Lesson Plan
Course Title:
Professional Communications
Session Title: Communication Strategies & Technical Writing:
Advertising, Marketing, & Propaganda
Techniques - PART II
Lesson Duration: Three 90-minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a 30-second commercial
to promote a specific product or business.
Specific Objectives:
1. Research product/business commercials (a review).
2. Write a 30-second product/business commercial.
Preparation
TEKS Correlations:
§130.99 (c)
(1) The student applies English language arts in professional communications projects. The
student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents; and
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques.
(2)
The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(C) interpret and communicate information, data, and observations; and
(E) apply active listening skills.
(8)
The student applies ethical decision making and understands and complies with laws
regarding use of technology in communications. The student is expected to:
(C) analyze the impact of communications on society, including concepts related to
persuasiveness, marketing, and point of view.
Instructor/Trainer
References:
1. McGraw-Hill. (2000). Communication applications, (Teacher’s Wraparound Ed.). New
York, NY: Glencoe/McGraw-Hill.
2. Dictionary, (http://dictionary.cambridge.org/)
Instructional Aids:
1. Video Commercial Group Project Instructions
2. Product-Business Commercial Rubric
Materials Needed:
1. Pen/ Pencil (one per student)
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
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Equipment Needed:
1. Computers with the following capabilities:
• Internet access
• Media Player
• Video Editing software
2. Digital camera with video capability or video camcorder
Learner
Complete activities in Advertising, Marketing, and Propaganda Techniques Part I lesson.
Introduction
MI
Introduction (LSI Quadrant I):
SAY: Raise your hand if you watched the Super Bowl this year?
ASK: Why do you watch the Super Bowl?
[Allow students to share.]
NOTE: Based on student responses:
ASK: Are you aware that many people only watch the Super Bowl so they can see
the commercials?
ASK: Does anyone have a favorite Super Bowl commercial he/she would like to tell
us about?
[Allow students to share experiences. Guide discussion to focus on the
elements that make the commercial successful and appealing.]
SAY: In our previous lesson, we discussed advertising and propaganda. Today we
are going to extend the concepts covered in that lesson and explore another
advertising media: the commercial.
Outline
MI
Outline (LSI Quadrant II):
1. Research product/business commercials (a
review).
a. Bandwagon
Persuading people to do something by letting
them know others are doing it.
b. Testimonial
Using the words of a famous person to
persuade you.
c. Transfer
Using the names or pictures of famous people
but not direct quotations.
d. Repetition
The product name is repeated at least four
times.
e. Emotional Words
Words that will make you feel strongly about
someone or something.
Instructor Notes:
Allow students to use
the internet to find
appropriate
commercials to share
with the class.
Refer to the slide
presentation in the
Advertising, Marketing,
& Propaganda
Techniques Part I
lesson to review and
reinforce vocabulary
and propaganda
techniques if needed.
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
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f.
Name Calling
This technique consists of attaching a negative
label to a person or a thing. People engage in
this type of behavior when they are trying to
avoid supporting their own opinion with facts.
Rather than explain what they believe in, they
prefer to try to tear their opponent down.
2. Write a 30-second product/business commercial.
Group roles and responsibilities:
A. Project Manager & Time Keeper
B. Advertisement Designer for product (Computer
graphics software)
C. Script writer
D. Videographer
E. Talent
F. Completed commercial
Commercial components
A. Introduction slide
B. Propaganda technique
C. Closing slide/credits
D. Props
E. Proper grammar
F. Professional communication strategies
Hand out and discuss
the Product/Business
Video Commercial
Group Project
Instruction Sheet.
Provide the students
with incremental check
points and due date for
each part of the
process. This will help
the groups stay on
track and accountable.
Application
MI
Guided Practice (LSI Quadrant III):
Show product/business commercials to the class and have them come to consensus
regarding which propaganda technique is being used in each commercial.
MI
Independent Practice (LSI Quadrant III):
Students work in groups to create a commercial based on one of the
products/businesses identified and advertised in the first Advertising, Marketing, &
Propaganda Techniques lesson.
Summary
MI
Review (LSI Quadrants I and IV):
Q & A Session
Q: What is Marketing?
A: The act of buying or selling in a market. Includes all of the activities involved in
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
3
the transfer of goods from the producer or seller to the consumer or buyer.
Q: What is Advertising?
A: The act or practice of calling public attention to one's product, service, need, etc.,
especially by paid announcements in newspapers and magazines, over radio or
television, on billboards, etc.
