More than Meets the Eye
Medium Literacy through Critical Thinking: Reflections on Product Placement
國立花蓮高中 謝璦羽
Introduction
This lesson plan aims to develop students’ media literacy skills that enable
them to be aware of, to question and to analyze the construction of messages which
inform, entertain and are exposed to them everyday. Through the reading selection
“The Secret Advertising Techniques of Today’s Media” and the supplimentary
multi-media teaching materials, students can acquaint themselves with the practice
of product placement embedded in various forms of media, such as commercials,
movies, MV and even news reports. Furthermore, students can learn how to analyze
the message which an advertisement attempts to convey either by applying the five
key questions proposed by Center for Media Literacy (CML) or by summarizing the
story with the graphic organizer, i.e. the story map. Finally, students learn to shoot
their own commercials by combining both the practices of writing (summarizing the
plot, designing catchy slogans, and composing the scripts and lines) and speaking.
Given the assessment criteria, students will learn how to interpret the message
hidden behind commercials and thus be able to evaluate the performances of their
peers in a critical and fun way. To motive students to experience “learning by doing”,
the information-technology integrated approach and student-center cooperative
learning are applied.
Text Difficulty Level:
     
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Elementary Intermediate Upper-Intermediate Advanced
Students’ Proficienty:
Student’s PR value of Basic Competence Test (BCT) ranges: 60-80.
Mode(s) of Writing: Narration
Estimated time: 8 periods
(※ Since the 2nd-grade students at our school are required to learn only two lessons
for the 2nd midterm exam, according to the teaching schedule, the estimated
teaching periods of this lesson is comparatively longer than usual. Teachers may
flexibly select the activities which meet their own needs to adjust the lesson plan. )
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Teaching Focus:
1.
2.
Reading.To train students how to grab the main idea and review the text
through graphic organizers and to guess the word meaning from its
context
Writing. To motivate students to devise slogans, scripts and lines for a
commercial and try to compose a script for drama.
Approach:
1. Information Technology Integrated with Teaching
2. Student-center cooperative learning
Teaching Procedure:
1. Pre-reading: pre-testing students the vocabularies and phrases by matching
their equivalent English explanations, familiarizing the stusents
with the main idea by asking comprehensive questions
2. While-reading: comprehending the text by guessing the word meaning from its
context and summarizing the main point and reviewing the article
through graphic organizer
3. After-reading: associating product placement-related ads to the text
4. Group assignment:
a. Analyzing a commercial:
students are required to analyze a TV commercial by answering the questions
raised by the teacher or by plotting it into a story map. Afterwards, they are
to make an oral presentation in class.
b. Designing and shooting a commercial:
students have to write the cript, lines of a commercial in advance and shoot it
after the teacher revises the draft. Finally, they are to play the commercials
they made in class and evalute the performance of others.
Reading
Source: Lungteng English B4 L5－The Secret Advertising Techniques of Today’s Media
Focus: introduce the concept of product placement and how it is applied in real life
Text:
In the 1950s, Marshall McLuhan, a well-known media scholar, wrote a book
titled The Medium Is the Massage. What he meant was that under the influence of
the media we unconsciously relax, and tend to believe every message we receive
without giving it a second thought. Now half a century has passed. The mass media
have further refined their ability to penetrate deep into our minds and sell us things.
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Product placement, the displaying of brand-name items as “props” in TV shows,
has become a very popular marketing technique, one most of us are probably not
aware of. When we see an actor eating a particular brand of cereal or using a
certain laundry soap, we are likely to form a positive impression of the product
unconsciously. Although more subtle than traditional commercials, product
placement makes the brand or product more visible to consumers. If you take a
close look, it is no exaggeration to say most TV programs we watch today have
brands “placed” in them.
One reason for the rapid growth of placement marketing is that it’s become
easy for viewers to avoid traditional commercials. With devices like remote controls
and DVR, viewers can skip the commercials by fastforwarding or switching channels.
When ads become part of the show, however, viewers have no escape. No wonder
product companies are paying a lot of money to TV stations to place their products in
scenes. This has resulted in the rise of an ever-growing placement industry, which is
estimated to earn US$1 billion a year in the U.S.
If you think that at least the news programs on major networks are objective,
think again. A coffee shop chain is reported to have paid a huge amount just to
show the news anchor with a big cup of its coffee during the morning news. This
has raised new questions about the shifting line between news and sales. People
also wonder if there is the possibility that news networks might “filter” or “powder”
the actual news in favor of the companies sponsoring the anchor seat.
