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Primary Subject Area: English/Language Arts |
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Grade Level: 5 - 6
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Overview:
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The students will identify advertising techniques used in restaurant advertisements. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. - Standard 2
Students write competently for a variety of purposes and audiences. - Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating.
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Benchmarks:
- ELA-1-M4
interpreting texts with supportive explanations to generate connections to real-life situations and other texts (e.g., business, technical, scientific); (1,2,4,5)- ELA-2-M4
using narration, description, exposition, and persuasion to develop various modes of writing (e.g., notes, stories, poems, letters, essays, logs); (1,4)- ELA-4-M4
speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving); (1,2,4,5)
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Grade-Level Expectations (GLEs):
- Grade 5
8.
Identify the connections between ideas and information in a variety of texts (e.g., cartoons, poetry, fiction, instructional manuals) and real-life situations and other texts
(ELA-1-M4)
22.
Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and exposition
(ELA-2-M4)
23.
Use the various modes to write compositions, including:
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how-to essays
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stories that incorporate dialogue, characters, plot, setting, and sensory details
(ELA-2-M4)
38.
Demonstrate active listening strategies (e.g., asking focused questions, responding to questions, making visual contact)
(ELA-4-M4)
39.
Deliver formal and informal presentations for a variety of purposes, including:
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book reports
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personal experiences
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explanations of projects
(ELA-4-M4) - Grade 6
7.
Explain the connections between ideas and information in a variety of texts (e.g., journals, technical specifications, advertisements) and real-life situations and other texts
(ELA-1-M4)
21.
Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and exposition
(ELA-2-M4)
38.
Deliver oral presentations and responses, including:
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a research-based presentation
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formal and informal descriptive presentations that convey relevant information and descriptive details
(ELA-4-M4)
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Interdisciplinary Connections:
- Social Studies : Economics: Interdependence and Decision Making
Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World. - Health Education : Standard 2
Students will demonstrate the ability to access and evaluate the
validity of health information and health promoting products and services.
- Health Education : Standard 4
Students will analyze the impact of the media, technology, economy,
culture, and other factors on health through the use of technological resources.
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Educational Technology Standards:
- Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
( 1, 3 )
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Objectives:
The students will - explain the goals and purposes of advertising,
- identify advertising techniques used in Yellow Pages restaurant advertisements,
- create an imaginary restaurant, and
- design an advertisement for it.
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Lesson Materials and Resources:
- Telephone directories with Yellow Pages, magazine and/or newspaper advertisements
- Dictionaries
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Technology Tools and Materials:
Hardware:
computer
Software:
Corel WordPerfect or other word processing program
Publisher or other desktop publishing program
Online encyclopedias or other reference programs
Other:
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Background Information:
Students should have a knowledge of using a variety of reference resources. |
Lesson Procedures:
- Discuss with the students
- the goal of advertising is to increase the demand for a good or service,
- the reason businesses desire a greater demand for their products, and
- advertising relies on the persuasive techniques to increase consumer demand.
- The students will work in groups to
- use dictionaries to look up these terms for advertising techniques, such as gimmick, bandwagon, testimonial, humor, glittering generalities, just plain folks, statistical approach, or expert approach;
- examine advertisements in the "Restaurants" section of the Yellow Pages or other restaurant advertisements; and
- find examples of advertisements that use the defined techniques.
- The students will locate and explain examples of persuasion in the restaurant advertisements.
- Discuss with the students the role played by the consumer in a restaurant's success.
- The students will work in groups to create an imaginary restaurant and design an advertisement for it.
- Display the advertisements to make a bulletin board titled "Where Will We Eat?"
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Assessment Procedures:
- Students are able to identify and explain advertising techniques used in each advertisement.
- Advertisements are designed in a group activity.
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Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teachers must follow special needs students Individual Education Plan (IEP) or 504 Modification Plan.
NON-READER (below grade-level reader/writer):
1. In procedure #2, pair poor reader/writer with fluent reader/writer to insure comprehension of written materials.
2. In procedure #2, allow student to use online dictionary, advertisements, and yellow pages. When looking for definitions, advertisements, and yellow pages allow student to use text to speech software (ReadPlease, EReader).
3. In procedure #5, the non-reader can cut and paste graphics and/or information, determined by the group, from the web resources to Publisher for the advertisement.
4. Allow the student to tape record any notes or have a scribe to collect any notes needed to complete assignment.
ATTENTION/BEHAVIOR DIFFICULITES:
1. Establish and maintain eye contact for all oral directions and while having class discussions.
2. During class, arrange for a “break” to allow the student to release energy (errand, water fountain) or allow the student to kneel or stand by desk, as long as it is not disruptive.
3. Establish a predetermined hand/body signal to redirect student’s attention back to the task during class discussion or group work.
4. Assign a “buddy” in the group to help redirect the student’s attention to the discussion and/or group work. Prearrange reward system for good/attentive behavior activities.
5. Provide an alternate work location (library, quiet area of class) for the student’s group for all group work. This will limit the surrounding distractions during the activity.
Additional General/Classroom Accommodations found in “Helpful Links”.
----- written by Sandi Stafford
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Explorations and Extensions:
- The students will vote on the restaurant advertisement that would most likely attract consumers.
- The students will graph the results of their vote and use the graph as part of the bulletin board.
- Cafeteria connection–the students in groups will make an advertisement for the school cafeteria.
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Lesson Development Resources:
- Nifty Nutrition - Fifth grade (1998), National Food Service Management Institute, The University of Mississippi, University, MS.
- This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
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Reflections:
The teacher should have knowledge of the different types of advertising techniques. Advertisements are provided by the businesses which pay for the advertising costs. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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