Ad Unit

Ads: Purpose and Appeal
Name of Teacher Candidate: Milea Reynolds

Name of Instructor: Dr. McCarrick
Course: ED 328 Methods for Teaching and Evaluating Language Arts
Date:
Reynolds
Ads: Purpose and Appeal

Grade Level: 8
Unit Duration: 15 days
Reynolds
Table of Contents
Introduction to Unit
Unit Rationale
General Objectives/Expectations
Anticipatory Set/Motivation
Engagement
Assessments
Classroom Management
Lesson Plans
Reflection
Appendix
4
5
6
Reynolds
Unit Rationale
In a world dominated by media, it is becoming increasingly more important for students
(future consumers) to be able to decipher between truth and exaggeration. In the Language Arts
classroom, students should not only be learning how to use the English language for themselves,
but how to decode and analyze it when someone else is using it to communicate with them.
Advertisements, whether in video, audio, or image form, are essentially ways of persuading a
consumer through language. In order for students to be fully prepared and knowledgeable
citizens, they need to be aware of the methods that advertisements use to sway them, and how to
uncover the meaning behind the surface of an ad.
This three-week unit aims to make students into well-rounded ad analyzers. First,
students learn basic visual literacy skillsthe uses of certain colors, fonts, spacing, etc. They
explore these components in different mediums of advertisement, as well as use them to create
their own advertisements. Students then learn about target audiencesespecially how to
recognize when an ad is specifically targeting them as teenagers. Next, students learn the
difference between pathos, logos, and ethos, and how almost all advertisements use at least one
of these persuasive methods to reach its audience. A few lessons on advertisements and culture
show students how advertisements change in nature over time, and how any given advertisement
reflects the culture of the time period in which it was released. And lastly, students get to apply
the methods and skills they have learned by imagining their own product and creating an
advertisement for it.
Some students may actually go on to work in advertising firms, or at least work
somewhere that they will have to sell their product to a buyer. All students will become adults
and therefore independent consumers (in fact, many of them will become consumers in just a
year or so, if they havent already started purchasing items of their own). It is important for
students to know how to market something, but also for them to know how to be informed and
analytical buyers, so that they are not tricked into believing something that isnt true or necessary
for their lives.
This unit combines the traditional Language Arts topic of persuasive writing with the
more modern topic of visual literacy. The unit is also cross-curricular, with historical and
cultural study of ads throughout different time periods and moments of history.
Most importantly, however, the unit aims to reach students of a younger age with
knowledge that will hopefully stick with them as they are progressing through their teenage
years. Teenagers are undoubtedly the target audience of many, if not most ads. These ads are
often ruthless, aiming to make teenagers think poorly of themselves in order to persuade them to
buy a product that will fix a blemish they have. After completing this unit, young teens will
have the wisdom to know when an ad is marketed toward them, and how to interpret its message,
recognizing if it is helpful or harmful.
Reynolds
Unit Outcomes
Learning Objectives
Students will know . . .
1. How advertisements have reflected and influenced our culture throughout history
2. Basic terminology to be used when analyzing or creating an ad
3. Different mediums can be used to present advertisements (e.g. commercials, billboards,
magazine articles) and the advantages/disadvantages of each.
4. The methods advertisements use to appeal to their target audience
5. How to create and effectively present a product of their own to their audience
Students will be able to . . .
1. Identify the target audience of an advertisement
2. Apply basic visual literacy techniques in order to read an advertisement
3. Recognize the methods advertisements use to appeal to certain types of emotions
4. Work in a collaborative group to create an effective advertisement
Pennsylvania State Standards
CC.1.2.8.G: Evaluate the advantages and disadvantages of using different mediums (e.g. print
or digital text, video, multimedia) to present a particular topic or idea.
CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas efficiently as well as to interact and collaborate
with others.
CC.1.4.8.V: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
CC.1.5.8.C: Analyze the purpose of information presented in diverse media formats (e.g.
visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political)
behind its presentation.
NCTE/IRA Standards
Standard #1: Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Standard #6: Students apply knowledge of language structure, language conventions (e.g.
spelling and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
Standard #7: Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g. print and non-print texts, artifacts, people) to communicate their discoveries in
ways that suit their purpose and audience.
Reynolds
Anticipatory Set / Motivation
Reynolds
Engagement
Reynolds
Lesson 1 Reading Visually

