Beacon Lesson Plan Library

I'll Take One!

Laura Childers
Santa Rosa District Schools

Description

Students collectively create a product , slogan, and advertisments for different types of media using their senses with different types of appeals.

Objectives

The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

The student selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.

The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

Materials

-Writing Utensil
-Paper
-Poster Board (provided by students)
-Audio tape (provided by students)
-Student decided materials for visual aid
-Examples of advertising, from TV to Magazines, boxes, cans, etc. for product. You may want to show effective and ineffective examples.
-Tape recorder

Preparations

1. Teacher should be familar with advertising appeals
2. Collect examples (see PROCEDURES, day 1)
3. Run off a copy of assessment for each group for you to grade. (see attached file)

Procedures

Day 1:
1. Define types of advertising appeals such as bandwagon, emotional, glittering generalities, snob appeal, plain-folks appeal, slogans, etc.

2. Ask students what their favorite commercial is and what type appeal the advertisers are using.

3. Share your own examples and ask students what type of appeals were used, the products' slogans and who the intended audience is.

4. Put students in groups of no more than four.

5. Tell students that they will create their own product that is not yet on the market.

6. Students will create a slogan for that product as well as what appeal they will be using.

7. On a sheet of paper students will tell what the product/slogan is and decide who will bring what materials for the following two days, and a schedule of how to complete this project in two days. Students will turn this in to you by the end of day one so you will have a record of how each group plans to organize their time and to approve their decisions. This is based on first come first serve, in other words, if you have two products similar the last one to turn it in, has to come up with a new product.

8. Tell students that they are to generate ideas on what type of packaging their product will come in, colors, etc.

9. Tell groups that for their product they will create a billboard and a radio commercial.

10. Explain to students that a billboard is only visual and that the information needed for people to understand what the product is used for should be clear. Once groups present, they will only be allowed to show their billboard to be judged without speaking since all questions should be answered according to what is on the billboard.

11. Tell students that they should sign up for the use of the tape recorder and should have a radio commercial script written down.

12. Remind groups that in a radio commercial you do not have sight and in order to hold the listener's attention, each group needs to be creative in their presentations but effective as a commercial.

13. Let students work together as a group to work on their projects.

Day 2 and 3:
1. Students return to their groups.

2. Begin/Finish working on their projects.

3. Remind students that their presentations are due on day 4 and to follow their schedule to get everything completed.

4. Teacher should walk around periodically to see that everyone is on task.

5. Remind students that they are graded on neatness, if the slogan is throughout and makes sense, and if the appeal is used correctly.

Day 4:
1. Explain that everyone should have a part in the presentation.

2. Tell students that the billboard will be shown first before any speaking is done and once it is evaluated, they may speak. The appeal should be easily seen.

3. Give students about 10 minutes to get with their groups and decide how they will present their product.

Assessments

1. Turning in the schedule and ideas on paper, following the schedule and working diligently should be 20% of this grade.
2. Scoring Rubric (see attached file)

Attached Files

Scoring Rubric.     File Extension: pdf

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