Author:  Frank Baker   Email:   fbaker1346@aol.com   
Original URL: http://ed.sc.gov/agency/offices/cso/standards/ela/Grades3-5ToyCommercials.doc
Note: The "Buy Me That" video series referenced here is no longer available for purchase.
But I suggest you check with a local library to determine if it is available for checkout.

Time:    One or two class periods
Original:  yes
Title:   Buy Me That! How TV Toy Commercials Hook Kids
Abstract:  Elementary students use VIEWING skills to understand the constructed nature of television commercial advertising.

Grade:  3-5

Subject: ELA
Objective:

2. students will understand the “constructed” concept of media

3. students will think differently about advertising claims after being exposed to critical viewing analysis techniques

Standard Correlation
3-C3.1, 4-C3.1, 5-C3.1  Demonstrate the ability to make predictions about the content of what he or she view
3-C3.2 Demonstrate the ability to recognize details, setting, characters, and cause and effect in material from nonprint sources;
4-C3.2, 5-C3.2 begin analyzing details, character, setting, sequence and cause and effect in such material
3-C3-3, 4-C3-3, 5C3-3 Demonstrate the ability to summarize information that he or she receives from nonprint sources
3-C3.5, 4-C3.5, 5-C3.5  Demonstrate the ability to make connections between nonprint sources and his or her prior knowledge, other sources, and the world
4-C3.7, 5-C3.7  Begin/continue evaluating the ways that different nonprint sources influence and inform

Focus Question: How do the producers of television toy commercials make their products look so appealing to the target audiences?

Summative Assessment  Students will use a rubric to help them analyze different parts and various techniques used in commercials.  (see below)

Resources/Materials
Teachers should plan to prerecord any number of channels ( Disney, Cartoon, Nickelodeon, Saturday morning) in order to have at least one toy commercial for each gender. (Fair-use guidelines of the federal Copyright law allow teachers to record these and use them for instruction.)
Check out the video TV Planet, Discover the Secrets of Television (http://www.rmpbs.net/resources/files/programs/kids/tv_planet/index.html )
from your school library media specialist. It includes a segment on commercials which is appropriate for viewing.

Teachers should also log onto the “Buy Me That” website developed by the author:  http://www.frankwbaker.com/toys.htm  At this site, teachers can download these handouts:  Questions To Ask About TV Toy Advertising; Attributes of commercials aimed at boys/girls; Common Advertising Strategies. Additionally, there are some articles from mainstream news sources about toy advertising that you may wish to refer to, or print out for your students to read.

Vocabulary Words: (these could be used as a handout)
Angle- the place, position, or direction from which an object is presented to view
Audio- everything that is heard (includes: narration, music, sound effects)
Commercial- a paid advertisement on television
Constructed- parts are put together to create a whole, in this case, a commercial
Editing- the process of taking scenes, shot out of order, and putting them together in order
Framing- how a photographer/videographer sees a shot using the camera’s viewfinder
Formula- a series of steps followed in sequence
Narration- in commercials, the voice that is dominant which voices-over the action
Perspective-  a particular view from a particular position
Script- a written description of what’s to be heard, seen and/or shown
Special Effects- one of a number of visual techniques, usually created/produced in editing
Spot- another name for a commercial
Target Audience- those to which a commercial is designed to appeal to specifically
Video – everything that is seen  (what the camera records; any visuals added in editing)            
 
 

                     Student Rubric For Analyzing Television Toy Commercials

Lesson Plan Script

1. Teacher Does: 
   On the board or overhead, the teacher starts by writing: "what is a ‘commercial?” and “what are commercials designed to do?"
    
   A general discussion can bring out the role of advertising on television and how these SPOTS are designed to get us to feel good about a product. The teacher might explore where (which TV networks) students might find toy commercials.
    

An excellent videotape called TV Planet: Discover The Secrets  Of Television
is available from the SC State Department of Education Office of Instructional TV. One of the segments on this video is about commercials. Ask your media specialist or Distance Education Learning Center (DELC) to assist you in acquiring this video.  For additional info, visit the TV Planet website: http://www.rmpbs.net/resources/files/programs/kids/tv_planet/index.html  In addition, an original lesson, corresponding to this segment, has been developed by SC educator Doug Smith, as part of his participation in the National Teacher Training Institute. You can find his lesson plan here:
http://www.scetv.org/ntti/lessons/2003_lessons/paytv.cfm

2. 
   Students should understand the concept of TARGET AUDIENCE: the maker of this toy has purchased the time for this commercial on this channel in order to reach you: the person most likely to be interested in the toy and who might buy it by convincing mom or dad to “buy me that.”
   
   Teachers can show students what a real 30 second (half minute) SCRIPT looks like by dividing an 8 X 11 sheet of paper into two columns: one labeled VIDEO at the top of one column and AUDIO at the top of the other column. (Examples of actual toy scripts can be found on the “Buy Me That” web site)   While this might sound simple, the purpose is to explore these two production elements. The teacher should ask students to brainstorm what is meant by VIDEO. Typical answers might include: the picture on the screen, what we see, what the camera records, colors used, etc.  Then do the same for AUDIO; answers include: what we hear. Examples include: NARRATION, MUSIC, SOUND EFFECTS.
   
