Tuesday May 15, 2007

All sections:

Homework: Finish script, plan/props for commercial

Today:
Students began filming the commercials that the have written for the string of lights. They are demonstrating their use and knowledge of the 21 advertising techniques that we have learned in this unit.

The classes found that the more prepared they were before they went up to tape, the more successful their tapings were. Having lines memorized, how people stand pre-planned, and knowing where the cuts are all help make a commercial run more smoothly.

I was very impressed with some of the commercials that were taped at home. I think a lot of the groups did a nice job and were really effective.

Monday May 14, 2007

Today: All Sections

Homework: Unit 13 completing the sentence

Today:

We worked on the storyboard for our commercials. Students are asked to adapt their scripts so that they can see where the cuts will take place when we tape the final product.

Friday May 11, 2007

Today:

Homework:
Come to class ready to continue with commercials and making the soundboards.

Today in Class:
The students viewed examples of 30 second commercials. We talked about how we can cut the scripts into small segmented scenes to make them more short and concise. We want to final product to look a lot like a real commercial and not so much like a skit or play that is one long scene. Students worked on planning and writing their script. They recieved credit for class participation today and completing work on their script. On Monday they will be working on storyboard and mapping out each scene of their commercial.

Thursday May 10, 2007

Today (Section 1)

Hw
None

Today
We continued with the Media literacy presentations. Tomorrow we will finish these presentations once and for all and begin our commercial making project.


Today: ( sections 3,5,6,7)

We began our commercial making project. Students are required to work in small groups to create a commercial that demonstrates 3 advertising techniques. The commercial is for a string of decorative lights. The students must use the technique of diversion within their commercial and are required to pick two other techniques from which they have learned.

Students got to pick their small groups today. My hope is that this will allow them to develop more creative projects and have more fun working; if they are allowed to work with their friends.

The project's guidelines have been established and students received a guideline handout with the project's rules and the contest rules.

Wednesday May 9, 2007

All Sections

Homework:
choosing the right word Unit 13

Today:
We finished the presentations today in sections 3,6, and 7. We will continue to finish in sections 1 and 2 tomorrow. Tomorrow we will start the next in class project that involves applying the advertising techniques. Students will work in small groups to create a commercial that demonstrates 3 advertising techniques.

Tuesday May 8, 2007

All Sections:

Homework:
Pictionaries 11-20 for vocab unit 13
and Syns. for Unit 13


Today:
The students continued with presentations. I was really happy to see improvement with the presentations today. The students made a concious effort to achieve a better grade by including the second part of the presentation, developing an organizational flow, and making posters. Keep up the good work! Tomorrow we will hopefully finish these up and then begin working on our next Project.

Monday May 7, 2007

Monday

All Sections:

HW: pictionaries 1-10 for vocab Unit 13
Today:
We started with our media literacy presentations today. Students were given a rubric last week with specfic guidelines to follow. Because most of the work was already accomplished over the past 3 weeks that we have been studying, I was expecting exceptional presentations. Unfortunately, only a few students seemed to meet that standard. Many students in every period left out a portion of their presentation failing to comment about a specific ad for their target audience. They also forgot to explain why the technique in this ad is the most effective for that audience and show other ads to support their claim. I hope that by seeing some presentations today and having more time to prepare, the presentations tomorrow will be a success.

Thursday May 3, 2007

Miss Bastnagel (sections 3,6,7)

Homework:
(section 3)
Presentation Preparation
Yellow stickies on the 20 techniques in magazine
Powerful/ powerless chart in packet

(section 6&7)
Prepare for presentation


Today:
Students took the vocabulary Unit 12 quiz and the open notebook buzzword quiz. At completion of the quizzes, students reviewed any concerns about their presentation. We discussed the importance to each topic and the relevence of the whole presentation to what we have been studying in class. The students were encoraged to make a visual poster for their presentation, to help with their performance. Grade slips were passed out and work was submitted. Students will begin presenting on Monday. As each student presents, the other students will listen and collect data from the presentation on chart provided for them.

