Beacon Lesson Plan Library

Product Persuasion

Jeanne Barber-Morris
Santa Rosa District Schools

Description

Students analyze the “hidden” messages of product advertisements, and then write their own advertisements for the products they bring into class. The skill focus is to write persuasively using the six-traits of writing.

Objectives

The student knows characteristics of persuasive text.

The student uses a variety of strategies to prepare for writing (for example, brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, taking notes).

The student establishes a purpose for writing (including but not limited to informing, entertaining, explaining).

The student evaluates own and other's writing (for example, identifing the best features of a piece of writing, determining how own writing achieves its purpose, asking for feedback, responding to classmate's writing).

The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).

The student understands persuasive messages used in nonprint media (for example, television commercials, advertisements, commands, requests).

The student uses visual aids, technology, or demonstrations to support a presentation.

The student understands techniques used to convey messages in mass media (for example, fact and opinion, persuasive devices).

Materials

-Teacher’s product examples
-Student’s products from home
-Notebook paper and pencils
-Writing work folders
-Overhead projector
-Overhead typed examples of a product description (see attached file)
-Overhead markers
-Various assortment of catalogs
--Step Two Direction Sheet-
-Two copies of “The Rubric for a Persuasive Description Ad” (see attached file)
-One white 8X11 piece of card stock per student
-Colored pencils
-Markers
-Student copies of -Step One Homework sheet.- (see attached file)
--Fifth Grade Journey Sheet- for each student

Preparations

1. Find and bring in a product to use as an example for students.
2. Prepare copies of: (see attached file)
-Product Persuasion Homework- -Step One Sheet- (One per student.)
--Product Persuasion Rubric- (Two per student)
-Example of product description- one for an overhead (see attached file)
--Step One Homework Sheet-- one per student (see attached file)
--Step Two Direction Sheet- (one per student)
--Fifth Grade Journey Sheet- one per student
--Product Persuasion Writing Process Timeline- with check off list on the bottom- one per student and one for overhead (see attached file)
--Status of the Class- list- one per lesson day (see attached file)
--Product Persuasion Cluster Web-Pre-Writing Sheet-- one per student *Optional (see attached file)

3. Notebook paper and pencil.
4. Prepare an overhead projector.
5. Gather overhead markers.
6. Collect various assortment of catalogs- one per student.
7. Count out one white, 8X11 card stock piece of paper per student.
8. Gather sets of colored pencils for each student or table of students.
9. Gather sets of colored markers.
10. Optional: Prepare computer with desk top publishing and a printer.
11. Make sure each child has a product from home. Find substitute products around your room for their object.

Procedures

Introduction Lesson- Day 1

Talk about how certain products we use are important to us. Discuss how we all want certain choices and brands. Ask questions about how ads and commercials affect our choices and product popularity.

Pass out homework paper, -Step One-.

Go over each part of the homework assignment.

1. Within four days, each student brings in his or her own special, favorite product that they like to use.
2. Discuss what types of products may be brought in.
3. Answer questions the students may have.
4. Have the students write some ideas and notes about the products they want to bring to school.


Day 2

1. Introduce teacher’s products.
2. Show the ad descriptions, typed and copied, on overheads. (see attached file)
3. Class discusses the descriptive words and how the words help the ideas to expand, entice, and leap into the consumer’s mind. How does this make the consumer want to buy or use the product?
4. Circle each word that gives strength and character to the product using different colored overhead markers.
5. Pass out the -Writing Process Timelines- (see attached file) and fill out the overhead copy with the expected dates. These can be changed as your students start working- this is based according to individual writers and class make-ups.
6. Have students find a catalog at their tables. They need to flip through the catalog to read the examples of how ads and individual product descriptions are written. This should show them how an ad writer uses some of the six writing traits we use in our writing. Explain that this strengthens the consumer's desire to purchase the item(s).
7. Introduce and go over the -Step One Direction Sheet.- (see attached file) Discuss it carefully. Ask for any questions.
8. *Optional: Pass out a copy of the Pre-writing Cluster Web Sheet for students to fill out with the teacher. Use this with the direction sheet. (see attached file)
9. Students are given time to write their first drafts.
10. Have class put their writing in their writing work folders



Day 3

1. Review the last lesson.
2. Do a Status of The Class mini conference- to see where they are in the writing process, or to see if each child has completed his or her first draft. You may need to do this at the beginning of the class and near the end. Follow the directions on the sheet. (see attached file)
3. Students start peer editing, using the -Fifth Grade Journey Sheets.- (see attached file)
4. Students write draft two, make corrections, and make their last drafts better.
5. Have an oral share time the last fifteen minutes. Ask student volunteers to stand and share their descriptions.

Day 4

1. Status of the Class- check where each child is in the drafting stage. (see attached file)
2. Introduce the card stock, folding each end towards the center about 5 inches. The art display should be in landscape position.
3. Show them the teacher example and show them how to fold the board like the example.
4. Have the students draw a sketch of the product they brought in the middle of the board. Tell them to try to draw a picture just like that of their product.
5. Students color the drawings with colored pencils. Have them outline the figures with colored markers.
6. On the two folded left and right sides, have each child carefully print his or her item description. Have them neatly divide their words so they will be evenly written on both sides surrounding their illustrations of the products, like the example.
7. *Option: If you have computers, have the students write their final drafts on the computer, print them and cut them out to paste on their ad displays.
8. Students write their names on the back of their art ad displays.
9. Continue the next few days to complete all decorative ad boards.

Day 5

1. Continue with another Status of the Class list, and note where the students are in the writing process.
2. Have students who have completed their projects help other students who are struggling or lagging behind. Use the finished displays as good examples.
3. Help students check off their -Writing Process Timeline- DUE dates and their bottom check-off list.
4. Have the students staple in the upper left hand corner the following items in this order:
A. --Project Writing Timeline-
B. -Fifth Grade Journey sheet- (see attached file)
C. -Step Two Direction Sheet- (see attached file)
D. any pre-writing brainstorm list and optional cluster web sheet (see attached file)
E. Draft 1
F. Draft 2
G Final draft

5. Pass out the rubric sheets, (one half of attached document in file) and have students attach this to the upper left hand corner and fill out the top. The author should fill out the WRITER line. Have students exchange papers. The partner peer editor fills out the EVALUATOR line, and then completes the form. Students evaluate each other's papers and NOT their own.
6. Have students turn in all their work for you to look over and attach the -Persuasive Writing Rubric- based on the Six-Traits of Writing.
7. You evaluate the students' final drafts using the -Persuasive Rubric.-
8. Have the students turn in their finished art displays.
9. Make a “Product Persuasion” bulletin board with a penny border and all the display ads stapled to the board. Students from other classes really like this display and so do teachers and parents.

Assessments

Students:
Each student evaluates each other’s final draft, using the -Rubric for Persuasive Description Ad-.
(see attached file)
Teacher:
The teacher evaluates each student’s writing, using the -Six-Traits of Writing PERSUASIVE RUBRIC.-
(see attached file)

Extensions

1. For ESE students, have them type their description ads on AlphaSmarts.
2. Using computers for student’s final copy makes their art display projects clear and finished looking.
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