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Information literacy Communications: Oral and
Visual Benchmark B: Explain a speaker’s
point of view and use of persuasive techniques in presentations and visual
media. Indicator 4: Identify and explain the
persuasive techniques used in presentations and media messages. Benchmark E: Present ideas in a
logical sequence and use effective introductions and conclusions that guide
and inform the listener’s understanding of key
ideas. Indicator
8: Deliver informational presentations. Benchmark F: Give presentations using
a variety of delivery methods, visual materials and technology. Indicator 8: Deliver informational
presentations. Library
Benchmark D: Students identify the steps in a recognized
research model. Indicator 9: Critically evaluate the
quality of the information resource, e.g. authority, accuracy, currency,
objectivity, etc. Indicator 10: Take notes, organize
information into logical sequence, and create draft product e.g. report,
research paper, presentation, etc. Indicator 12: Communicate findings
orally, visually, or in writing and draw conclusions about findings |
ILILE Summer 2003 Project William J. (Jack) Broz,
Jr. Media Specialist and Dianna Clark, 7th
Grade Language Arts
Lesson Summary: After reviewing and discussing a variety or advertising strategies in television, radio, internet and print, the student will create their own advertisement (see post assessment below). The student will present the advertisement to the class as if they were selling the ad to the product’s manufacturer within a 5-minute time period. The student will be able to describe and demonstrate various persuasion and propaganda techniques used in advertising.
Approximately seven
school days 40 minutes of class time a day.
Class sessions will be held in the Commentary:
Ask students the following question: “What was the last television /radio/print/internet ad that you saw that tried to persuade you to purchase a product or change your life style?” Scoring Guidelines: Student responses or lack thereof. Post-Assessment: Students will create their own personal use item (i.e. soap, deodorant, shampoo, clothing, etc.) then create and present a persuasive advertisement using television (video) or radio (audio tape) or print media (computer or paste up) or internet. Scoring Guidelines: 100 possible
points Creativity 25 pts. Script/grammar 20 pts. Presentation 15 pts. Stage Presence 15 pts. Written Explanation/justification 20 pts. Peer evaluations 5 pts.
Day 1: Introduce concepts of advertising using video, audio, print samples and pre-assessment. Day 2: Give handout with Key Vocabulary definitions. Discuss persuasion and propaganda techniques. Student assignment: Find a print advertisement that illustrates one or more of the techniques listed in the vocabulary and be prepared to present to the class. End of period students chose project partners. Day 3: Students present print ads. End of day 3 students chose advertising techniques they will demonstrate. Day 4: Allow time for students to work on their projects. Students sign up for presentation order. Day 5: Work on projects in class and Day 6: Begin presentations. Day 7: Finish presentations. Differentiated Instructional Support Review lesson plans with Learning Assistants and Special Ed as needed. Advanced students may be assigned to assist other students as needed.
Awareness of persuasion/propaganda techniques
Send letter home to parents detailing assignment and requirements so that parents are aware of possible need for use of home AV equipment.
Social Studies, how advertising has changed public opinion.
For teachers Collection of video clips of current television, radio and print advertising. For students Students may use
personal AV equipment. Available in
advertisement advertising propaganda persuasion bandwagon bait and switch testimonial glittering generalities name calling plain folks
See “materials needed” above.
Internet sources, video History of Advertising
Monitor student progress and modify as needed.
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