Introduction to Persuasive Appeals

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SWBAT determine the central idea of an argument and analyze its development over the course of a visual text by evaluating advertisements in magazines.

Big Idea

Magazine advertisements reveal the first step of understanding argument.

Warm Up

5 minutes

Students enter the classroom, get out their warm up sheet and answer the following prompt:

Think about what you see on TV, in magazines, on billboards and what you hear on the radio.  How many commercial/advertisements can you remember? Do you know their jingles?   Do you play the Logo App games on your smart phone?  Are you good at it?  What about the advertisements on Facebook and Twitter. Do you notice them?  For three minutes, write down as much as you can about advertisements.  

After students write (W.9-10.10) we will discuss.  I ask students these questions because I want them to realize how much they are influenced by advertisements.  


15 minutes

There are many things I collect throughout the school year and summer that I can use in my classroom.  Magazines are a top priority for collection. This video explains teacher tips for free classroom things. I use them in many ways.  Today, I invite students to come grab a few magazines and explore them.  I tell them that we are looking particularly at the advertisements.  

I tell them to think about these questions as they look through the magazine:

How many different products are being advertised?  To whom is the magazine selling? Which ads catch your attention the most?  Why?  Identify five of your favorite ads and tag them with a post it.  At the end of ten minutes, I will ask you to be able to explain why you like them to a partner. 

I will let students look quietly for ten minutes and for the final five minutes I will tell them to talk it out with a partner.    

This section is important because it asks students to begin looking at the purpose of advertisements and the arguments they present.  Students will be identifying the central idea of the advertisement and, informally, analyzing its development over the course of the ad (RI.9-10.2).  

Listen for info and take notes

20 minutes

Very rarely do I simply lecture to students.  The Ethos,_Pathos,_Logos_presentation powerpoint I share with students is one of those rare times.  I tell students that they are going to take notes (W.9-10.10) and listen to my presentation about Ethos, Pathos and Logos in advertisements (L.9-10.4).  

I tell students,

Do not worry about your notes making sense.  We will spend some time organizing them.  Also, don't attempt to write every single thing down.  Rather, listen for the most important pieces of information I'm giving you and write those down (SL.9-10.3).  It might be difficult to decide what is most important, but this is good practice.  

I work through the powerpoint, which was developed by a Rachael Zimmerman, a student teacher I had, stopping often to ask impromptu questions.  The last four slides are copies of advertisements.  We talk about each advertisement.  Now that they know what ethos, pathos and logos are, I ask them to identify those elements in each advertisement.  

Organize our notes

10 minutes

I told students not to worry about the type of notes they took or the organizational pattern.  Taking notes is great, but if students don't do anything with the notes, they are not very effective.  I want students to look at that they wrote, review the information and organize it so that its coherent as a way to study for them (W.9-10.4).

After students are finished, they will turn them into me.  I want to see their skills in organizing their thoughts and their skills in listening.  Plus, the notes will help me understand how much of the information they retained.