Creating Advertisements

Overview

In this lesson, students will create persuasive advertisements for the products they have developed during the Market Day Magic unit. They will employ both written and artistic skills to communicate their product’s benefits effectively. This lesson builds on previous understanding of market products and introduces students to the fundamentals of persuasive communication and design suited to their age.

Learning Objectives

By the end of this lesson, students will be able to:

• Use persuasive language and artistic elements to create engaging advertisements for their products.
• Demonstrate understanding of the purpose of advertising in a market context.
• Collaborate respectfully and contribute ideas within a group setting.
• Reflect on how their advertisement can influence a buyer’s decision.

New Zealand Curriculum Alignment

Technological Practice (Technological Knowledge, Technological Outcomes):

• Technological Practice / Brief Development and Planning for Practice (TM1, TM2) Plan and develop design ideas with consideration of user needs for a specific purpose.
• Technological Outcome / Outcome Development (TM3) Use a range of communication methods to share design ideas.

Literacy (English):

• Writing (Level 2) Develop ideas with supporting detail in imaginative, informative, and persuasive writing.
• Speaking and Listening (Level 2) Use language to express feelings, share experiences, and talk about actions and events.

Key Competencies:

• Using language, symbols, and texts: Understand and create texts to communicate ideas effectively.
• Relating to others: Work collaboratively to share ideas and develop respect for others' viewpoints.
• Thinking: Use critical and creative thinking to develop persuasive messages and artistic representations.

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Resources

• Sample advertisements (visual and written) for discussion
• Large paper or art booklets for creating ads
• Coloured markers, crayons, pencils, and other art supplies
• Writing templates or lined paper for advertisement copy
• Whiteboard and markers
• Sticky notes for peer feedback

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Lesson Structure (30 minutes)

1. Introduction – What Makes an Advertisement Persuasive? (5 minutes)

• Begin with a brief discussion: Show a few sample advertisements (e.g., local products or school café ads) and ask students what they notice about the ads — colours, words, pictures, and how these make them want to buy or look closer.
• Highlight key features: catchy slogans, bright pictures, clear messages (for example, "Fresh", "Delicious", "Best Deal").
• Link this to their products, explaining how they can persuade customers using similar features.

2. Activity 1 – Brainstorming Advertisement Ideas (5 minutes)

• In small groups (3-4 students), have pupils brainstorm ideas for their product advertisement.

• Prompt questions to guide thinking:

• What is special about your product?

• Who will want to buy it?

• What words will make someone want to buy your product?

• What pictures show your product well?

• Teacher circulates and supports developing ideas, ensuring all students contribute.

3. Activity 2 – Creating Advertisements (15 minutes)

• Students move to individual or paired workstations with art supplies and writing materials.

• Task: Design an advertisement poster that includes:

• A persuasive headline or slogan (one or two catchy sentences)

• A colourful picture or logo representing their product

• A brief persuasive sentence or phrase about why someone should buy it

• Encourage students to think creatively about layout and use of colour.

• Teacher provides individual support for spelling, sentence structure, and artistic ideas.

4. Sharing and Feedback (5 minutes)

• Students present their advertisements in pairs or small groups.
• Classmates use sticky notes to write one positive comment on what they like about each ad.
• Teacher prompts reflection with questions:
• What did you do to make your ad interesting?
• How do you think your ad will help sell your product?

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Assessment

• Formative assessment: Observe and listen during brainstorming and creation phases to check understanding of persuasive features and effective communication techniques.
• Product assessment: Advertisements show use of persuasive language, clarity of message, and appealing artistic design.
• Peer feedback: Students engage in constructive feedback, demonstrating the ability to identify positive elements in peers’ work.
• Self-reflection through guided questions at the end.

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Differentiation

• Support: Provide writing frames or sentence starters for students needing assistance with language. Use picture prompts to inspire artistic work.
• Extension: Encourage capable students to include additional persuasive techniques such as questions or testimonials in their adverts.

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Teacher Reflection

• Did students use persuasive language and artistic skills effectively?
• Were the students engaged and able to articulate the purpose of their advertisements?
• How well did students collaborate and provide feedback?
• How can this lesson inform future advertising or communication activities?

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This lesson effectively integrates technology and literacy learning areas while developing key competencies essential for students' social and cognitive development. It builds on children’s growing understanding of market concepts through creative expression and communication tailored to their capabilities and context of New Zealand curriculum expectations.