lesson 1
LI: I can understand advertisements are a persuasive text
SC: I can explain why an advertisement is a persuasive text
What is an advertisement? (An advertisement is a tool used to get people’s attention by persuading them to do, buy or believe something.)
· How do advertisers get their advertisements out to their audience? (For example, they show them on TV, in magazines, on websites, on billboards.)
· What types of advertisements are there? (For example, advertisements for food, drinks, toys, holidays, sports equipment, clothes.)
· What do you think ‘target audience’ means? (The group of people who advertisers think would be interested in their product that they want to sell to them.)
· Who is the target audience for advertisements? (It depends on the product being advertised. For example, toys, sport equipment and fast food might be targeting children; clothes might be targeted to teenagers; and holidays might be targeted to adults.)
What is the purpose of advertisements? (For example, to sell a product, to convince you it is good and you should buy it.)
LI: I can understand advertisements are a persuasive text
SC: I can explain why an advertisement is a persuasive text
What is an advertisement? (An advertisement is a tool used to get people’s attention by persuading them to do, buy or believe something.)
· How do advertisers get their advertisements out to their audience? (For example, they show them on TV, in magazines, on websites, on billboards.)
· What types of advertisements are there? (For example, advertisements for food, drinks, toys, holidays, sports equipment, clothes.)
· What do you think ‘target audience’ means? (The group of people who advertisers think would be interested in their product that they want to sell to them.)
· Who is the target audience for advertisements? (It depends on the product being advertised. For example, toys, sport equipment and fast food might be targeting children; clothes might be targeted to teenagers; and holidays might be targeted to adults.)
What is the purpose of advertisements? (For example, to sell a product, to convince you it is good and you should buy it.)
Close eyes and listen to the Evian water advertisement to capture students’ attention and enthusiasm and trigger discussion. What do you think this advertisement is about? View the advertisement without sound. Then view as well as listen to the advertisement.
- As a class invite students to share their thoughts about the advertisement after each viewing.
- Talk about –Did you like the advertisement? How did it make you feel? Have you seen the advertisement before? What did the advertisement want you to do? What captured your attention in the advertisement? Do you know the song? Has the advertisement convinced you to do anything? Was it a good advertisement? Why? Who in your family might like this advert/product?
- What are your favourite advertisements? Allow time for students to talk with a partner about their favourite advert then invite them to act out / or sing these for the class. (During the discussion list favourite adverts in preparation for the next lesson’s preview activity.)
- Together view, listen to and read a range of pre-selected oral, visual and written advertisements suitable for student’s age group (e.g. TV, Radio, Magazine, Newspaper, Billboard, Posters)
Background: In 2012, Nike launched a worldwide ad campaign known as “Find Your Greatness.” The ad focused on everyday athletes, and Nike’s commercial coincided with the 2012 Olympic games in London, England. While the world focused on the podium, Nike shone a light on the unknown millions challenging the conventions of greatness. It was the most talked about campaign during the games, driving $506m in revenue growth. Nike has evolved from being a sportswear brand to an all-inclusive company, including marketing as one of their revenue streams. With campaigns, like “Just Do It,” Nike challenges the consumer to reach new heights by persuading them to do better. Nike’s campaigns are motivational, while continuing to promote the brand’s product. The narrator emphasizes people should not strive to follow others definition of greatness to become great. Instead, they should create their greatness by forming their own path. Moreover, in forming their own path, people should work toward their goals of pursuing greatness. As stated in the commercial, “Greatness is not some rare DNA strand.” There is not one system, or one path that leads to greatness. Nike’s advertisement urges its viewers to reach new heights in order to achieve greatness in their lives. Finally, what is significant about the “Find Your Greatness” advertisement is the fact that Nike did not place their product in the spotlight. Instead, they focused on delivering an influential message that promoted the importance of individuality and effort.
- What are your favourite advertisements? Allow time for students to talk with a partner about their favourite advert then invite them to act out / or sing these for the class. (During the discussion list favourite adverts in preparation for the next lesson’s preview activity.)
- Together view, listen to and read a range of pre-selected oral, visual and written advertisements suitable for student’s age group (e.g. TV, Radio, Magazine, Newspaper, Billboard, Posters)
- Provide time for students to connect with previous experiences of advertisements and encourage them to ask questions.
- Model viewing, listening and reading behaviours and talk about the similarities and differences between each advertisement.
- Talk aloud the thinking processes required to sort/ classify advertisements into categories by type of advertisement (e.g. TV, Radio, Magazine, Newspaper, Billboard, Posters)
- Ask students to form small groups to sort and record different types of advertisements.
- Ask why are there so many different ways to advertise?
- What do you think the best way to advertise is for students your age?
- What is your favourite advertisement and why?
- What are some toy websites that you visit? (For example, Lego, Littlest Pet Shop, Razor scooters, Squinkies, Pokemon)
- How do advertisers on these websites show their products? (For example, show short movies of the toys, introduce the audience to clubs to join, provide text of narration to provide information about the toys.)
- Who is the target audience for advertisements? (Children)
- What is the purpose of advertisements? (For example, to sell the toys, to convince you they are good and you should buy them, to introduce new toys in the range, to show you what you can build, make or do with the range of toys, how the toys relate to one another)
- What are your favourite toy websites? (Students will have their own favourites.)
Lesson 2
Preview /Familiarise
Identify learning targets
5–10 minutes
Use the following activities to review previous lesson focus:
Read list of advertisements created in previous lesson; Ask students to rank ads from best to worst and think of reasons why. Vote on favourite advertisement. Share voting results.