Wednesday May 2, 2007

Miss Bastnagel (sections 6 and 7)

Homework:
students need to work on
-20 stickies
-chart in their packet on techniques
-prepare for their presentations
-powerful/powerless sheet
-vocab flashcards

Unit 12 vocabulary quiz
Buzzword quiz


Today:
Students had a chance to complete all the assignments listed above. They talked about the advertising techniques found in their advertisements in preparation for tomorrow's presentation. Students were given a checklist today to help them organize what needs to be completed. Presentations will begin tomorrow after the quizzes and will continue next week. Students are encouraged to make a visual presentation for their oral report for extra points. I also believe these visuals can help aide in speeches.

May 1, 2007

MrBoZ (Sections 1 and 2)

Homework: Finish all of these for tomorrow
1. First 20 ads survey
2. Define Audience of Magazine
3. Audience Sheet
4. Powerful/Powerless chart
5. Finish unit 12 vocab

Today:
I gave work time. I also assigned the presentation. I handed out a sheet that explains the requirements. I gave a lot of homework, but I want all the research wrapped up so we can move on to the magazine presentation.

Miss Bastnagel ( sections 3,6,7)
- 20 stickies in magazine for each technique
- the technique chart
-powerful/powerless chart
-prepare for presentation
-vocabulary flashcards
-Unit 12 vocabulary quiz and buzzword quiz on Thursday

Today:
Students had the opportunity to begin their powerful/powerless page within their packets. They are also preparing for their oral presenation. The presentation will serve as a summuary for all the work they have been researching since the beginning of the media literacy unit. The students will have time Wednesday to work on all these assignments during class. Things will be checked Thursday for credit.

April 30, 2007

MrBoZ (Sections 1 and 2)

Homework:
Completing the sentence unit 12

Today:
We discussed the idea of powerful/powerless. In ads, we either see who we are or who we want to be. Likewise, sometimes we read magazines for the fantasy life they can provide. I want the students to examine the qualities of the people they are looking at in the magazines.

If you want, you can see the qualities of powerful/powerless listed in the media literacy packet which can be found on the media literacy assignment page.

Our goal this week is to finish the research and begin oral presentations.

Miss Bastnagel Sections (6,7, and 3)

Homework:
Choosing the right word Unit 12 vocab

Today:
The students looked at examples of powerful, neutral, and powerless advertisements. Their first task was to find examples of each and define them. Next the students ranked their advertisements in an order from most powerful to powerless. It was interesting to hear why students ranked the way they did. Tomorrow we will continue with this study and start filling out the worksheet in their packets on powerful/ powerless.

April 27, 2007

MrBoZ (sections 1 and 2)
Homework:
They should be finishing the stickies and the first 20 ads sheet in the packet.

Today:
Since so many students were absent yesterday, we sort of reviewed what we did yesterday. We also watched two TV ads and identified the techniques used. I want them to try to find many types of techniques in each ad.

Next week the students will be presenting the results of their magazine study. Miss Bastnagel will be providing them with a rubric on Monday.


Miss Bastnagel ( sections 3,6,7)
Homework:
bring magazine and packet

Today :
Students finished up studying the advertising techniques. We looked at Rhetorical question, scientific evidence, testimonials, and symbol. The students then had time to look at examples in their own magazines. Their goal should be to get as many examples of the 21 ad techniques that we have studied, for their presentations next week. On Monday I will be explaining the rubric and guidelines for the informal presentations.

April 26, 2007

MrBoZ (Sections 1 and 2)

Homework:
Finish the 20 yellow stickies
Work on the first 20 ads chart
(They are due soon)

Today:
We analyzed three ads showing how you have to examine an ad thoroughly to determine all of the techniques used. I gave the classes some work time to work with their magazines.

