Ad Techniques: Analyzing Two Invented Advertisements

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-008 · Free to print and use in your classroom · substituteplans.com
Page 2
Ad Techniques: Analyzing Two Invented
Advertisements
English Language Arts · English 9-12 · Grades 11-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No board work needed.
Technology
None.
Student
independence
High. Individual analysis, followed by an optional partner share.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will identify rhetorical techniques in advertisements, evaluate which appeals are used for
which audience, and write a short persuasive text using at least two appeals.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: write on the board “Audience, Purpose, Appeal, Technique.”
☐ Keep the answer key on your desk. All claims in the ads are invented for this exercise.
Say this to start
Good morning! Today you will take apart two advertisements, like a mechanic looking under the hood. Both ads are
written for this exercise and everything in them is invented. For each one, you will find the techniques it uses, who it is
aimed at, and what it leaves out. Finally, you will write a short ad of your own.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
directions aloud.
Settle in and listen.
5–13
Ask students to read both ads silently, then underline one
line in each that they find most persuasive.
Read and underline.
13–23
Tell students to complete the matching section (questions
1–6).
Match each quoted line to its technique.
23–33
Tell students to complete the comparison chart. Partners
may compare quietly.
Fill in the chart for both ads.
33–38
Tell students to answer questions 7 and 8.
Answer the multiple-choice questions.
38–47
Tell students to answer questions 9 and 10. Walk the room.
Write an evaluation and a short ad of their
own.
47–50
Collect the worksheets and place them in a stack.
Hand in the worksheet.

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-008 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students ask whether the products are real, say the ads and claims are invented for practice.
• If students want to write their ad about a real brand, ask them to invent a product or choose a school club
instead.
• If a student finishes early, use the early finisher list.
Early finishers
• Rewrite Ad 1 so that it relies on logos only. Then rewrite it so that it relies on pathos only.
• Write the slogan of a famous product you remember without naming the brand and identify the technique it
uses.
Support and challenge
• Support: Let students work with a partner on the matching section and then complete the chart
independently.
• Challenge: Ask students to explain which ad would be more persuasive to an adult audience and why.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: