2.4 analyzing ads 2017
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This document provides a list of 15 advertising techniques and commercials. It then discusses using the TLQ format when writing detail sentences to improve cohesion and clarity. TLQ stands for Transition, Lead-in, Quote - with the Transition being a connecting word or phrase, the Lead-in setting the context, and the Quote providing a detail or example. An example is given of using TLQ in a sentence about a Gatorade magazine ad.
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Here are two additional research questions about marketing to kids:
1. How do advertisers target marketing messages directly to children? Do they consider children's developmental level and ability to understand persuasive intent?
2. What regulations or guidelines, if any, exist around advertising products to children? Are certain marketing tactics restricted when targeting child audiences?
2.6 a
The document evaluates two potential sources for credibility on the topic of responsible marketing to children. The first source is from the Mars company website and discusses their policies around responsibly marketing candy and food brands to children. The second source is a statement from a commissioner at the Federal Communications Commission regarding protecting children from excessive television advertisements. The FCC statement provides more credibility as it is from a regulatory body and discusses congressional obligations to protect children, while the Mars source discusses their own internal policies from the perspective of the company. The FCC source would be considered more credible for research on this topic.
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2.6 a
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3.11c
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The document provides a list of 7 websites for students to evaluate on the effects of advertising on children and teens. It instructs students to choose 2 of the sites to investigate using a graphic organizer to determine whether the sites provide reliable information without bias. The graphic organizer will help students decide if a site has bias that prevents impartial judgment on the topic.
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This document provides instructions for a writing prompt. Students are asked to draft a paragraph about a character's ability to "see" based on details from a graphic organizer. The paragraph should include a topic sentence about what the character does or does not see, supporting details from the text, and commentary. Students are also instructed to use a variety of sentence structures and to revise any passive voice verbs in the paragraph to active voice.
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Goal:
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Answer each response in a complete sentence.
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20191213b
Students are instructed to get their Chromebooks ready for class when the bell rings. The agenda for the day includes working on a home remodel project where students must add the most value to a house with a $50K budget. The project will be worked on in class today and next week, and is due next Friday.
20191213a
This document outlines learning targets and homework for a history class. The learning targets are to understand the Renaissance, Reformation, and Age of Exploration eras, learn research skills using electronic sources, and effectively present information on a selected historical figure. Students should finish their 20.3 worksheet, due Monday, and their projects will be due Wednesday, December 18th. During class time, students will continue working on their biography projects about figures from the Renaissance, Reformation, and Age of Exploration periods.
20191204
The document provides an agenda and learning targets for a history class lesson on the Renaissance period. It includes topics such as humanism, influential Renaissance figures, William Shakespeare, Petrarch and his sonnets, examples of new literature like Dante's Divine Comedy and Chaucer's Canterbury Tales, the impact of Gutenberg's printing press, Renaissance art and artists like Giotto, da Vinci, Michelangelo, Raphael, and changes in art styles including perspective and chiaroscuro. The class will review how humanism helped solve problems and the spread of ideas due to printing presses.
20191209
This document provides an agenda and learning targets for a history lesson on the Reformation. It discusses key figures who pushed for reform of the Catholic Church in the 15th century, including John Wycliffe and Desiderius Erasmus. It also explains the Catholic Church's doctrine of purgatory and indulgences, which were criticized. Finally, it summarizes how Henry VIII broke from the Catholic Church in 1534 and established the Church of England to gain an annulment from the pope.
20191202
The class will be starting a unit on the Renaissance by reading about how and why it began in Italy, discussing who ruled the city-states and how they gained power, and taking notes on a worksheet about new ways of thinking that emerged between 1350-1650 CE, such as interests in ancient Greek and Roman culture and beliefs that people could improve themselves and the world through human efforts rather than religion alone. Students will answer an exit ticket question by writing a paragraph citing evidence from the text about how Renaissance ideas changed life in Italy.
20190917b
The document outlines the agenda for a business class on September 17th, 2018. It includes:
- Looking at a lesson on making business decisions and completing an accompanying worksheet due on September 19th.
- Doing chapter review questions for an upcoming test on September 20th.
- Correcting a previous worksheet and turning in an assignment.
- Continuing a lesson on investing and the stock market, with an independent worksheet on investment terms due on September 24th.
20190913b
The document outlines an agenda for the day that includes three parts: 1) Correcting a worksheet for Lesson 17.1, 2) Beginning Lesson 3 on growing wealth by watching videos and taking notes in chunks, and 3) Having time to work on completing Lesson 2 and its worksheet, which are both due on Tuesday.
20191127a
Students are instructed to finish their textbook reading for section 19.5 of the class, which focuses on how the rise of strong governments led to increased trade, banking, and business, influencing architecture and education. They will also analyze the relationship between conformity and the Inquisition. The agenda for the day includes completing a worksheet for section 19.4 due on December 2nd, watching a Charlie Brown Thanksgiving, and checking grades and catching up on missing assignments. The schedule lists the times for the students' six class periods.