Miss Bastnagel ( sections 3,6,7)

Homework
bring magazine and packet

Today :
Students finished up studying the advertising techniques. We looked at Rhetorical question, scientific evidence, testimonials, and symbol. The students then had time to look at examples in their own magazines. Their goal should be to get as many examples of the 21 ad techniques that we have studied, for their presentations next week. On Monday I will be explaining the rubric and guidelines for the informal presentations.

April 25, 2007

Miss Bastnagel

Homework:
Choosing the right word- vocab Unit 12

Today:
Sections 1 and 2
In these sections we completed our buzzword and then drew our pictionaries for Unit 12 vocabulary. The students often come up with very creative drawings to remember their vocab words. After this activity, the students were given time to complete finding the ad techniques within their magazines. After studying the techniques, they are supposed to mark examples that they find in their own magazines. Students also were given the opportunity to turn in any late or missing assignments for credit.



Sections 3,6, and 7.
After the buzzword and pictionary vocab activity, students explored the ad techniques of name calling, repetition, nostagia, plain folk, and rhetorical question. We looked at examples of these techniques and discussed advertisements that demonstrate them. Then the students found representations of all the techniques that they have learned so far in their magazines.

Once we have learned all the techniques, my hope is that students will become so familiar with them, that they can indentify the qualities of techniques in any ad that I show.

April 24, 2007

MrBoZ (Sections 1 and 2)
Homework:
1. Get gradeslip signed
2. 11-20 pictionaries and synonyms

Today:
We discussed the next 10 vocab words. We also discussed the forth column of the ad techniques for the remaining techniques. By the end of class tomorrow, the students should have found one example of each technique in their own magazine. By the end of the week, I want them to be familiar with how to spot these fallacies by practicing analyzing ads.

The end project of this study will be an oral report on their magazine where they present their findings to the class. The class will fill in a chart so they can compare the magazines to each other. In years past, I would do this unit closer to my other persuasive writing units. This year, the requirements for GoMyAccess did not allow me to fit them together. However, the unit is used to teach critical thinking.

Miss Bastnagel ( sections 3,6,7)

Homework:
pict.11-20 and syns
get grade slip signed

Today:
We went over the next 10 vocab words. We also continued our discussion on the next group of ad techniques. Students are trying to find examples of these techniques in their own magazines.

April 23, 2007

Miss Bastnagel (sections 3, 6, 7)

Homework:
vocab unit 12: pictionary 1-10
bring magazine and packet

Today:
Monday we began learning about the different techniques advertisers use when selling their products. Students got to see examples of some of the tactics that they use. We reviewed techniques such as bandwagon, card- stacking, bribery, diversion, denial, and fear of the enemy. After students become familiar with the techniques, their task will be to find examples of the ads in their own magazines. They will mark the ads with stickies. Tomorrow we will continue to explore the techniques and look at other examples.

MrBoZ (sections 1 and 2)
Homework:
Pictionaries 1-10 unit 12

Today:
Although we discussed the first half of the techniques on Friday, I spent time reviewing them again. This time, however, we discussed the questions in the forth column of the chart. These questions reveal the fallacies of the persuasive techniques. In other words, the advertisers don't use logical reasons to persuade us to buy their products. They sort of trick us.

Let's look at the technique of group dynamic. That technique uses the idea that if you buy the product you will be part of a similar group of people who also use the product. Do you really believe or have proof that if you buy the product you will be part of that group you see in the magazine ad? Be real!

You can look at the chart for yourself. It is a link on the media literacy assignment.

April 20, 2007

MrBoZ- (sections 1 and 2)
Homework:
None

Today:
We began our discussion of ad techniques. We discussed the idea that the arguments to buy the product should be reasonable based on factual information, like we focused on during the ant debates. However, ads are usually not straight forward in how they persuade us to buy their products. I have called the techniques "artificial persuasion." They attempt to persuade you, but the methods are deceitful or tricky.

As we progress through this unit, you should start to see you child pointing out these fallacies in arguments. This may become annoying, but once they see how they are being manipulated, they will see these tricks everywhere!