Outcomes
1. Apply basic visual literacy techniques in order to analyze an advertisement
LESSON PLAN
Lesson Beginning
Bell Ringer
1. Visual Prompts
a. Four colors (Red, Blue, Yellow, and Green) and four type fonts (American
Typewriter, Chalkboard, Rockwell, and Lucida Calligraphy) will be displayed on
the chalkboard (printed on paper and hung up).
b. Instructions (written on chalkboard in designated bell ringer spot): For each
color and font, write three words that come to mind when you observe that
color/font.
i. Ex. Red anger, love, passion; Lucida Calligraphy fancy, cursive, classy
Attendance, Housekeeping
Introduction
1. Visual Prompts cont.
a. Instructions: Choose one color and one font. Come up to the board and write
underneath the paper one word that you came up with for each.
i. Do not repeat what others have already written!
ii. All students will write simultaneously.
b. After all students have written something, point out some of the words for each to
the group for a recap.
Introduction to the Unit
1. Advertisements
a. Over the next three weeks, we will be learning about advertisementswhy they
appeal to us, who they are targeting, and how they reflect the culture of the time.
b. You will have the chance to analyze some advertisements of different mediums
commercials, magazine advertisements, radio jingles, etc.
c. You will even have the chance to create your own advertisement based on what
we have learned!
Lesson Development
Ad Reading Instruction
1. Learning the Terms
a. Go through a PowerPoint as a class to learn the visual components specific to ad
reading. Write down each component and some notes in your journal.
i. Things to look for in an ad:
1. Structure (Where are the items/people placed? In relation to each
other? What is the layout of the ad?)
Reynolds
2. Color (What colors are used most? Do they go well together or

