This lesson takes the material taught in previous lessons and builds upon it. Students will gain further insight into these elements of advertising as they try to execute them. As students post verbal comments on the voice threads of other groups they take the time to think about and rehearse what they will say because they care how they will be perceived by their classmates. In reflecting on what they would change, students also take time to consider how effective their techniques were and how they could be more effective in the future.

LA. The student will analyze ways that production elements (e.g., graphics, color, motion, sound, digital technology) affect communication across the media;
LA. The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology); and
LA. The student will evaluate and apply digital tools (e.g., word, processing, multimedia authoring, web tools, graphic organizers) to publications and presentations.

The purpose of this assignment is for students to demonstrate their understanding of persuasive advertising techniques as they create an ad campaign targeting multiple audiences.


SWBAT demonstrate multiple persuasive techniques learned in previous lessons
SWBAT target an advertisement to multiple audiences
SWBAT use metalanguage to discuss the persuasive techniques of their classmates

The Assignment:

Students will be working in groups to create an advertising campaign for an object from their backpack (something nondescript – a notebook, pen, eraser, etc). Each student in the group of 4 will develop an ad for this product for a different specific audience (i.e. student 1 – children; student 2 – teenagers). Each ad campaign should demonstrate each of the three appeals – Logos, Pathos, and Ethos. These may be demonstrated in any combination between the four ads but must all be used. Sample projects from previous years will be shown (or a mockup made if this is the first year). These ads will be single images or photographs which will be uploaded to Voice Thread. Each group will then comment on and analyze the ad campaign of another group.


Group Discussion (students will break up into groups of 4 – same ones as before): What different kinds of persuasive techniques have we seen used in our advertising unit so far? Who have the audiences been? In what ways have these advertisements changed to suit the audience? After discussing, groups will briefly share highlights with class.

Brainstorming: Students will be given a general description of the assignment and told to brainstorm what object their campaign will be based around. Students will get their item approved by teacher before proceeding with assignment. Once the item has been chosen, groups will brainstorm about their item. In what ways do they use this item? What different audiences could use this item? In what ways would these uses differ?

Planning/Creating: Students will begin dividing up labor. Each group will create an outline of their individual responsibilities in the ad campaign (to be turned in). What 4 audiences are being targeted and which group member is responsible for each? Which persuasive techniques are being used and why are these appropriate for that audience? How are they creating their ad (editing together pre-existing pictures, taking pictures with camera, drawing, etc). Students will be given two full days in the computer lab to create their advertisements, post them to voice thread, and to comment on the ad campaigns of the group they are matched with.

Finished Product: As students finish their advertisements they will get them approved by teacher before posting to voice thread.

Analysis: Students will each comment on the four advertisements created by their paired group (much as we did in our voice thread assignment). In these comments students are expected to:
a. Identify the audience of each ad
b. Discuss how Logos Pathos and Ethos are used (or not used) in the ad
c. Analyze other elements of the ad based on metalanguage from previous lessons (z-lines, central image, eye-lines, connotation/denotation, etc)

Reflection: What insights did the other group have into your advertisement? Were there any elements in your advertisement that were unintended? Were there any elements of the ad campaign that the other group didn’t get or just didn’t notice? Based on this input, what would you change if you redid this assignment?


Students will be assessed as a group on:
1. Their 4 image ad campaign posted to voice thread.
Were each of the techniques used? Do these ads target multiple audiences? Are these ads appropriate to their audience? Are these ads effective? Was care put into the presentation of these ads?

Students will be individually assessed on:
1. Their commentary on the other ad campaign.
2. Their 1/2 page reflection written after listening to the commentary posted to their individual ads.

These assessments will be based on if they met the criteria outlined in the procedures section.

If students have trouble accessing a camera or other technological resources they will be given the opportunity to access them before/after school or during lunch.