Beacon Lesson Plan Library

See How They Run

Ramona Guth


Students view non-print campaign advertisements and analyze for factual and persuasive information. They determine which advertisement is the most persuasive and share reasons to support their decisions with a peer.


The student determines main concept, supporting details, stereotypes, bias, and persuasion, techniques in a nonprint message.


-Advertisement worksheet, a Mircrosoft Word document. One per student needed.
-Several campaign advertisements (use C-Span Web site or prepare videotape).
-Computer access (or VCR and television).
-Rubric for assessment, a Microsoft Word document. One per student needed.


1. View all advertisements on the C-Span page (or videotaped advertisements) to become familiar with the content.
2. Rate an advertisement using the worksheet to determine ease of use.
3. Copy worksheets for all students.
4. Save links on all computers the students will use.
5. Use a projector if available to show example advertisement to group.
6. Check all equipment and links before the lesson.


1. Discuss persuasion in television advertising and solicit examples from students. Describe a popular advertisement and explain how certain elements make viewers want to purchase or use the product or service. Ask the students questions such as what television advertisement have you seen that made you want the product or service? What part of the advertisement appealed to you?

2. Distribute the advertisement worksheet (see attached file) and review the information students will be looking for.

3. Choose an advertisement to watch as a group and discuss what you would write on the worksheet.

4. Distribute the assignment rubric (see attached file) and explain the elements of the assignment as described on the rubric.

5. Have students choose three advertisements from the attached C-Span Web site (or a teacher made pre-recorded videotape) and fill out the worksheet based on their observations.

6. Tell the students to choose the advertisement (positive or negative) they think is the most persuasive and list reasons why it is the most persuasive on the back of their worksheets.

7. Students pair up and share the advertisements they chose as the most persuasive giving two reasons for their decision.

8. Assess the students using the scoring rubric (see attached file). If you choose, have the students fill out a rubric for self-assessment before turning the assignment in for grading.


Students compare and contrast non-print campaign advertisements then choose which is the most persuasive and share reasons to support their decisions with a peer.

Use a rubric (see attached file) to assess the following:
Students have viewed three non-print campaign advertisements.
The main idea of each advertisement is identified.
Students identify and distinguish factual and persuasive information.
Students determine why the advertisements they have chosen are the most persuasive and share their reasons with a peer.


1. Students create persuasive advertisements to show or perform for peers.
2. Students choose the most persuasive advertisement (positive or negative)
and write essays supporting their reasoning.

Web Links

Includes links to campaign advertisements for 2004 presedential candidates.
Campaign Ads

Attached Files

Ad worksheet     File Extension: pdf

Ad rubric     File Extension: pdf

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