Q: What is Propaganda?
A: A form of communication that is aimed at influencing the attitude of a community
toward some cause or position so as to benefit oneself usually giving only one side
of the story or partial information.
Q: What are the six propaganda/advertising techniques?
A: Bandwagon, testimonial, transfer, repetition, emotional words, name calling
Q: Give some examples where these techniques are used?
A: Magazine ads, television ads, billboards, political campaigns
Q: Why is it important to understand the use of advertising/propaganda
techniques?
A: So that we can make better decisions
Evaluation
MI
Informal Assessment (LSI Quadrant III):
•
•
•
MI
Teacher will circulate through lab as students work on the magazine search to
redirect/re-teach as necessary.
Teacher will observe student work during the completion of the commercial.
Teacher will assess progress according to established check points to assist
students with project management.
Formal Assessment (LSI Quadrant III, IV):
•
•
Use rubric to evaluate projects.
Reflection Activity:
Write a short paragraph comparing and contrasting advertising in print and
audio/video. Students should explore ideas related to benefits and limitations
associated with each type of media.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
•
•
Quality projects should be archived in the students’ portfolios.
Students can research career opportunities in audio/video production and
graphic design.
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
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Product/Business
Video Commercial Group Project
Instructions
Group Members Names:
1. Choose your product or business
2. Decide who does what:
A. Project Manager and Time Keeper:_____________________________
B. Advertisement Designer for product (Computer graphics software):____________
C. Script writer:_________________________________________
D. Videographer:________________________________________
E. Actor 1:______________________________________________
F. Actor 2:______________________________________________
G. Completed commercial in video editor (two people):____________________________
Finish project so that it plays as a media file
3. Your commercial should be at least 30 seconds and no more than one minute long and
include the following:
A. Introduction slide with advertisement design for product (design should be .jpg format in
order to be imported into your video editor).
B. A video clip with actors (use at least one propaganda technique in your video).
C. Closing slide (credits at the end) listing your group members and what they did on
project.
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
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Product/Business Commercial Rubric
Student Name: ________________________________________
CATEGORY
Preparedness
4
3
2
1
Group is completely
prepared and has
obviously rehearsed.
Group seems pretty
prepared but might
have needed a couple
more rehearsals.
Group is somewhat
prepared, but it is
clear that rehearsal
was lacking.
Group does not seem
at all prepared to
present.
Props
Group uses several
props (could include
costume) that show
considerable
work/creativity and
which make the
presentation better.
Group uses one prop
that shows
considerable
work/creativity and
which make the
presentation better.
Group uses one prop
which makes the
presentation better.
Group uses no props
OR the props chosen
detract from the
presentation.
Speaks Clearly
Speaks clearly and
distinctly all (95100%) the time and
mispronounces no
words.
Speaks clearly and
distinctly all (95100%) the time but
mispronounces one
word.
Speaks clearly and
distinctly most (8594%) of the time.
Mispronounces no
more than one word.
Often mumbles or can
not be understood OR
mispronounces more
than one word.
Propaganda
Technique
Shows a full
understanding of how
to implement
propaganda
techniques.
Shows a good
understanding of how
to implement
propaganda
techniques.
Does not seem to
understand how to
implement
propaganda
techniques.
No propaganda
techniques were used
or present in
commercial.
Uses Complete
Sentences
Always (99-100% of
time) speaks in
complete sentences.
Volume is loud enough
to be heard by all
audience members
throughout the
presentation.
Mostly (80-98%)
speaks in complete
sentences.
Volume is loud enough
to be heard by all
audience members at
least 90% of the time.
Sometimes (70-80%)
speaks in complete
sentences.
Volume is loud enough
to be heard by all
audience members at
least 80% of the time.
Rarely speaks in
complete sentences.
Listens intently. Does
not make distracting
noises or movements.
Provides insightful
feedback during
discussion.
Listens intently but
becomes distracted
during the
presentation.
Provides some
feedback during the
discussion.
Sometimes does not
appear to be listening
but is not distracting.
Does not contribute to
the discussion.
Does not appear to be
listening and makes
distracting noises or
movements. Provides
completely irrelevant
feedback during the
discussion.
Volume
Listens to Other
Presentations
Comments:
Volume often too soft
to be heard by all
audience members.
TOTAL POINTS:
Point to grade 25-28 = A
conversion: 22-24 = B
19-21 = C
17-18 = D
16 and below = F
AAVTC: Professional Communications: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques
Copyright © Texas Education Agency, 2012. All rights reserved.
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