California Career and Technical Education Standards

• MSS.D.D1.5 Understand the impact of a salesperson’s knowledge of the product and its effect...
• MSS.D.D1.6 Understand buying motives and the customer’s decision-making process.

California Academic Content Standards (Reinforced)

• ELA.11-12.LS.AEOMC.1.14 Analyze the techniques used in media messages for a particular audience and eval...
• ELA.9-10.R.SFIM.2.1 Analyze the structure and format of functional workplace documents, including th...32

• How Aware Are You? - Hooks / Set

  At the beginning of class, students will be paired in groups of two. Each group will be given the handout “ADVERTISING CHECKLIST” and 10 minutes to identify the missing words in the slogans and to identify the product.  At the end of 10 minutes, the instructor asks students to count the number of slogans and products they recognize in their groups. The instructor asks the groups with the highest numbers to turn in their sheets first and collect the papers from highest number to lowest numbers.  The instructor reviews the correct slogans and products with the class.  The instructor gives extra credit to the top three groups and complement them on their awareness of advertising.  Extra credit will also be given to the lowest group and complement them on their lack of television viewing.  This introductory activity taps into students’ prior knowledge and experience with advertising. It also makes them aware of the power and persuasiveness of advertising in their daily life.

  See Advertising Checklist handout

  • Advertising Checklist.pdf [ Download ]
• Advertising Terms and Concepts - Lecture

  The instructor will define and clarify the following terms on the whiteboard and tell students to write the following terms on the whiteboard:

  advertising campaign- the creation and coordination of a series of advertisements around a particular theme to promote a product.

  advertising agencies-companies that work with business clients to develop advertising campaigns.

  headline- the words that get the readers’ attention, arouse their interest, and lead them to read the rest of the ad

  copy- the selling message contained in a written advertisement

  illustration- the photograph or drawing used in a print advertisement.

  clip art-computer-generated images that are placed in a print advertisement.

  slogan-a catchphrase or small group of words that are combined in a special way to present an advertising message.

  ad layout- a rough draft that shows the general arrangement and appearance of a finished act.

  advertising proof-this shows exactly how an ad will appear when printed

  We will also complete the print ad worksheet.

  Attachment: Print Ad Worksheet

  • Print Advertisement Worksheet.pdf [ Download ]
• Magazine Advertisement Examples - Demo / Modeling

  The instructor will go over examples the elements of the print ads and check for understanding in the students by having individual students identify the elements in a magazine advertisement.
• Students Share Out - Demo / Modeling

  After three or four students share out with the class, the class will discuss the concepts and answer questions pertaining to the concepts.
• Class Collaboration Print Ad - Check Understanding

  The instructor will have students list their favorite products or brands.  The instructor will have the class discuss how they would create a print advertisement for a favorite product.  The class will decide on a product and the type of print advertisement they want to create. The students will brainstorm their ideas for a headline and vote for the most clever and creative headline.   The instructor will go online on the computer overhead to find an appropriate illustration and the product’s signature.  On the overhead the class will decide what to cut and paste these elements and also write the copy together.  Lastly, the class will look at the various ad layouts and decide on the most visually appealing and interesting model.

  After the instructor completes this demonstration, the class will discuss the challenges of creating a print ad.

  Students will ask questions about the process and the instructor will answer questions about the print ad process.
• Student Ad Project - Lab / Shop

  The instructor will go over the “Advertising Project Assignment” with the class.

  Students will pick a product that they would like to create an ad for and okay their choices with the instructor.  The instructor must emphasize that their product choices must be age appropriate and legal.  Students should pick different products for their advertisement project.  The instructor will review steps for this project.

  Handout on Advertising Project Assignment (Individual Ad Project)

  • Individual Ad Project.pdf [ Download ]
• How Did You Create Your Ad? - Closure

  Each student will present their ad to the class and explain their creative process in the print ad development.  They will also identify the main five elements of their ad:  headline, copy, illustration, signature, and slogan.  They will also discuss how long it took them to create their ad and how they got the various elements. Students will benefit from hearing about their peer's creative process.
• Our Top 5 Ads! - Assessment

  As a final activity, the instructor will place the student print ads around the room and instruct students to write the headlines of the top five ads on a 3”x5” card.  The only restriction was that they could not pick their own ad. They also had to write the reason why they picked their top five ads using the terms that were used during the direct instruction.  The top five ads will also receive extra credit at the instructor's discretion.