Read today’s focus question and vocabulary list. Remind students that using this vocabulary will enable them to talk and learn about advertisements effectively.
What do we know about the of advertisements?
· What advertisements target children? (For example, toys, video games, movies, food, drinks)
· How do the advertisers target children? (They have their advertisement seen when children are watching TV or on the websites children go to, or in the magazines children buy.)
· How do advertisers make their products appeal to children? (They make the advertisements colourful, bright, happy, use catchy tunes, songs or jingles, sound effects, moving images that capture children’s attention, or tell a story to interest children.)
· What type of advertisements would appeal to your parents? (For example, cars, holidays)
- I can identify, record and construct a definition of the purpose of advertisements
Preview /Familiarise
Identify learning targets
5–10 minutes
Use the following activities to review previous lesson focus:
Read list of advertisements created in previous lesson; Ask students to rank ads from best to worst and think of reasons why. Vote on favourite advertisement. Share voting results.
Read today’s focus question and vocabulary list. Remind students that using this vocabulary will enable them to talk and learn about advertisements effectively.
What do we know about the of advertisements?
· What advertisements target children? (For example, toys, video games, movies, food, drinks)
· How do the advertisers target children? (They have their advertisement seen when children are watching TV or on the websites children go to, or in the magazines children buy.)
· How do advertisers make their products appeal to children? (They make the advertisements colourful, bright, happy, use catchy tunes, songs or jingles, sound effects, moving images that capture children’s attention, or tell a story to interest children.)
· What type of advertisements would appeal to your parents? (For example, cars, holidays)
Focus Learning /Model
Shared Literacy Interaction
10-15 minutes
1.Listen to and view a selection of different types of advertisements on the IWB. E.g. Internet, posters, T.V, billboards, catalogues radio,
3.As each advert is presented ask questions such as – What did that ad want you to do? / How did it make you feel? Do you think that was a good advert? Why? (Try to draw out, through questioning, the criteria students are using to decide if an advert is good or not.) Check for agreement as discussion progresses.
4.End discussion with focus question – What do you think is the purpose of advertisements? Use the think,pair,share resourcestrategy to allow students time to process the question. Record whole class ideas/thoughts/feelings and display. (Avoid correcting / or leading answers at this stage.)
Shared Literacy Interaction
10-15 minutes
1.Listen to and view a selection of different types of advertisements on the IWB. E.g. Internet, posters, T.V, billboards, catalogues radio,
- : The advertisements chosen should endorse the purchase of particular products, promote participation in particular events or activities and/or encourage certain/desirable behaviours.
3.As each advert is presented ask questions such as – What did that ad want you to do? / How did it make you feel? Do you think that was a good advert? Why? (Try to draw out, through questioning, the criteria students are using to decide if an advert is good or not.) Check for agreement as discussion progresses.
4.End discussion with focus question – What do you think is the purpose of advertisements? Use the think,pair,share resourcestrategy to allow students time to process the question. Record whole class ideas/thoughts/feelings and display. (Avoid correcting / or leading answers at this stage.)
Guide /Scaffold
Viewing, Reading, Writing, Listening & Speaking
25-30 minutes
5.Divide the students into groups of 4 and give each group a different example of an advertisement. (above pic)
6.Tell students they need to work as a group to read, view and talk about their advertisement and decide as a group what the purpose is.
7.During the first example guide students as they talk about, read/ view and record their ideas.
8.Swap texts with other groups, until all texts have been read/ viewed and the purpose of each advertisement is recorded. (The teaching team observes monitors and interacts with students supporting where needed).
9.Share group findings (purposes of the texts) as a whole class. Allow discussion to achieve consensus.
10.Jointly construct and record a class definition of the purpose of an advertisement.
e.g. We think the purpose of advertisement is...
· What examples of language have you seen or heard in advertisements to persuade the target audience? (For example, descriptive language about the product, commands (imperatives) to get you to buy it, repetition about how good the product is and repetition of the product’s name, facts about the product.)
· Who is the target audience for toy advertisements? (Children or their parents)
· How do advertisers get their advertisements out to this audience? (For example, they show them on TV during shows children watch, in magazines children or their parents might read, on websites they might visit.)
What is the purpose of toy advertisements? (For example, to sell the toy, to convince you it is good and you should buy it)
As a class watch hotwheels ad – Scootle
· What types of visual effects and images were used in this advertisement? (For example, different camera angles to show different sections of toy, toy moving very quickly, camera shot from above, camera follows toy speeding by, fast-changing images to enhance the speed of the toy, images of happy children playing together.)
· What effect did these visual effects and images have on you when you viewed them? (For example, they made the toy look really fast and powerful, exciting, easy to manoeuvre, fun to play with, I wanted to buy the toy)
· Why did the advertiser use these visual effects and images? (To make you want to buy the toy)
Viewing, Reading, Writing, Listening & Speaking
25-30 minutes
5.Divide the students into groups of 4 and give each group a different example of an advertisement. (above pic)
6.Tell students they need to work as a group to read, view and talk about their advertisement and decide as a group what the purpose is.
7.During the first example guide students as they talk about, read/ view and record their ideas.
8.Swap texts with other groups, until all texts have been read/ viewed and the purpose of each advertisement is recorded. (The teaching team observes monitors and interacts with students supporting where needed).
9.Share group findings (purposes of the texts) as a whole class. Allow discussion to achieve consensus.
10.Jointly construct and record a class definition of the purpose of an advertisement.
e.g. We think the purpose of advertisement is...
