Persuasion in the Media

Introduction
 Persuasion in Advertisement
 90 Minute Block
 7.3: The student will describe persuasive messages in non-print media, including
television, radio, and video.
a) Identify persuasive technique used
b) Describe how word choice conveys viewpoint

Cognitive Objectives
1. Students will analyze non-print media to distinguish important persuasive techniques.
2. Students will demonstrate an understanding of persuasive techniques in collaborative
groups.
3. By the next class, students will defend a position they value to their peers.
4. By the end of this unit, students will create an original multi-media persuasive project.

Materials/Technology and Advanced Preparation

 PowerPoint Presentation
-DOL slide
-Kaboom!® Infomercial featuring Billy Mays
-Persuasive technique slides
-Project directives
 Project directive handouts

 Configure groups for in-class work

 Configure groups for larger project
 Reserve multi-media equipment and/or computer labs for project
 Load video prior to class start

Teaching and Learning Sequence

Introduction/Anticipatory Set
 SW complete Daily Oral Language (DOL) warm-up activity and share
 SW watch a Kaboom!® infomercial from YouTube featuring Billy Mays
 SW engage in a small group discussion concerning thoughts about the infomercial and
write down important points.
 SW reconvene as a large group and discuss their thoughts.
TW prompt: “What things stood out to you?” “Would you buy this product? Why or why
not?” “How does Billy Mays try to convince the viewer Kaboom!® is the best?” “What
is the tone of the infomercial?” (follow up with sad, serious, happy, funny, sarcastic, etc.
if necessary.)

Lesson Development
 TW walk students through a PowerPoint slide show (as students take notes) that
illustrates and explains various persuasive techniques in advertisement including:
 Bandwagon “Everyone uses it!”
  Individuality/Anti-Bandwagon “Want to be unique? Use this!”
 Endorsement/Testimonial “I love it and can’t live without it!”
 Emotional Appeal (likens a product to human emotions)
 Humor
 Snob-Appeal (attracts the inner desire to be among the elite)
 Slogan/Catch Phrase
 Security (other products are inferior and consumers must have the product to
maintain livelihood)
 “Glittering Generality” (use of positive connotations)
 “Loaded Words” (words that have strong associations whether good or bad such
as “slender” or even “Kaboom!®”
 Product Comparison (to the competitors product)

 SW break up into assigned groups to spend 15-20 minutes creating a short skit utilizing
three or more of the persuasive techniques to promote individually selected products.
TW circulate and find out what product each group has selected first, approve, and make
a note of it.
TW continue to circulate to monitor and assess each group’s progress with the
assignment.
 SW share their presentations in class to the larger group

Closure
 Students and teacher will come together as a large group to discuss the way the groups
chose to present the techniques.
 Student volunteers will discuss the presentations that persuaded them the most and why
TW be sure to keep things positive and ask questions to make students think about WHY
they were persuaded most by these presentations: i.e. which persuasive techniques were
utilized and mastered.
 TW introduce the multi-media project that students will produce over the next three
weeks via PowerPoint and handout.
 TW show brief examples of other similar projects (from the past or from other
classes/sources) to exemplify options and solidify expectations
 TW assign groups for the project
 TW assign homework: each member of the group is to research a product or cause they
want to “sell” in their infomercial and come up with a 5 point list of why it is the
product/cause their group should use.
 With any remaining time, SW meet with their groups and begin brainstorming for the
project.

Homework
Each member of the group is to research a product or cause they want to “sell” in their
infomercial and come up with a 5 point list of why it is the product/cause their group should use.

Assessment
  Formative – TW observe and note the progress of students in small groups as they create
skits around persuasive techniques.
 Summative – TW evaluate the 5-point lists students bring in to defend their choice of
product/cause with which their group will produce a project.
The multi-media project at the end of the unit (approximately 3 weeks later) will be
graded on proof of team effort, creativity and use of accessible technology, use of
persuasive techniques, and a class survey.

References
“YouTube - Kaboom!” YouTube - Broadcast Yourself. Web. 28 Feb. 2011.
<http://www.youtube.com/watch?v=-dvzgLXa-dI&feature=related>.
Dowling, D. “Persuasive Techniques in Advertising” Web. 28 Feb. 2011.
<http://myeslsite.com/Reading/ComprehensionExercises/Media
%20Literacy/PersuasiveTechniques/AdTechniquesReading.htm>.