Mar 16
In this Info, we explore comparative advertising, a marketing strategy where brands directly compare their products or services with competitors to highlight advantages, effectiveness, and value, helping consumers make informed choices.
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In this Info, we explore comparative advertising, a marketing strategy where brands directly compare their products or services with competitors to highlight advantages, effectiveness, and value, helping consumers make informed choices.
What is the Difference Between ATL and BTL Marketing?
ATL (Above The Line) marketing focuses on mass media channels like TV, radio, and newspapers to reach a wide audience. In contrast, BTL (Below The Line) marketing targets specific groups using methods like direct mail, events, or in-store promotions. While ATL builds brand awareness, BTL drives personalized engagement and conversions Read More...
What is the Difference Between ATL and BTL Marketing?
ATL (Above The Line) marketing focuses on mass media channels like TV, radio, and newspapers to reach a wide audience. In contrast, BTL (Below The Line) marketing targets specific groups using methods like direct mail, events, or in-store promotions. While ATL builds brand awareness, BTL drives personalized engagement and conversions Read More..
What is the Difference Between ATL and BTL Marketing?
ATL (Above The Line) marketing focuses on mass media channels like TV, radio, and newspapers to reach a wide audience. In contrast, BTL (Below The Line) marketing targets specific groups using methods like direct mail, events, or in-store promotions. While ATL builds brand awareness, BTL drives personalized engagement and conversions Read More...
Enhancing Learning with Audio and Video: Post #1
The Art of Persuasion...
Top 10 Best Super Bowl 50 Commercials (2016 Funniest Ads)
https://www.youtube.com/watch?v=Q2c2mPpvcpw&nohtml5=False
Introduction:
Students now understand the power of persuasion by knowing how advertisers strategically and effectively use bias methods and factual statements in print advertisements. After participating in a gallery walk and analyzing several advertisements, they were asked to create their own digital posters (advertisements). Students will segue way to a new type of media, namely audio/video, where they’ll be required to create their own commercials on products that have never existed before. Throughout this creative endeavor, students will employ authentic instructional practices, specifically higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies.
https://www.google.com/search?safe=active&biw=1600&bih=731&tbm=isch&sa=1&q=advertising+world&oq=advertising+world&gs_l=img.3..0j0i8i30l9.10273.15052.0.15256.19.15.1.3.3.0.117.1145.14j1.15.0....0...1c.1.64.img..0.19.1168.otJJZkA2KpQ#imgrc=Beb9oEKcjJg3QM%3A
Overview:
This fun and interesting lesson plan will allow for differentiated instruction, flexible groupings, and multiple modalities to meet the needs of all students. First, they’ll view a YouTube video on how advertising companies expertly infuse bias methods into commercials. Then they’ll participate in a Collin’s writing activity, wherby they’ll be asked to compare and contrast a print advertisement to a commercial using the very same product. Which advertisement had the biggest impact on them and why? This will be an affect assessment and students will share their posts with their peers on the Canvas discussion board.
Advantages and Disadvantages:
Advantages:
1. Students can deepen their knowledge of the task by comparing and contrasting a print advertisement to a commerical via written expression.
2. Students can employ what they’ve learned about propaganda techniques to engage in a cooperative learning activity, namely a commerical.
3. ELANCO is a 1-1 district, so students can access any information and work on it from home or school (Canvas, Google Docs, & wiki).
4. This project-based assessment directly pertains to their lives because it’s all about a creative venture for them; they can develop a product they’re interested in selling.
5. Students can choose their group members and technology they want to utilize, such as moviemaker, phones, etc. It’s up to them.
6. Students have the opportunity to self- and peer-assess the projects and provide constructive feedback to their classmates via the wiki discussion board.
7. Students can enter a reflection in their portfolios about their respective performances and set goals for future assessments.