· What examples of language have you seen or heard in advertisements to persuade the target audience? (For example, descriptive language about the product, commands (imperatives) to get you to buy it, repetition about how good the product is and repetition of the product’s name, facts about the product.)
· Who is the target audience for toy advertisements? (Children or their parents)
· How do advertisers get their advertisements out to this audience? (For example, they show them on TV during shows children watch, in magazines children or their parents might read, on websites they might visit.)
What is the purpose of toy advertisements? (For example, to sell the toy, to convince you it is good and you should buy it)
As a class watch hotwheels ad – Scootle
· What types of visual effects and images were used in this advertisement? (For example, different camera angles to show different sections of toy, toy moving very quickly, camera shot from above, camera follows toy speeding by, fast-changing images to enhance the speed of the toy, images of happy children playing together.)
· What effect did these visual effects and images have on you when you viewed them? (For example, they made the toy look really fast and powerful, exciting, easy to manoeuvre, fun to play with, I wanted to buy the toy)
· Why did the advertiser use these visual effects and images? (To make you want to buy the toy)
Learning Design Timing
Lesson 3
LI: I can understand how advertisements are organised
Preview /Familiarise
Identify learning targets
5–10 minutes
How are advertisements ?
Focus Learning /Model
Shared Literacy Interaction
10-15 minutes
Guide /Scaffold
Viewing, Reading, Writing, Listening & Speaking
15-20 minutes
Independent/Apply
Reading, Viewing, Writing, Listening & Speaking
20-25 minutes
Wrap up /Debrief /Reflect
5-10 minutes
Lesson 3
LI: I can understand how advertisements are organised
Preview /Familiarise
Identify learning targets
5–10 minutes
- Use the following activities to review previous lesson focus:
How are advertisements ?
Focus Learning /Model
Shared Literacy Interaction
10-15 minutes
- Choose and view a variety of the energy bar advertisements from the internet link.
- Discuss each advertisement to clarify the type of product or service that is being advertised and focus attention on the text organisation and language used in each advertisement. (e.g. colour, size, text type, persuasive vocabulary, images, layout etc.)
- View each advertisement again. Brainstorm and record on sentence strips (or IWB) student’s thoughts and responses to the following questions: What did you notice first when you looked at the advertisement? What did you think about as you read, looked at and/or listened to the advertisement? What other things did you notice about the advertisement
- Choose one of the advertisements. –from above. Use IWB to model the construction of a graphic outline capturing the key layout, persuasive devices and content of the advert. Talk about and model the thinking processes used.
Guide /Scaffold
Viewing, Reading, Writing, Listening & Speaking
15-20 minutes
- Organise students to work with a partners or as a group of 3. Allow a short time for students to select an ad that interests them. Handout large sheets of blank paper to each group.
- Tell students that they are going to construct a graphic outline of the ad they have chosen and that they need to be able to talk about and share their work with another group.
- Give students a time limit and set them to work. (The teaching team should observe students work, interacting and supporting where necessary.)
- Stop work when time is up. Ask students to share Graphic Outline with another group.
- Bring students together as a whole class and talk about what they discovered about the organisation and language in their advert.
- Create and record a class summary of student’s findings. We found adverts have...
Independent/Apply
Reading, Viewing, Writing, Listening & Speaking
20-25 minutes
- Tell students that they are going to make a quick draft poster advert for a food item they are given using some of the ideas talked about as a whole class.
- Ask students to think and act, like an advertiser. Hand each student a sample of a chocolate/ snack bar or other food item (e.g. apple, banana, grapes etc.)
- Tell students that they can nibble the food item as they construct their draft advert. Give a time limit and set students to work.
- Stop when time is up. Collect for sharing during next lesson.
Wrap up /Debrief /Reflect
5-10 minutes
- Through whole class discussion, reflect on the process of creating/ designing an advert. Is it easy/hard to come up with a slogan / design / picture? Why? What would help?
- Allow student time to complete self reflection activity.
Learning Design Timing
Lesson 4
I can identify the audio / visual strategies and techniques used to persuade in ads.LI: I can identify the audio visual strategies and techniques used to persuade in ads
SC: So I can understand how these language features are used to engage audiences
Lesson 4
I can identify the audio / visual strategies and techniques used to persuade in ads.LI: I can identify the audio visual strategies and techniques used to persuade in ads
SC: So I can understand how these language features are used to engage audiences
Preview /Familiarise
Identify learning targets
5–10 minutes
· Use the following activities to review previous lesson focus:
· Hand out draft poster adverts created in previous lesson. Re-readwhole-class summary of findings written at end of previous lesson. Tellstudents they can use this summary as a guide to giving feedback to each other during the sharing. Students form pairs and share draft poster advert. Listen to and give oral (and written if appropriate) feedback. Collect draft posters for teacher information.
· Use corners strategy to reflect on the following statements:
· The best way written advertisements attract your attention and stick in your memory is...
· The best way audio/visual advertisments attract your attention and audio in your memory is...
· Read vocabulary on the wall charts. Display and share the learning goal for the lesson.
· How are audio and visual devices used to persuade an audience?
Discuss difference between still and moving images
Discuss still and moving images using focus questions.
Focus questions:
· What is the difference between still and moving images? (Still images are print images and moving images are filmed.)
· Where would an advertiser use still images? (For example, in advertisements for magazines, on billboards)
· Where would an advertiser use moving images? (For example, in advertisements for TV, websites with short movies )
· Do you ever read magazines? If so, what magazines do you read?
