AnAlyzing - Curio.ca · analyzing aDs task 2 objective At the end of this task, students will be able to identify advertising strategies. instructions 1. Watch the false advertising

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competenciesDisciplinary competencies

Disciplines competencies learning progression

English Oral communication Vocalulary:• Creativity• Vocabulary enrichmentSelection of prosodic elements:• Rhythm and cadence• Intonation

activity summary

Students learn to recognize advertisements and differentiate between ads and an information messages. They create, analyze and judge their own ads, as well as the ads of other students.

Financial anD cooperative skills

• Analyzing the influence of advertising• Prioritizing needs and wants• Differentiating between cooperative values

lEVEl: elementary schoolAgE gROuP: stuDents ages 10 anD 11AnAlyzing

Advertising

age group Students ages 10 and 11

when Anytime

time requireD 7-10 hours

area oF learning Environment and consumption

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preparationstuDents DiFFerentiate between neeDs anD wants anD recognize aDvertising.

task 1 recognizing aDvertising

task 1 objectiveAt the end of this task, students will be able to differentiate between advertising and objective information.

instructions

1. Organize a discussion about advertising.2. Ask students to give examples of advertising and information they see in the media (television, magazines, Internet, etc.).

teacher’s notes

Examples of questions:• What is advertising?• How do you recognize an

advertisement?

Presence of a product or trademark for sale. In addition to providing information, advertising seeks to entice consumers.

Ask students to bring in magazines. d’apporter des magazines.

time requireD 30 minutes

competencies (suite)

aFFecteD Disciplinary competencies

Disciplines competencies

Visual arts Produce personal artistic creations

Ethics and religious culture Discussion on ethics issues

Science and technology – The material universe

using science and technology tools, objects and procedures

non-Disciplinary competenciesPutting creative thinking into practice

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task 2 Discussing the inFluence oF aDvertising

task 2 objectiveAt the end of this task, students will be able to differentiate between needs and wants.

instructions

1. Show students an ad from which you’ve removed the logo and company name 1.2. Ask them about the ad.3. Ask students to describe the difference between needs and wants and give examples of each. Write the information

on the board or on a big sheet of paper.4. Ask students what makes them buy things that are wants, over needs. (Advertising often targets our wants.)5. Ask students to give examples of advertisements that entice people to buy things they don’t really need. Ask them

to provide examples for themselves, their parents and their peers, if they can.

teacher’s notes

Examples of questions to ask:• Would you buy the product in the ad?

Why?• Which arguments were convincing?• Is this product necessary? Why?

These questions aim to help students learn the difference between needs and wants, without asking the question directly at the outset.

time requireD 45 minutes

1. In Quebec, the Consumer Protection Act prohibits commercial advertising that targets children under the age of 13. To learn more, see the office de la protection du consommateur website

executionstuDents learn to recognize the strategies useD to convince consumers.

task 1 aDvertising stategies

task 1 objectiveAt the end of this task, students will recognize several strategies used in advertising to influence consumers.

time requireD 60 minutes

teaching material Marketing Strategies On desjardins.com

teacher’s notes

• How do advertisers try to entice consumers to buy their products? What arguments do they use? Suggest that students refer to ads they’ve seen on TV, on posters or in magazines.

• Advertising strategies: promises, celebrity or notoriety (endorsements), information and price.

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task 2 analyzing aDs

task 2 objectiveAt the end of this task, students will be able to identify advertising strategies.

instructions

1. Watch the false advertising video with students.2. Ask them to fill out the advertising analysis grid included in the reference document, marketing strategies.3. Compile the answers during a group discussion.4. Watch the video again. Direct their attention on the advertising strategies as they watch.

task 1 aDvertising stategies (suite)

instructions

1. Ask students what they know about advertising strategies. Write down their responses.2. Ask them to identify the advertising strategies used on the poster.3. Hand out or project the reference document, marketing strategies. Read each strategy with students and ask them

to provide examples for each one.

time requireD 45 minutes

teaching material Advertising Marketing Strategies On desjardins.com

task 3 creating an aD

task 3 objectiveAt the end of this task, students will be able to use strategies to entice consumers to buy a product.

time requireD 3 to 6 hours, depending on tasks selected

teaching material A Winning Ad Marketing Strategies Evaluation grid for Oral Communication On desjardins.com

teacher’s notes

1. The product must be illustrated or made with recycled material. The time allotted to create the product will affect the total time for the task. The product may be created at home to limit the class time allotted for the project.

