Digital Unit Plan Template

Unit Title: Evaluating Persuasive Techniques in

Advertising
Content Area: English/Language Arts

Name: Rebecca Wilhite

Grade Level: 9

CA Content Standard(s)/Common Core Standard(s):

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious reasoning.
W.9-10.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.6. - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
SL. 9-10. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
Big Ideas:

Ads can also be effective in bringing about social and cultural changes. Examples: Dove beauty campaign and Always Run like
a girl
Create your own product
Create your own Advertisement, print or video, based off of a made up product or app. Students should have at least 2 of the
appeals present (Pathos, Logos, Ethos)
Students will learn to be critical observers of mass media messages they come in contact with on a daily basis.
Students will understand that to be literate citizens that they should seek out more information.

 Students will be able to decipher the tactics at play with persuasive advertising techniques
Unit Goals and Objectives:

My instructional unit will work with analyzing a variety of advertising media from print to digital, to video, from the past and
present. The idea is to get students to think critically about what advertising messages are saying, how they are persuasive and what
innuendos are in there. Teaching students to be critical consumers of media especially with advertising is crucial to a 21 st century
literate society. This is an important unit that promotes 21st century skills in that it incorporates 21st century interdisciplinary
themes such as business literacy and global awareness. I chose this topic because I think it is important for students to be critical
consumers of all the advertising that bombards them on a daily basis. Being able to take a critical eye and evaluate and filter the
messages they are getting at an ever-rapid pace will make them not only a literate citizen, but also a well-informed, educated
citizen.
Building on Affective domain feeling, emotions, fears, interests, values, beliefs, attitudes, and opinions about ads and
consumerism.
There are lots of interesting ways to make this a technology rich plan, because I can pull examples straight from the social media
sites students use on a daily basis, such as Twitter, Facebook, Youtube.
Objectives (specific):
1. Students will use advertising vocabulary words learned during their presentation of their own ad.
2. Students will create their own advertisement, either print or video, in small groups and will use a digital tool to aid in the
presentation..
3. Students will be able to critically analyze advertising and the persuasive techniques used.
Unit Summary:

This particular instructional unit will work with analyzing a variety of advertising media from print to digital, to video, from the past and present. The
idea is to get students to think critically about what advertising messages are saying, how they are persuasive and what innuendos are in there.
Teaching students to be critical consumers of media especially with advertising is crucial to a 21st century literate society. This is an important unit
that promotes 21st century skills in that it incorporates 21st century interdisciplinary themes such as business literacy and global awareness. I chose
this topic because I think it is important for students to be critical consumers of all the advertising that bombards them on a daily basis. Being able to
take a critical eye and evaluate and filter the messages they are getting at an ever-rapid pace will make them not only a literate citizen, but also a wellinformed, educated citizen.
Assessment Plan:
Entry-Level:
K-W-L Chart
Group Discussion

Formative:
Webercise
Advertising Dig

Summative:
Create your own Advertisement
Reflection/Reaction Essay

Big Paper Graphic Organizer

Quiz
Lesson 1
Student Learning
Objective:

Students will learn about

advertising, jargon, and
the persuasive
techniques used to grab
their attention.

Acceptable Evidence:
Questions
Class Participation
Group Discussion

Instructional
Strategies:
x Communication
Collection
Collaboration
x Presentation
Organization
Interaction

Lesson Activities:
Presentation and Guided Notes

Acceptable Evidence:
Self-guided

Instructional
Strategies:
Communication
x Collection
Collaboration
Presentation
Organization
x Interaction

Lesson Activities:
Webercise, Advertising Dig, Big Paper Graphic Organizer

Acceptable Evidence:
Advertising Jargon
Use of persuasive
techniques
Appropriate
application of terms
Critical Questions
Reflection

Instructional
Strategies:
Communication
Collection
x Collaboration
x Presentation
Organization
x Interaction

Lesson Activities:

Lesson 2
Student Learning
Objective:

Studentswilllearnhowto
thinkcriticallyabout
advertisementsfromthe
pastandpresentandapply
thisknowledgetothink
criticallyhowadvertising
affectsusonadailybasis.
Lesson 3
Student Learning
Objective:

Students will use the

information and tools
learned throughout the
lesson to create and
prepare their own
product, advertisement
and presentation on it.
Unit Resources:

Students will create their own advertisement, either print or video,

in small groups and will use a digital tool to aid in the presentation.

http://www.unenticed.com/english.php?section=advertising
http://smallbusiness.chron.com/advertising-influence-people-57377.html
http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166.html
Graphic Organizers: http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.VZAcKGSrTcI
http://www.slideshare.net/DanielleOser/elements-of-advertisements

Useful Websites:
http://www.propagandacritic.com/
http://www.mybigcampus.com/groups/deceptive-advertisements---678066/group_pages/team-one-block-one-the-history-of-advertising-inamerica---167535
http://www.vintageadbrowser.com/gender-ads-1960s
http://www.medialit.org/reading-room/advertising-hit-or-myth
http://www.creativeguerrillamarketing.com/guerrilla-marketing/the-80-best-guerilla-marketing-ideas-ive-ever-seen/