· What products are advertised in magazines? (For example, advertisements for food including fast food, cars, toys and games, game consoles, sports or hobby equipment, clothes)
· Who is the target audience for advertisements? (For example, children, adults — depends on the product)
Examine visual elements in still images
Explain to students that advertisers use many visual elements and techniques to create their advertisements for magazines to make the products more appealing to the viewers including:
· framing an image: the way in which elements in a still or moving image are arranged to create a specific interpretation of the whole scene depicted
· placement of images: how the images are placed on the page (for example, around the edge, in the middle, in a row)
· salience: a strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like placement of an item in the foreground, size and contrast in tone or colour. In writing, salience can occur through placing what is important at the beginning or at the end of a sentence or paragraph or through devices such as underling or italics (ACARA glossary)
· camera angles: the angle at which the camera is pointed at the product. Vertical angle can be looking up at the product, level with the product or from high up or from above. Horizontal angle can be from side on or from the front.
What is the purpose of advertisements? (To sell the products, to convince you they are good and you should buy them, to introduce new products to the magazine readers.)
Identify learning targets
5–10 minutes
· Use the following activities to review previous lesson focus:
· Hand out draft poster adverts created in previous lesson. Re-readwhole-class summary of findings written at end of previous lesson. Tellstudents they can use this summary as a guide to giving feedback to each other during the sharing. Students form pairs and share draft poster advert. Listen to and give oral (and written if appropriate) feedback. Collect draft posters for teacher information.
· Use corners strategy to reflect on the following statements:
· The best way written advertisements attract your attention and stick in your memory is...
· The best way audio/visual advertisments attract your attention and audio in your memory is...
· Read vocabulary on the wall charts. Display and share the learning goal for the lesson.
· How are audio and visual devices used to persuade an audience?
Discuss difference between still and moving images
Discuss still and moving images using focus questions.
Focus questions:
· What is the difference between still and moving images? (Still images are print images and moving images are filmed.)
· Where would an advertiser use still images? (For example, in advertisements for magazines, on billboards)
· Where would an advertiser use moving images? (For example, in advertisements for TV, websites with short movies )
· Do you ever read magazines? If so, what magazines do you read?
· What products are advertised in magazines? (For example, advertisements for food including fast food, cars, toys and games, game consoles, sports or hobby equipment, clothes)
· Who is the target audience for advertisements? (For example, children, adults — depends on the product)
Examine visual elements in still images
Explain to students that advertisers use many visual elements and techniques to create their advertisements for magazines to make the products more appealing to the viewers including:
· framing an image: the way in which elements in a still or moving image are arranged to create a specific interpretation of the whole scene depicted
· placement of images: how the images are placed on the page (for example, around the edge, in the middle, in a row)
· salience: a strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like placement of an item in the foreground, size and contrast in tone or colour. In writing, salience can occur through placing what is important at the beginning or at the end of a sentence or paragraph or through devices such as underling or italics (ACARA glossary)
· camera angles: the angle at which the camera is pointed at the product. Vertical angle can be looking up at the product, level with the product or from high up or from above. Horizontal angle can be from side on or from the front.
What is the purpose of advertisements? (To sell the products, to convince you they are good and you should buy them, to introduce new products to the magazine readers.)
Shared Literacy Interaction
10-15 minutes
1.As a whole class, view a selection of commercials one at a time. Draw attention to the music. Encourage responses to the following questions. Where is the music coming from? What is the purpose of the music?
2.Introduce the term and establish a class definition of the word. A jingle is...
3.Organise students to work in pairs. View and listen to a selection of online advertisements together on the IWB. Ask students to discuss and record their ideas/ responses to these focus questions. What do you think the advertisement is about? How did it make you feel? What was it trying to convince you of? Was it successful? Why?
4.Ask students to share their ideas with the whole class and as a whole class jointly construct a statement that summarises the strategies used. These adverts use these things to persuade us ...
Guided
Viewing, Reading, Writing Listening & Speaking
Scaffold
15-20 minutes
5.Organise the students into 5 groups. Number each group from 1 – 5. Give each group a different advertisement to view.
6.Tell students that their task is to view the advert they’ve been given and record their responses using the following prompts/ sentence starters. Tell students they need to record their ideas on the poster paper ready to share with the class.
7.We can see…; We can hear...; This ad makes us feel...; We are/are not persuaded by this advert.
8.We think this advert uses these ways to persuade us...;
9.View the advertisements again as each group reports to the class.
10.Revisit class summary statement and ad ideas if appropriate.
Independent /Apply Reading, Viewing, Writing Listening & Speaking
20 minutes
11.Select a new advertisement. Tell students they will listen to and then view an advert.
12.Ask students to listen and independently record their responses to the following prompts.
13.I can hear ... It makes me feel ... This ad is/isn’t persuasive because ... I can see these pictures in your mind ... I think this ad is advertising ... The music helps to persuade by ...
14. What does this ad show?
15. How are the images placed on the page?
16. What is in the background?
17. What colours are used?
18. Why were these colours chosen?
19. What camera angle is used for these images?
20. What is the ad trying to tell us?
21. Why is the advertiser using these visual techniques?
22. Who would the target audience be?
23. Why might parents be the target audience?
24.Do you think the visual techniques used in the ad make the ad effective? Why? Why not?
25.Allow time for students to record their responses. Next ask students to view (without sound) the same advert and record their responses using the following prompts: I can see ... This ad makes me feel ... This ad is advertising ... This ad is using these ways to persuade me ...;
10-15 minutes
1.As a whole class, view a selection of commercials one at a time. Draw attention to the music. Encourage responses to the following questions. Where is the music coming from? What is the purpose of the music?
