Introduction
Students will design informational posters, pamphlets or commercial focusing on various advertising and propaganda techniques. Students will plan their project and, after rough drafts are completed, share them in groups and with the whole class for peer feedback. After revisions are made, students share their presentations with the class for additional feedback, and then make final revisions to their projects. Finally, students present their projects in class.
Task
The students will be able to research, analyze, and communicate important information about advertising techniques and propaganda.
Students will work in groups to create an original advertisement to share with the class.
Process
Day 1 (45 minutes):
Warmup Question: What makes an object appealing to buy?
Students will answer the question in the first 5 minutes of class. Teacher will lead a class discussion on the warmup question. The teacher will instruct the class they are beginning a lesson on advertising techniques that will result in creating a commercial to present to the class.
Direct students to the following link. This may be done using a digital projector for the entire class to view. Ask students to find the advertising techniques in each of the commercials. Does the commercial make them want to buy the product? Why or why not?
http://pbskids.org/dontbuyit/advertisingtricks/whatsinanad.html
Explain to students that advertisers use different techniques known as propaganda to sell a product.
Homework:
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate. Students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. The map graphic in the upper right-hand corner allows students to move around the map, instead of having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.
http://www.readwritethink.org/files/resources/interactives/persuasion_m…
Day 2 (45 minutes)
Warmup: Have students complete the "Do You Buy It?" quiz. Challenge the students to figure out all of the slogans. Ask students if they can add any popular slogans or jingles to the list.
Review with students the introduction of the propaganda lesson. Have students look at the list of "Common Advertising Techniques." Assign students to laptops / computers. Allow students to research websites finding examples of propaganda in advertising. Have students share their findings with the class. In searching, have students think about the following questions:
1. What is the product?
2. At whom is the product targeted?
3. What is happening in the advertisement?
4. Does the advertisement have a catchy slogan or jingle?
5. What makes the product appealing?
6. What does the advertiser want you to believe?
7. Would you buy this product? Why or Why not?
Day 3 (45 minutes)
Students should break into groups of two to three. Students will be assigned a unique product (an example list is attached). Students should begin creating an advertisement for their product. The commercial should be at least 2-3 minutes in length and include a catchy slogan or jingle.
Day 4 (45 minutes)
Students will finalize commercial advertisements. Students will use video cameras to record their commercials. Students will use the microphones for the computers to record voiceovers for the commercial. When students are finished, files should be saved onto a removable drive.
Day 5 (45 minutes)
Complete commercials from previous day and present projects to the class.
Evaluation
Students will be assessed using a rubric.
Credits
This site allows students to explore the various steps in the advertising process. This particular interactive link allows students to determine if the product is "hot" or "not" in terms of selling to the public. Great for all age levels.
http://pbskids.org/dontbuyit/buyingsmart/hotorsnot.html
Alabama Learning Exchange http://alex.state.al.us.