clash?)
3. Language (Are there any written/spoken/implied words? Is there a
dialect or jargon used?)
4. Fonts (Which fonts are used? Are they consistent? Do they go
well together?)
5. Sizing (Which items are bigger/smaller than others? Are the
pictures bigger than the words or vice versa?)
6. Shapes (What shapes are used? What colors are they? What are
their purposes? What do they resemble?)
7. Focal Point (Where do you first look when you look at an ad?
Why do you look there?)
ii. For each visual component, include a slide of an ad that displays that
aspect in some way. Ask students how they can apply that component to
that ad; take volunteer answers as a whole group.
Reading Ads
1. Groupwork
a. Get in groups of four.
b. Each group will get a magazine advertisement and an Ad Reading Worksheet.
i. Instructions: As a group, you will analyze your assigned advertisement by
examining each of the aspects we talked about.
c. Walk around and assist groups as they work; encourage them to be thorough and
careful observers.
Lesson Ending
Closing and Homework
1. Wrap up
a. Return desks to their original positions
b. Does anyone have any questions about what we learned today?
c. Collect group worksheets as a formative assessment (not graded)
2. Homework
a. Pay attention to the advertisements you see before next class.
b. Write in your journals an advertisement you see (commercial, poster, billboard,
etc.) and the visual components of that ad.
Assessment:
Materials Needed:
References:
Special Adaptations:
Anticipated Difficulties:
Reynolds 10
Lesson 2 Reading for Meaning
Outcomes
2. Analyze the meaning of the visual components used in an ad
LESSON PLAN
Lesson Beginning
Review and Overview
1. Group discussion
a. Who can name any of the visual components we talked about yesterday?
i. Structure, color, language, fonts, sizing, shapes, focal point
b. Today, we will discover how we can analyze the meaning of those components in
an advertisement.
Expand on the homework
1. Individual work
a. Everyone get out your notebooks and reflect on the advertisement you wrote
about for last nights homework.
b. Take a few minutes to pick one of the components you found and jot down some
notes about what you think it means for the ad.
c. For example: you noticed that an ad for a childrens toothpaste used a bubbly, fun
font. This font is childlike, catches your eye, and reflects the idea of bubbles in
toothpaste.
d. While individuals are working, walk around to monitor their progress and provide
help when needed.
2. Groupwork
a. Discuss in seven different groups what you found.
b. Make sure everyone gets the chance to share.
Lesson Development
Instruction on Meaning
1. Powerpoint
a. Go through the same Powerpoint as yesterday (Ad Reading: Visual
Components), but this time, focus on not just the components present, but what
they mean for the ad.
Finding Meaning
1. Groupwork
a. Display Nikes Fortune Rewards the Bold ad on the Projector.
b. Each of the seven groups will be assigned one of the visual components and
instructed to consider that component in this ad.
Reynolds 11
i. Each group will fill out a Visual Meaning graphic organizer (details about
the component, interpretations of those details, and the meaning it
contributes to the ad).
Presentations
1. Each group will present their findings to the rest of the class.
Lesson Ending
Closing
1. Wrap up
a. Return desks to their original positions.
b. Any questions?
c. Collect group worksheets as formative assessment.
Reynolds 12
Lesson 3 Making Sense of It
Outcomes
LESSON PLAN
Lesson Beginning
Bell Ringer
1. Freewriting
a. Think about a store that you like to shop at. Write a paragraph about the type of
advertising they use. Do they have T.V. commercials? Magazine ads? What
kinds of colors, fonts, and models do they use?
Lesson Introduction
1. Today we are going to expand what youve been learning about the visual components of
advertisements and dig deeper into the type of meaning that they create.
2. With a partner, discuss what you wrote for the freewrite. Consider these questions in
your discussion:
a. Are there similarities/differences between what you both observed?
b. Why do you think those stores use the type of advertising they do?
c. What kind of message are they trying to give you, the shopper?
Class Discussion
1. What kinds of topics did you discuss?
a. Allow students who volunteer to write their points on the board.
2. Talk briefly to sum up the things they talked about.
Lesson Development
Develop an Ad Outline
1. In groups of four, you will work together to develop the backbone of an advertisement,
based on the message you want to send to your audience, using the Ad Outline Graphic
Organizer (each group will fill out two organizers).
2. Each group will be assigned a different product.
3. You will be responsible for coming up with the types of visual components you would
want to use to market this product.