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task 3 creating an aD (suite)

instructions

1. Ask students to create an advertisement for a fictional product.2. Form teams of 2 to 4 students.3. Hand out a winning ad.4. Have students prepare their product and ad.5. Film or present the ads to the group.

teacher’s notes (suite)

2. Add the sciences to the assignment: suggest a theme for their product. For example, the transformation of energy (recognizing the transformation of energy from one form to another in several appliances).

3. Suggest that students refer to the reference document, Marketing Strategies that was studied in class.

4. use the evaluation grid for oral communication, and let students know they will be evaluated. During the preparation phase, tell students what elements will be evaluated so they can begin to practice their skills. An interesting way to use technology and communication tools is to ask that students film themselves.

task 1 thinking about aDvertising

task 1 objectiveAt the end of this task, you’ll be able to evaluate whether or not students have a developed critical eye for advertising.

instructions

1. use the a winning ad score chart and watch popular ads with the group.2. Every student should fill out an analysis grid for each ad viewed.3. Together, talk about the ads, strategies and the students’ experiences.

evaluationstuDents learn to use juDgment when presenteD with aDvertising.

time requireD 60 minutes

teaching material A Winning Ad Score Chart On desjardins.com

MARKETINGSTRATEGIES

BUILD CURIOSITYPeople are drawn to the unknown, so when they see something new, it awakens their curiosity and they’ll take a few minutes to scan the ad.

MAKE A PROMISEIf you want to convince consumers to buy a product, you have to show them what’s in it for them. So your advertising has to seduce them with a promise: that the product/service is what they need (or want!). For example, an advertisement for a baseball glove will show a kid making all kinds of amazing catches, but it won’t show when the ball squeaks past!

APPEAL TO EMOTIONEmotions—especially when it comes to health, security, friendship and love—in�uence consumer behaviour. A lot of advertisements play on consumers’ emotions to convince them that buying the product will bring them happiness.

USE STARPOWERAdvertisements often use celebrities to sell products. The idea is to convince the target market that their favourite stars use the product that is being sold.

Other ads rely on credibility, by associating scientists with their product, like showing someone in a lab coat or having an association or recognized professional group support the product.

Other ads use real life stories from people who have used the product and say how great it is. Consumers tend to identify with people that look like them.

PROVIDE INFORMATION In addition to telling consumers why the product is better than others, a good ad also gives basic information about the product. Ads are adapted to the age, sex and general knowledge/culture of the target audience.

REPACKAGE PRICES OR OFFER FINANCINGAnother popular strategy is involves pricing. Rather than advertising a product for $40, ads might talk about “4 low monthly payments of only $10!” Some merchants o�er low- or no-interest �nancing or “Buy now, pay later!” layaway plans.

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Name:

Date: MARKETINGSTRATEGIES

Check o� the marketing strategies used in the video ad you saw in class, and explain.

Build curiosity

Make a promise

Appeal to emotion

Use starpower

Provide information

Repackage prices or o�er �nancing

Would you want to buy this amazing product? Yes No

Explain your choiceby talking about the marketing strategies used in the ad.

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MARKETINGSTRATEGIES

1. Check o� the strategies used in the ad.2. Describe how the ad leverages these strategies.

Build curiosity

Make a promise

Appeal to emotion

Use starpower

Provide information

Repackage prices or o�er �nancing

Other

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A WINNING AD

Working in teams, come up with a product to sell and design an ad for it. Answer the questions below to help create your ad.

1- 1. What is your product? a. Name: ________________________________________________________________ b. Use:__________________________________________________________________ ______________________________________________________________________ c. Who is it for (target audience)? __________________________________________ d. Does it answer a need or a want?__________________________________________ e. How much does it cost? ________________________________________________

2- 2. What advertising strategies would you like to use in your ad? (Maximum 3)

3- Who does what? Fill out the role of each team member in the table below, and indicate what materials they’ll need.

