responsible for generating the words and slogans to accompany advertising visuals. Students will create an advertisement for their magazine.
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1 LESSON 11 ARE YOU BUYING THIS? JOB DESCRIPTION: ADVERTISING COPYWRITER OBJECTIVE Students will create an advertisement for their magazine. COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-Literacy.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.W.6.1: Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. WORKPLACE SKILLS Collaboration and Interpersonal Skills Critical Thinking and Decision Making Leadership Organization Problem Solving Verbal Communication and Presentation Written Communication CAREER CONNECTION (5 MINUTES) Share this job description: Advertising copywriters are responsible for generating the words and slogans to accompany advertising visuals. Ask students what qualities they think a good advertising copywriter needs. Suggested replies include: the ability to write catchy, persuasive copy that sells every client s products or services; strong command of the English language with an eye for catching spelling AFTER THE STORM MAGAZINE MAKER PROJECT LESSON PLANS
2 and grammatical errors; ability to come up with original ideas for ad campaigns; and a thick skin because your copy will be revised many times. Tell students that today they will take on the role of an advertising copywriter by creating an advertisement for their magazine. DIRECT INSTRUCTION (20 MINUTES) Ask students to turn to a partner and spend five minutes talking about the different ways there are to advertise. Go around the room and write answers on the whiteboard. Answers should include television, magazines, newspapers, websites, logos on clothing and accessories, flyers, posters, movie trailers, and more. Using the magazines collected for Lesson #2, pass out 3 4 per group. Ask students to spend five minutes flipping through pages, paying particular attention to the advertisements. What patterns do they see? Answers will vary, but should include Advertisements should match the interests of the magazine s audience; They should state the name of the product/service; and Advertisements that are most eye catching include a photograph or illustration and a fun caption. Ask students: Which specific advertisements stick in your head? What makes these advertisements memorable? (They might mention music, catchy slogans, celebrity appearances, the appeal of the product itself, and so forth.) Explain that print advertisements most often include a catchphrase or slogan. Catchphrases and slogans make the advertisement fun/interesting and help the reader/viewer remember it. Ask students: Can you think of any catchphrases or slogans you ve seen in advertisements? If students do not identify any, you can offer the following examples: Nike uses Just Do It; McDonald s uses I m lovin it; and State Farm Insurance uses Like a good neighbor, State Farm is there. AFTER THE STORM Magazine maker project lesson plans
3 INDEPENDENT/GROUP WORK (30 MINUTES) Explain to students that they will be using this lesson to outline the design of an ad for their magazine. Each magazine needs to have three advertisements in all for different products. Turn to Magazine Maker #11 and have one student read aloud the persuasive strategies often used by advertisers who want you to buy their product. For each, ask if students can think of a commercial they have seen on television that uses that strategy. Instruct students to work in groups to complete their Lesson #11. While each student must create his/her own ad, the groups may work together to brainstorm ideas. The goal is to have three different ads for each magazine. See Lesson #11 DISCUSSION/CLOSING (10 MINUTES) Bring the class back together and ask 2-3 volunteers to share their product and catchphrase/slogan with the class. AFTER THE STORM MAGAZINE MAKER PROJECT LESSON PLANS
4 AFTER THE STORM Magazine maker project lesson plans
5 LESSON #11: CREATING AN AD AFTER THE STORM MAGAZINE MAKER PROJECT LESSON PLANS
6 LESSON #11: CREATING AN AD AFTER THE STORM Magazine maker project lesson plans
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