a. For example, a group whose product is Grab N Go: a breakfast bar made just for
teens who are running late for school might choose to use bright, sunny colors
(red, yellow, orange) to symbolize morning.
Reynolds 13
Presenting your Ad
1. For each group, two members will stay at their table and two members will switch places
with another group (the pairs will each take one of the graphic organizers).
a. In your newly formed groups, there should be two different products represented.
b. Each pair will take a few minutes to present their ad to the other group, making
sure they justify why they made their component choices by relating them to the
product they are promoting.
c. Groups may take time to discuss, compliment, and/or give suggestions to each
other after each pair has presented to the other.
Lesson Ending
Reflection
1. Write down a few sentences on a sheet of paper to answer these questions (written on the
board):
a. What did you learn from this activity about creating meaning in an advertisement?
b. What choices did your group make that you think were absolutely great?
c. Is there anything you wish your group would have done differently to promote
your product better?
2. Collect these for formative assessment
1. Return desks to original positions.
2. Any questions?
3. Homework: Come up with your own product (name and purpose included) and the visual
components you would use to promote that product in an ad.
Reynolds 14
Lesson 4 Whats the Message?
Outcomes:
2. Determine the message of an ad by examining its visual components.
Lesson Beginning
Bell Ringer
1. Write a paragraph about what you think it means to send a message.
a. Is it something physical? A metaphor for something else? Can you do it without
speaking, or does it have to include words?
Housekeeping, Attendance
Lesson Introduction
1. What does it mean to send a message? (written on board).
a. Allow volunteers to come up and write their implications on the board underneath
the question.
2. Today we will be learning about how advertisements send messages to their audience.
Lesson Development
Finding the Big Ideas
1. As a class, examine three different advertisements (Bench / Recycling The Ad
Council, Its Not Just Coffee Its Starbucks, and What will you do with your
savings Walmart) to determine their messages.
a. Display each advertisement on the projector and for each one, ask volunteers to
share the messages that are being sent through what they see. Explain that
Messages are what the people who made the ad are trying to communicate to
the people who are seeing the ad.
b. Write these messages on the board.
2. Now, individually, write down what you think is the big idea for each of these ads.
a. Big Ideas should wrap up all the messages into one general statement that the
ad is trying to tell its viewers. They should only be one sentence long.
b. Give an example: the Nike Fortune Rewards the Bold advertisement
i. The Big Idea could be: Choosing Nike shoes is a bold move that will
up your game.
3. Regroup
a. Ask for volunteers to share their Big Ideas with the class for each ad.
b. Talk about whether these big ideas relate to the messages being sent.
Making your own Mini-Ad
1. Take out your homework from last night (creating a product, its purpose/title, and the
visual components to best represent it).
a. Individually, you will work on a mini-ad (on a piece of white cardstock) using the
components you talked about. If you need to tweak something, thats fine.
Reynolds 15
b. You may use markers, pens, colored pencils, etc. to draw out your ad.
i. Dont worry if you cant draw very well all thats necessary is the basic
layout and the sketch of what you want in the ad.
1. (You can use stick figures if needed thats fine!)
c. As you are creating the ad, think about the Big Idea that you want it to have.
Lesson Ending
1. Put desks and drawing materials back where they belong.
2. Questions?
3. Homework: Trade your mini-ad with a partner near you. For Homework, you will take
home your partners ad and write down at least 3 messages that it is sending, along with
one Big Idea. Write these on a piece of paper that you can give to your partner
tomorrow.
Reynolds 16
Lesson Five Transferring Across Mediums
Outcomes
1. Different mediums can be used to present advertisements (e.g. commercials, billboards,
magazine articles) and the advantages/disadvantages of each.
3. Determine the message of an ad by examining its visual components.
LESSON PLAN
Lesson Beginning
Bell Ringer
1. Take out your homework and your partners mini-ad.
a. Write them a note listing:
i. Three parts of the ad you find very well done / useful / etc.
ii. One suggestion to make the ad better.
2. When you and your partner are both done, give them back their mini-ad, the messages /
Big Idea, and Comments / Suggestions.
3. Take some time to look over what your partner said / suggested.
a. Did they come up with the same messages / Big Idea that you had in mind?
b. Do you agree or disagree with their suggestions?
