LEARN NC

K–12 teaching and learning · from the UNC School of Education

Ad dissection 101

http://ideas.wisconsin.edu/ad101/

A lesson plan for grades 9–12 English Language Arts and Information Skills

Provider: IDEAS and Ryan Anderson


Learn more

Help

Please read our disclaimer for lesson plans.

Legal

According to David Shenk, author of Data Smog, today’s children watch an average of 22,000 hours of television before graduating from high school. These hours of television contain over a quarter of a million commercials, and it is these commercials that dictate to students what they should wear, how they should look, how they should act, and what they should have. Persuasive advertising tactics go so far as to make some children feel inadequate or bad about themselves. Children need to learn how to become responsible, conscious, and critical consumers. The way to achieve this goal is by teaching students how to interpret the messages commercials send, so they can make informed choices based on well reasoned decisions.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 9

  • Goal 3: The learner will examine argumentation and develop informed opinions.
    • Objective 3.01: Study argument by:
      • examining relevant reasons and evidence.
      • noting the progression of ideas that substantiate the proposal.
      • analyzing style, tone, and use of language for a particular effect.
      • identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.
      • identifying and analyzing rhetorical strategies that support proposals.
    • Objective 3.04: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by:
      • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
      • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
      • providing textual evidence to support understanding of and reader's response to text.
      • demonstrating comprehension of main idea and supporting details.
      • summarizing key events and/or points from text.
      • making inferences, predicting, and drawing conclusions based on text.
      • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
      • making connections between works, self and related topics.
      • analyzing and evaluating the effects of author's craft and style.
      • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
      • identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

Information Skills (2000)

Grade 9–12

  • Goal 2: The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.