2.Introduce the term and establish a class definition of the word. A jingle is...
3.Organise students to work in pairs. View and listen to a selection of online advertisements together on the IWB. Ask students to discuss and record their ideas/ responses to these focus questions. What do you think the advertisement is about? How did it make you feel? What was it trying to convince you of? Was it successful? Why?
4.Ask students to share their ideas with the whole class and as a whole class jointly construct a statement that summarises the strategies used. These adverts use these things to persuade us ...
Guided
Viewing, Reading, Writing Listening & Speaking
Scaffold
15-20 minutes
5.Organise the students into 5 groups. Number each group from 1 – 5. Give each group a different advertisement to view.
6.Tell students that their task is to view the advert they’ve been given and record their responses using the following prompts/ sentence starters. Tell students they need to record their ideas on the poster paper ready to share with the class.
7.We can see…; We can hear...; This ad makes us feel...; We are/are not persuaded by this advert.
8.We think this advert uses these ways to persuade us...;
9.View the advertisements again as each group reports to the class.
10.Revisit class summary statement and ad ideas if appropriate.
Independent /Apply Reading, Viewing, Writing Listening & Speaking
20 minutes
11.Select a new advertisement. Tell students they will listen to and then view an advert.
12.Ask students to listen and independently record their responses to the following prompts.
13.I can hear ... It makes me feel ... This ad is/isn’t persuasive because ... I can see these pictures in your mind ... I think this ad is advertising ... The music helps to persuade by ...
14. What does this ad show?
15. How are the images placed on the page?
16. What is in the background?
17. What colours are used?
18. Why were these colours chosen?
19. What camera angle is used for these images?
20. What is the ad trying to tell us?
21. Why is the advertiser using these visual techniques?
22. Who would the target audience be?
23. Why might parents be the target audience?
24.Do you think the visual techniques used in the ad make the ad effective? Why? Why not?
25.Allow time for students to record their responses. Next ask students to view (without sound) the same advert and record their responses using the following prompts: I can see ... This ad makes me feel ... This ad is advertising ... This ad is using these ways to persuade me ...;
This type of marketing is almost everywhere we look, including in your newspaper, magazine brochures, flyers, posters. Making ads personal with catchy slogans, striking images engages the target audience.
Broadcast advertising
Broadcast advertising tends to refer to television and radio ads, although these days it’s unlikely that you’ll find a television ad that isn’t also widely available on the internet! This type of advertisement is most likely accompanied by a catchy jingle or slogan to help make the ad more memorable and interesting.
Broadcast advertising tends to refer to television and radio ads, although these days it’s unlikely that you’ll find a television ad that isn’t also widely available on the internet! This type of advertisement is most likely accompanied by a catchy jingle or slogan to help make the ad more memorable and interesting.
Task: Finish these sentences:
Watch this advertisement and listen to the music.
- The best way written advertisements attract your attention and stick in your memory is…
- The best way audio visual advertisements attract your attention and stick in your memory is….
Watch this advertisement and listen to the music.
A creative and catchy jingle can get people to pay attention (and get your tune stuck in their heads all day). This vegemite ad is a great example of how looking at things differently can help you make creative content perfect for getting your message across.
This jingle was so catchy.
A jingle is a short song or tune used in advertising and for other commercial uses. Jingles are a form of sound branding. A jingle contains one or more hooks and meaning that explicitly promote the product or service being advertised, usually through the use of one or more advertising slogans.
This jingle was so catchy.
A jingle is a short song or tune used in advertising and for other commercial uses. Jingles are a form of sound branding. A jingle contains one or more hooks and meaning that explicitly promote the product or service being advertised, usually through the use of one or more advertising slogans.
Lesson 5
To investigate and identify the persuasive language structures and features used in advertisements, such as the choice of words and use of phrases and sentences.
Read vocabulary on the wall charts. Display and share the learning goal for the lesson.
What words, sentences and phrases can I use to persuade others?
To investigate and identify the persuasive language structures and features used in advertisements, such as the choice of words and use of phrases and sentences.
- Use the following activities to review previous lesson focus:
Read vocabulary on the wall charts. Display and share the learning goal for the lesson.
What words, sentences and phrases can I use to persuade others?
- Read the first bike advertisement together. Discuss where the advertisement might be found and its purpose.
- Re-read the bike ad and focus on the particular language being used. Ask students to help you highlight and record specific words, phrases and sentences used to persuade.
- Repeat process for a selection of the bike ads highlighting and recording words, phrases and sentences used to persuade in each advertisements.
- Together read list of words and sentences identified. Ask students if they know of a way that the words could be grouped together. (Refer back to words and sentences specific to factual texts.)
- Through student suggestions and teacher guidance create a concept map of ‘category words’ on IWB (or poster paper). (e.g. adjectives, nouns verbs, adverbs, repetition, questions, alliteration, rhyme, slogan, specific persuasive vocabulary)
- Model recording some identified words and sentences under each category.
- As a whole class share 3 to 4 selected energy bar advertisements.
- After each advertisement is shared ask students to contribute any words, sentences or comments about the language used in advertisments. Record these ideas on the concept map.
- Organise students into small groups. Ask students to work together to select, read and discuss 3 or 4 different energy bar advertisements. Hand out large poster paper. Set a time limit.
- Groups identify a chosen category of words / or teacher provides each group with a focus category, (from concept map created). Students record this category onto Poster Paper and then work together to locate and record words that match chosen/ identified category. (Teaching team observes, interacts and supports students where needed.)