In addition to TV, the big screen has also become a highly competitive display
window for a wide variety of luxury products. You must be familiar with movie
scenes featuring charming actors and actresses dressed in fashionable costumes,
driving fancy race cars, or drinking an expensive whiskey—with the brand name
prominently displayed. You may also have been attracted by the beautiful scenes
where the films take you—a five-star hotel or an exotic island. You may not know
that filmmakers often have these luxury “props” and settings provided for free. As
a matter of fact, they get paid for incorporating them into their films. Many famous
producers even have the total cost of production paid off before the first movie ticket
is sold.
As more and more people become aware of the practice, some are calling for
more controls. As one media scholar commented, “It is inherently deceptive if
people don’t realize that ads are ads.” There can be legal as well as ethical
problems in this kind of marketing strategy. Living in a world filled with messages
from many media, we’d better remain alert and sensible to the secret power of the
“massage.”
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Lesson Plan
I.
Creating Background
Warm-up activity: “The Picture Is Telling Us the Idea that…”
(cf. Appendix-1)
Purpose: for students to be acquainted with the aim of the ads by using appositive
phrase
Directions:
1. Ask students what the following pictures are likely to convey?
2. Students try to share their ideas by using the pattern:
The picture is telling us the idea / fact / belief/ theory/ possibility that …
because….
Example:
The picture is telling us the belief that
the juice is delicious and nutricious
because with the bottle of the juice,
we don’t need any fruits in the refrigerator any more.
That’s why the bananas want to commit suicide.
3. After practicing the appositive phrase, some further questions are raised for
students to think about:
(1) Who created this message?
(2) Why is this message being sent?
(3) Is there any other common means of promoting a product or a concept?
Note: the teacher can offer some key words relevant to the picture as hints
Eample:
Hints:
bullet (子彈)
cigarrete (香菸)
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II. Presenting the Reading
A. Pre-reading:
1) pre-testing students the vocabularies and phrases by matching their
English equivalents
2) familiarizing the stusents with the main idea by asking comprehensive
questions
Purpose: for students to guess the word meaning from its context and to catch
the main idea of the article by utilizing reading strategies such as
scanning and skimming
Directions:
Before teaching the text, students are required to
1) preview the vocabularies and phrases in the paragraph(s) which the teacher
assigned in advance.
2) do a pre-test of the vocabularies and phrases relevant to the assigned
paragraph by matching their English equivalents.
Example of pre-test for paragraph 1:
(A) advertising
(B) massage
(C) scholar
(D) technique
(E) unconsciously
(AB) penetrate
(AC) refine
(AD) the mass media
(AE) give...a second thought
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n. the act of making something known to the public, especially in order to sell it
2
n. a special method or skill in doing something
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n. someone of great learning in a certain area of study
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n. the practice of pressing and rubbing one’s body to help him or her relax or to
reduce pain
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adv. not noticing that something is happening or exists
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n. (pl.) TV, the Internet, newspaper, radio, etc.
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vt. to improve something by making small changes to it
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ph. to bear through something by using something sharp and pointed
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ph. to think again about something
3) reading the comprehensive questions which the teacher asked and looking
for the answers or possible clues from the paragraph assigned
Example of the comprehension check for paragraph 1:
1. Why did Marshall McLuhan title his book “The Medium Is the Massage” ?
2. What happened after a century has passed according to the text?
3. How may the mass media penetrate deep into our minds?
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B. While-reading:
1) comprehending the text by guessing the word meaning from its context
Purpose: for students to figure out the content by listening to the teacher’s
pharaphrase, making inferences from the context and guessing the
word meaning based on its collocation
Directions:
1. Choose a student (by drawing lots or appointing one) to read the text aloud.
The teacher may pick out some new words which students are not familiar
with in advance or read for the student as he/she pauses and hesitates.
2. Explain the word, phrase or idea which students don’t understand by
pharaphrasing, showing them how to make inferences and guess the word
meaning from context and collocation.
Examples:
(1) paraphrase: Being “objective” means being “fair” and “neutral.” On the
contrary, being “subjective” means to understand s.th according to
personal judgement and sometimes probably with some biases.
(2) inference from context: …It is inherently deceptive (the clue)…We’d
better remain alert (the target word)and sensible to the secret power of
the “massage.” If something is deceptive, i.e. false, dishonest and
misleading, it’s better for us to be _______? The student may come up
with some answers such as “aware of”, “smart”, and “attentive”.
(3) guessing from collocation: …they get paid for incorporating (the target
word) them into (clue) their films. The preposition “into” serves as a clue
for students to guess the action may be “putting A into B.” Besides, since
A doesn’t belong to B but then become part of B, the meaning of
“blending, mixing” can therefore be associated with.
(4) The teacher points out some details, such as author’s arguement, figure
of speech, grammatical structure, which are worth noticing.