20191121b
First, students will continue independent research on their Flip or Flop project roles as they prepare to collaborate in groups next week, with packets due December 5th and final projects due December 13th. Second, the class will watch an episode of Flip or Flop to see home renovations. Third, students will check on their stock portfolios for the Investopedia Stock Market Challenge.
20191122b
This document provides instructions for a class on the last day of a video series on macroeconomics. Students are told to get their Chromebooks ready to take notes on the final video of the series. After the video, they will take a five question comprehension quiz in Skyward. If there is extra time, students should continue working on their Flip or Flop research and project.
20191122a
The document provides an agenda for a history class on November 22nd, 2019. The class will finish the section on Joan of Arc, the Hundred Years War, and the Reconquista by looking at videos and completing a worksheet on the topics. The worksheet is due on Monday. The class will meet during periods 1st through 6th to cover the material and complete the assignment.
20191125
Strong central governments in Medieval Europe led to growth in trade, banking, and business, which supported new buildings and learning. Students have a history and computer book test on Monday and will analyze how the Inquisition enforced religious conformity. Their agenda for the day includes a lesson on culture and the church with note-taking and discussion, followed by working on a worksheet due on December 2nd.
20191118
The document announces that the class will finish discussing the Magna Carta and then discuss the Crusades. It provides the daily schedule, noting that the class will analyze why the Magna Carta was needed and explain the causes and effects of the Crusades. It also states that students have a worksheet due on November 20th to work on in class.
20191113
The document outlines the day's lesson plan which includes examining the Magna Carta and King John's role in establishing universal rights. Students will watch videos, take notes during a lecture, and complete a bubble map about King John and an acrostic poem about the Magna Carta. The lesson focuses on analyzing why the Magna Carta was needed and the significance of King John in necessitating it, as well as the universal rights it codified.
20191112b
The document outlines the schedule for a class which includes a boardroom simulation, turning in and working on assignments from chapter 19, discussing progress in a stock market challenge, and having a test on chapter 19 on Friday. Students are asked to finish assignment 19.4 which is due on Thursday and study for the chapter 19 test.
20191108b
The document outlines tasks for a class, including continuing research for an upcoming Netflix boardroom simulation, working on 19.3 and 19.4 packets, and discussing progress in a stock market challenge. Students' 19.3 and 19.4 worksheets are due on Tuesday and Thursday. The schedule provides times for class periods and lists using the work time to finish Netflix boardroom research and the 19.3 and 19.4 assignments.
20191108a
Students will participate in a gallery walk of their classmates' Islamic project presentations to observe, appreciate, and learn new ideas about the Prophet Muhammad, the spread of Islam, and the Golden Age of Islamic civilization. They are assigned to finish worksheets on learning targets 19.1 and 19.2 which are due on Tuesday and Wednesday. The schedule for the school day is provided, with the highlight being an Islamic project gallery walk where students can observe and record what they see and learn.
20191112
Students will finish sharing their Islam projects, then be introduced to an assignment on feudal hierarchy where they will create analogies to demonstrate their understanding of the social classes in feudalism and how they worked together. They will have class time to work on these analogies which are due on Friday.
20191106
The document outlines the agenda for a World History class. Students will watch a video on the Franks from Clovis to Charlemagne, do a quick write on Charlemagne, and take notes while reading about the feudal system. They will also work on projects about the spread of Islam that are due the following day. The feudal system developed in Europe after Charlemagne's empire fell, with nobles governing territories and protecting people in exchange for service.
20191029b
Students will finish their Amazon marketing projects and present them to simulated Amazon executives to make the company more socially responsible. They will focus on logical and engaging speaking when presenting their projects, which are to be shared with their teacher by email. The presentations will take place during 6th period from 12:50 to 2:30 pm.
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2.4 analyzing ads 2017
- 1. How Do They Do It? Analyzing Ads
- 2. Learning Targets ● Identify advertising techniques used in advertisements. ● Write an expository response describing the effectiveness of advertising techniques.
- 8. Commercials 1. Apple iPod Touch "Share The Fun" - Commercial 2. Volkswagon 3. Sherman and the Legion of Super Fans in “COPTER CAPER!” 4.Hyundai Super Bowl
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- 10. Commercials 9.Target Holiday 2014: Alice in Marshmallow Land 10. ETrade 'Baby' Super Bowl Ad 11.The Amazing Spider-Man Evian "Baby & Me 2" 12.New YorkTimes
- 11. 13.The Rock's Milk 'Morning Run' Super Bowl Ad 14.2015 New Triumph Motorcycles For the Ride 15. Gatorade inspirational ad "Forget Me" 16. Carry: Cadillac 2017 Oscars Commercial
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