Task objectives

At the end of this task, students will recognize several strategies used in advertising to influence consumers.

Instructions

1. Ask students what they know about advertising strategies. Write down their responses.
2. Ask them to identify the advertising strategies used on the poster.
3. Hand out or project the reference document, Marketing Strategies. Read each strategy with students and ask them to provide examples for each one.

Teacher's notes

1. How do advertisers try to entice consumers to buy their products? What arguments do they use? Suggest that students refer to ads they’ve seen on TV, on posters or in magazines.
2. Advertising strategies: promises, celebrity or notoriety (endorsements), information and price.

Task objectives

At the end of this task, students will be able to identify advertising strategies.

Instructions

1. Watch the false advertising video with students.
2. Ask them to fill out the advertising analysis grid included in the reference document, Marketing Strategies.
3. Compile the answers during a group discussion.
4. Watch the video again. Direct their attention on the advertising strategies as they watch.

Teacher's notes

If you would like the students to understand the interdependence of team members before starting on this activity, see the activity described on page 6 of the cooperative learning guide.

Task objectives

At the end of this task, students will be able to use strategies to entice consumers to buy a product.

Instructions

1. Ask students to create an advertisement for a fictional product.
2. Form teams of 2 to 4 students.
3. Hand out A Winning Ad.
4. Have students prepare their product and ad.
5. Film or present the ads to the group.

Teacher's notes

1. The product must be illustrated or made with recycled material. The time allotted to create the product will affect the total time for the task. The product may be created at home to limit the class time allotted for the project.
2. Add the sciences to the assignment: suggest a theme for their product. For example, the transformation of energy (recognizing the transformation of energy from one form to another in several appliances).
3. Suggest that students refer to the reference document, Marketing Strategies that was studied in class.
4. Use the evaluation grid for oral communication, and let students know they will be evaluated. During the preparation phase, tell students what elements will be evaluated so they can begin to practice their skills. An interesting way to use technology and communication tools is to ask that students film themselves.