2) summarizing the main point and reviewing the article through graphic
organizer
(cf. Appendix-2)
Purpose: for students to try to figure out and summarize the main idea of the
article in a logical sequence by utilizing the graphic organizer
Directions:
(Guiding the students to summarize the main idea in the following procedures)
1. The teacher tells students the corresponding paragraphs of the reading to the
parts of the graphic organizer, i.e. where they can find the answers to the
blanks on the graphic organizer.
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2. Students work in pairs to look for the answers to the blanks. If there’s any
new word or question, students may refer to his/her partner or ask the
teacher for help.
3. The teacher leads the whole class to check their answers to the blanks and
explain the words/phrases/ideas that student may not understand.
4. After filling in all the blanks, ask the student:
(1) Why are the different marketing techniques divided into two parts?
What is the criterion?
(2) Are there other common, apparent marketing techniques which are not
mentioned in the article?
Different marketing techniques
Easy to be aware of
Hard to be aware of
Product ________________
the displaying of brand-name
items as “_____” in TV shows
※ The red-dotted part is highlighted because there is a logical gap between the first
and the second paragraph of the article. Some linking sentences might have been
deleted in the selected reading. Hence, in order to motivate students to think in an
overall and logical sequence, the teacher may ask students what might be the
missing linking sentences and give some possible examples (shown in italic and
bolded type) for their references.
…… The mass media have further refined their ability to penetrate deep into our
minds and sell us things.
(There are a variety of common marketing techniques which the
media/businessmen apply to promote their goods, such as giving special
discount, handing out samples, etc.) Some techniques are salient while others may
be uneasy to be aware of. Product placement is one of the good examples of the
latter.)
Product placement, the displaying of brand-name items as “props” in TV shows,
has become a very popular marketing technique, one most of us are probably not
aware of. ……
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C. After-reading: associating product placement-related advertisements to the text
Purpose: for students to “visualize” various kinds of embedded product
placements in their surroundings
Directions:
1. Play the text-related video clips and motivate the students to spot the goods
or concepts which are promoted in the clips
2. discuss and sum up the techniques utilized in the product placemet
3. raise some issues to encourage students to think critically
Examples:
Q1: What is the point at issue in the clip?
Q2: What are the pros and cons of this marketing strategy?
Q3: Do you think consumers are to be influenced by the product of placement
unconciously? Why or why not?
※ Video Clip 1: Product placement in MV (Jay Chou’s 浪漫手機)
(http://www.youtube.com/watch?v=DhvlSkzFMSU)
Questions:
1. What is the product placed in the MV according to your prediction?
2. How many times do you consider it will show up in the MV?
3. How many times exactly does it show up in the MV?
4. How does it show up there?
5. What ideas are conveyed in the lyrics?
6. Would you like to buy one after watching this MV? Why or why not?
7. Do you think the price of it would be higher, the same as or lower than the other
similar products? Why or why not?
8. Can you think of any other products which are promoted in a similar way?
※ Video Clip 2: Product placement in campaign advertisement
(Democratic Progressive Party’s 台灣維新守護者)
(http://www.youtube.com/watch?v=-PKXOb8LaZg)
Questions:
1. How do the societies in which the parents and children live differ?
2. What shouldn’t be taken for granted according to the voice-over?
3. What’s the purpose of the commerical?
4. What kind of strategy or linguistic device does the commercial apply?
5. What comes into your mind after watching the commercial?
(Ps. After receiving students’ feedback, the teacher can introduce the terms, such as
first/second/third person narrator, presupposition, and imperative mood.)
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Video Clip 3: Product placement in various movies
(e.g. Sex and the City, Spider Man, Iron Man, Transformer, etc…)
(http://www.youtube.com/watch?v=VDsqySu0vMA)
Questions:
1. What are the products embedded in the movies?
2. How are the products presented to draw audience attention?
3. Have you been aware of the product placement in those movies before?
4. How might the product placement affect the potential consumers?
III. Practice and Personalization
Group Report: Analyzing a commercial
Purpose: for students to be aware of and disclose the techniques of product
placement in TV commercials
Directions:
1. Teacher demonstrates how to analyze the TV commercials.
a. For non-narrative commercials, students are required to think about and
answer the following issues raised by Center for Media Literacy (CML).
CML’s Five Key Questions Deconstructing the message in the media
(1) Who created this message?
(2) What creative techniques are being used to attract my attention?
(3) How might different people understand this message differently?
(4) What values, lifestyles, and points of view are represented in, or
omitted from, this message?
(5) Why is this message being sent?
b. for narrative commercials, students are guided to create their own story
map by filling out the blanks in the graphic oranizer
(cf. appendix-3)
2. students have to work in groups of 4-6 people and present the commercial
and their analysis in class
3. As a conclusion of the ad analysis, teacher may conclude goals and strategies
(e.g. appealing to authority, arising anxiety…) of the advertiser, features (e.g.
easy to recall, effective…) and the language devices (e.g. pun, weasel word,
ambiguity…)utilized in advertising.
