Chapter 26:
Advertising
Name: ________________________
Class Period: ___________
Unit Learning Goal: _____________________________________
___________________________________________________
___________________________________________________
___________________________________________________
for CHAPTER 26: PREVIEW page 719
Journal Warm-up: Print Advertisement
Last year Cameron played sick whenever he had a math test, Dion doodled instead of reading,
and Jorge gave up on becoming a veterinarian. This year, thanks to New Horizons Tutoring,
Cameron, Dion, and Jorge made the honor roll. New Horizons—ordinary kids, extraordinary
accomplishments.
The Joneses just carpeted their whole house. So did the Millers next door, the Judds down the
street, and the Carreros one block over. Underfoot Flooring’s rock-bottom prices let everyone
keep up with the Joneses!
JOURNAL STARTERS
Write persuasively for five minutes, using one of these prompts.
Persuade a friend to buy a bag of raisins from you to support the school band.
Persuade a family member that one kind of computer is better than another.
Convince your classmates that exercise is important for good health.
Persuade someone to switch to your type of shampoo.
Tell people your age why they should read more books and watch less TV.
for YOUR TURN 2 page 722
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Making Inferences: Forming Generalizations
DIRECTIONS Look again at the advertisement on page 235. Use the organizer below to form and evaluate a
generalization about the pharmaceutical companies that sponsored the ad and about the children who use
pharmaceutical companies’ treatment for leukemia.
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for YOUR TURN 2 page 724
ADDITIONAL PRACTICE
Making Inferences: Forming Generalizations
DIRECTIONS Use the organizer below to form and evaluate a generalization about the product in the
following ad.
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for YOUR TURN 3 page 725
Persuasive Techniques
DIRECTIONS Re-read the pharmaceutical company advertisement on page 235.
 Complete the organizer below to identify how the advertiser is trying to convince you.
 Provide examples from the ad to support your answer.
How is the advertiser trying to persuade me?
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for YOUR TURN 3 page 725
ADDITIONAL PRACTICE
Persuasive Techniques
DIRECTIONS Read the following advertisement.
 Complete the organizer below to identify how the advertiser is trying to convince you.
 Provide examples from the ad to support your answer.
How is the advertiser trying to persuade me?
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for VOCABULARY MINI-LESSON page 726
ADDITIONAL PRACTICE
DIRECTIONS Use a dictionary to look up the italicized words below.
 For each word, write two definitions you find.
 Test each of the meanings in the context of the sentence.
 Circle the definition of the word as it is used in the sentence.
 Write a new sentence using the word.
Dictionary Definition
New Sentence
1. It’s a great time to adopt a more active lifestyle.
A.
B.
2. Don’t let the wind and cold aggravate your chapped lips.
A.
B.
3. Speak your mind at the public forum.
A.
B.
4. Explore your private thoughts in a journal from Stationery Plus.
A.
B.
5. Whether you want a modest cottage or a mansion, call Your Home Builders.
A.
B.
6. This year’s fireworks will create a pageant in the sky.
A.
B.
7. Do you feel prepared for the President’s Physical Fitness Challenge?
A.
B.
8. For the first phase of the experiment, volunteers are paid $50.
A.
B.
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for TEST-TAKING MINI-LESSON page 727
PRACTICE
Identifying Causes and Effects
DIRECTIONS Read each passage carefully, and then answer the questions. Use the steps in Thinking It Through on
page 727.
PASSAGE A
GUIDED PRACTICE
Tube Test
Give up TV? How hard can that be? You might be surprised. American teens watch up to four hours of
television a day during the school week. What is the impact of so much TV? Well, think of all the other things
you could be doing—working part time, playing sports, completing your homework, practicing a musical
instrument, reading, talking with someone, enjoying a hobby, or trying something new. Face it, too much TV
watching leads to a limited life.
Here’s something new to try: give up TV for one week. That’s right—turn off your television. In fact, do
more than turn it off. Unplug it, and then cover it with a blanket or move it out of your room. Pretend TV
doesn’t exist.
Then, jot down the reasons you watch TV. Do you watch to avoid doing chores or homework? Do you
watch because it distracts you from thinking about something unpleasant? Understanding why you have a habit
can result in ideas for improving your life.
At the end of the week, write to us. Send us your thoughts on the effects of giving up TV. Did you feel
bored or lonely, or did you find other things to do? Send your letter to KidStuff Magazine. We’ll print the best
responses in an upcoming issue, and the writers of the selected letters will get a free year’s subscription to
KidStuff!
ANALYZE
According to the passage, what is one effect of watching TV?
A People have full lives.
B People miss out on other activities.
C People find out what is going on in the world.
D People have conversations with each other.
The question asks about an effect of watching TV.
