Sell It With Words

Overview

Students unpack how commercials persuade a particular audience to want or remember something. They identify features such as audience, purpose, slogan, emotive language and call to action, then use notes to begin planning a short commercial for their School Market Day.

Learning intentions

• WALT identify the purpose and intended audience of a commercial.
• WALT notice and discuss persuasive language and presentation choices.
• WALT make brief notes using key words and phrases.
• WALT plan ideas that suit a particular audience and setting.

Success criteria

• I can explain who a commercial is aimed at and what it wants people to do.
• I can identify at least two persuasive techniques.
• I can record important ideas as key words or short phrases.
• I can choose language and presentation ideas that suit School Market Day shoppers.

Curriculum links

• Oral Language — Communicating and Presenting: planning and adapting presentation content for a specific audience and setting.
• Writing — Writing Processes: Planning: making notes and reducing information into key words and phrases.
• Writing — Writing Processes: Planning: choosing an organiser suited to the purpose and structure of a task.
• Te Mātaiaho English capabilities: communicating ideas clearly, thinking critically about language choices, and creating for a real audience.

Lesson structure (30 minutes)

1. 0–4 min · Hook. Teacher opens the hook slide showing two contrasting commercial images or taglines and asks, “What makes you stop, look or listen?” Students think quietly, then share one feature with a partner. Take two or three responses, explaining that commercials are short messages designed to influence an audience.

2. 4–9 min · Notice the purpose. Teacher plays or reads a short, school-appropriate sample commercial from the sample commercial slide and models thinking aloud: “This is aimed at families because… Its purpose is to…” Students use the prompts on the commercial analysis sheet to record the product, intended audience and desired action. Clarify that advertising should be truthful and respectful, not make unsafe or unrealistic promises.

3. 9–15 min · Unpack the techniques. Teacher reveals the persuasion techniques slides and introduces: catchy slogan, repetition, positive or emotive words, descriptive detail, a clear benefit, sound or movement, and a call to action. Model annotating one line, such as “Warm, crunchy cheese toasties — grab yours at lunchtime!” Students identify which technique is being used and justify their thinking with a partner.

4. 15–21 min · Pair analysis. Teacher gives each pair a second short sample from the pair-analysis slide and asks them to complete the remaining sections of the commercial analysis sheet. Students find two persuasive choices, explain how each might affect the audience, and suggest one improvement. Circulate and ask: “Who is the audience?” “What does the advertiser want them to do?” “Which words create a feeling?”

5. 21–27 min · Market Day planning. Teacher displays the planning instructions and models converting a full idea into notes: “delicious fruit cups” becomes “fresh fruit / colourful / $2 / quick snack”. Students choose a School Market Day product or stall and complete a mini planning box on the worksheet: audience, key benefit, three key words or phrases, slogan idea, and call to action. Encourage students to select only important information rather than writing full sentences.

6. 27–30 min · Share and check. Teacher displays the plenary prompts. Three or four pairs share their audience and slogan idea; the class gives one warm comment linked to the success criteria. Students complete the final check on the commercial analysis sheet by circling: “I can explain my audience”, “I found persuasive techniques”, or “I need more help”. Collect worksheets to guide the next session, where groups will draft and rehearse their commercials.

Resources

• the commercial analysis and planning slide deck
• the commercial analysis sheet
• Projector or interactive display
• Short, school-appropriate commercial script or video extract
• Pens or pencils
• Whiteboard and marker
• Examples of School Market Day products or stall ideas

Assessment

• Listen during partner talk for accurate identification of audience, purpose and persuasive techniques.
• Check worksheets for key words and phrases rather than copied full sentences, and confer with students who cannot yet explain the intended audience.
• Use the final self-check and collected planning boxes to group students for the next drafting and rehearsal lesson.

Differentiation

• Provide a small word bank on the board: audience, product, benefit, slogan, feeling, action, fresh, fun, tasty, useful, affordable and “Come and try…”.
• Support learners, including EAL students, with oral rehearsal, sentence starters such as “This commercial is for…” and “The word ___ makes people feel…”, and the option to draw before writing.
• Pair students strategically and read the sample commercial aloud more than once; provide a printed copy or enlarged text for students who need visual or reading support.
• Extend confident students by asking them to adapt the same product for two audiences, such as younger children and whānau, and explain how their language or presentation would change.