Ad-Sense

Media Literacy and Historic Advertisements

Language Arts, Media Literacy

Grades 4-8
Note: Some aspects of the activities may need to be altered
depending on skill level. Some activities may be better
suited for older grades.
 Table of Contents

A Note for Educators 3

Curriculum Connections 4

List of Conventions and Techniques 5

Minds-On Activities 9
Activity 1: Analyzing Ads 9
Guiding Questions 9
Activity 2: Would You Rather 11
Activity 3: Categories 11

Learning Activities 12
Activity 1: Discovery Stations 12
Station Information Cards 13
Discovery Station Tracker 23
Activity 2: Scavenger Hunt 39
Scavenger Hunt Tracker 40
Activity 3: Ad Creation 42

Application Activities 43
Activity 1: Revise an Ad 43
Revision an Ad: Planning Sheet 44
Activity 2: Create an Ad 47
Create an Ad: Planning Sheet 48
Ad-Sense Rubric 51
Activity 3: Team Race 53
Team Race Topics and Audiences 54

On the cover, from left to right: Orangeville Banner, February 17th 1955; Orangeville Banner, September 12, 1955;
Orangeville Sun, June 6, 1889; Orangeville Banner, March 11, 1937
 A Note for Educators

There are nine activities included in this

resource. Three activities are meant to
help introduce students to advertising
conventions and techniques (Minds-
On). The next three activities encourage
students to learn about selected
conventions and techniques in more
depth (Learning Activities). Finally, the
last three activities consist of students
applying this knowledge (Application
Activities). You can choose one from
each of the three categories (Minds-On,
Learning and Application) to create a full
lesson.

Included in this package are activity

instructions, a List of Conventions and
Techniques to familiarize yourself with
and to use as a resource. There is also Orangeville Banner, November 11, 1926
supplemental material and worksheets
for the activities that require them.

Print advertisements (ads) are organized

in a document by decade on the Museum
of Dufferin: Learning Hub. These
ads are from historic Dufferin County
newspapers, including the Orangeville
Sun, the Orangeville Banner, the
Shelburne Free Press and Economist and
the Grand Valley Star and Vidette. The
articles range in date from the 1870s to
the 1950s. A separate document consists
of ads related to World War I and World
War II, which also may be used for the
activities. Orangeville Sun, August 28, 1890

3
 Curriculum Connections

The charts below identify the specific expectations from the Ontario Curriculum that
connect to each activity. It is important to note that print ads are one type of ad that the
Ontario Curriculum discusses in the Media Literacy strand of Language Arts.

Minds-On Activities
Grade Activities
Analyzing Would You Categories
Ads Rather

4-8 1.1, 1.2, 1.3, 1.1, 1.2, 1.3, 1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.4, 1.5, 1.6, 1.4, 1.5, 1.6,
2.1, 2.2 2.1, 2.2 2.1, 2.2

Learning Activities
Grade Activities
Discovery Scavenger Ad Creation
Stations Hunt

4-8 1.1, 1.2, 1.3, 1.1, 1.2, 1.3, 1.2, 1.3, 1.4,
1.4, 2.1, 2.2 2.1, 2.2 1.5, 1.6, 2.1,
3.1, 3.2, 3.3,
3.4

Application Activities
Grade Activities
Revise an Create an Team Race
Ad Ad
4-8 1.1, 1.3, 2.1, 1.2, 2.1, 2.2, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 3.1, 3.2, 3.3, 2.2, 3.1, 3.2,
3.3, 3.4 3.4 3.3, 3.4

4
 List of Conventions and Techniques

Usually multiple conventions and techniques are used in one ad, working together to promote
the product or service. Though advertising conventions and techniques have changed
over the years, there are consistent conventions and techniques used across decades.
Conventions and techniques help to create meaning, engage, as well as influence the
viewers.

Colour
• Send a message by creating a mood or feeling.
• Happier colours include yellow or orange, grey and some blues represent sad, red is bold
and can capture people’s attention, while softer colours (blues) can be used to create
calmness and comfort. Some colours are warm (red, orange, brown) while others are cold
(blue, white, purple).
• Important to think about how the colours used in an ad
work together to create a message and complement each
other.
• For more on colour see for example: “The Psychology of
Colors in Marketing (Infographic).” Digital Synopsis. Last
accessed 30 January 2020. https://digitalsynopsis.com/
advertising/psychology-of-colors-in-marketing/.

Focal Point
• Forces the viewer’s eyes to focus on that point.
• Make it stand out from the rest of the ad by using colour, Grand Valley Star and Vidette,
size, shape, etc. February 16, 1939

Font
• The style of a font can send a message, making the viewer feel a certain way.
• A soft, rounded font creates a different feeling than one that uses straight, sharp and
jagged lines.
• Use larger fonts to grab people’s attention and if some information is more important than
others, that text should be bigger than the rest.
• Too much writing can discourage viewers from looking more closely at an ad.

Repetition
• Get the word out about products and services to as many people as possible.
• A mascot or the same catchphrase is used in all the ads but different situations, to ensure
an ad for the same product or service does not get boring or annoying.

5
 List of Conventions and Techniques

Overt and Implied Messaging

• Overt: The obvious messaging of an ad. For example, an ad talking about how a pair of
shoes feels great to wear.
• Implied: The message of an ad that is less obvious.
• Example 1: The same ad for shoes may also include an image of someone running,
smiling with people who are running around them. If the smiling runner is older, while the
people around them are younger, it implies that the shoes will allow the person to feel
young again, and do things they did while they were younger. This message was created
by associating the shoes with certain things that represent youth (running, younger people,
smiling while running which means it is not painful to do so).
• Example 2: Associating something with wealth and popularity by putting expensive jewelry
and clothing on a person standing beside a car, with lots of people smiling looking at the
car’s owner. This lets the viewer know that you could be popular and appear wealthy if you
own this car.
• What the ad has in it will create ideas and messages for the viewer, depending on existing
understandings of what those symbols represent. An understanding of the target audience
is important when creating messaging in an ad.

