Creating an Advertising Brochure
In this lesson, students apply their knowledge of sales and marketing concepts and budgeting techniques to get practical about advertising in their own communities
- Students will design a brochure for potential advertisers to convince them to purchase ad space in the newspaper, yearbook, news website, magazine, or other media publication, including terms of contract, prices, persuasive techniques, incentives and branding.
Common Core State Standards
|CCSS.ELA-Literacy.RI.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|CCSS.ELA-Literacy.W.9-10.1||Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.|
|CCSS.ELA-Literacy.W.9-10.1a||Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.|
|CCSS.ELA-Literacy.W.9-10.1b||Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.|
|CCSS.ELA-Literacy.W.9-10.1c||Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.|
|CCSS.ELA-Literacy.W.9-10.1d||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|CCSS.ELA-Literacy.W.9-10.1e||Provide a concluding statement or section that follows from and supports the argument presented.|
|CCSS.ELA-Literacy.L.9-10.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|CCSS.ELA-Literacy.L.9-10.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
120-140 minutes (two 60-70 minute classes)
Electronic devices (laptop computers, desktop computers, iPads, other tablet, smartphone, etc.)
1. Quiz — 20-30 minutes
Distribute the Budgeting Quiz. Depending on your students, you may choose to offer either more than or less than 20-30 minutes for completion.
2. Review instructions — 5 minutes
Distribute the Advertising Brochure Assignment and review the instructions with students, making sure each student understands the requirements. You may choose to distribute the instructions as students finish the quiz and allow them to start working before you review the assignment with students.
2. Work time — remainder of class
Give students the rest of the class period to determine the rates for their advertisement type (business, recognition, page sponsor, newsletter), advertising package and incentives, and to create a brochure that includes this information while incorporating several persuasive techniques, key details about the media organization and strong branding techniques to give the publication a look, feel and voice.
1. Work time — 25-30 minutes
Give students time to finish their brochures and plan a 2-4 minute class presentation on their ideas.
2. Presentations — remainder of class
Prompt each group to present their brochure, either through a document camera or projector or by passing it around the room. Groups should explain their audience analysis and how their brochure targets that audience effectively, as well as how they determined their pricing options.