7.04: Exemplify persuasive methods used in advertising and sales.

1. 7.04: Exemplify persuasive methods used in advertising and sales. PERSONAL FINANCE

2. Key Terms: Advertising and Sales Methods • print ad • An ad in a newspaper, magazine, telephone directory, or other publication • direct mail advertising • Printed advertising sent by mail to consumers’ homes • Commercial • A brief, one minute or less, TV or radio ad used to promote a product • Infomercial • A TV or radio ad that promotes a product and lasts 30 minutes or longer

3. Key Terms: Advertising and Sales Methods • pop-up ad • An ad that suddenly appears on a web page or in an email message • Billboard • An ad posted on a sign along the highway • Federal Trade Commission (FTC) • An agency that regulates advertising to ensure that ads are fair and accurate

4. Role of Advertising • Purpose: To inform consumers about goods and services; to encourage them to purchase

5. Role of Advertising • Forms of advertising • Print ads---newspapers, magazines, telephone directories • Direct mail advertising---catalogues, flyers, newsletters • Commercials---radio, television, movies • Infomercials---30-minute ads with demonstrations • Pop-up ads---web pages, emails • Billboards and signs---along the highway, in subways, on buses and trucks

6. Role of Advertising • Benefits for consumers • Helps save money by informing about sales • Helps save time by preventing unnecessary trips to stores • Provide information to help make better purchase choices • Promote health and safety through public service ads • Helps pay the costs of publishing and broadcasting

7. Role of Advertising • Drawbacks for consumers • Annoying ads, commercials interrupt programs, billboards spoil beautiful view • Consumers may be influenced to spend money on unneeded items • Misleading information or statements

8. Role of Advertising • Regulation of ads by Federal Trade Commission • Insures that ads are fair and accurate • Defines advertising standards for publishers and broadcasters • Pay special attention to health and safety claims and ads aimed at children • Monitors national advertising only • Discontinues false/inaccurate ads; orders that monetary damages be paid to customers

9. Activity • Display the phrase “Too Good to Be True” on a board, poster, or flip chart. Provide magazines and newspapers. Have students work in pairs to find and clip two ads that sound too good to be true and circle words that appear false or misleading. As pairs share with the group, have them attach their clippings collage-style around the “Too Good…” phrase.

10. Offers that are “Too Good to Be True” are just one example of things consumers should be on the alert about when it comes to persuasive incentives and promotions. • Referring to “Advertising and Selling Methods,” Appendix 7.04C, share and discuss information about clearance sales, other types of sales, coupons, rebates, and sweepstakes. • Have students continue searching newspapers and magazines to find examples of each, label, and attach to the display. • Share aloud two examples of each incentive/promotion.

11. From “Advertising and Selling Methods” discuss key points about personal selling---salespeople in stores, telemarketers, and door-to-door sales reps. Have student pairs prepare/deliver a 1- to 2-minute role play showing selling strategies and effective ways to respond. Have audiences list as they view “Selling Strategies” and “Response Strategies.” Debrief after each role play.

12. From “Advertising and Selling Methods” discuss key points about store facilities---arrangement and ambience. Have students share examples they have seen in local stores to illustrate frequently purchased items in far corners of store, high-profit items in prominent positions, store décor to promote an image, and relaxing music to encourage lingering.

13. Prepare in advance one cereal box puzzle for every two to four students. Cut the cover from each box. Cut each cover into 2-4 puzzle pieces according to number of students desired per group. Scramble puzzle pieces; give each student one piece. As students find matching pieces, they identify team members for the “Cereal Box Puzzle Activity” in FEFE Lesson 1.2.3. • Beginning with #2, follow steps in the “Body” of FEFE 1.2.3, The Impact of Advertising on Purchasing Decisions to have students view PowerPoint, analyze an ad and cereal box cover.

14. Have students do a “30-Minute Ad Count,” FEFE 1.2.3.A2 using the expanded list of “Advertising Techniques” in Appendix 7.04D in lieu of the shorter list on the “Ad Count.” • At a copier, enlarge to 11x17 “Class Summary of 30-Minute Ad Count,” App. 7.04E. If preferred, use one sheet of flip chart or poster paper to make an enlarged copy of the chart by hand.

15. As a Math-to-Life Connection, circulate the enlarged chart and have each student record the number of times each advertising technique was used in the ads they saw. Have students total numbers in each column. Have them calculate the percentage of the total represented by each advertising technique. Report findings to the class. Discuss findings using these guiding questions: • Were there any findings that came out as expected? • Were there any surprises? • What conclusions might be drawn?

16. To review advertising techniques, play “Ready, Set, Name That Product.” Divide class into two teams; allow teams 3 minutes to use creative advertising ideas to name their teams. Give each team a marker and assign a section of board to write responses. • Call out an advertising technique and read its definition from “Key Terms.” Have teams collaborate and think of products that are advertised using that technique, then say “Ready, Set, Name That Product.” Have a team member race to the board to write the product name. For example, for “testimonial,” and Bill Cosby’s commercials for Jello, the team member would write simply Jello. For each technique called, the team who completes their board entry first wins a point for that round. At the end of play, the team with the highest score wins. • Have students take out clipped key terms/definitions and correct any pairings done incorrectly at the beginning of this study.

17. http://pbskids.org • www.mediaworkshop.org • http://www.notevenonce.com • http://www.mostofus.org • http://www.paragonlight.com/food.html • http://www.superbowl-ads.com • www.teachingonline.org • http://www.zi100llions.org