Consumer Savvy: Ad Techniques (Day 2)

Day 2:  Advertising Techniques

There are many different strategies or techniques advertisers use to entice you.

  • Propaganda
  • Bandwagon
  • Testimonial
  • Snob Appeal
  • Patriotism
  • Facts and Figures
  • Expert Opinions
  • Logical Appeal
  • Glittering Generalization
  • Transfer or Emotional Appeal
  • Name Calling
  • Repetition
  • And many more!!

I shared a presentation with my students describing each of the techniques.  They took Cornell notes using a Google template I created earlier in the year.  However, you could create a nearpod or Pear Deck to make the presentation more interactive.  We had discussions about current commercials and print ads that use the various tactics.

The kids then created their own print ad in partners.  (10-15 min) in partners.  They had the following requirements.

  • Brand
  • Product Name
  • Slogan
  • 1-3 Ad techniques

They did great for a quick formative assessment!

con savvy ex


Consumer Savvy: Ad Awareness (Day 1)

Consumer Savvy unit is all about advertising.  We see ads all over the place.  In class we will do several activities determining where ads are found, strategies advertisers use to sell their products, and how we can be smart consumers.


Day 1:  Ad Awareness

Have the kids discuss the following questions in shoulder partners or table talk.

What is advertising?

Where do we find advertising?

After your groups have discussed the above questions create an anchor chart sharing the different ideas.  Debunk false answers.


By law ads must be accurate and truthful, but many times they can leave out other truths.  Consumers must be careful when making purchases.

Introduce a variety of ads.  Below is a great list of advertisements you can use in your classroom.

Admongo Ad Library

While working in partners the kids need to create a Google document, copy and paste the questions below, and answer each using four different ads from the Admongo Ad Library.  When finished they will submit the document through Google classroom.

Remember to model before you set them free!

  • What group, company, or organization is responsible for the ad?
  • What does the ad say to suggest about the product?
  • What is the ad trying to get you to buy, do, or think?
  • How are the four ads alike?
  • How are they different?
  • Pick one of the four ads.  Is the advertiser’s perspective different from yours? Describ how.

To conclude the activity we had a quick class discussion about the advertisements they found.



  • RI6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  • RI6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not


MAP Review

Civil War MAP Review
Day 1:  Compare Varying Perspectives
Go to Google Templates and search for “Cornell Notes” or click here.  As we watch the video we will pause to take notes over things you notice about Mr. Hatch and character traits describing him.
View the video, Somebody Loves You, Mr. Hatch by Eileen Spinelli, read by Hector Elizondo below.
After examining your notes work with a partner to determine how Mr. Hatch’s perspective on life changes throughout the story.  Remember, if Mr. Hatch’s perspective changed you may need more than one detail to support the differences.  In the box below your notes write your answer.  Don’t forget to share the document with your teacher.
Enrichment Opportunity 
When you finish your activity above create a poster depicting the two major life perspectives Mr. Hatch experiences throughout the book.
  1. Go to, click the ‘Student Login’ button and enter the project name, “Hatch“.
  2. Go to and create a poster.
  3. Click the ‘Save Draft’ button to save your poster.

Day 2:  Comparing Character’s Perspectives
Watch the following video and take notes about the different perspectives for Papa, Mama, and Marcenia in the beginning of the story.  Use the Cornell Notes template to record your information.   When you are finished with your notes answer the following question.
How are Marcenia and her parents perspectives on Marcenia playing baseball different?
Enrichment Opportunity
 When you finish your assignment above do the following:
finish answering your questions about the
  • Do your Paragraph of the Week for today.
  • Finish your questions in your webquest for Civil War on a Google document.
  • Begin working with a partner.  Create a presentation to share.  You must persuade me to support your side in the Civil War.  Use the reason and information you found through your research.

POV and Perspective

Point of View and Perspective 
Perspective Enrichment
You will create a cartoon depicting different perspectives.  Below are some examples of differing perspective cartoons.


Using your choice of media create a perspective cartoon.  Share link with your teacher.