Emotional/Personal Appeal
• Must have an understanding of the
audience; their wants, needs and/or
what they are scared of, to create the
emotional connection.
• Emotions include loss, excitement,
romance, nostalgia, sadness,
love, happiness and longing.
• Some strategies include: Asking a
question or including “your” in the
ad’s text (using specific language),
association, storytelling, getting the
viewer to identify (empathize) with the
product or service so they support it or Orangeville Banner, July 29, 1937
purchase it, creating an ad that informs
the viewer of what could (success,
wealth) if they purchase the service/
product, or could not happen (loss), if
they do not purchase the service/product.

6
 List of Conventions and Techniques

Humor Appeal
• If used well, humor can be a very effective
way to advertise.
• Need to understand the audience. There
is nothing worse than telling a joke and the
audience does not get it!

Pressure Strategy
• Creating the impression that if a viewer does
not get the product or use the service they
Orangeville Banner, November 25, 1926 are missing out on what everyone else is
experiencing, or its new, cutting edge, and
getting it would put them ahead of others.
• Slogans and persuasive writing are usually
used to try to convince people.
• Promoting a product or service as only
available for a limited time also applies a
sense of pressure.

Social Appeal/References
• Use the popularity of movies, television
shows and/or books to create an interest in
products/services.
Shirley Temple; Grand Valley Star and • Related to the pressure strategy that makes
Vidette, May 11, 1939 people want to be involved and included in
what is popular.

Visuals:
• Images can help send a message to the
viewer.
• For example, if the ad is for how much a child
loves the new candy store, the child would
be shown smiling and standing, perhaps with
their arms in the air.
• Someone looking away in the distance
portrays a message of wonder, while looking
right at the viewer can be very hypnotic, direct
Orangeville Sun, October 5, 1876 or intimidating.

7
 List of Conventions and Techniques

Sexual Appeal/Beauty Standards/Stereotypes

• Used to create excitement and pique the interest of viewers.
• Can consist of implied and overt messages, such as
promoting a certain type of beauty standard, which suggests
that the viewer could be that way too if they use the product/
service.

Rational Strategies
• Use reasoning and facts to try to encourage viewers to buy
the product or service.
• Includes: promoting the service or product as a solution to a
specific or common problem, providing statistics as evidence,
creating contrast with other products or an absence of the
advertised product, being transparent or truthful (the way
something is made or faults it has), and using realistic or
natural ideas (e.g. Dove’s soap campaign acknowledges that
everyone has different body types and skin tones.)

Testimonials or Endorsements
• Include a quote or a short reference to someone who used
the product or service.
• Usually emphasizes how the product or service positively
benefited the customer, who may also recommend it to Orangeville Banner, February 24,
others. 1955
• This could include celebrity endorsements which get
the word out about the product or service, and may
also create interest and/or pressure among fans about what they are endorsing.

Resources:
This list was compiled by using the following online resources:

Middleton, Alethea. “23 Types of Advertising Appeals Most Commonly Used by

Brands.” Visme. Last accessed 24 October 2019. https://visme.co/blog/types-of-
advertising-appeals/#aRjAHxCrYy7uStgA.99.

Velarde, Orana. “20+ Commonly Used Advertising Techniques in Visual Marketing.”

Visme. Last accessed 7 October 2019. https://visme.co/blog/visual-advertising-t
echniques/.
8
 Minds-On Activities

The following three activities are meant to introduce students to advertising conventions and
techniques through guided learning.

Activity 1: Analyzing Ads

Time: 20 minutes
Project one of the historic ads so all students
can see. Ask students questions to get them
Learning Objectives:
thinking about the parts of a print ad, the
Students will:
purpose of ads and the ways ads are effective
• View and analyze historic
or ineffective. A list of Guiding Questions is
print ads.
below for assistance and inspiration. Not
• Explore and understand
all questions need to be asked, and some
what does or does not
may be better suited for older grades. While
make an ad effective and
students emphasize certain parts of the ads
interesting.
or ask/answer questions, this would be a
• Analyze and understand
great time to create a reference list. The List
different elements of a print
of Conventions and Techniques can act as a
ad (e.g. text, images, who
resource. Project and discuss as many ads
makes ads and why are ads
as needed to introduce the conventions and
made).
techniques.
• Explore and understand the
Guiding Questions: various conventions and
techniques of print ads.
Production: • Communicate their ideas
• Who makes print ads and why? clearly, while also allowing
• Where do you find print ads? others to as well.
• How are ads funded/paid for?
• What are jobs involved in print ads? Materials:
• How much would it cost to print an ad? • Projector
How could we find out? • White board or smart board
• White board markers and
Elements: erasers
• What are the elements of a print ad? • Historic ads
(E.g. five ‘w’s, usually black and white if • Guiding Questions
in a newspaper, text, includes an image, • List of Conventions and
catchphrase). Techniques
• What elements do print ads have that may • Chart paper
be different from other types of advertising?

9
 Minds-On Activities

Guiding Questions Continued:

Purpose:
• Why do you think this ad was created? Why do you think that?

