Day #36

Outstanding Assignments:
Of Mice and Men Test (Caden/Lisa)
Of Mice and Men Unit Assignment:
Many other assignments are outstanding. Progress Reports are MONDAY! GET THEM DUDE’s and DUDE-ETTES!
Check Google Classroom to support you.

Screen Shot 2015-10-20 at 7.57.33 PM Screen Shot 2015-10-20 at 7.57.55 PM

Period 1/4:
Students demonstrate:

  • an awareness of the many different types of advertisements they encounter daily
  • an understanding about how they, as consumers, are influenced by these commercial messages
  • an appreciation of their position as a desirable demographic for advertisers

Whether or not you realize it, teens already know a lot about advertising! Many ads are targeted specifically at YOU and there are advertisements everywhere!

Tricks of the Trade (Powerpoint presentation!)

You will want to write down the answers to the following questions. 
Let’s brainstorm the reasons why advertisers would want to target teens?
How do marketers reach teens? Which ways are most effective?

Poll DaddyClick the blue link and answer the questions. 

Let’s take some time to think about the following statement.
Advertising does not really affect me.

Advertisers create campaigns directed at girls that are different from campaigns directed at guys. Often an ad will tell you whether a product is something “masculine” or “feminine,” even though the product could be used by either gender. This activity explores some of the ways advertisements tell us which gender a product is being marketed to.

Let’s define; STEREOTYPES:

  • What are some common gender stereotypes associated with guys and girls? (For example, guys are “tough and aggressive” and girls are “sweet and passive.”)
  • Do students believe these gender stereotypes to be accurate?
  • Where do they think these stereotypes come from?

Do some research:
What are some ad’s that exist that are GENDER specific? List 10 and add them to the Today’s Meet. 

  • How is marketing to guys different to marketing to girls?
  • Does gender-based marketing reinforce stereotypes?
  • What types of ads appeal to both sexes?


On your own divide a piece of paper to divide into four equal parts.

  • In the first section, write down or draw a picture of one item of designer/brand name clothes or a designer/brand name accessory you own or would like to own.
  • In the second section, describe some positive things people might assume about them if you had or wore that particular thing.
  • In the third section, describe some negative things people might assume about you if they had or wore that particular thing.
  • In the fourth section you will write what you think other people might think some of the things you stated in sections 2 and 3 of your page.

Now; find someone beside you. Discuss your answers.

Questions for discussion:

  • Were many of the answers similar? What was similar about them?
  • Even if the products mentioned were different, were the responses in sections 2, 3, and 4 similar?
  • If you have seen any of the items people mentioned advertised, where did you see them? Were they trying to market to teens?
  • How many of the things people mentioned are easily recognizable brand names?
  • How can other people tell what brand it is? Is the name prominently displayed?
  • Does the prominence of the brand name say anything about the person wearing it?
  • Why do you think teens like brand names so much?
  • Other than buying and wearing products, what can we do to improve people’s perceptions of us?

Class Challenge: Tell students that tomorrow is “no logo” day. The challenge is for each student to come to school in clothing that has no identifiable brand labels or logos. When students come to class next day, see who has the fewest logos showing.

I want you guys to try the following YOUTUBE tutorial.
Make sure you know about layer masks, liquify and DISPERSION.
It is very self explanatory. GOOD LUCK. 

Period 2/5: ‘Essay Talks’ and you will have time to work on PANEM projects.
Panem projects are being presented Thursday!
Please hand in the visuals today.

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