   A teacher can tell students that commercials are CONSTRUCTED, much like a house is, when it is being built. The producer of the commercial decides what words and images will be used and constructs the script and the commercial to utilize the best techniques.
   The producer also decides what shots to include and which shots to leave out.
3. Students need to know more about how a commercial is photographed and produced. For example, a teacher might talk about ANGLES, PERSPECTIVE, FRAMING. With a video camera connected to a television, he/she can easily demonstrate how a small toy could be photographed to appear larger.
   
   Ask students if they know what the phrase SPECIAL EFFECTS means. He/she can discuss this in relation to what students might already know and be familiar with (i.e. Lord of the Rings; Harry Potter, etc). When we discuss audio, a teacher might talk about how it too can be manipulated to create sounds which are intended to attract interest.
4. Teachers can also talk about attributes of commercials aimed at girls and those aimed at boys. What do we know? What can we guess? Several articles (see HANDOUT #4 at http://www.frankwbaker.com/toys.htm) provide some insight. Review those specific attributes and write them on the board or overhead. The teacher might even talk about a toy commercial that all can relate to: GI JOE; BARBIE, as examples. 
   
   
5. FORMULA: Students can understand formula if the teacher compares this idea to that of a recipe.  Everyone knows that you use a recipe to make cookies, for example. The recipe would include not only the list of ingredients, but also the procedures to follow in order to make the cookies  The producers of TV commercials also use a recipe, called a formula.  The formula can be discussed by using HANDOUT “Five Toy Ad Tricks To Watch Out For” and “Common Advertising Strategies,” both posted at http://www.frankwbaker.com/toys.htm
   
   
6. At this stage, the teacher should have pre-selected at least one toy commercial from those he/she has recorded from television.  The teacher sets up the playback of the commercial by talking about:
   -  formula, gender, video, audio, editing, special effects.
   In general, the teacher wants to make students more comfortable with the process and procedures for making and producing a commercial.
   
   
7. The teacher should distribute the RUBRIC page to each student and review each of the questions on it.
   
   
8. Teacher plays the commercial. Students complete the rubric upon watching the commercial. It may be helpful to show the commercial more than once, as 30 second commercials go by quickly, and with repeated viewings, more details can be picked up.
   Interactivity is encouraged at this stage. 
   
   
9. Sometimes a toy does not perform as advertised. ( This is highlighted well in a video called “Buy Me That Too” available from local libraries.) Your students may have experiences to share, in which a toy they received for a birthday or holiday failed to perform as advertised. You should encourage your students to share, or write about that experience.
   
   
10. Keeping in mind: what can students do when a toy they own fails to perform: ask students who they might consider writing a letter to, to complain about a toy’s performance or a deceptive advertisement. 
    At this point, you might make a list.  For example, a letter could be written to: the TV network that aired the ad; the toy manufacturer; a magazine read by kids; the local newspaper; the Federal Trade Commission; the local Better Business Bureau.  

Student Does:
Students listen while the teacher introduces the concepts of: television advertising; target audience; and specific production techniques. The student may receive a list of vocabulary words in which to define during this lesson. Students may be seated in groups and may be asked to review/complete the rubric designed for this lesson. Students may view one or more pre-recorded video commercials, using the rubric to answer questions. They may be asked to participate in a discussion about the specific techniques used by the producer of commercial. Critical viewing skills are emphasized. Following the activity, students may be asked to be involved in one of a number of writing activities. An extension activity involves additional writing: transferring knowledge from a “printed ad” to a blank script form for a commercial.


Extension Activity #1  Time Needed: 1 or 2 class periods
From magazines aimed at this age group, cut out full page ads for toys. With students seated in groups of 4-5 at tables, assign each group one ad. They are instructed to convert their print ad into a TV toy commercial, using the 8 X 11 script format described in step #1 above. Each table receives one 30 second blank script form.

After having watched several commercials, students will understand the concepts of writing both the audio and the video columns. 

Working in groups, they might need an entire class period to write their new commercial. Upon completion, a representative from each table stands up, shares with the class what their print ad said, and then proceeds to read their group’s script, explaining audio and video techniques used.

If video cameras and editing capability are available, students may actually plan and shoot a commercial.

Extension Activity #2  Time Needed: 1 or 2 class periods
Locate a blank STORYBOARD form on the web. A storyboard involves drawing out each scene to be shot in a commercial. In addition to drawing in the frame on the storyboard, students must also describe below the drawing what action is to take place and what is said while that action is occurring.  Students can be given blank storyboard forms and assigned to write an original commercial. Examples of original storyboards can also be found on the web and used as examples.

Resources/Materials List
1. Teachers will need to have recorded toy commercials from television.
2. Obtain the video TV Planet: Discover the Secrets of Television
3. Teachers should carefully review the web site: TV Toy Commercials: How They Influence Kids.
http://www.frankwbaker.com/toys.htm Included on this website are various one page handouts that are easily downloaded and used in this activity.
4. Vocabulary- teachers should review the list of recommended vocabulary words
5. Rubric. Teachers should distribute copies of the Rubric to each student or group of students.
6. Magazines: the extension activity requires the teacher to have a number of print advertisements from magazines
7. See the article "I Want That!" from the Dec. 2006 issue of Cable In The Classroom magazine