A Closer Look at Advertising

In this activity, students will investigate how advertisements for tobacco and alcohol use various appeals to influence consumers.

Primary Learning Outcomes

What types of factual and emotional appeals are used in advertising? What are some strategies for lessening the influence of these appeals?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 6

Guidance

A. Self Knowledge

Topic: Knowledge of the influence of a positive self-concept.
Standard: Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one’s behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.

Grade: 6

Language Arts

Listening

Topic:
Standard: Evaluates messages and effects of mass media (newspaper, television, radio, film, and periodicals).

Procedures/Activities

Step: 1 Duration: 5 min.

Initiate a class discussion on how advertising uses both emotional and factual appeals to sell products.

Step: 2 Duration: 5 min.

Have students locate various advertisements for alcohol and tobacco products from the media.

Step: 3 Duration: 10 min.

Have students choose one example and write a short summary describing the images and words used in their example, discussing whether the appeal is factual or emotional and explaining how this information can affect consumers’ reactions.

Step: 4 Duration: 20 min.

Have students discuss their examples and work as a group on strategies to lessen the influence that advertising appeals have over young people.

Materials and Equipment

Magazine, newspaper and billboard ads for alcohol and tobacco products.

Standards (Local and/or National)

Total Duration

40 min.

Technology Connection

Assessment

Students will be assessed on their appeal summaries and on devising strategies to combat advertising appeals.

Extension

Have students create a pamphlet or handout on strategies for combating advertising appeals.

Remediation

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.