A is incorrect: The passage says that TV watching limits people’s lives.
B is correct: The passage provides many examples of activities a person might do if he or she did not watch
TV.
C is incorrect: The passage says nothing about people using TV to learn about what’s going on in the world.
D is incorrect: The passage suggests that people might have time to talk with others if they did not watch TV.
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for TEST-TAKING MINI-LESSON page 727continued
1 The passage suggests that some people might watch TV because they —
A like certain shows
B want to avoid work
C have nothing else to do
D can do it alone
2 In the passage, the word distracts means —
E brings closer
F draws away
G focuses on
J
tells about
3 What might happen if a person lists reasons for watching TV?
A The person might win a contest.
B The person might decide to do homework.
C The person might think of ways to change his or her behavior.
D The person might talk to friends more.
4 According to the passage, turning off the TV for a week would probably cause someone to
—
F find more interesting things to do
G listen to the radio more often
H become a better writer
J
form a club for people who do not watch TV
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PASSAGE B
INDEPENDENT PRACTICE
Having a Fit
Who can’t find a reason not to exercise? Olympic track-and-field coach Mimi Everett wants to help people
hurdle the obstacles that keep them from getting fit. Too many people avoid exercise, she says, because they
think they have to buy fancy equipment or join an expensive gym. Coach Everett also points out that a person’s
feelings about exercise can be influenced by body image. People who feel out of shape are often too selfconscious to work out. These are not good reasons to avoid exercise, Everett says.
“Equipment doesn’t make you fit; movement does,” Everett explains. “What’s more, you feel better about
yourself and your whole life when you’re physically fit. You want to try new things and meet new people.
Exercise improves your mind as well as your body.”
If you’re not convinced, come to Coach Everett’s free health and fitness seminar next Saturday at 2 P.M. in
the Lernmoor College auditorium. The coach will provide information on starting an exercise program that will
meet your specific needs.
“The effects of exercise are terrific,” Coach Everett reminds us. “You look and feel better. You are more
flexible and have stronger muscles, including a stronger heart. You feel less stress, and you sleep better at night.
All you need to get started are a good pair of sneakers and the desire to feel great.”
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for TEST-TAKING MINI-LESSON page 727 continued
5 According to the coach quoted in the passage, which of the following causes people to avoid exercising?
A They think exercise is not fun.
B They don’t want to meet new people.
C They think they have to buy special equipment.
D They don’t have very much free time.
6 In the passage, the word self-conscious means —
F concerned about what others think of you
G worried about what will happen to others
H focused only on yourself
J aware of your own abilities
7 According to the passage, what is the effect of feeling self-conscious about being out of shape?
A You want to exercise alone.
B You do not want to exercise.
C You want to join an expensive gym.
D You want to go to the coach’s fitness seminar.
8 According to the coach, what can cause a person to feel better about his or her life?
F buying exercise equipment
G being physically fit
H trying new things
J attending the seminar
9 As a result of attending the seminar, you may —
A become physically fit
B never want to exercise again
C know how to plan an individualized exercise program
D become a successful coach
10 Which of the following is an effect of getting fit?
F breathing more easily
G not having to exercise anymore
H being friendlier
J sleeping better
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Prewriting: Choosing a Product, Finding a
Market
DIRECTIONS Use the graphic organizer below to choose a product or service for your advertisement and to
identify a target market.
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for CRITICAL THINKING MINI-LESSON pages 730–731
ADDITIONAL PRACTICE
Analyzing Target Markets in Advertisements
DIRECTIONS Find five print ads, and use the graphic organizer below to help you identify the target market of
each.
Ad #1
Ad #2
Ad #3
Ad #4
Ad #5
Product or Service
Who would use this
product or service? Who
would buy it?
People
What people are shown?
How old are they? Are
they male or female?
Other Images
What other pictures are in
the ad? Who would be
interested in such
pictures?
Text
Does the ad address
certain people? Does it
use language that would
appeal to a particular
group?
Target Market
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Prewriting: Analyzing the Target Market
DIRECTIONS Use the graphic organizer below to help you analyze your target market.
 Circle the most important need. You will use it to choose your persuasive technique in Your Turn 6.
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Prewriting: Choosing a Persuasive Technique
DIRECTIONS Use the graphic organizer below to choose a persuasive technique to use in your advertisement.
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Prewriting: Writing a Slogan
DIRECTIONS Use the graphic organizer below to write a catchy slogan for your product or service. Try using
alliteration or rhyme to make your slogan easy to remember.
Persuasive technique I have chosen _____________________________________________
WHAT I WANT TO SAY ABOUT MY PRODUCT OR SERVICE
MY SLOGAN
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for CHAPTER 26: YOUR TURN 8 page 735
Prewriting: Choosing an Image
DIRECTIONS Use the graphic organizer below to choose an image for your print ad that fits the persuasive
technique you have chosen.
