Advertising Influences Me

Description of Unit
This unit was created as part of June, 2002 Technology Training and Learning in Irene, SD.

Schedule with activities

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Resources for Unit

Components for Unit of Study           Stacy Huber

Unit of Study Title: Advertising Influences Me

Topic Area: Journalism/Communications/Language Arts
Grade Level: 9-12
Time Frame: two weeks

Key Words: Advertising, Media, Journalism

Unit Designer: Stacy Huber (SH017)
Unit Designer E-mail: Stacy.Huber@k12.sd.us

School District: Wakonda
Date Added: 6/7/2002 12:39:56 PM
Date Last Revised: 6/7/2002 12:39:56 PM

Peer Reviewer: Casey Mount
Peer Reviewer E-mail: casey.mount@k12.sd.us

SD Content Standard Goals (SD Content Standards):

Communication/Language Arts Standards

  1. analyze information for clarity, relevance, point-of-view, credibility, and supporting data.
  2. locate, synthesize, and use information from multiple sources to solve problems and make decisions, e.g., newspapers, magazines, electronic media, public documents.
  3. analyze the effect of bias, stereotyping, unsupported inferences, fallacious reasoning, and propaganda techniques in expository text.
  4. use the media center for study and research, e.g., computerized data, cataloging systems, Reader’s Guide, reference books.

SD Content Standard Indicators:

Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.

Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

9-12 Benchmarks:

  1. analyze the styles of various authors to model effective writing.
  2. seek, evaluate, and use recommendations from others to improve writing consistency and coherence.
  3. analyze the underlying or subliminal meaning of various and visual messages, e.g., advertisements, electronic media, other print/media.
  4. evaluate the validity and accuracy of various types of oral and visual information.
  5. evaluate how presentation affects the impact/interpretation of oral/visual information, e.g., layout, color, sequenevaluate the credibility of a speaker and the plausibility of the message, e.g., hidden agenda, slanted material, biased opinion.
  6. analyze strategies used by the media to inform, persuade, entertain and represent culture, e.g., advertising, perpetuation of stereotypes, visual representations, special effects, language.
  7. evaluate types of evidence speakers use for credibility, validity, and relevance, e.g., statistics, testimonies, specific instances.
  8. analyze and model the structure or organizational patterns of various texts.
  9. maintain a personal writing journal/portfolio for reflection.
  10. use a variety of techniques to brainstorm, draft, revise, edit, and publish writing.

SD Content Standard Benchmarks:

  1. access and use multiple information sources for a variety of purposes, e.g., Internet, CD-ROM, print materials, video materials, library.
  2. evaluate the validity and reliability of various technical and functional materials.
  3. compile and synthesize information to make reasonable and informed decisions.
  4. use various cues/strategies to connect with text, predict message of text, and validate understanding of text.

Other Content Standards:

  1. maintain a personal writing journal/portfolio for reflection.
  2. use a variety of techniques to brainstorm, draft, revise, edit, and publish writing.
  3. publish completed pieces for a variety of audiences, e.g., school, parents, community, business, newspaper.

Media Literacy Standards:

1.  Students recognize that media messages are constructed using specific techniques which manipulate sound, image, text, and movement to convey meaning.

2.  Students distinguish among and use appropriate type of media for a variety of purposes.

3.  Students apply knowledge, skills, and strategies to design and create media messages.

4.  Students identify, analyze, and evaluate the impacts of media on individuals and societies.

 

Brief Summary of Unit:
Students will investigate how advertising influences our buying habits and shapes our thoughts.  A powerpoint will introduce the unit by defining key vocabulary and laying out expectations for the next two weeks.  The students will log their advertisement exposure, put results in an excel chart, identify persuasive techniques used in advertising, understand basic advertising law, learn about visual manipulation in advertising, and learn about subliminal techniques.  The students will use this knowledge to create their own advertisement targeted at two different audiences, identify persuasive techniques to become a savvy consumer, destruct/analyze many ads, manipulate digital images, identify misleading and illegal advertising, and create an advertising campaign to promote our school district.

Students will Understand:
The student will understand that advertising influences society.
The student will understand how advertising influences society.
The student will understand basic principles of advertising law.

The student will recognize that media messages are constructed using specific techniques which manipulate sound, image, text, and movement to convey meaning.

The student will distinguish among and use appropriate type of media for a variety of purposes. The student will understand how to create an advertisement for different audiences.

The student will understand how to identify illegal or misleading advertisement.

The student will understand how to manipulate digital images.

The student will apply knowledge, skills, and strategies to design and create media messages.

 

Essential Questions to Guide this Unit and Focus Teaching and Learning:
Does advertising/propaganda influence society?

How does advertising affect society?

What techniques and tools do advertisers use to persuade and shape thoughts?

What are advertisers allowed to do and what are they not allowed to do?

What do consumers succumb to in advertising?

How can consumers overcome these persuasive techniques?

How does an advertiser create an ad?

Who do advertisers target?

Key Knowledge and Skills Students will Acquire:
Students will be able to define advertising techniques and media vocabulary.

Students will be able to identify advertising techniques.

Students will be able to evaluate/critique a television commercial.

Students will be aware of what the consumer is likely to succumb to in propaganda/advertising.

Students will be aware of manipulated visual advertising.

Students will be able to conduct and create an advertising campaign.

Students will be able to create advertising for two different target audiences.

Students will be able to manipulate digital images for an advertisement.

Students will be able to identify illegal advertising.

Students will be able to use reflection, journaling, and revision enhance understanding.


 Assessment Plan:
Students will be assessed on completion of log of own advertising exposure, identification of advertising techniques, vocabulary test, destruction and analyzing of commercials, creation and language of yogurt campaign to different audiences, and rubric of Wakonda Campaign.  The whole project will have a total point system (check list).  Most assessments have rubrics with deadlines.

Learning Activites:
Media literacy terminology using an instructional powerpoint

Vocabulary

Advertising techniques

Define advertising techniques

Identify techniques in print advertisements and tv commercials

Log advertising exposure and feelings associated with advertising and propaganda in journal

Slogan Quiz

Create an ad campaign for yogurt for two different target audiences.

Take fake or real test (digital pictures)

Create a “doctored” image

Using www.ads.com to identify ads and to analyze ads

Create an ad campaign for Wakonda Schools to promote the district

Notes:
Make sure to get permission and to teach citing sources when doing powerpoints and ad campaigns

 

Internet Resource Link:  http://sh017.k12.sd.us   Professional/Journalism/Advertising


 Peer Reviewer Comments: I believe that this unit would be an essential learning experience for students. I cannot wait to use it to open up the eyes of my students to the vast world of positive and negative media influences.