The Power of Words: Exploring Literacy and Expression · 2nd Year

Active learning ideas

Recognising Advertisements and Their Purpose

Active learning helps second-year students grasp the purpose of advertisements because media literacy requires hands-on observation and discussion. When students interact directly with real ads, they connect classroom concepts to their everyday experiences more effectively than through passive listening.

• NCCA Curriculum Specifications
• NCCA: Primary - Understanding
• NCCA: Primary - Exploring and Using

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 30 min · Small Groups

Scavenger Hunt: Spot the Ads

Provide newspapers, magazines, and printed online images. In small groups, students circle ads and note where they appear, such as posters or TV screenshots. Groups share findings and classify ads by product type.

Identify different places where we see advertisements (TV, posters, internet).

Facilitation Tip

During the Scavenger Hunt, circulate and ask guiding questions like 'What makes you think this is an advertisement?' to keep students focused on key features.

What to look for

Provide students with a picture of a common advertisement (e.g., a cereal box, a toy commercial still). Ask them to write: 1. Where would you see this ad? 2. What is it trying to sell? 3. Who do you think it is trying to convince?

Activity 02

• 25 min · Pairs

Pair Analysis: What's Being Sold?

Pairs view short video clips of TV ads or examine posters. They discuss the product, persuasive words used, and intended audience. Pairs present one key persuasion technique to the class.

Discuss what an advertisement is trying to sell or promote.

Facilitation Tip

In Pair Analysis, remind students to compare visuals, text, and placement to determine what is being sold and to whom.

What to look for

Show students two different advertisements for similar products (e.g., two different brands of crisps). Ask: 'What is each advertisement trying to make you do? How are they trying to convince you differently? Which one do you think is more effective and why?'

Activity 03

• 35 min · Whole Class

Whole Class: Ad Purpose Debate

Show three ads on the board. As a class, vote on the main purpose of each, then explain choices using evidence from the ad. Record class insights on a shared chart.

Explain why companies make advertisements.

Facilitation Tip

For the Ad Purpose Debate, assign clear roles like 'persuader' and 'skeptic' to ensure all voices contribute and perspectives are balanced.

What to look for

As students work in small groups to identify advertisements in provided magazines or online screenshots, circulate and ask: 'Can you point out one advertisement? What is its main purpose? What makes you think that?'

Activity 04

• 20 min · Individual

Individual Creation: Mini Ad Sketch

Students draw a simple ad for a classroom item, like pencils, labeling persuasive phrases. They explain their ad's purpose to a partner for feedback.

Identify different places where we see advertisements (TV, posters, internet).

Facilitation Tip

During Mini Ad Sketch creation, provide a checklist of persuasive techniques to support students in applying what they’ve learned.

What to look for

Provide students with a picture of a common advertisement (e.g., a cereal box, a toy commercial still). Ask them to write: 1. Where would you see this ad? 2. What is it trying to sell? 3. Who do you think it is trying to convince?

A few notes on teaching this unit

Teach this topic by starting with familiar examples students encounter daily, such as cereal boxes or online banners. Use guided comparisons to highlight the difference between ads and informational texts, avoiding jargon. Research shows children learn persuasive techniques best when they analyze real-world examples and create their own, reinforcing critical thinking and creativity.

By the end of these activities, students will confidently identify advertisements in various media and explain their persuasive techniques. They will articulate the intended audience and the product or service being promoted with specific examples.

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Watch Out for These Misconceptions

• During the Scavenger Hunt, watch for students who assume any colorful image is an advertisement.

  Provide a mix of informational images and ads in the hunt. Ask students to justify their choices by pointing to specific persuasive elements like a call to buy or promotional language.

• During Pair Analysis, watch for students who believe advertisements always present the full truth about products.

  Have pairs compare the claims in the ads to real product information. Ask them to identify what is left out and discuss why advertisers might omit certain details.

• During the Ad Sort in Whole Class, watch for students who think advertisements only target children with toys.

  Provide a variety of ads targeting different groups, such as cars, insurance, or household products. Ask students to categorize the ads by audience and discuss why different products appeal to different people.