Teaching Reading Assignment 2
Uploaded by
Suhair OraifTeaching Reading Assignment 2
Uploaded by
Suhair OraifTeaching reading Assignment 2: Billboard
This
Ph oto
by U
nkn
o wn A
utho
r is lic
ense
d und
er C
C BY
-SA-
NC
Objectives:
To understand how to advertise by exploring how the ads are prevalent in our lives.
To know how to analyze the ads that students will try to sell and try to hide them.
To recognize different advertising techniques.
To understand the qualities of a good ad.
To create an original ad using the techniques and the four qualities of a good ad.
To think critically about how ads are created and how ads target teenagers.
Lesson: Language Art. Target skill: Reading Extra skills: Listening, writing and speaking.
Class: Grade 8 Time: 45 minutes. Number: 15 Vocabulary: Advertise – Leisure –
Propaganda – Bandwagon – Testimonial- Emotional appeal.
Learning Objectives: At the end of this lesson students will be able to:
Define advertising.
Name examples of advertising.
become familiar with different types of advertising.
state that the reason businesses advertise is to increase income.
describe different kinds of advertising appeals.
choose a way to advertise their product or service.
increase sales of their product or service by advertising it.
Understand the advertisement technique.
Materials: Worksheets, a copy for each student, different advertisement posters, scissors and
glue. Advertisement about (Nike, Colgate 360) obtained from Youtube. Flashcards, Magazines.
Details:
Teacher started by defining advertising as an action of calling public attention to something,
especially by paid announcements. Teacher empathized that the definition uses the term 'action
of' and does not specify that advertising is limited to print media, television, Internet, or any
other specific medium. While it does place an emphasis on 'paid permit,' it is not a demand.
Questions were asked to students about the posters.
Teacher asked students to name all of the different kinds of advertising they can think of such
as radio, TV, internet, newspapers, magazines, signs, mailings, telephone book, product licensing,
brochures, coupons, flyers, clothing logos, etc.
Teacher wrote the questions on the white board.
“What is advertisement? Why do we advertise? Is advertisement really necessary?
Why are advertisements important?
Have you ever seen advertisement about Milk? Describe it”.
Teacher have students to write the answer on the worksheet that was distributed.
Students work alone then check their answers in pairs. Monitor. Stop the activity. Elicit
feedback.
Key knowledge: Common core standard for language Art.
Students acknowledged new information expressed by teacher, when called for
vocabulary,
Students justified their own views in light of the evidence presented by teacher (e.g.
advertisement posters).
Teacher clarified the meaning of unknown and multiple-meaning words or phrases based
on vocabulary that was given in the lesson, choosing flexibly from a range of strategies.
Teacher used context (e.g., the overall meaning of a sentence that was written on the
advertisement poster function in a sentence) as a clue to the meaning of a word or
phrase.
Students verified the meaning of” Advertise – Leisure – Propaganda – Bandwagon –
Testimonial, Emotional appeal” (e.g., by checking the dictionary).
Students cited the textual evidence that most strongly supports an analysis of what the
advertisement poster text says, explicitly as well as inferences drawn from the text(e.g.
what the advertisement is the talking about? what type is it? is it Testimonial or
Bandwagon?
Teacher explain the point of view from using advertisement and why it is important,
including the difference between the words ‘publicity’ and ‘advertising’.
Learning Activities:
Activity 1, skill: Writing.
On the white board wrote several familiar advertisings for example” Milk tastes like…, if drink
Marae ……… you get healthy”.
Teacher enlarged letters from products, such as the "N" from Nike, the "C" from the carwash,
and the "J" from Job, as well as company logos. Teacher Hold up the poster on which she/he
have written the familiar advertising logo and asked students to supply the missing word for
each ad. Teacher illustrated the prevalence of advertising in students’ lives, by “testing” their
advertising knowledge.
Activity 2, skill: Speaking.
After students have had a chance to watch advertisements that were obtained from youtube
(Nike, Colgate) with their group, and each group has shared their ideas and findings what each
advertisement was about. Teachers conduct a debate between the 2 groups to discuss witch
advertisement was better and have more reality. For example,” the Colgate advertisement was
unreal because the baby brush is talking to the adult one”. Teacher illustrate students opinion
about some ads and students use their skill in speaking by debating their ads.
Activity 3, skill: listening.
This activity requires (Magazines, white papers, scissors, glue, crayons and colored pen).
After teacher explained the advertisement technique (Propaganda – Bandwagon – Testimonial-
Emotional appeal) using flashcards and magazines. Teacher told students that every day we will
cover one advertising technique each day.
to work in pair and pick one technique to work on.
From this activity students learned about different types of propaganda
(advertising techniques). students showed their understanding of the term by
creating their own advertisement that used the technique on a half-sheet of
paper.
Finally:
For each advertisement activity, students showed that they understood the concept by writing
the technique across the top, a definition, and then preparing for next one. Students loved and
enjoyed the project; teacher was proud while watching them tap into their creativity. Students
learn how to use the C.R.I.T.I.C. technique to be enabled to bring critical thinking skills to any
information they receive, whether from teacher, posters, or social media.
Students were SO proud of their finished projects! and teacher awarded them points for
effort.
Assessment:
Billboards are presented in all communities in many ways, and these ads can have a strong
impact on us.
As an Assessment, students were able to explore the issues surrounding billboards that was
given by the teacher. Students were able to design new billboards using the technique that they
have learned through the lesson.
Suhair M. Oraif
References:
https://www.cisd.org/cms/lib6/tx01917765/centricity/domain/753/
advertisingtechniquesnewwithnotesandanswers.pdf
https://www.youtube.com/watch?v=QOzZDdXetUA
https://www.youtube.com/watch?v=piYQkZy9ysc
https://www.upperelementarysnapshots.com/2015/05/advertising-techniques-project.html
https://www.tefl.net/esl-lesson-plans/worksheets-topic/Advertising_TN.pdf