Audience:
• Who do you think the ad was made for (the audience)? Why do you think that?
• Who else would like this ad? Why?
• Who would not like this ad? Why?
• How do you think the ad would change if it was for a different audience?

Messaging:
• What is an obvious message the ad is sending (overt)?
• What is a less obvious message the ad is sending (implied)?
• What parts of the ad make you think this is the overt/implied message?
• What influences you more - the overt or implied message?

Conventions and Techniques:

• What about the ad caught your attention first?
• In what ways is the ad trying to convince you to buy the product or service?
• Why do you think that size/style of font is used?
• How would the message of the ad be different if the font or visual was different?
• How does the font, the visuals, etc., work together to send a message?

Personal Responses:
• Which ad do you like better? Why?
• What about this ad do you like/dislike?
• Are there parts of the ad that seem unbelievable, exaggerated or unrealistic?
• Which ad is more effective? What makes it more effective compared to another one?

Beauty Standards and Stereotypes:

• What do people look like in the ad? What does this suggest?
• Are there stereotypes included in the ad? Why do you think this point of view is used?

Further Grade 7 and 8 Questions:

• Are there standards of beauty included in the ad?
• How do standards of beauty impact the viewers?
• Why do you think different people/groups would react differently to an ad?
• Whose point of view (gender, age, income level, ethnicity or cultural background) is not
included?
10
 Minds-On Activities

Activity 2: Would You Rather

Play Would You Rather...with the historic ads! Project two ads and ask which one the class
would rather buy or which ad is more effective. Then ask students to explain why they
chose one over the other. This can lead into other related questions and to emphasizing
techniques and conventions used in print ads. The Guiding Questions (pages 9-10) and the
Conventions and Techniques List (pages 5-8) are good resources to use. For example, if a
student explains that they chose one ad over the other because of the large font, it can then
be emphasized as a technique/convention and listed on a chart made as a class for future
reference. Continue until the list has all the conventions and techniques the students should
know.

Activity 3: Categories
Print and hand out 3-5 ads to each student or to small groups. Create columns on the board
to represent categories (see suggestions below). After a minute or two to look at the ads,
have the students choose one of their ads and place it in one of the columns they feel the ad
fits in. Once the students have posted their ad, discuss the results as a class, by asking why
an ad may be in one column and not another. Ask specific students why they put their ads in
that category. If others feel that an ad should be in a different category, they should be able to
explain why. This then leads to discussion about what makes an effective and ineffective ad,
as well as conventions and techniques used in ads. The Guiding Questions (pages 9-10) and
Conventions and Techniques List (pages 5-8) are good resources to use for this discussion.
During these discussions, create a list as a class of how to make good, effective ads that can
be used for future reference. There can be multiple rounds with different categories. Continue
until all the ads handed out to the students have been organized or until the conventions and
techniques have all been noted as a class.

Category Suggestions:

• Effective, interesting vs. ineffective, not interesting

• Audiences (grandparents, children, adults, multiple)
• Techniques (rational vs. emotional technique)
• No implied message vs. implied message
• No overt message vs. overt message

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 Learning Activities

The following three activities allow students to learn more about selected elements of print
ads, as well as conventions and techniques that are often used to convince viewers.

Activity 1: Discovery Stations

Students explore ads through stations, with
each station focused on an element, convention Time: 20-30 minutes
or technique of a print ad. There are several
station topics to choose from, depending on
class size, grade and skill level. Learning Objectives:
Students will:
• Analyze historic print ads.
Stations include:
• Explore conventions and
• Purpose
techniques of print ads.
• Audience • Analyze and understand how
• Audience Responses conventions and techniques
• Like or Dislike are used in print ads.
• Colour • Communicate ideas clearly,
• Visuals while allowing others to as well.
• Font and Text
• Entertainment Strategies
• Humour Appeal Materials:
• Pressure Strategy and Social References • Conventions and Techniques
• Emotional Appeal List
• Pencils and erasers
• Rational Strategies
• Historic ads
• Stereotypes
• Discovery Stations Information
• Beauty Standards Cards (Activity 1)
• Overt and Implied Messaging • Discovery Stations Tracker
• Repetition (Activity 1)
• Scavenger Hunt List (Activity 2)
For each station you choose, print out some • Scavenger Hunt Tracker
ads as well as the Information Cards, which (Activity 2)
include questions that students answer in • Chart paper and markers
their Discovery Station Tracker (worksheets or white board and markers
included). Rotate students in small groups (Activity 3)
through the chosen stations every few minutes. • Question Prompts and
Success Criteria (Activity 3)
After students complete all of the stations,
have them share if there was an ad that
really stuck out and why. Their completed
stations worksheet can be used to check for
understanding.
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 Purpose

What is included in an ad relates to its purpose. Its purpose could be to

sell a product, promote a service or promote a person for a specific role, as
with political ads. The purpose will influence the language, colours, fonts
and visuals used in the ad.

Choose an ad at this station and answer the following questions:

1. What is the goal or purpose of the ad? Why was the ad created?

2. Write at least one reason why you think this is the goal/purpose.

Audience

Before deciding on the conventions and techniques of an ad, the creator

must determine the audience. The audience influences the strategies
used in the ad, along with language and visuals. An understanding of
the audience is also important for making sure the ad, as well as the
conventions and techniques used in the ad, are effective.

Choose an ad at this station. Determine its audience and explain why you
think it is the audience with evidence from the ad. Then choose a different
audience and think about how the ad would change. Draw a rough sketch
of the ad but with the changed parts that are trying to convince the new
audience.

