Compartida por: Diana Schreckenberger
0 votos
| 3677 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 38a |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Today the class will be about radio commercials. |
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| Desarrollo | 00:40 | 2. T, it is important to talk to Ss about persuasive writing. Ss have learned questions about commercials and have created their own commercials. It is time to analyze a little more. • Establish credibility (ethos) • Apply logic (logos) • Appeal to their emotion (pathos) Ethos, logos and pathos are explained in a video included in the “recursos” column. If your Ss have the level to understand it please show it. If not, this will be helpful for you. Explain the technique advertisers use to create commercials. Make sure to clarify all new vocabulary. 10’ 3. There is a link in the “recursos” column about persuasive techniques in advertising for you to use as a resource and be fully familiarized with these concepts. 4. There is also a link in the “recursos” column about strategies. It contains lesson plans to help you with these sessions. 5. I’m including a persuasive writing activity which contains cardswhich can be edited; they are about an activity to create a radio commercial. If your Ss have the skills needed to follow the lesson plans presented, please use them. All of these will have to be adapted to your Ss level and skill. Use them as resources for you as well. 5. After you explain the techniques, have Ss listen to the radio / find a radio station in the computer. 5’ 6. Divide the group in teams. Ss listen to a couple of commercials then create a radio commercial which most use ethos, logos and pathos. 10’ Make sure that Ss write all their sentences complete and coherent. Teams show their work to the rest of the class. Commercials have a jingle and Ss can explain who their target audience is. Ss explain as well all the qualities of their product. Ss go to the back of the class to “tell” the rest of the classtheir commercial since Ss will not be able to see them. Remind Ss this is a radio commercial and the success of their commercial will lay on their voices, intonation, and on how well they can read their commercials to the rest of the class.10’ 7. Ask Ss if they have any questions. Give a summary of the session 5’ |
Persuasive appeal Ethos, Logos and Pathos video 
Can you convince me? Persuasive writing. Check the Strategies 
Persuasive writing activity. tes. 
Persuasive techniques in advertising. Teacher’s info and lesson plans
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| Cierre | 00:05 | 8. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3678 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 38b |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Today Ss look at advertising tricks |
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| Desarrollo | 00:40 | 2. T, show the Persuasive Commercials for kids video. Remind them of ethos,logos and pathos. Link in the “recursos” column.5’ Let the video roll without stopping it and when its over ask Ss: • What products are advertised? • Who are these commercials written for? • Do you believe what the commercial says about the product? • Do you want the product? Ask Ss to write these questions down and when finish, listen to their answers10’ 3. Take Ss to the Advertising tricks website. Ss choose on one of the products presented there to learn how a food stylist does his job. 5’ Ss create their own method to style food and present a commercial made to be shown in movie theaters 4. Ss are welcome to create a large size drawing identifying the product and reading the description of it to the rest of the class. 10’ 5. T, for another listening practice, let Ss listen to the Kars for kids video making sure they don’t see it. The video lasts about 1’ Ask Ss if they can identify what the commercial is selling. Listen to their answers.5’ |
Kars for kids commercial video 
Advertising tricks 
Persuasive commercials for kids’ video.
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| Cierre | 00:05 | 6. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3679 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 38c |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Ask Ss if they like having cereal for breakfast. Listen to Ss answers and tell them you’ll go back to that later on. |
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| Desarrollo | 00:40 | 2. Remind Ss of the characteristics of commercials: ethos, logos, pathos. 5’ 3. Show Ss the Teen age mutant NinjaTurtles vs Gotzilla video. Link in the “recursos” column. The video last about 2’ When the video is over ask Ss: • Was that a commercial? • Why? Ss write the questions and answers 5’ 4. T, divide the group in teams as in previous sessions. Remind Ss of your question at the beginning of the session. Ask Ss to create a cereal commercial and show it to the whole class.10’ T, I’m including a link in the “recursos” column to a lesson plan to have Ss create a commercial to sell cereal. Please feel free to read and use if you’d like more ideas. 5. T, after Ss finish creating their cereal commercial, go to the web page where they can create their own cereal box. Notice the creating their own cereal box exercise gives Ss a specific audience to write for. Please point that out. 5’ 6. T, when Ss finish creating cereal box, go to the page where Ss can create their own soda advertisement. Links in the “recursos”column. 5’ 7. After the creation of their commercials ask them for their opinions about the products and what they said about the product in order to sell it. Were their statements accurate? 5’ 8. Ask Ss about their experience writing their own commercials using a computer resource. Listen to their answers 5’ |
Create your own ad. Soda commercial 
Create your own cereal box. 
Can you sell your cereal? Lesson plan 
Teen age mutant NinjaTurtles VS Gotzilla video
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| Cierre | 00:05 | 9. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
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