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3 Approaches

1. "To help students understand the conventions and forms that structure the media they encounter"

2. Cultural Approach: "helping students understand the ideological forces that influence popular culture"

3. Using Advertisements as a direct bridge to literacy

(Williams)

Common Core Standard RI.7

Teaching Ideas

1. Have students find the fallacies in ads:

Lesson Idea

Use an ad as a mini lesson to introduce an idea.

2. Have students identify how ads use ethos, logos, and pathos:

At the beginning of a lesson introducing satire, pull this up and start a discussion or a journal entry

Lesson Idea

3. Have students identify the audience of ads

4. Have students bring in examples of ads that use ethos, logos, or pathos

5. Have students create their own ads using the elements learned

Ad-busting: through presentation, discussions, and journals, students "unravel the complex issues and interests at work behind ads" (Ross 110)

Should we Censor Ads?

Who's the audience?

How do ads portray men? women?

What message is sent?

Do ads have an effect of society?

Should alcohol, cigarette, or condom ads be allowed?

Can some ads be considered artwork?

Works Cited

What values are portrayed?

What assumptions are being made about the audience?

Amy Ross. ""Read"Ing Ads." English Journal 86.7 (1997): 110-2. Print.

Bronwyn T Williams. "What they See is what we Get: Television and Middle School Writers." Journal of Adolescent & Adult Literacy 46.7 (2003): 546-54. Print.

"Internet Encyclopedia of Philosophy." Fallacies []. N.p., n.d. Web. 16 Oct. 2012. <http://www.iep.utm.edu/fallacy/>.

http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166.html?tab=3#tabs

What would be the thesis of the ad?

What does the ad reveal about our culture?

Using Advertisements

to enhance literacy

Bridge to Literacy

Objectives

1. Students will be able to apply their understanding of analyzing and evaluating ads to written texts

2. Ads will help activate students' funds of knowledge and background interests

Michaelanne Laurent

Cultural Studies

The ideological forces that influence popular culture

Objectives

1. become more critical consumers of popular culture

2. analyze and evaluate all different types of texts

Conventions and Forms

1. Understand the rhetorical and poetic elements of advertisements

2. Understand that there are conventions to ads

-They will be asked to read ads as they would read print texts: looking for elements such as plot, point of view, audience, and style

3. Williams says: "literacy is the ability to decode a set of symbols to create meaning"

Students will become more sophisticated readers.

Objectives

The Fallacies of Advertising

The Internet Encyclopedia of Philosophy: Fallacies

1.Ad hominem (meaning "against the person")—attacks the person and not the issue

2.Appeal to emotions—manipulates people's emotions in order to get their attention away from an important issue

3.Bandwagon—creates the impression that everybody is doing it and so should you

4.False dilemma—limits the possible choices to avoid consideration of another choice

5.Appeal to the people—uses the views of the majority as a persuasive device

6.Scare tactic—creates fear in people as evidence to support a claim

7.False cause—wrongly assumes a cause and effect relationship

8.Hasty generalization (or jumping to conclusions)—draws a conclusion about a population based on a small sample

9.Red herring—presents an irrelevant topic to divert attention away from the original issue

10.Traditional wisdom—uses the logic that the way things used to be is better than they are now, ignoring any problems of the past

Audience

1. Identifying an advertisement's audience

Consider: age, race, interests, social-economic background

2. What kind of audience are you? What kinds of advertisements appeal to you and why?

Persuasive Techniques: ethos, pathos, and logos

How do these techniques make an ad convincing?

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