13
 Audience Responses
Choose an ad and determine the audience. Choose two other groups from
the list below, and write about how this audience would respond to or view
this ad. Would these other groups like the ad, why or why not? Think about
gender, age, different economic groups and culture. The two groups you
choose must be different from the audience you identified in your ad.

• Adults • Girls
• Wealthy families • Preschoolers
• Adults from another country • Seniors
• Teenagers • Children from Canada
• Low income families • Children from another country
• Boys • A different gender

Like or Dislike
Out of the ads at this station choose one and answer the following
questions:

1. Do you like or dislike this ad?

2. What about it do you like or dislike?
3. What about this ad made you interested/disinterested in it, over the
others?
4. Why is this ad more or less successful than the others?
5. What parts of the ad seem realistic/believable, why or why not? Is
anything exaggerated?

14
 Colour
Colours can say a lot without using any words at all! Colour helps create
meaning, engage, as well as influence the audience. Colours can be bold
and capture people’s attention or encourage calmness and comfort. Some
colours are considered warm while others are cold. It is also important
to think about how the colours used in an ad work together to create a
message and complement each other.

You are a marketing agent in charge of choosing the colour schemes

for a new advertising campaign. Choose one of the following products/
services below and write about how you would use the colours listed on
your worksheet for the ad. How could each colour be used, if at all? What
message could you send with it?
• Tea or coffee • A skateboard
• New winter tires • Glasses
• A scarf • Candy

Visuals
Visuals or images are one of the main elements of an ad, helping to create
meaning and balance out text. You can create a focal point by making it
stand out with colour, size and shape. Showing an image of people posed
in a certain way (e.g. smiling) can send a message (that they are happy).
Where the people in ads are looking even sends a message. Looking
away in the distance portrays a message of wonder or imagining, while
looking right at the viewer can be very direct or bold.

Choose an ad at the station, determine the product/service, the audience

and the purpose of the ad. Redraw the ad with new visuals, keeping the
audience in mind. Include one of the following:

• A focal point
• A person with some sort of an expression
• A person’s body language showing an emotion
• A person looking back at the viewer
15
 Font and Text
Text is one of the main elements of an ad. It is needed to pass information
along to the viewer about the service or product. The font choice and style
can send a message, making the viewer feel a certain way. It is important
to consider how the font style and font colour will work together with the
rest of the ad. Font size also plays a role in what you want viewers to really
focus on and take away. Too much writing can also discourage viewers
from looking more closely at an ad.

From the list below choose two brands and create a catchphrase for
each. Each catchphrase needs to grab the audience’s attention and
be memorable. Choose a style of font that will match the product and
catchphrase.
• Chewy’s Candy • Cutting Edge Snowboards
• Splish Splash Water Park • Stargazer Hockey Sticks
• Envrio Cellphone Case • Perfect Focus Cameras
• Molly’s Pizza • Dreamer’s Ice cream
• Ultra-Light Sunglasses • Sundee’s Sunburn lotion

Entertainment Strategies
Some ads may encourage viewers to try their product or service by offering
a prize or something free along with a purchase. In some cases there may
be a game, contest or draw to catch viewers’ attention and pull people in to
try their product or service.

Name three different entertainment strategies used in the ads at this

station.

There is a new movie that is coming out in two weeks that you need to
advertise in the local paper. Plan out a rough ad to promote the movie,
which includes an entertainment strategy similar to the ones at this station.

16
 Humour Appeal
If used well, humor can be a very effective way to advertise. However, as
with other conventions and techniques, ad creators need to understand the
audience. There is nothing worse than telling a joke and the audience does
not get it!

Try to create a humourous ad, whether it includes a cartoon or a funny

catchphrase, using one of the following products/services:
• Socks • Mittens
• Erasers • Tablet
• Apples • Cat treats
• Raking leaves for the • Calculator
neighbours • Bookshelf
• Flashlight
Don’t forget to think about your audience and what they would find funny!

Pressure Strategy and Social

References
Some ads attempt to make the viewer think that if they do not buy the
product or use a service, they are missing out on what everyone else is
experiencing. Slogans are usually used to try to convince people. Similarly,
they may claim that their products and services are new, cutting edge or
that it is only available for a limited time. Some ads also use the popularity
of characters from movies, television shows and/or books to create an
interest in their products/services. This could make people want to be
involved and included in what is popular at the time.

• Choose an ad at this station that you find is very convincing.

• Why is it convincing to you?

• How does the ad try to pressure you or convince you?

• Choose something you bought this week or today, and create an ad

using the strategy from the ad you picked.
17
 Emotional Appeal

Using an emotional appeal in advertising can be very effective, but an

understanding of the audience is key. Considering what the audience
wants, needs and/or is scared of are ways to create an emotional
connection. Storytelling and using specific language, such as asking a
question or using ‘your’ in the text are some ways to create a connection
with the viewer. In addition, using a potential appeal: creating an ad that
informs the viewer of what could or could not happen if they purchase
the service/product, such as a positive outcome (success, wealth) or a
negative outcome (loss). Or the empathy appeal: getting the viewer to
identify with the product or service, so they support it or purchase it.

Choose an Emotion/Theme:
• Fear • Sadness
• Excitement • Love
• Romance • Happiness
• Nostalgia • Anger
• Injury • Well-being

Choose an emotion/theme from the list above. Then decide on any

product/service, audience and purpose you would like. Try to think of a
way to market that product/service to your audience using the chosen
emotion/theme. This could be explained in words or by sketching.