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IV. Application
Drama: Designing and shooting a commercial
Purpose: for students to devise and write down their own slogan, script and plot
summary of the commercial as writing practice and to perform in a
commericial as oral practice
Directions:
1. Explain how to write a script containing video (visual effect, plot summary),
audio (voice-over, lines), and film-making information (work assignment,
shooting location, stage properties, etc.).
(cf. appendix-4)
2. Demonstrate the finished commercials made by students of other school.
3. Explain the assessment criteria
4. Schedule dates for students to hand out the script, shoot, finish and present
the commercial. Teacher is supposed to provide students with feedback,
suggestion and support.
Reflection
Despite the gap, unevenness and diversity in students’ English proficency, the
students found it fun to study the lesson and do the group work by cooperative
learning. Not all the results of students’ work and commercials are satisfacotry
considering the script writing and speaking. (There are indeed a few excellent ones,
though.) However, in the whole lesson project, students are found to be interested
and highly involved in the discussion, team work and the presentation of their
self-made commercial in particular. Even the so-called slow learners or
low-achievement students enjoyed themselves in the class activies. With information
technology integrated with teaching and the suppliments of up-to-date media
materials, the students’ attention were drawn and thus they tended to be more
involved and motivated in class, which, I believe, is helpful for their spontaneous,
extendsive learning. During the course, the teacher has to play different roles－
observer, supporter, and even reminder. Moreover, by sticking to the
“student-center” principle, the teacher may be amazed at the students’ multiple
intelligence and potentiality and creativity.
Nevertheless, there are indeed some challenges for teachers. Time control and
schedule development, for instance, are crucial for proceeding of the lesson plan.
The collection and correction of handouts and group reports (ads and commercials)
is another problem. I collect and send feedback by both paper work and electric files
via e-mail. If possible, an on-line teaching platform would be ideal for HW of this sort.
Finally, graphic organizer was found helpful in catching the main idea, summarizing
the main point and reviewing the text.
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Reference and Website
1. 媒體識讀中心 http://www.medialit.org
2. 媒體識讀中心網路教材資源庫: http://tinyurl.com/3y3w2ss
3. 媒體識讀教學資源庫: http://tinyurl.com/26p3spp
4. Media and Internet Education Resourses for teachers
http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm
5. Youtube
(Video Clips for students’ reference)
a. story map: http://www.youtube.com/watch?v=Um9KsrH377A
b. self-made commercial:
新竹高中-我要上竹中: http://www.youtube.com/watch?v=_pSd3QmX_Ig
新竹高中-錳鉀 MnK http://www.youtube.com/watch?v=zchWijsfsUg&feature=related
新竹高中-貧民百萬富翁 http://www.youtube.com/watch?v=hcAO0wef6mw&feature=related
新竹高中-湯匙殺人魔 http://www.youtube.com/watch?v=oFXIcrhkVY8&feature=related
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Appendix and Student Work
Appendix-1: The Picture Is Telling Us the Idea that…
Directions:
4. Discuss what are the ideas which the following pictures are likely to convey?
5. Share you opinions with your classmates by using the pattern:
The picture is telling us the idea / fact / belief/ theory/ possibility that …
because….
Example:
The picture is telling us the belief that
the juice is delicious and nutritious
because with the bottle of the juice,
we don’t need any fruits in the refrigerator any more.
That’s why the bananas want to commit suicide.
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2
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7
8
12
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1
12
1
1
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16
5
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18
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Appendix-2: Graphic Organizer
The Secret Advertising Techniques of Today’s Media
Simile: The medium is the _______________
Because under the influence of the media we _______________ly relax and tend to
believe every _______________
we receive withought giving it a second thought.
Different marketing techniques
Easy to be aware of
Hard to be aware of
Product ________________
the displaying of brand-name items
as “_______________” in TV shows
Where
Who
How
It is inherently _______________if
people don’t realize that ads are ads.
Problem
Suggestion
E.g. the shifting line between news
and _______________
We’d better remain _____________
and sensible to the secret power of
the “_______________”.
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Why
Appendix-2: Graphic Organizer (student’s work)
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Appendix-3: Analyzing the commerial (student’s work)
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Appendix-3: Analyzing the commerial (student’s work)
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Appendix-4: Commercial script (students’ work)
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Appendix-4: Commercial script (students’ work)
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Appendix-5: photos of presentation- Analyzing the commerial
Appendix-6: photos of presentating the self-made commerial
Appendix-7: List of students’ self-made commerials
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