1. Topic-
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| Does advertising affect the what people buy and how they think? |
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2. Content-
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Advertising, Appeal, Consumer, Convince, Impact, Manipulate, Persuasive,
Profit
This lesson will provide the necessary vocabulary and background in
argument/evidence and advertising necessary for students to read excerpts
of"Ad Power" by Shari Gordon which is about how advertisers market
ads toward the teenage demographic across a variety of mediums. |
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3. Goals: Aims/Outcomes-
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1.Understand an argument should be supported with evidence.
2.Sort vocabulary words into groups.
3.Debate two opposing views using background knowledge.
4. Use reading strategy of synthesizing information. |
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4. Objectives-
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1.Students will find connections in key vocabulary such as convince,
manipulate, and persuasive.
2.Students will work with a partner to support one point of view while
another pair supports an opposing view.
3.Complete Pre-Reading activity to prepare for reading a persuasive
text, Ad Power, by Shari Gordon.
4. Create a conclusion chart to master the skill of synthesizing while
reading. |
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5. Materials and Aids-
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Hampton Brown Edge Series
Vocabulary Notebooks
Argument and Evidence Worksheet |
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6. Procedures/Methods-
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A. Introduction-
1. Students will work in partners to support one of two quotations
"Advertising is the art of convincing people to spend money they don't
have for something they don't need" -Will Rogers
"Advertising says to people, 'Here is what we've got. Here's what
it will do for you. Here's how you get it"
-Leo Burnett
2. This will lead to a conversation on advertising and how advertisements
are used to sway a person's buying patterns.
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B. Development-
1. After reading through vocabulary words and providing examples
and sentences, students will record key vocabulary words with examples
into vocabulary notebooks. They will then sort the words into categories
some will then present their sorts to the class: Advertising, Appeal,
Consumer, Convince, Impact, Manipulate, Persuasive, Profit. Student
can then write their own sentence or use the word orally in a sentence.
2. As a class we will then discuss argument and evidence. What makes
an argument convincing? What makes someone "win" an argument? How
can you improve your chances of winning? We will then connect this
to writing.
"An argument gives a writer's point of view about an issue or a problem.
The writer states his or her idea and then supports it with evidence,
such as facts, data and quotations. The more reliable the evidence
is, the more you'll be willing to agree with the writer's argument"
3. We will then read the following passage aloud "People in Ghana,
a country in West Africa, have a saying: To the fish, the water is
invisible. In other words, when you're surrounded by something all
the time, you don't notice it...
In parts of the world where people have a lot of modern conveniences
and up=to-date technology, you could say that advertising has become
"the water in which we swim." There's so much of it that we hardly
notice it anymore. In fact, some experts estimate that a young person
growing up in North America is likely to see between 20,000 and 40,000
TV commercials every year...it's easy to see how you'd begin to stop
noticing and keep swimming"
We will discuss what arguments does the author make in these paragraphs?
Are they convincing? How does the author support these arguments?
Are facts used? Are statistics used? |
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C. Practice-
1. After discussing the paragraphs as a class we will create a conclusions
chart. Students will each create their own. The conclusion chart has
the following sections: Writer's claim, Evidence, My Experience, My
Conclusion.
Example:
Writer's Claim: There are so many ads we don't even notice them.
Evidence: You can see 40,000 commercials a year.
My Experience: There are even ads in our school and on my music stations
when I'm on my phone.
My Conclusion: I agree with the author. I don't notice them.
2. We will go back over what it means to synthesize information. |
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D. Independent Practice-
1. Students will read other short paragraphs and create conclusion
charts to focus their reading and comprehension.
2.Students will use key vocabulary words in their conclusion charts.
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E. Accommodations (Differentiated Instruction)-
1. Pronounce vocabulary. Write it in syllables. Say one syllable
at a time. Ask for potential cognates. Ask for similar forms consume/consumption.
2. Provide conclusion chart as a graphic organizer to guide reading
comprehension. |
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F. Checking for understanding-
1. Create oral or written sentences using key vocabulary.
2. Review conclusion charts that were made by students. |
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G. Closure-
| 1. Have students look at picture of Times Square in NYC lit up with
advertisements and write a few sentences about what stands out to
them the most. Which products they have seen before and how they feel
looking at the image. For struggling learners I would ask more specific
questions. Are the signs in bright colors or black and white? Are
there ads for food, or technology? If so what brands. |
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7. Evaluation-
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1. This lesson provides a background of how to approach the next
reading excerpt on brand advertising in North American culture.
2. Students will use their key vocabulary and synthesizing skills
to discuss the effectiveness of advertisements. |
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