18
 Rational Strategies
These strategies utilize reasoning and facts to try to encourage viewers to
buy the product or service. These may include using statistics, a review or
some ads may utilize natural and realistic ideas (e.g healthy food is better
for you than junk food). Another example includes realistic ideas about
beauty. For example, not everyone looks the same, has the same skin
tone or the same abilities, and acknowledging this instead of unrealistic
expectations can be effective. The company Dove, that sells soaps, uses
this strategy to promote their products.

Choose two techniques from the list below and create two different
advertisements. Use one of the techniques you chose for each ad you
create. Then share them with the group or a partner at the station, who can
provide feedback about which one is more convincing.

• Provide statistics as evidence

• Present the product or service as a solution to a problem (specific or
wide-reaching)
• Include positive testimonials (quote or short reference)
• Create contrast with other products/services
• Being transparent or truthful (the way something is made or faults it has)
• Include natural/realistic ideas

19
 Stereotypes
Ads may present specific groups a certain way. These representations are
usually general and may be a negative representation of people, or at least
very limiting.

1. Are the roles of women and men the same in all these ads?
2. Whose point of view is included in the ad (think of gender, age, income
level, ethnicity or cultural background)?
3. How would the ad change if it was a different point of view?
4. How is the representation of this point of view different or the same from
ads you’ve seen today with the same point of view?

Beauty Standards
This technique is a prominent one. It’s used to create excitement and pique
the interest of viewers. It can also represent overt and implied messages.
For example, showing an attractive model not only establishes and
promotes a certain type of beauty standard, but also often implies that the
viewer could be that way too if they bought and used the product/service.

1. What do the people look like in the ad?

2. What does this suggest?
3. What are the standards of beauty projected in movies and ads today
that you see?
4. How do these standards affect viewers (such as students)?

20
 Overt and Implied Messaging

Ads can send many messages, some more obvious than others.
Associating the product or service with certain ideas creates a message.
For example, associating a car (the product) with wealth and popularity,
is done by putting expensive jewelry and clothing on a person standing
beside the car with lots of people smiling looking at the car’s owner. The
car then becomes associated with the people and fancy clothes, which lets
the viewer know that you could be popular and appear wealthy if you own
this car. An understanding of the audience is important!

Choose an idea from the left column, then a product/service from the right
column. On your worksheet, explain how you could make the ad for your
service or product send this implied message (the idea).

“You can be [idea] if you buy this [service/product].”

Idea: Service/Product:

• Wealthy • Phone
• Popular • Notebook
• Strong • Mug
• Healthy • Paint
• Beautiful • Sweater
• Successful • Guitar

21
 Repetition
Repetition is used to get the word out about products and services to
as many people as possible. Ads for the same product or service may
be created that differ slightly, but still have something that makes it
recognizable (e.g. the same mascot or catchphrase is used in all the
ads but different situations.) It is important that the ads do not get boring
because of their repetition. Branding and logos are also effective with ad
repetition. This is especially the case if the branding and logo are well
known.

Create three ads for the same service/product and with the same
purpose, but different audience, text and visuals for each one. Try to
create something that can be used in all three of the ads, such as a logo,
catchphrase or mascot.

22
 Name: ___________________________________

Discovery Stations Tracker

At each station, there is an information card about a specific element, convention or
technique. Read the information, then follow the instructions, using this Tracker to
record your answers.

Purpose
Ad: ________________________________________________________

What is the goal or purpose of the ad? Why was the ad created?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Write at least one reason why you think this is the goal/purpose.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

23
 Audience
Ad: ________________________________________________________________

Audience: _____________________________________

Evidence: ___________________________________________________________

____________________________________________________________________

New audience: _________________________________

Rough sketch:

24
 Audience Responses

Ad: _________________________________________________________________

Audience: ____________________________________________

Audience Choice #1: ____________________________________

Would this audience like the ad, why or why not?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Audience Choice #2: ____________________________________

Would this audience like the ad, why or why not?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

25
 Like or Dislike
Ad: _________________________________________________________________

Do you like or dislike this ad? _________________________

What about it do you like or dislike?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

What about this ad makes you interested/disinterested in it, over the others?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Why is this ad more or less successful than the others?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

What parts of the ad seem realistic/believable, why or why not? Is anything

exaggerated?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

26
 Colour

Product or service: _____________________________________________________

Purpose: _____________________________________________________________

Audience: ____________________________________________________________

To me this colour means: How can this colour be

Colour
used in the ad:

Purple

Yellow

Blue

Orange

27
 Visuals

Ad: _________________________________________________________________

Audience: _____________________________________

Purpose: _____________________________________________________________

Draw a sketch with added visuals (must include one of the elements on the station card):

28
 Font and Text

Brand #1: ______________________________________

Audience: _____________________________________

Purpose: _____________________________________________________________

Catchphrase: _________________________________________________________

____________________________________________________________________

Style: _________________________________________

Brand #2: ______________________________________

Audience: _____________________________________

Purpose: _____________________________________________________________

Catchphrase: _________________________________________________________

____________________________________________________________________

Style: _________________________________________

29
 Entertainment Strategies

Name three different strategies used in the ads at this station:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

There is a new movie coming out in two weeks that you need to advertise in the local
paper. Plan out a rough ad to promote the movie, which includes a strategy similar to the
ones at this station.

30
 Humour Appeal

Product/service: ____________________________________________

Audience: _________________________________________________

Purpose: __________________________________________________

Ad ideas/rough sketch:

31
 Pressure Strategy and Social Appeal

Ad: _________________________________________________________________

Why is this ad convincing to you? _________________________________________

____________________________________________________________________

How does the ad try to pressure you or convince you?