Lesson Introduction
1. Weve been talking about the different components that advertisements can have, and
how those components contribute to the meaning / messages of the ad.
2. Now, we are going to explore how these components come into play with ads other than
print ads.
3. Pass out the Ad Rotations Graphic Organizer.
4. Today, we will be working in a rotation style. You will move through the classroom at
your own pace to explore different types of advertisements. You will use this graphic
organizer to gather your thoughts as you move through the stations.
5. While you are at the stations, you will gather information about the visual components,
the meaning they contribute to the ad, the messages being sent, and the Big Idea you
think is being presented.
6. You do not need to complete the stations in any particular order, but you need to
complete them all by the end of the period!
7. After you are done, you will begin working on a writing assignment in which you choose
two of the different types of ads and analyze the benefits and drawbacks of each.
a. Make sure you take good notes on your graphic organizer, because they will help
you determine which ads you want to analyze and help you remember what you
saw.
b. Pass out the Ad Mediums Writing Assignment.
Reynolds 17
Lesson Development
Ad Rotations
1. Students will move at their own pace through ad stations, where they will explore a
different type of ad.
a. Types of ads: Magazine Ad, Billboard (pictured on a piece of paper), Radio Ad
(headphones and computer set up, with website written down), Newspaper Ad,
and T.V. Commercial (headphones and computer set up, with website written
down).
b. Teacher will move around and monitor progress / give assistance as needed.
2. Students may begin working on their writing assignment when they are finished with the
rotations.
Lesson Ending
1. Questions?
2. Homework: Continue working on your writing assignments over the weekend. They
will be due on Monday.
Reynolds 18
Lesson 6 Target Audience
Outcomes
1. Identify the target audience of an advertisement
LESSON PLAN
Lesson Beginning
Bell Ringer
1. Make a chart to compare the things you like/enjoy with the things your grandmother or
grandfather likes/enjoys.
a. It can take any form, as long as it shows what you both like/enjoy individually, as
well as the things you have in common.
Attendance, Housekeeping, Collect Weekend Writing Assignments for grading
Lesson Introduction
1. Sharing
a. Have a whole group discussion on what the students wrote for bellringer.
2. This or That? Whole Group Discussion
a. Display three different advertisements on the projector that have a clear target
audience of either teens or elderly people.
i. Mockingjay Part 1 Poster and Aeropostale Teens
ii. Summerland Elderly
b. Is this ad targeting YOU or your GRANDPARENTS?
i. How do you know?
3. Today we will be talking about the Target Audiences of Advertisements the specific
people that the ad is trying to reach.
Lesson Development
Groupwork Making an Appeal
1. In groups of four, you are going to develop an appeal to a specific type of person.
a. Each group will be given a specific type of person (ex. a 65 year-old male with
three kids and seven grandchildren who enjoys reading the newspaper, watching
football on TV, and golfing) and a product (ex. a High-Definition Widescreen
Television).
b. As a group, you will write an appeal (a one-page letter) to the individual to
convince them to buy your product.
i. Make sure you consider what this individual enjoys, what you know about
them, and how you can promote your product specifically to them.
Regroup Thinking about Target Audiences
1. What were some of the factors you had to consider when making your appeal?
a. Write answers on the board
b. Ex. Age, Gender, Hobbies, Social Activities, Products use, etc.
Reynolds 19
Groupwork Making a Diagram
1. Based on what youve discussed and determined in writing your groups appeal, make a
chart/diagram to show all the factors that need to be considered when creating an ad to
reach a target audience.
2. You may use some of the terms we came up with as a class, as well as add your own.
3. Make the layout is one that makes sense and is organized.
Sharing
1. Volunteers may put their diagrams up on the projector and explain them to the class.
Lesson Ending
1. Desks back to original positions
2. Questions?
3. Collect diagrams for Formative Assessment
4. Homework: remembering the diagrams you came up with today, create your own
diagram at home to outline an ad or commercial that you see tonight. Keep in mind the
factors we talked about today, and include them in your diagram. Once youve outlined
the ad, determine what you think the target audience is, based on what youve found.
Reynolds 20
Lesson 7 Pathos, Logos, Ethos
Outcomes
1. The definitions and applications of Pathos, Logos, and Ethos
1. Recognize appeals to Pathos, Logos, and Ethos in advertisements
