Lesson Plan | Socioemotional Learning | Textual Genre: Advertising Text

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to provide students with a clear and detailed understanding of what constitutes an advertising text, as well as to identify the elements that make these texts attractive to the public. This is fundamental for students to critically analyze and create their own advertising texts effectively, in addition to developing socio-emotional skills such as self-awareness and social consciousness by understanding the emotions involved in creating and receiving advertising messages.

Main Goals

1. Understand what an advertising text is and its main characteristics.

2. Recognize the elements that appeal to the general public in advertising texts.

Introduction

Duration: 20 - 25 minutes

Emotional Warm-up Activity

Calm Moment: Guided Meditation

The emotional warm-up activity will be a Guided Meditation session. Guided Meditation is a practice that involves following specific instructions to focus the mind, relax the body, and promote a state of calmness and presence in the moment. This technique is effective in helping students concentrate and be fully present before starting the class.

1. Ask students to sit comfortably in their chairs, with their backs straight and their feet flat on the floor.

2. Instruct them to gently close their eyes and place their hands on their knees or in their laps.

3. Guide the students to start paying attention to their breath, feeling the air slowly entering and leaving through their nostrils.

4. Guide them to inhale deeply through the nose, counting to four, and exhale slowly through the mouth, also counting to four. Repeat this breathing cycle a few times.

5. After a few minutes of deep breathing, ask them to imagine a calm and happy place, like a quiet beach or a blooming field. Describe this place in detail, encouraging them to visualize colors, sounds, and sensations.

6. Continue to guide them for about five minutes, alternating between focusing on the breath and visualizing the calm place.

7. To finalize, ask the students to start gently moving their fingers and toes, slowly returning to the present.

8. Instruct them to open their eyes slowly, bringing the feeling of calmness and focus to the upcoming lesson.

Content Contextualization

Advertising texts are present in our daily lives in various forms, from TV commercials to internet banners and billboards on the streets. These texts have the power to influence our decisions and evoke emotions. By understanding how an advertising text is constructed, students not only develop critical analysis skills but also become more aware of the emotional impact that these messages can have. Reflecting on the emotions that advertising texts evoke helps students develop self-awareness and social consciousness, as they come to understand how their own emotions and those of others can be influenced in different ways.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. What is an Advertising Text?

2. An advertising text is a piece of written communication aimed at promoting products, services, ideas, or events. These texts can be found in various media, such as newspapers, magazines, television, internet, and billboards.

3. Characteristics of an Advertising Text

4. Clarity and Objectivity: Advertising texts should be clear and to the point so that the message is quickly understood by the audience.

5. Persuasion: Persuasive techniques are used to convince the reader to take a specific action, such as purchasing a product or adopting a behavior.

6. Emotional Appeal: Often, advertising texts seek to evoke emotions to create a connection with the audience. This may include feelings of happiness, urgency, desire, among others.

7. Attractive Language: Use of creative and appealing language to capture the reader's attention. This may include slogans, wordplay, rhymes, and metaphors.

8. Common Elements in Advertising Texts

9. Title: Eye-catching and impactful, the title should instantly grab the reader's attention.

10. Image: Images complement the text and reinforce the message. They can be photos, illustrations, or graphics.

11. Body of Text: The main part of the text, where the benefits of the product/service and other relevant information are presented.

12. Call to Action (CTA): A direct invitation to the reader to take a specific action, such as 'Buy now', 'Visit our website', 'Come to our store', etc.

13. Examples of Persuasive Techniques

14. Testimonials: Endorsements from satisfied customers or celebrities who use the product.

15. Offers and Discounts: Special promotions to encourage immediate purchasing.

16. Guarantees and Proofs: Promises of quality and satisfaction guaranteed.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Creating an Advertising Text

Students will be divided into groups and given the task of creating an advertising text for a fictional product. They should apply the concepts learned about the characteristics and elements of an advertising text, and at the end, they will present to the class.

1. Divide the class into groups of 4 to 5 students.

2. Provide each group with a sheet containing information about a fictional product (e.g., a new type of ice cream, a special pen, an innovative app).

3. Explain that each group should create an advertising text for the product, using the techniques and elements discussed in class.

4. Instruct the groups to define an eye-catching title, create a persuasive body of text, and include an effective Call to Action (CTA).

5. Give 20 - 25 minutes for the groups to work on creating the advertising text.

6. After the creation time, ask each group to present their advertising text to the class.

Group Discussion

After the presentations, lead a group discussion using the RULER method to provide socio-emotional feedback. Start by acknowledging the emotions that arose during the creation and presentation of the advertising texts. Ask students how they felt working in groups and presenting to the class.

Then, help students understand the causes of these emotions by discussing how collaboration and creativity can generate both excitement and anxiety. Ask them to name these emotions and encourage appropriate expression of feelings, sharing how they dealt with both positive and negative emotions.

Finally, address the regulation of these emotions by discussing strategies that students can use to maintain self-control and confidence in future situations, such as deep breathing, positive thinking, and mutual support among peers.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Ask students to reflect on the challenges faced during the creation and presentation of the advertising texts, and how they managed their emotions throughout the process. They can write about their experiences or participate in a group discussion. Suggest describing specific situations that they found challenging and how they dealt with them, as well as the strategies they used to maintain self-control and confidence.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. This promotes the ability to recognize, understand, name, express, and appropriately regulate emotions, applying the RULER methodology to the context of the lesson.

Closure and A Look Into The Future

At the end, suggest students define personal and academic goals related to the content of the lesson. Explain that these goals may include, for example, improving their ability to create persuasive texts, increasing confidence when speaking in public, or developing better strategies for working in groups.

Possible Goal Ideas:

1. Improve the ability to create persuasive texts.

2. Increase confidence when speaking in public.

3. Develop better strategies for working in groups.

4. Enhance critical analysis of advertising texts.

5. Apply emotional regulation techniques in future situations. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear goals, students can direct their efforts more effectively and reflect on their progress over time.