____________________________________________________________________

Product/service: ____________________________________________

Audience: _________________________________________________

Purpose: _____________________________________________________________

Ad ideas/rough sketch:

32
 Emotional/Personal Appeal

Emotion: ___________________________________

Product/service: _______________________________________________________

Purpose: _____________________________________________________________

Audience: __________________________________

Are there things you should consider about the audience related to this emotion?

• _______________________________________________________________

• _______________________________________________________________

• _______________________________________________________________

Ad Ideas:

33
 Rational Strategies

Advertisement 1 Advertisement 2
Product/ Product/
Service: Service:
Audience: Audience:

Purpose: Purpose:

Strategy: Strategy:

Rough Ideas/Sketch: Rough Ideas/Sketch:

Which of your ads did others find more convincing? ___________________________

34
 Stereotypes

1. Are the roles of women and men the same in all these ads?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Whose point of view is included in the ad (think of gender, age, income level,
ethnicity or cultural background)?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. How would the ad change if it was a different point of view?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. How is this representation of the point of view different or the same from ads you’ve
seen today that have the same point of view?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

35
 Beauty Standards

1. What do the people look like in the ad?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. What does this suggest?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. What are the standards of beauty projected in movies and ads today that you see?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. How do these standards affect viewers (such as students)?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

36
 Overt and Implied Messaging
Product or Service: ______________________________

Idea or the message: ____________________________

Audience: _________________________________________________

Purpose: _____________________________________________________________

Explain how you would show your audience they can be ______________________ if

they buy _________________________.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

37
 Repetition

Product/service:
_____________________

Audience:

_____________________
1
Purpose:

_____________________

_____________________

Product/service:
_____________________

Audience:

_____________________
2
Purpose:

_____________________

_____________________

Product/service:
_____________________

Audience:

_____________________
3
Purpose:

_____________________

_____________________

38
 Learning Activities

Activity 2: Scavenger Hunt

Provide students with a print out of the Scavenger Hunt Tracker and the list below.
They must choose 10 things from the list below, which they write in the first column of
the chart of their Scavenger Hunt Tracker. Around the room, have print outs of several
historic ads, which relate to options from the list below. Students then have to find an
ad from those posted around the room for each of the 10 things they chose. Students
write the title of the ad and the date, as well as point form notes on why they associate
the ad with that element, convention or technique they chose from the list. Ads can not
be used more than once. You can choose to discuss some of the students’ discoveries
or just have them hand in their work to check for understanding.

Suggested Scavenger Hunt List:

• An ad with good or bad use of colour • An ad that includes something related
• An ad with bold colour(s) to stereotypes or beauty standards
• An ad with soft colour(s) • An ad that includes data, facts or
• An ad with a focal point statistics
• An ad with effective font • An ad that promotes a solution to an
• An ad with ineffective font issue
• An ad that features a change in body • An ad that compares the service/
language product with another
• An ad with an implied message • An ad that includes a testimonial or
• An ad with an overt message quote
• An ad that uses fear as a motivation • An ad with a catchphrase
• An ad that uses empathy as a • An ad that is not very effective
motivation • An ad that is very effective
• An ad that uses love as a motivation • An ad with adults as the audience
• An ad that uses humour • An ad with children as the audience
• An ad that tries to pressure the viewer • An ad with a purpose to sell an item
with limited time • An ad with a purpose to promote a sale
• An ad that tries to pressure the viewer • An ad that’s purpose is to promote a
with a ‘new’ product/service service
• An ad with a celebrity featured in it • An ad with too much text

39
 Name: ______________________
Scavenger Hunt Tracker

To Find: Advertisement: Evidence:

40
 Name: ______________________

To Find: Advertisement: Evidence:

41
 Learning Activities

Activity 3: Ad Creation
Create an ad as a class using the knowledge
the students gained and list of conventions and
techniques created together during the Minds- Question Prompts:
On activity. This activity could be a lot of fun
for the class to do together and offers a more • What type of ad is this?
guided approach to applying what students • What is the service or product?
learned. Begin with discussing what type of ad • Who is the audience? How can we
you are creating, as well as the specific elements make sure to reach this audience?
that should (five ‘w’s, text) and can be (visuals, • Are there things we should know
catchphrase) included. The Question Prompts about the audience?
listed to the right offers questions to keep in • What is the ad’s purpose?
mind. This is also a good time to remind students • What techniques can we use to
of where this type of ad would be seen, and the make the ad’s purpose successful?
most likely audience that would see it there. The (e.g. humor, fear, love, solution,
Success Criteria below is a guide to make sure data, free gift, etc.)? How will this
the ad includes all the correct components. help achieve the purpose?
• What are the characteristics of this
technique we will include?
• What is the style of the ad (e.g.
Success Criteria: colours and font)?
• What text should the ad include?
• There is a clear service or product. • What visuals should the ad
• There is a target audience. include?
• The audience and topic is appropriate • How will the text and visuals help
for the type of ad. convince the audience?
• The ad has a purpose. • What are the overt and implied
• The ad has text that is written clearly messages that we want the ad to
and effectively. reflect?
• The ad has a visual or visuals. • How can you use elements such
• The ad has a strategy (e.g. humor as colours, fonts or visuals to
appeal, emotional appeal). communicate these messages?
• The ad has an overt message.
• The ad has an implied message.
• The parts of the ad work together
(looks good + creates meaning).
• The ad is effective (attention-grabbing
and convincing).

42
 Application Activities

The following three activities are creative projects that allow students to apply their
knowledge. There are two individual projects and one group activity.