2. Recognize the methods advertisements use to appeal to certain types of emotions
Lesson Beginning
Lesson Introduction
1. Today we will be learning about how advertisements appeal to us through pathos, logos,
and ethos.
Lesson Development
Descriptions of the three terms
1. Have any of you ever had to write a persuasive essay?
a. What types of methods did you use? How did you try to convince your reader?
2. Aristotle, a famous philosopher, broke it down into three types of persuasion.
3. Written on the board copy these down in your journals.
4. Explain each in depth after initial description
a. Pathos Appeal to Emotions
i. Swaying someone through pity, anger, joy, etc.
b. Logos Appeal to Logic
i. Giving the facts to change someones mind
c. Ethos Appeal to Character
i. Giving the word of someone people trust (like a doctor or celebrity)
5. Give three example advertisements on the projector as a group, decide which method of
persuasion is being used.
a. Crisis Relief Singapore Liking Isnt Helping (Pathos)
b. Verizon Coverage (Logos)
c. Got Milk Taylor Swift (Ethos)
Group Activity
1. Everyone stand up
2. I want you to go to a designated part of the room based on which one of these appeals
you think is most effective (give directions on where students should go; encourage the
groups to be as similar in numbers as possible).
3. As a group, you will create a live advertisement (like a T.V. commercial, only acted out
live) using your method of persuasion.
a. Everyone is promoting the same product: Pringles.
Reynolds 21
4. You may want to jot down some ideas first about how you can promote this product
using your method of appeal, as well as what you want everyone to say.
5. Everyone must be involved in some way, whether they are leading actors, live props,
extras, or narrators.
Present your ads!
1. Each group will present the live ads that they have created.
Lesson Ending
1. Put desks back
2. Questions?
3. Homework: Write a page reflection about the commercials today. Do you still think
your chosen method is the most effective? Or has another group convinced you to think
otherwise? What factors changed your mind or kept your mind the same?
Reynolds 22
Lesson 8 Appeal to Teens
Outcomes
1. Recognize when an advertisement is directed to them as teenagers
Lesson Beginning
Bellringer Write in your notebook about the things you think are most important to teenagers
today.
Lesson Introduction
1. Today we will be learning about how advertisements appeal to teenagers specifically.
Lesson Development
Class Discussion
1. What did you write in your journals? (Write examples on the board)
2. Why are these things important to teens?
Groupwork
1. Each group will receive an advertisement for a company/product that is directly aimed at
teenagers.
2. They will complete the Ad Appeals Graphic Organizer that will help them see the
appeals being made to pathos, logos, and ethos, as well as the messages behind the
appeals being made.
Presentations
1. Each group will briefly present their findings to the class.
Lesson Ending
1. Questions?
Reynolds 23
Lesson 9 Ads and Culture
Outcomes
Lesson Beginning
Bellringer write about a movie you have watched that took place in a different time period.
What was the culture like? How did the people dress/act/look? What kinds of things did they
say? What technology was present?
Lesson Introduction
1. Today we will be learning about how advertisements reflect and shape the culture we are
in.
2. Advertisements from the past can tell us about what the culture was like in history;
advertisements right now can tell us what our culture is currently like.
Lesson Development
Analyzing Ads through History
1. Powerpoint displaying different ads from different time periods for each one, students
guess what time period it is from based on the features they see in the ad.
2. Take volunteer opinions for each ad before revealing which time period it is really from.
Comparing Ads through History
1. As a class, observe a smoking advertisement from the 50s compared to the Finish It
Campaign of today (included in the powerpoint).
2. Explain that in the 50s, smoking was considered an acceptable activity, whereas today,
people recognize that it is extremely detrimental to your health.
3. Which ad do you think is more effective?
4. Do the two ads use different techniques, or similar ones?
5. How does each ad make appeals? What are the messages behind each?
Individual Work
1. Write down different time periods and popular products on the board
a. 20s, 30s, 40s, 50s, 60s, 70s, 80s, 90s, 2000s, Modern day
b. Coca-Cola, Wendys, Walmart, JC Penney, Colgate, Sketchers, etc.
2. Each student will pick a time period and a product, and will write down possible features
that could be used in an advertisement to promote that product, based on the culture of
that time period.
Lesson Ending
1. Questions?
2. Homework: Finish Individual work started in class
Reynolds 24
Lesson 10 Shifting Cultures