- As a whole class, view the advertisments as each group shares their words and sentences. Check /question students for understanding and/or misconceptions.
- Collect and display students work.
- Give each child a copy of the chocolate bar advertisement (or view on the IWB).
- Ask the students to independently locate specific words, sentences or phrases used to persuade or influence this advertisement.
- Collect student work to check for individual understandings.
- Encourage students to reflect on the lesson, their learning progress and what helped them to learn by playing a ball toss activity.
- Remind students that they can refer to the wall charts for help in answering the following question.
- Ask students to share with a partner their response to this sentence prompt.
Lesson 6
I can identify how persuasive language structures and features, such as pace, Volume, rhythm and voice, are intentionally used to appeal to and convince an audience.
I can identify how persuasive language structures and features, such as pace, Volume, rhythm and voice, are intentionally used to appeal to and convince an audience.
- How could noun groups persuade the reader to buy a product? (For example, the cuddliest little bear in the whole world)
- How could adverbs, adverb groups and prepositional phrases persuade the reader to buy a product? (For example, definitely, obviously the best, with free club membership, at a store near you)
- How could commands (imperatives) persuade the reader to buy a product? (For example, Buy it now! Visit our website today.)
- How could exaggeration persuade the reader to buy a product? (For example, the best in the world)
- How could alliteration persuade the reader to buy a product? (For example, precious, purrfect pets) [also note the nonsense spelling of ‘perfect’]
- How could verbs and adverbs (including modal verbs and adverbs) persuade the reader to buy a product? (Forcefulness of verbs, for example, You’ll like them/You’ll adore them. You could buy one/You should buy one/You must buy one. Intensity of adverbs, for example; You might possibly buy one/You should probably buy one/You must definitely buy one.)
- How could repetition persuade the reader to buy a product? (Repeating the same or similar thing, for example, the best in Australia, chosen as the best in Australia, leader in Australia’s top toys, the best in the country)
- How could facts persuade the reader to buy a product? (For example, four out of five children in Australia have one of these toys; voted the tastiest yoghurt this year; contains essential vitamins and minerals for growing bones)
- How could nonsense words persuade the reader to buy a product? (For example, smoochiest, Monster Zanatron, wonderlicious)
- Use the following activities to review previous lesson focus:
- students into small group. Select one slogan matching example and model how to play the game. Ensure students know what they are required to do and that it is a race. Hand out slogan match game envelopes. Set games going. Note first group finished. Choose an appropriate time to stop. Read and check how slogans were matched as whole class. Make mental note of how each group of students were able to complete task. Lead reflection of task into new learning by discussing other ways we can persuade using language.
- the vocabulary on the wall charts. Display and share the learning goal for the lesson.
- Ask the students to listen to the reading of one or two of the following smoking smokingadvertisements.
- Discuss the content of the ads to ensure students understand what each ad is about.
- Listen to ads again – but direct students to particularly focus on the words and the voice of the speaker. Put these words (Pace, Pauses, Volume, Rhythm Voice expression and Voice tone) as headings on the board to guide student’s thinking.
- Record student ideas and responses under each heading (if appropriate). Clarify terminology as needed.
- Give students a copy of the chip advertisments. Model reading the first advertisements to the class, using a variety of voice changes such as fast, soft, slow, monotone, angry etc.
- Ask students to feedback how each voice change affected the message of the advertisement.
- Record ideas on IWB (or similar). Read together and clarify to develop a shared understanding of the impact of voice, pace, rhythm and volume on meaning.
- Refer to previous lesson findings that focussed on the choice of words, phrases, sentences and slogans to persuade. Talk about how effective the use of language is as a tool for advertising.
- Organise students into small groups. Tell students they need to work together to practise using what they know about voice, pace, volume and rhythm to assist with the reading of the chip ads.
- Students use the 2 stars, and a wish protocol to give each other feedback about how effective their use of voice/ pace/ volume/ rhythm etc. was in getting the persuasive message across to the audience.
- Remind students to refer to the class poster as a guide to giving useful feedback.
- Set up audio/ voice recorders. Provide a roster and time for students to record the reading of their ad.
- Tell students they are going to create an ad/slogan for a new product. Hand out the writing slogans resource sheet. Read this together to check students understand what they are expected to do.
- Provide time for students to create an ad.
- Collect student work to share during the next lesson.
- Encourage the students to reflect on the lesson; their learning progress and what helped them to learn by completing the lesson reflection sheet what, so what, now what.
Lesson 7
To identify and investigate the effectiveness of a variety of persuasive techniques used in advertising.
What helped me to learn today?
To identify and investigate the effectiveness of a variety of persuasive techniques used in advertising.
- Use the following activities to review previous lesson focus:
- students into small groups of 3 students. Hand out student work from previous lesson and the 2 stars, a wish and a window feedback proforma. Tell students they are going to share the ad/slogan created in the previous lesson and give and receive feedback about how well they have done. Reread the class posters that highlight use of voice, pace, volume... etc. as persuasive devices. Remind students that they can use this to give useful feedback. Use a T chart on the IWB (or similar) to list ‘What we did well’ / ‘What we need to improve’.
- the vocabulary on the wall charts. Display and share the learning goal for the lesson.
- Ask the students if they can think of other ways that adverts persuade an audience. Provide a few minutes think time, then ask students to record their ideas (don’t prompt with own ideas).
- Watch the Tuna advertisement. Draw student attention to use of humour as a persuasive technique through questioning. What emotions did the ad make you feel? Did you like the ad? Why?