Miss Bastnagel- (sections 3,6, and 7)
Homework:
Bring magazine and packet to class Monday

Today:
Friday we began to explore the question: How to advertisements effect us? Students looked at whether the age of people in advertisements make the ads more appealing, less appealing, or have no impact at all . In order the answer this we began to collect some data. Students were shown two advertisements for the same acne product. One had people and the other didn't. They learned to "dissect" an ad and answer questions about what they found appealing or unappealing within each .
We will look back at the results after we finish learning the techniques, to see if their opinions change after learning a little bit more about advertising.

I am really excited to see how students view themselves as consumers after they learn some of the sneaky ways advertisers try to persuade you to buy their products!

April 19, 2007

Homework:
I asked the students to define the audience of their magazines. They need to determine the age, gender, race, and spending ability of the readers. We discussed that we either see who we are or who we want to be in ads. To determine the audience students should look at the people in the ads, people in the pictures for articles, and examine the content of the articles. Who would these articles appeal to most?

Today:
Buzzword
Quiz on unit 11
Miss Bastnagle taught sections 6 and 7. She discussed what the students found most appealing in two different ads. Did they like the ad with people or the one without people. She is gathering data which she will compare to data taken later in the unit.

In sections 1,2, and 3, I continued my discussion about where I should spend my $100,000 to place an ad in a magazine for my Piglet bowling pin. We decided on a magazine called Bowling This Month. The audience is not 3.2 million like SI; however, its 12,000 readers will appreciate the product more. Plus, a 1 page ad in SI is $300,000, but a full page ad in BTM is only $1,275! I could buy plenty of ads at that price. We also found that ESPN magazine was $55,000 for a full page ad. We might buy one ad in ESPN since it will be seen by 1 million readers.

April 18, 2007

Homework:
Flashcards sections 3,6,7
Quiz on unit 11 tomorrow

Today:
The topic was the same, but each class kind of studied the topic differently. Today we looked at how advertisers choose a magazine to place their ads in. I created a fictional product and gave the students a target audience of who buys the product most: male, 25, interested in sports, with a household income of $40,000. I wanted to spend $100,000 on ads.

We then looked at media kits from Girl's Life and Game Informer. I also gave them other kits from various magazines. The goal was to understand that each magazine has a specific audience and circulation. The more eyes that see the magazine, the more they can charge for ad space.

Since the product was a Piglet bowling pin, and the target was men, Girl's Life was not a good match. The ad money would be wasted! Game Informer is not so good either, even though the audience for the magazine is men who are 25. Tomorrow, we will see which, if any, of the other magazines might be a good use of my money.

By the way, a full page ad in Sports Illustrated is $302,000. A full page ad in Girl's life is $19,000. And a full page ad in Game Informer is $119,000. Even though SI might be a better fit for my product, I can not afford an ad.

April 17, 2007

Homework:
Finish unit 11 vocab
Be prepared for the quiz on Thursday

Today:
We continued our discussion about the audience of magazines and ads. I discussed the idea that in ads aimed towards us as an audience, we either see who we are or who we want to be. For example, if a teenage girl is looking at an ad with a beautiful older model in it, she would be thinking that she would like to be that young woman in the ad. As she looks at the ad, she is picturing herself using the product and being that woman. Likewise, if the girl in the ad is ordinary, the teenage girl looking at the ad will see herself in the ad. She would see what she would look like if she were using the product.

Tomorrow, we will continue our discussion of audience. Students will be looking through media kits for some magazines. These kits are given to advertisers to show the readership of their magazine. This way, advertisers can determine if the audience of the magazine is a good fit for their advertising dollars. They don't want ads where the people who would buy the product won't see them!

FYI, I do discuss how gender and race are qualities of audiences. In some classes, we discussed the fact that Ebony magazine has a black audience. There is not enough time to fully explain all this, but the short explanation is many magazines have very specific audiences. Magazines can even have niche audiences. This provides a very narrow target for advertisers. However, magazines like Sports Illustrated have a broader audience. Knowing the audience of a magazine is important for viewing the techniques ads use to persuade readers to buy their products.