 After deciding on the details for your image, sketch a draft of the image in the box.
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Prewriting: Planning the Text
DIRECTIONS Use the graphic organizer below to plan the text of your ad.
Text of Ad
Description of product or service (sizes,
colors, business hours, key features)
Reasons to buy the product
Action readers should take (Where can
they buy the product or service? What is
their next step?)
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for PRINT ADVERTISEMENT page 736
Writing: Writing Prompts
DIRECTIONS Choose your own product or service for your print advertisement, or use one of the following
prompts.
WORKPLACE
A local business sponsors a “Coats for Kids” drive every winter to collect warm coats and
jackets for children in your community. You are in charge of advertising the drive at your
school. Create a print advertisement urging support for the coat drive.
SCHOOL
The school orchestra has decided to hold a special concert to raise money for new instruments.
The orchestra hopes to draw a large crowd for the event. Create a print advertisement for your
school newspaper encouraging students and teachers to support the orchestra by attending the
concert.
WORLD LANGUAGES
A local travel agency is sponsoring a two-week trip to Montreal, Canada, for students studying
French. The trip will strengthen students’ language skills because everyone will speak only
French on the trip. Create a print advertisement about the trip for publication in the school’s
monthly newsletter to parents.
MATHEMATICS
Studies have shown that many young people lose interest in mathematics during their middleschool years. To build young people’s enthusiasm for math, this summer your school is offering
a special math program to help those who are falling behind. Create a print advertisement about
the program for a flyer to be sent home to parents.
LITERATURE
You recently read a book you couldn’t put down, and you think others your age would enjoy the
book as much as you did. The local library has agreed to post an advertisement about the book
on its bulletin board if you will design and write the ad. In your ad, include information about
the book as well as reasons people should read it.
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Writing: Drafting Your Print Advertisement
DIRECTIONS Complete the graphic organizer below, and use it to help you write your first draft. Use
additional paper if necessary.
SLOGAN
IMAGE
Subject supporting persuasive technique:
Colors:
TEXT
Tie-in to persuasive technique:
Description of product or service:
Reasons to buy the product or service:
Action reader should take:
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Revising: Print Advertisement
DIRECTIONS Use the chart below to help you improve your print advertisement.
QUESTIONS
DO THIS
CHANGES YOU MADE
1. Would the image catch a reader’s  Note two things about the
attention?
image that would make a
reader look at it.
2. Is the slogan catchy and
memorable?

Underline words that have
rhyme, alliteration, or some
other catchy element.
3. Does the ad have a clearly
defined target market?

Write down two specific
things that point to the ad’s
target market.
4. Does the ad provide a clear
description of the product or
service?

Put a number next to each
fact about the product or
service.
5. Does the ad clearly tell readers
what action to take to buy the
product or service?

Place a check mark by the
information that tells the
readers what action to take.
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for CHAPTER 26: YOUR TURN 11 page 741
Revising Practice: Print Advertisement
DIRECTIONS Below is an early draft of a print advertisement.
 Revise the ad to make it more effective, using the guidelines on page 739.
 Look for problems with the slogan, with the description of the product, and with the action
readers should take.
DATA
 two sections keep food hot and cold
 high-tech material used to construct
 six colors available
 leakproof
 expandable
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PEER- AND SELF-EVALUATION FORM
Revising: Evaluating Print Advertisements
DIRECTIONS Use the following questions to evaluate your print advertisement or that of one
of your classmates.
 Answer the questions.
 Rate the parts of the advertisement. The lowest score is 1, and the highest is 4.
 Make at least three suggestions for improving the advertisement .
1. How does the image catch a reader’s
attention?
Rating 1 2 3 4
Suggestion:
2. What makes the slogan catchy and
memorable?
Rating 1 2 3 4
Suggestion:
3. What is the ad’s target market?
Rating 1 2 3 4
Suggestion:
4. What facts are used to describe the product or Rating 1 2 3 4
service?
Suggestion:
5. What action should readers take to buy the
product or service?
Rating 1 2 3 4
Suggestion:
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for FOCUS ON WORD CHOICE page 741
Using Emotional Language
DIRECTIONS Revise the following sentences by replacing ordinary words with more-emotional ones.
 Cross out the words you want to replace, and write the new words above them. You may delete or add other
words if necessary.
 After you have completed this exercise, revise your print advertisement to add emotional impact to your
words as directed in Your Turn 11.
1. The new movie Video Kid is good. It has action scenes and interesting characters. You will
be sorry if you miss it.