- View the Internet advertising slide show.
- As a whole class talk about other strategies that advertisers use when advertising, such as use of; humour, creativity, promise, act now, important or well known people/heroes, facts (so called).
- List student responses on poster paper, prompt and connect each idea to an advert that provides an good example of each technique. Re-read together and check for clear understanding, then display with other class work.
- Organise students into small groups. Give each group a selection of advertisments to view. These can be from previous lessons or from magazines or catalogues.
- Ask students to work together to read, identify, sort and record which category each advertisements could fit into.
- Observe, monitor and support students as they work, checking for misconceptions and that the task has been understood.
- Stop group work and pair two groups together. Allow time for the groups to share and feedback about the choices/ decisions made.
- Organise students to work independently. Give each student a copy of Creative advertisements. Ask the students to work independently to read, identify and record the persuasive strategies each advertisment used. Remind students that they can refer to the class posters as a reference if needed.
- Allow time for students to complete work. Observe and monitor students as they work checking for misconceptions and that the task has been understood. Note students who need extra support.
- Stop work and allow time for students to share work with a partner.
- Encourage the students to reflect on the lesson, their learning progress and what helped them to learn by answering the following questions with a partner.
What helped me to learn today?
Lesson 8
I can deconstruct a selection of familiar advertisements in preparation for constructing
1.
2.As a whole class revisit and read the chocolate bar advertisement used in lesson 5.
3.Using an enlarged copy of the Advertising planning/ writing framework model, by talking out loud, the decision making and thinking processes that may have been used to organise and plan the chocolate bar advertisement. Scaffold students to contribute their ideas to the writing/planning framework.
4.Re-read the framework a number of times to reinforce and model the planning process. Check that students understand each section of the framework. Display model for students to refer to during the lesson.
I can deconstruct a selection of familiar advertisements in preparation for constructing
1.
- previous days learning by playing a ball toss activity. Students use the wall charts to ask and answer questions about persuasive devices/ techniques used in advertisements. The teacher begins the game by asking a question and tossing the ball to a student who they know can answer this question.
- the vocabulary on the wall charts. Display and share the learning goal for the lesson.
2.As a whole class revisit and read the chocolate bar advertisement used in lesson 5.
3.Using an enlarged copy of the Advertising planning/ writing framework model, by talking out loud, the decision making and thinking processes that may have been used to organise and plan the chocolate bar advertisement. Scaffold students to contribute their ideas to the writing/planning framework.
4.Re-read the framework a number of times to reinforce and model the planning process. Check that students understand each section of the framework. Display model for students to refer to during the lesson.
- Organise students into small groups. Give each group an enlarged copy of the writing/planning framework and an advertisement to deconstruct as a group. Tell the students this is their opportunity to test out the framework and their understanding of persuasive techniques.
- Ask students to work together to read the advertisement and then identify and record the information that should fit into the framework.
- Set a time limit for the task. The teaching team should observe and monitor group work checking for misconceptions and that the task has been understood.
- Stop group work. Join two groups together and allow time for sharing and adjusting of work.
- Organise students to work individually. Hand out A4 copy of the advertisement framework.
- Display the slogan sheet (used in lesson 6) on the IWB (or similar). Read together.
- Ask students to choose their favourite slogan. Tell them that they will use this slogan and the writing/planning framework to plan an advertisement.
- Discuss as a whole class how they might begin the task. Remind students to refer to any of the work previously done if needed.
- Allow time for students to work independently to record relevant information on the framework for the advertisement. Observe and monitor students as they work checking for misconceptions and that the task has been understood.
- Stop and collect students work in preparation for sharing session during the next lesson.
- Support students to reflect on the lesson, their learning progress and what helped them to learn by completing the following what, so what, now what reflection sheet.
Learning Design Timing
Lesson 9
LI: I can apply their knowledge, skills and understandings
Of persuasive advertisements to create their own advertisement.
Preview /Familiarise
Identify learning targets
5–10 minutes
Focus Learning /Model
Shared Literacy Interaction
minutes
and
Guide /Scaffold
Discussion and revision
10-15 minutes
Independent /Apply
Reading, Viewing, Writing, Listening & Speaking
25-30 minutes
Wrap up /Debrief /Reflect
5-10 minutes
Lesson 9
LI: I can apply their knowledge, skills and understandings
Of persuasive advertisements to create their own advertisement.
Preview /Familiarise
Identify learning targets
5–10 minutes
- Use the following activity to review previous lesson focus:
- the vocabulary on the wall charts. Display and share the learning goal for the lesson.
Focus Learning /Model
Shared Literacy Interaction
minutes
and
Guide /Scaffold
Discussion and revision
10-15 minutes
- Recall work completed in the previous lesson. (Students were asked to use the advertisement framework and a chosen slogan to plan and record information needed to create an advert.)
- Hand out students planning work and ask them to share this with a partner.
- As a whole class talk about what they did well and what they may need to improve.
- Tell the students that they will use this planning work to create an advertisement. Tell students that they can create any type of ad they like, but the audience will be students about their age.
- Jointly recall the sort of adverts they have viewed, listened to and read over the last 2 weeks. Realistically discuss the time frame students have and what sort of advert they could choose to create.
- Read around the room to revise what has been discussed about persuasive advertisements.
- Ask students to think about the sort of ads that persuaded them, or captured their attention, i.e. worked on them.
- Tell students that they will be asked to share their advert with a small group and that they will give and receive feedback. Share the assessment /Peer reflection sheet to show students what criteria will be used to judge their advertisement.