Activity 1: Revise An Ad
Time: 20-30 minutes
Students choose what they think is an
ineffective ad from the historic ads provided
in the files. They then revise the ad to make Learning Objectives:
it more effective, identifying and keeping Students will:
the same audience and topic, but adding • Work in collaboration or
components that may be missing. After independently to create effective
students complete the Planning Sheet, the ads using the conventions and
final ad can be created on paper or using a techniques.
computer program. The students then explain • Demonstrate an understanding of
conventions and techniques and how
why they changed what they did, and how
they are used in print ads.
changing the font, adding colour, etc., makes • Analyze the effectiveness of print
the ad more effective. Remind students the ads.
new ad should include the who, what, when, • Think creatively to problem solve
where, why and how. how to make effective ads.
• Communicate their understanding
The Success Criteria from Learning Activity creatively, clearly and effectively.
3: Ad Creation, or a simplified version, can be
posted for the students as a guide (see page
42). Materials:
• Conventions and techniques list
made during Minds On activity.
• Pencils, markers, paints, etc. and
Extensions:
paper or computers
• This activity could be made more complex • Success Criteria, or a simplified ver-
by having the students remake the ad for sion, to have available for students
a certain time period, such as the past • Historic ads
(1700s) or the future (2080s), or a different • Revise an Ad Planning Sheet (Activity
perspective/audience than the original ad. 1)
How does the new time period or audience • Create Your Own Ad Planning Sheet
change the ad? Explain. (Activity 2)
• You could have students remake the ad • Chart paper or an iPad (Activity 3)
more than once with a different audience • Two ‘hats’ with audiences and topics
for each one (this may then incorporate on slips of paper (Activity 3)
specific expectation 1.4). • Stopwatch/timer (Activity 3)

43
 Name: _________________________

Revise an Ad

What type of ad is it? ____________________________________________________

What is the product or service of the ad? _____________________________________

What is the purpose of the ad? _____________________________________________

______________________________________________________________________

What is the audience of the ad? ____________________________________________

What are some things you should know about this audience?

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

What is the appeal or technique used in the ad to try to convince the audience?

______________________________________________________________________

What are the characteristics of this appeal or technique in the ad?

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

44
 Name: _________________________
What messages do you see in the ad?

• Overt Message: ____________________________________________________

_________________________________________________________________

• Implied Message: __________________________________________________

_________________________________________________________________

How are these messages communicated?

• Overt Message: ____________________________________________________

_________________________________________________________________

• Implied Message: __________________________________________________

________________________________________________________________

What are some effective elements of the ad? (Think of the conventions and techniques!)

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

What are some ineffective elements of the ad? (Think of the conventions and
techniques!)

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

Now, grab the audience’s attention and convince them!

45
 Name: _________________________

Take the ineffective elements you mentioned before, how will you change them to make
the ad more successful and convincing? Think of the conventions and techniques!
Does the ad have enough text? Too much? Does it have visuals that help convince the
audience?

1. _________________________________________________________________

_________________________________________________________________

2. _________________________________________________________________

_________________________________________________________________

3. _________________________________________________________________

_________________________________________________________________

4. _________________________________________________________________

_________________________________________________________________

5. _________________________________________________________________

Rough sketch and layout of ad, and how you will change it:

46
 Application Activities

Activity 2: Create an Ad
Have students choose something and create an ad for it. This can be anything! You
could encourage students to research the most useless inventions/objects, or something
that has bad reviews that they then need to try and convince someone to buy. Have
the students fill out the Planning Sheet, then check their plans to make sure they have
included all the required components. Depending on your resources, have the students
create their final ad, by hand or on the computer. Remind students the ad should include
the who, what, when, where, why and how. They should also consider the type of ad they
are creating, where it would be seen and by what audience.

The Success Criteria from Learning Activity 3: Create an Ad, can be posted for the
students as a guide (see page 42).

Extensions:
• Alternatively, if these activities are being used to supplement with other Media Literacy
forms, allow the students to make their final ad in whatever form they choose (e.g.
television commercial, radio ad, poster). Or the students create multiple: a print ad,
as well as a television or radio commercial. This is a good opportunity to talk about
the different challenges in making various ads, as well as how the conventions and
techniques may differ between those types. Students can write how it was different
making each of the ads. This activity extension may incorporate other curriculum
connections, such as specific expectation 1.4.
• The ad could be part of a larger project, such as a business, that students create,
budget and plan for. The product could be something that students make or a service
they would provide (tutoring, walking people’s dogs, green initiative). If there is money
gathered, it could be donated to a charity or put towards something for the school/
class.
• Have the students create a series of ads for their topic with a different audience for
each one. This may then incorporate specific expectation 1.4.

47
 Name: _________________________

Create an Ad

What type of ad is it? ____________________________________________________

What is the product or service of your ad? ____________________________________

What is the purpose of your ad? ____________________________________________

______________________________________________________________________

What is the audience of your ad? ___________________________________________

What are some things you should know about this audience?

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

Now, grab the audience’s attention and convince them!

What is the appeal or technique you will use in your ad to convince your audience?

______________________________________________________________________

What characteristics of this appeal/technique will you use in your ad?

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

48
 Name: _________________________
How will this help achieve the purpose of your ad?

______________________________________________________________________

______________________________________________________________________

What is the style of your ad (e.g. the colours and the font)?

______________________________________________________________________

______________________________________________________________________

What do you want your ad to say?

• Overt Message: ____________________________________________________

_________________________________________________________________

• Implied Message: __________________________________________________

_________________________________________________________________

How will you communicate these messages?