4- Rehearse the ad as a team a few times before presenting it to the class.

Team members Function Material

Strategies Explanations/Examples

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A WINNING ADSCORE CHART

5- Would you buy this product? ________ Why? __________________________________ ____________________________________________________________________________ ____________________________________________________________________________

6- Comments for the team: ______________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

1- Team: ______________________________________________________

2- Product: ____________________________________________________

3- Does this product meet a need? ________ Why? __________________ ______________________________________________________________

4- Check o� the marketing strategies used and explain your choices:

Build curiosity

Make a promise

Appeal to emotion

Use starpower

Provide information

Repackage prices or o�er �nancing

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Sociogram teSt

What is a sociogram?

A sociogram1 is a tool with which you can form work teams using students’ views of each other: the most popular student, the one who works hardest, the one who pays the least attention, etc. It’s simple: students answer questions anonymously, and you enter the answers on the table provided. You can then create sufficiently diverse teams using all the different types of students. The differences between them will enhance the dynamic of team projects.

stEPs

1. Give the students copies of the following answer sheet.

2. Read the instructions to the students.

“Write the first name of 2 friends who are most like what I ask you. Just circle the first 2 names that come to your head without thinking for a long time. You can write the same name twice. Your answers will be a secret between you and me.”

1. Which friends are very popular and have lots of friends?

2. Which friends always have fun at school and don’t work very hard?

3. Which friends always have good ideas and come up with great projects for the class?

4. Which friends don’t play much with others or just watch them play?

5. Which friends seem to understand everything quickly and find everything easy?

6. Which friends always want to help others and make all the other kids happy?

7. Which friends don’t follow the rules of games and the school?

8. Which friends are calm and quiet and nobody seems to know well?

9. Which friends argue and get angry a lot?

10. Which friends always find fun activities?

3. Collect the answers.

Collect the students’ papers and use the table on the last page to compile the answers. To make this task easier, write the names of all the children in the class in the left hand column, then mark off in the other column the number of times each of these names came up. This distribution will help you see who has a “higher social status” and who is seen as having a “lower social status.”2 When you create teams, include students from each of the categories (higher social status and lower social status) in a balanced manner.

1. Adaptation of Classroom Group Behavior: Group Dynamics in Education, by Mary Bany and Lois Johnson, Macmillan, 1964.

2. Youngsters with lower status have academic or social difficulties or demonstrate negative leadership. Higher status is generally assigned to children who demonstrate positive leadership and are strong academically, popular and socially adept (Peery, 1979).

ElEmEntary lEvEl group (agE8-11)

answer sheet

1. who are very popular and have lots of friends

2. who always have fun at school and don’t work very hard

6. who always want to help others and make all the other kids happy

7. who don’t follow the rules of games and the school

3. who always have good ideas and come up with great projects for the class 8. who are calm and quiet and nobody seems to know well

4. who don’t play much with others or just watch them play 9. who argue and get angry a lot

5. who seem to understand everything quickly and find everything easy 10. who always find fun activities

LIsTen To Your TeACHer’s InsTruCTIons Before sTArTIng!

Name 2 friends:

Sociogram teSt

Name:Date:

Name

HigHer status Lower status

PoPular/ Sociable

TalenTed/ creaTive

non-academic/ negaTive/ belligerenT

SoliTary

No. 1 No. 6 No. 3 No. 5 No. 10 No. 2 No. 7 No. 9 No. 4 No. 8

creating heterogeneouS groupS

ElEmEntary lEvEl group (agE8-11)

Class:Date:

Oral communication1. Very satisfactory 2. Satisfactory 3. Acceptable 4. Could improve 5. Unacc

eptable

Student Listening- Attentively- While staying focused

- Expressing ideas clearly

- Using a broad vocabulary

- Using correct syntax

- Rhythm- Intonation- Pacing- Volume

Speaking Making Use of

EVALUATIONGRID

Activity:Date:

Tool adapted for primary cycles 1 and 2