8. This lesson plan allows for differentiation, flexible groupings, and learning modalities.
Disadvantage:
1. The only disadvantage I see in this plan pertains to a student who is a select-mute. Since I understand his disability and have had a year and a half instructing this individual, I am going to allow him to make the commercial at home with his two brothers. From experience, if I don’t permit it he simply won’t do it. I work closely with his mother to ensure these projects are completed.
https://www.google.com/search?safe=active&biw=1600&bih=775&tbm=isch&sa=1&q=advantages+and+disadvantages&oq=advantages+and+d&gs_l=img.1.0.0l10.1746.4205.0.6100.16.11.0.5.5.0.76.750.11.11.0....0...1c.1.64.img..0.16.780.O0sR3gNoH3Q#imgrc=2owRbKZCl3r72M%3A
Differentiated Instruction:
Students have the automony of voice and choice and can choose their respective products and technology for this project-based assessment (content and process).
Flexible Grouping:
Advertising Techniques
Link: https://www.youtube.com/watch?v=NdLsQcYyAcc
Large Group Teacher-led Instruction:
After viewing a video on advertising techniques, students will be asked to look at a print advertisement and a commerical on the very same product. They will participate in a writing assignment and post their responses on the Canvas discussion board.
Canvas Discussion Board Link:
https://class.instructure.com/courses/3280/discussion_topics/9551
https://www.google.com/search?safe=active&espv=2&biw=1600&bih=775&tbm=isch&sa=1&q=working+together&oq=working+together&gs_l=img.3..0l10.23983.26120.0.26400.16.9.0.7.7.0.178.856.6j3.9.0....0...1c.1.64.img..0.16.905.NG5NwVPSCqE#imgrc=Ie4FlNg6uR1EXM%3A
Small Group Student-led Activity:
(Project-based assessment)
Students will choose their group members, product, and technological vehicle for this PBL assessment.
Link for Oral Directions for Commercial:
https://drive.google.com/open?id=0B03RmSqezuRoSHpWczRTY1pHZlU
Link for Canvas Module: (Directions and Links)
https://class.instructure.com/courses/3280/pages/6-dot-2-tripod-commercial?module_item_id=102064
Jingle:
https://www.youtube.com/watch?v=soWspCzKwBA&nohtml5=False
https://www.google.com/search?safe=active&biw=1600&bih=775&tbm=isch&sa=1&q=group+work&oq=group+work&gs_l=img.3..0l10.5741.7022.0.7279.10.9.0.1.1.0.127.737.7j2.9.0....0...1c.1.64.img..0.10.743._2ELrr-cemk#imgrc=ct621IetGAZaoM%3A
Learning Modalities:
Visual Learners: enjoy being neat and organized; YouTube video; writing actiivty and Canvas discussion board
Auditory Learners: enjoy reading, listening, and explaining concepts; YouTube video, writing actiivty and Canvas discussion board
Kinesthetic Learners: enjoy moving around the classroom, learn by doing - commercials
Tactile Learners: enjoy being artistic, commercials
https://www.google.com/search?safe=active&espv=2&biw=1600&bih=731&tbm=isch&sa=1&q=quotes+on+creativity&oq=quotes+on+creativity&gs_l=img.3..0l7j0i30j0i5i30l2.2763.5782.0.6051.20.17.0.3.3.0.97.1155.17.17.0....0...1c.1.64.img..0.20.1166.m-Vs_FnA75Q#imgrc=_Psj3dqjwOrEbM%3A
Analyze Learners:
Students in my eighth-grade advanced ELA classes are intelligent, creative, and tech-savvy individuals who enjoy learning about real life issues. They will love creating their own commericals on a product that has never existed before.
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=analyze&oq=analyze&gs_l=img.3..0l10.1818.2890.0.3058.7.7.0.0.0.0.120.552.4j2.6.0....0...1ac.1.64.img..1.6.551.hQAXObq9oqM#imgrc=RjYDGNE9LoK7kM%3A
State Standards and Objectives:
ISTE Standards:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem-Solving, and Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.6. Technology operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
Link: http://www.iste.org/standards/ISTE-standards/standards-for-students
Objectives:
1. Affect
Learning Target: The learner will analyze and synthesize a print advertisement and a commercial on the very same product and cite evidence as to which one affected the viewer most.
2. Product
Learning Target: The learner will create a commerical and be expected to attain an 80/104 (82%) or higher as stated on the performance-based rubric.