• Overt Message: ____________________________________________________

_________________________________________________________________

• Implied Message: __________________________________________________

_________________________________________________________________

What is the text going to say in your ad?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

49
 Name: _________________________

What are the visuals or images you will include in your ad?

• _________________________________________________________________

• _________________________________________________________________

• _________________________________________________________________

How will the text and images help convince your audience?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Rough sketch and layout of ad:

50
 Name: _________________________

Ad-Sense Rubric

Level 1 Level 2 Level 3 Level 4

Knowledge and The ad includes The ad includes The ad includes The ad includes
Understanding some of the almost all the all the required all the required
-elements of an required required elements elements
effective ad elements elements appropriate for appropriate for
(text, visual, appropriate for appropriate for the type of ad. the type of ad.
audience, the type of ad. the type of ad.
purpose and The ad includes The ad includes The ad includes The ad includes
topic). some of the almost all the the required the required
required required conventions and conventions and
-conventions conventions and conventions and techniques. techniques.
and techniques techniques. techniques.
(appeal, overt Ad Ad Ad Ad
and applied demonstrates a demonstrates demonstrates an demonstrates a
messages, vague somewhat of an understanding clear
colours, font). understanding understanding of elements, understanding
of elements, of elements, conventions and of elements,
-understanding conventions and conventions and techniques and conventions and
the elements, techniques and techniques and how they work techniques and
conventions and how they work how they work together. how they work
techniques. together. together. together.
Thinking and Planning Planning Planning Planning
Inquiry worksheet is worksheet is worksheet is worksheet is
-planning incomplete. somewhat completed; completed;
worksheet completed; ideas are well- ideas are well-
ideas are vague. thought out. thought out and
detailed.
Application Elements, Elements, Elements, Elements,
-use of conventions and conventions and conventions and conventions and
elements, techniques are techniques are techniques are techniques are
conventions and not used used somewhat used effectively; used effectively
techniques in ad effectively; ad is effectively; ad is ad is convincing. and creatively;
not convincing. somewhat ad is very
convincing. convincing.

51
 Level 1 Level 2 Level 3 Level 4
Communication The elements, The elements, The elements, The elements,
-audience and conventions and conventions and conventions and conventions and
purpose techniques techniques techniques techniques
vaguely somewhat communicate to effectively and
-communicates communicate to communicate to a specific clearly
ideas and a specific a specific audience and communicate to
messages audience and audience and purpose. a specific
effectively purpose. purpose. audience and
purpose.
-grammar, Ideas and Ideas and Ideas and Ideas and
spelling and messages not messages messages messages
punctuation well communicated communicated communicated
communicated. somewhat effectively using clearly and
effectively using conventions, effectively using
conventions, techniques and conventions,
techniques and elements. techniques and
elements. elements.
Advertisement Advertisement Advertisement is Advertisement is
was somewhat was somewhat checked for checked for
checked for checked for grammar grammar,
grammar, grammar, spelling and spelling and
spelling and spelling and punctuation; 2-4 punctuation; 0
punctuation; 7 punctuation; 5-7 mistakes. to 1 mistake.
or more mistakes.
mistakes.

Notes:

52
 Application Activities

Activity 3: Team Race

Split students into at least three groups and provide each with large chart paper and
markers. Two groups each pull an audience and topic out of ‘hats.’ In each group, they
then have to create an ad which includes the audience and topic they pulled. This ad also
needs to include an image, some sort of text and a strategy (e.g. humour appeal). The
Success Criteria below can be posted as a guide. Other criteria can be added to create
complexity (see Success Criteria on page 42). Students should be reminded to think
about what makes an effective advertisement and what conventions and techniques are
used in print ads. Two teams compete against each other while the other team(s) vote
for the more effective ad and explain what makes one ad more effective. To ensure all
groups get a chance in each role, rotate who is judging and who is creating. It can be
made into a competition so the winners play against each other or just a fun game. A time
limit can be set to encourage students to work together and make it more engaging. The
students can get creative in how they would convince that audience to buy the product or
use the service. The audience and topic can be as random as possible. There are some
ideas to get the class started on the next page that can be printed and cut out to use.

Adaptations:
• Alternatively, the team judging the ad
could have to determine what was Success Criteria:
the audience and the topic the other • There is a clear service or
teams picked, based on the created product (topic).
ad. This can be part of determining • There is a target audience.
what team had the more effective • The ad has a purpose.
ad – successfully communicating • The ad has text that is written
to a specific audience and clearly clearly and effectively.
demonstrating what their topic was • The ad has a visual or visuals.
for their ad. This also incorporates • The ad has a strategy (e.g.
additional curriculum connections. humor appeal, emotional
See, specific expectation 1.1. appeal).
• The parts of the ad work together
(looks good + creates meaning).
• The ad is effective (attention-
grabbing and convincing).

53
 Application Activities

Team Race: Topics and Audiences

Below are some ideas for topics (products or services) and audiences, to use during
the Team Race (Application Activity 3). These can be cut out and added to ideas the
class brainstorms. The more specific the audience, the more challenging it can be to
advertise to them!

Shoveling the driveway Book club group

Umbrella Grade 4 class

Notepad Group of teachers

Chicken fingers Grandparents

Wool blanket Soccer Team

Lacrosse Stick Preschoolers

Halloween dance Dance club

Hot chocolate A jazz band

Laptop Grade 8 class

Speakers Lacrosse team

Cutting the grass Siblings

Walking someone’s pets Families with young children

Guitar People wanting to save money

Pencil Crayons Parents

54
Created by: Emily Fachnie, Education Intern, 2019-2020