Outcomes
2. That advertisements, like culture, change over time in order to reach their intended
audience
Lesson Beginning
Bellringer write a page-long journal entry pretending to be your grandparent. What were
his/her concerns? What was their life like? What kinds of hobbies did they have?
Lesson Introduction
1. Today we will be further discovering how advertisements reflect the culture they are in.
2. We will be exploring how advertisements change over time, just as the culture changes.
Lesson Development
Class Discussion
1. As a class, look at two different examples of ads for the same product from different time
periods.
a. 1950s Ford vs. Modern day Ford
2. Analyze as a group how the ads are different and/or the same.
3. What do each of these features indicate about the culture at the time the ad was released?
4. How do the ads show a change in culture?
Begin Projects
1. Pass out the assignment for the Historical Comparison project. Students will choose
from a list of products and analyze two ads for that product from two distinctly different
time periods. They will include pictures of each advertisement in their assignment and
will make comparisons between the two in a two-three page paper.
2. The assignment will include a list of questions to consider, as well as suggestions for how
to compare the two ads.
3. Students will begin working on computers to find their ads and begin preliminary work
on the assignment.
Lesson Ending
1. Questions?
2. Homework: Work on your project.
Reynolds 25
Lesson 11 Shifting Cultures, Cont.
Outcomes
2. That advertisements, like culture, change over time in order to reach their intended
audience
Lesson Beginning
Lesson Introduction
1. Today you will have the opportunity to work in class on your historical comparison
papers.
2. They will be due tomorrow!
Lesson Development
Individual work on projects
1. Students will work on computers to type/research for their papers.
2. Teacher will monitor student progress by talking with each student individually about
their work.
3. Deadline will be extended if the teacher determines that students need more time.
Lesson Ending
1. Questions?
2. Exit Slip: Write down three things you have learned from your research so far. Also,
write down any questions you have.
3. Homework: Finish your papers for tomorrow.
Reynolds 26
Lesson 12 Group Projects
Outcomes
1. How to create and promote their own product effectively
1. Work in a collaborative group in order to produce an advertisement of their chosen
medium
Lesson Beginning
Housekeeping, Attendance, Turn in your papers!
Make sure desks are put in groups of four to accommodate beginning the project.
Lesson Introduction
1. Today we will be starting work on a group project that will encompass all that we have
learned in this unit.
2. You will work on this project in class for the rest of the week, but you can work outside
class if needed in order to complete the project on time.
3. The project will be due at the end of the week.
Lesson Development
Explaining the Project
1. You will be assigned in groups of four to create your own product, as well as an
advertisement (method your choice) for it.
2. You will have until the end of the week to finish this product (presentations will be held
on Friday, unless the deadline needs to be extended, in which case presentations will be
on Monday). You will have class periods to work on this project, and you are welcome
to meet after school / during study halls, etc.
3. You will be required to turn in several benchmarks along the way, including product
development, target audience and message, a storyboard for your ad, and a final product
(templates for each of these will be given with the rubric). Additionally, each member of
the group will need to write a 1-page reflection on the project, including the work they
did individually, the knowledge from lessons that they were able to apply, as well as what
they learned through the whole process.
4. You will present all this work in a portfolio when you give your presentation on Friday.
5. Pass out the rubric, go over it together, does anyone have any questions?
Announce the groups (created by the teacher to have balance). Students move together in their
groups at desks set up in fours.
Begin working on the product development and moving through the steps.
Lesson Ending
1. Questions?
Reynolds 27
Outcomes
medium
Lesson Beginning
Students should sit in their groups for the rest of the week.
Lesson Development
Does anyone have any questions or issues related to the project?
1. Find out if students are struggling with anything in particular.
2. If needed, do a mini-lesson on aspects that students are having trouble with.
3. For example:
a. If students are having trouble with storyboarding, generate a mini-lesson to help
them with it.
b. Write a checklist on the board and discuss (is there a beginning? middle? end?
How will you make the message clear? What kind of characters/setting are you
using? etc.)
Students can work on their projects for the remainder of the period.
Teacher will monitor student progress by walking around the room and talking with students
about their projects.
Lesson Ending
1. Questions?
2. Homework: work on your projects as needed.
Reynolds 28
Outcomes
medium
Lesson Beginning
Lesson Development
Does anyone have any questions or issues related to the project?
Students can work on their projects for the remainder of the period.
Teacher will monitor student progress by walking around the room and talking with students
about their projects.
Lesson Ending
1. Questions?
2. Homework: work on your projects as needed.
Reynolds 29
Lesson 15 Presenting Group Projects
Outcomes
2. How to present a project clearly and professionally to an audience
medium
Lesson Beginning
Lesson Development
Students will present their products and advertisements in groups. Teacher will use a random
sorter (on the internet) to determine in what order groups will go.
If needed, presentations will continue the next school day.
Students watching the presentations will offer compliments / positive critiques after the group is
finished. They will be encouraged to say out loud the parts of the project and presentation that
they found to be very successful. They will also be given a Presentation Critique Sheet to fill
out.
Lesson Ending
1. Formative Assessment: teacher will collect student reviews to ensure that students know
what to look for in a successful presentation.
2. Teacher will grade student presentations and portfolios based on the rubric and return to
students.

Ad Unit

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Ad Unit

Diunggah oleh

Hak Cipta:

Format Tersedia

Ads: Purpose and Appeal

Name of Teacher Candidate: Milea Reynolds

Ads: Purpose and Appeal

Lesson 1 Reading Visually

2. Color (What colors are used most? Do they go well together or

Lesson 10 Shifting Cultures

Anda mungkin juga menyukai