Advertising Analysis Day 2

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Objective

Students will work in small teams to analyze 8 advertisements, 4 print and 4 television, using a rubric that assesses pathos, ethos, logos, and other strategies.

Big Idea

This Gets Easier The More I Practice

Lesson Author

Nicholas Gearing

Grade Level

Eighth grade

Subjects

English / Language Arts

Analysis (Listening and Speaking)

Standards

RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SL.8.1a

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1b

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.8.1c

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

SL.8.1d

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Introduction to Lesson - Connections

5 minutes

We start this class by re-addressing the task and expectations as they align with the work we have been doing using the Advertisement Analysis Form. I also ask the students to think about the self-assessment from the previous day and use that to guide their decisions and actions today in order to most successfully complete the assignment and get as much out of the experience as they possibly can.

Work Stations- Print Ads

20 minutes

Why Leave It Open?

While students are not following a formal station rotation in their respective groups, they are required to split their efforts between 4 print advertisements and 4 television/online advertisements. I have provided the class with a plethora of print ads to choose from for this activity and only require them to not use the same product more than once, even though there may be a second or even third ad for it available.

While students are working, I am moving from group to group checking progress and providing support as needed.

Work Stations - Online Ads

20 minutes

Again, students are not told specific times to move from one station to another, but are instead told to use as much time as they need at each station, keeping in mind the fact that they have a finite amount of time to complete the task. With four print ads and four commercial ads, in a total of 80 minutes, I remind the students they have basically 10 minutes per ad.

While some students are working on one of the print ads, others are working on the 4 ads for analysis (television/online). I continue to move throughout the room and provide support, clarification, and explanation as needed to ensure student success.

Closure-Reflection

5 minutes

At the conclusion of the activity, the students were again expected to reflect on their individual efforts throughout the activity as well as that of their group as a whole. Our goals are to continually improve and use our past experiences to drive our choices and actions in the future.

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