2. Flashback stores carry all the latest styles. If you are looking for clothes, shop at Flashback.
3. Everybody is talking about the online magazine CyberTeen. Teens like it.
4. This Saturday only, soccer player Benita Sanchez will be at the Sportz Shop on Michigan
Avenue. She will sign autographs and demonstrate her on-field moves.
5. The rides at Waterpark USA are exciting. Water can be fun.
6. Tired of dull pencils? Get a SharPoint mechanical pencil and never use a pencil sharpener
again.
7. You could put mustard or mayonnaise on your sandwich, but why would you when you
could use Zesty Sauce instead? It’s tasty.
8. You will never have fly-away hair again if you use Foundations Hair Spray. Give your hair
the support it needs.
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for GRAMMAR LINK page 742
ADDITIONAL PRACTICE
Proofreading: Punctuating Possessives
DIRECTIONS Proofread the following passages.
 Underline the words that need an apostrophe, and write the words correctly.
 After you have completed this exercise, proofread your print advertisement for errors in possessive nouns as
directed in Your Turn 12.
PASSAGE A
Book lovers, share your passion! Volunteer at the toddlers story time, 10 A.M. every
Monday, Wednesday, and Friday at Los Angeles Drop-In Childrens Center. Read aloud your
favorite stories from the centers huge collection, or bring books from home. The delight on kids
faces will make your day! To become a volunteer, attend the readers-group training session any
Saturday at noon. Your adventure in reading can begin as soon as Mondays session.
PASSAGE B
Need answers to lifes hard questions? You’re not alone. In todays world, students
questions about important issues challenge many teachers. How do you respond to your class
tough questions? You could adopt the Socratic method of answering with a question. Better yet,
share some of Socrates and other philosophers wisdom with the video “Philosophy for Teens.”
The ideas of historys greatest philosophers have never been easier to understand.
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for ANALYZING VISUAL EFECTS IN ADS, CHAPTER 26 page 747
Project-Planning Guide
DIRECTIONS Complete these steps to analyze visual effects in ads. Check off each step in the process as you
complete it.
 1. Find a print ad and a television commercial that use at least one of the effects listed in
Your Turn 14.
 2. Write the product, service, or message each is advertising in the spaces provided.
Print Ad’s Product, Service, or Message:
TV Commercial’s Product, Service, or Message:
 3. Copy or cut out the print advertisement.
 4. Record the TV ad, or use the Storyboard Template to storyboard the ad.
 5. Complete the Guide to Analyzing Visual Effects in Ads.
_____ List the ads’ visual effects in the chart.
_____ Answer the questions to analyze the effects.
 6. Decide how you will present your findings to the class.
 If you recorded the ad, you might prefer to give a brief multimedia presentation.
 If you storyboarded the ad, you might prefer to compose a booklet with a summary of
your findings, the storyboard, and the ad.
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Storyboard Template
DIRECTIONS
 Make as many copies of the template as you need.
 Sketch each shot in a new panel.
 Write notes on the lines below the panels about the visual effects.
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Guide to Analyzing Visual Effects in Ads
DIRECTIONS Complete the following chart for each ad you analyze. Then, answer the questions on the next
page.
Visual Effect
Used in the Ad?
Description of the Visual Effect Impact of the Visual Effect on the
Viewer
Camera angle: upward or
downward tilt; eye-level
shot
Lighting: dark, bright,
harsh, or soft
Filter: fuzzy, sharp, dull,
or sparkling
Digital editing
Digital reality
Miniaturization
Superimposing
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Guide to Analyzing Visual Effects in Ads (continued)
1. What overall effect do you think the ad’s producers want to achieve with the visual effects
they chose? For instance, do they want the ad to be scary, funny, or memorable?
Print ad ____________
TV ad ____________
2. What message or impression does the effect communicate? (For an example, look at the TV
commercial described on page 264 in the Pupil’s Edition. Here, camera angle communicates
the impression that the lotion can help contain even the worst itch problems.)
Print ad ____________
TV ad ____________
3. How does the TV ad use movement to get its message across?
4. Which ad is more effective? Why?
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Guide to Designing an Ad with Visual Effects
DIRECTIONS Use the guide below to work with your small group to design an ad.
 1. With your group, choose a product or issue. Record your choice here.
 2. Decide whether to design a print or TV ad.
 3. If you are designing a print ad, list images you may want to use.
If you are designing a TV ad, sketch a storyboard in the Storyboard Template.
 4. Put a check mark next to the visual effects you plan to use. Then, describe how you will
use them.
_____ camera angle: _____
_____ lighting: _____
_____ filters: _____
_____ digital editing: _____
_____ digital reality: _____
_____ miniaturization: _____
_____ superimposing: _____
 5. Describe the impression or message these visual effects will communicate.
 6. Have one member of your group make a final sketch or storyboard of the ad.
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