The Giving Tree  

Day 1: While watching the Giving Tree take Cornell notes in your journal and develop an opinion about the tree.  Is the tree weak or strong?
In the left column write weak or strong next to each thought in the right column.  Do not write in the bottom section just yet.  Meet in two separate groups to discuss details from the text that support your opinion.  Watch the video and add any details to make sure you have a strong enough argument to go up against someone else’s opinions tomorrow.
Day 2:  Today we will argue whether the tree is weak/strong.  Find a partner on the opposing team.  Partner A shares reasons and evidence.  Then partner B shares reasons and evidence.  Go back to opinion alike team to strengthen reasons and evidence.  If someone threw you for a loop, discuss better arguments with your group.  Meet with opposing partner one more time.  Have two people from opposing teams go head to head in front of the class.  Taking the strong reasons and evidence you found and developed you will now create a RACE response to the following question.
Is the tree strong or weak?  Use evidence from the story to support your answer.   
Main Idea:
  Main Idea
Main Idea Practice:
Day One:  Defining Main Idea:  Copy the anchor chart above into your reading journal.
Day Two:

Feudal Japan

Below I have added a webquest for Feudal Japan.  This is a sixth grade Social Studies standard.

Feudal Japan

Japan Webquest
You are the editor of a travel magazine preparing an article on the history of Japan for tourists.  It is your job to entice your readers to visit Japan on their next holiday.  Your subscribers have the option to travel anywhere in the world, they don’t have to choose Japan.  So, why should they travel to Japan?
You will write a travel article persuading tourists to visit Japan.  Your article must include the following items.
  • Introduction with a hook beginning
  • History of Japan’s social structure, include intriguing facts.
  • Interesting geographic features tourist may enjoy viewing.
  • Main religions, include temples or shrines tourist may visit.
  • Don’t forget an interesting conclusion.


*For steps 1-3 you will complete your notes in a google template titled Japan Outline.  Include pertinent information relevant to tourists.

*For steps 4-? you will complete your article in a google template.

Step 1:  Geography of Japan
You need to become familiar with major cities, natural features, and major tourist attractions.
japan 1
Step 2:   History of Japan
You must understand the importance of early government, social structure, and cultural influences on present day Japan.  Using the following websites fill out your Japan Outline notes in Google Docs.
japan 2
The Samurai and the Tea Master 
Samurai:  A Japanese warrior whose duty was to serve and protect his lord or give up his life doing so.
Bushido code:  A code of ethics followed by samurai, which required bravery, self-control, and loyalty to their lord.
Daimyo:  a clan leader who held the real political power and Japan.  Controlled the people and the land through the use of military force (samurais).
Clan:  A large family group.
Scroll:  A painting or text on silk or paper that is either displayed on the wall or held by the reader and is rolled up when not in use.
Code:  A set of standards that are enforced.
japan 4
Step 3:  Religion of Japan
You will learn about the two major religions in Japan.  Many tourists enjoy visiting religious sites, whether or not it’s their religious belief.  This will be a great addition to your article.
Buddhism is a religion of many Southeast Asian countries.  It varies slightly from country to country based on cultural influences.
Shintoism is based on Nature.  What could have been things worshipped by the the Japanese.  Each part of nature contains a spirit known asKami.
japan 5
Step 4:  Arrival of Europeans
The arrival of Europeans dramatically changed the Japanese Lifestyle.  What do you see in the following timeline?  What conclusions can you draw about the Westerner effect on Japan?  Record your answers on your outline.
japan 6 
Step 5:  Japanese Way of Life (Mr. Juchems)
Record any interesting facts and information on your outline.  Think about current culture, foods, religion, jobs.
Step 6:  Begin Persuasive Article
Using the attached outline input the most important reasons and details for a tourist to visit Japan.  It is important to visually know you have enough information for your readers.  Don’t forget your details.  If you think I should visit Mt. Fuji, but fail to tell me about it.  I’m not going to be too excited to visit.  You have to make it sound like an experience of a lifetime.
Once you have the outline for your reasons completed, begin working through an introduction and conclusion.

Inference (Context Clues)

Welcome to Inference.  We will study both fiction and nonfiction texts during this unit.  This is the largest unit of the year.  We will be finding the theme, main idea, drawing conclusions, making predictions, and using context clues.  Below you will find resources for this unit.
Context Clues
Context Clues II
What I’ve learned about context clues
Context Clues
Main Idea:  

Hip Hop Enrichment RTI Time

Dancing is great for so many different reasons.  It makes our brains think differently, exercises our bodies, and develops a sense of team and belonging. I wanted to encourage my students to step out of their comfort zone last year, this really did it!  We laughed and learned together.  
We learned stalls, steps, and rhythm.  Then we compiled everything into a routine to share during a school-wide assembly.  The kids loved it!  
Every other day we included a research portion to our RTI time.  This helped us focus on Missouri Learning Standards for ELA.  The kids worked in partners and created a presentation to share at the end of the quarter with the class.  Below you will find the assignment.