- Ask students if they have any questions. Provide time for students to check their understandings of the task.
Independent /Apply
Reading, Viewing, Writing, Listening & Speaking
25-30 minutes
- Allow time for students to self organise. Observe and offer support where appropriate.
- Make sure students are aware of the time limit.
- Tell students they can ask others (peers or teaching team) for help when / if needed.
- Stop when necessary and collect student work for next session.
Wrap up /Debrief /Reflect
5-10 minutes
- Scaffold students to reflect on the lesson, their learning progress and what helped them to learn by giving themselves four pats on the back for things they did well. (e.g. solved a problem, worked well in a group, helped someone, asked a great question.
- Ask students to share one of these with the class as their ticket out the door.
Learning Design Timing
Lesson 10
I can share my advertisement; give feedback to others; reflect on own knowledge skills and understandings and decide on targets and learning goals for further learning
Preview /Familiarise
Identify learning targets
5–10 minutes
What are my next steps / learning goals?
How will I know I have achieved my learning goals?
Focus Learning /Model
Shared Literacy Interaction
10-15 minutes
Guide /Scaffold
Discussion and revision
15-20 minutes
Independent /Apply
Reading, Viewing, Writing, Listening & Speaking
20-25 minutes
Wrap up /Debrief /Reflect
5-10 minutes
Lesson 10
I can share my advertisement; give feedback to others; reflect on own knowledge skills and understandings and decide on targets and learning goals for further learning
Preview /Familiarise
Identify learning targets
5–10 minutes
- Remind students that today they will have the opportunity to complete and share their advertisement with a chosen partner/ group.
- and share the learning goal for the lesson.
What are my next steps / learning goals?
How will I know I have achieved my learning goals?
Focus Learning /Model
Shared Literacy Interaction
10-15 minutes
- Allow time for any extra work that may need to be done if appropriate and encourage students to consider how best to share their advert.
- Display the Peer Assessment checklist on the IWB. Re-read the checklist together to check that each section is understood.
- Discuss and model appropriate sharing and feedback behaviours such as, use of interesting clear voice, eye contact, gestures; and positive comments and no put downs.
- Jointly list appropriate sharing behaviours and appropriate feedback behaviours on IWB (or similar) for students to refer to.
Guide /Scaffold
Discussion and revision
15-20 minutes
- Organise students into partners or small groups of 3. Handout Peer Assessment checklists to each student.
- Allow time for students to work out how they will share their work and get set up.
- Inform students of the time allocation for each student. Check that students are ready to share and let them get started.
- Teaching team should observe and monitor groups to ensure all is running smoothly and that each student has had a turn.
Independent /Apply
Reading, Viewing, Writing, Listening & Speaking
20-25 minutes
- When sharing and feedback is complete, ask students to return to seats.
- Scaffold an informal discussion about how the sharing went. Focus on quality of adverts and sharing protocols.
- Handout the Self assessment checklist Using the IWB (or individual handouts) read checklist together. Check that students understand each component and what is expected of them. Discuss the purpose of self reflection in helping us decide what we’ve done well and what we need to improve.
- Provide time for students to reflect on their learning and complete their I can checklist. Allow students to share with a chosen peer if appropriate. Ask students to verbalise... ‘what they did well’ and ‘what they need to improve’.
Wrap up /Debrief /Reflect
5-10 minutes
- Remind students that these lessons have been aimed at finding out what students already know and understand aboutadvertisments. The work that they will be doing throughout the term will build on and improve what they know and understand now.
- Ask students to look at their I can checklist from lesson 2 and think about the peer feedback given during the sharing session. Ask students to use this information to decide on a goal/ target to focus on for the term. Allow time for students to record goal/s. Collect all appropriate work to review.
- Provide time for students to share goals if appropriate. (Teachers may like to provide time for an individual conference to check and firmly establish individual learning goals.)
Methods of Persuasion
Emotional Response
Arousing an emotional response in the audience will encourage their desire to purchase a product. The ad for Rogain below appeals to the emotion of fear in the audience.
Arousing an emotional response in the audience will encourage their desire to purchase a product. The ad for Rogain below appeals to the emotion of fear in the audience.
Status
The advertiser uses this method to persuade the audience that they will become more important or more desirable if they purchase the product. Look at the ad below. What promises are made to the audience if they buy Chanel?
The advertiser uses this method to persuade the audience that they will become more important or more desirable if they purchase the product. Look at the ad below. What promises are made to the audience if they buy Chanel?
Pressure Selling
These types of advertisements play on the audience's insecurities. If everyone else is using it then why aren't you?Savings and Instant Gratification
People want to save money right? Well, this type of advertising appeals to people's desire to save their hard earned cash. Interest free, 50% off, buy one get one free!!!
These types of advertisements play on the audience's insecurities. If everyone else is using it then why aren't you?Savings and Instant Gratification
People want to save money right? Well, this type of advertising appeals to people's desire to save their hard earned cash. Interest free, 50% off, buy one get one free!!!
Recommendations and Product Endorsement
Many advertisers claim that experts; doctors, dentists, nutritionists, celebrities etc, recommend their products. The advertisers hope that the target audience will associate the success or experiences of that person with the product. Why would Sharpie use David Backham to endorse their pens?
Many advertisers claim that experts; doctors, dentists, nutritionists, celebrities etc, recommend their products. The advertisers hope that the target audience will associate the success or experiences of that person with the product. Why would Sharpie use David Backham to endorse their pens?