Persuasive Media Techniques

Overview

Students will watch short television advertisement clips and learn to identify persuasive techniques using clues from images, sound, and text. They will discuss how these features can influence what people think, feel, and do.

Learning intentions

• Students will identify persuasive techniques used in television advertisements.
• Students will describe how images, sound, and text work together to persuade an audience.
• Students will compare two advertisements and explain which techniques are most effective for the audience.

Success criteria

• I can name at least two persuasive techniques I notice in an advert (e.g., catchy slogan, exciting visuals).
• I can describe how sound, images, and text help persuade the viewer.
• I can compare two adverts and give a simple reason for my choice using evidence from the clip.
• I can communicate my ideas clearly in a group discussion and in my drawing/writing.

Curriculum links

• Media Arts: exploring how visual elements, sound, and text shape meaning and audience response.
• Media Arts: discussing and comparing media artworks/advertisements and their intended effects.
• English: using speaking and listening to share ideas and respond to texts with simple justification.
• Technologies (Yr 2 and Yr 3 in the same class): using safe, guided processes to select and evaluate digital media clips for a purpose.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and unit recap

• Briefly recap what “persuasive media” means from Lesson 1 (how ads try to influence people).
• Show today’s goal: “Notice techniques, then explain impact.”

2. 5–10 min | Key vocabulary warm-up

• Teacher introduces key terms (see Resources list) with quick gestures (e.g., point to lips for “slogan”, tap ears for “sound effects”).
• Students repeat and give a simple example from daily life (e.g., “Jingles make you remember.”).

3. 10–20 min | Watch advert 1 (teacher-led)

• Play a 1–2 minute child-appropriate advertisement.
• Pause at 2–3 moments and ask guiding questions: “What do you see?” “What do you hear?” “What words appear?” “How does it make you feel?”
• Teacher records student ideas on a class chart under: Images, Sound, Text/Slogan.

4. 20–35 min | “I do, we do, you do” technique hunt

• I do: Teacher models completing a simple “Persuasion Detective” sheet for Advert 1 (draw a box for an image, circle a sound clue, copy a word/phrase if visible).
• We do: In pairs, students complete one section together for a second mini-clip (another short advert or a different segment of the same ad if time).
• You do: Each student fills their own sheet for the second advert using prompts: one technique, one audience effect, one piece of evidence.

5. 35–50 min | Compare and share (small groups)

• Groups of 3–4 compare Advert 1 and Advert 2.
• Students choose the “most convincing” advert and give a simple reason: “It has… (technique) so the audience feels/does… (impact).”
• Teacher circulates, listening for use of images/sound/text language.

6. 50–58 min | Creative response: persuasive poster sketch

• Students create a small planning sketch for a persuasive advert idea using a template:
• Picture (what will be shown?)
• Sound (music or sound effects?)
• Text (slogan/words?)
• They must label one persuasive technique and the intended audience effect.

7. 58–60 min | Exit ticket

• Students write or dictate one sentence: “I noticed… and I think it persuades because…”
• Collect sheets and sketches for review.

Resources

• 2–3 child-appropriate advertisement clips (1–2 minutes each), teacher-preselected and checked for suitability.
• “Persuasion Detective” recording sheet (Images / Sound / Text; Technique; Audience effect; Evidence).
• Class chart titled “Images, Sound, Text, Impact.”
• Small poster sketch template with three sections: Picture, Sound, Text.
• Markers, crayons, pencils, and paper for drawing evidence from the advert.
• Timer for clip segments and discussion turns.
• Audio volume control and speakers/headphones if needed for clarity.
• Sentence starters for students who need support (e.g., “I noticed…”, “It persuades because…”).
• Safe viewing routine reminder cards (stay with the teacher, no searching online).

Assessment

• Formative: teacher checks “Persuasion Detective” sheets for identified techniques and evidence from the clip.
• Formative: observe group discussions for correct use of images/sound/text and simple explanations of impact.
• Summative in-mini form: exit ticket sentence demonstrates understanding of technique and audience effect.

Differentiation

• Support:
• Provide a word bank and picture prompts for “technique,” “sound effects,” “slogan,” and “audience effect.”
• Offer sentence starters and allow oral responses for the exit ticket.
• Pair students strategically so one student can scribe while the other speaks/draws.
• Extension:
• Ask students to rate effectiveness (most/second/least) and explain with two evidence points (one from sound and one from text or images).
• Invite students to identify a “missing” element (e.g., “What if there was no music?”) and predict the impact.
• EAL:
• Use visuals and consistent phrasing; accept multilingual answers; allow students to point to vocabulary cards while speaking.
• SEN:
• Reduce writing demands by allowing drawing for evidence and using checkboxes for “sound/music/text present.”
• Provide shorter clip pauses and repeat viewing if needed.

Key vocabulary (include with student sheet)

• Advert
• Audience
• Persuasive technique
• Images
• Soundtrack
• Sound effects
• Jingle
• Slogan
• Text on screen
• Voice
• Catchy
• Believe / convince
• Feel / excited / happy / curious (as audience-effect words)