In this lesson, students investigate commercials that contain a mix of facts and opinions. At the end of the lesson, students are able to:
- Recognize the opinions and facts in advertisements.
- Examine how opinions and facts are combined to persuade in magazine and newspaper ads.

- How does interaction with text provoke thinking and response?
- How can literary and informational writings make sense to strategically minded readers?
- What is the true purpose of this text?
- How can readers decide which information from what they hear, read, and see to believe?

- Differentiate: Distinguish, tell apart, and recognize differences between two or more items. 
Inference: A judgment based on reasoning rather than on direct or explicit statement. A conclusion based on facts or circumstances; understandings gained by “reading between the lines.” 
- Fact: Statement that is provable, observable, and measurable. 
- Opinion: A person’s beliefs or judgments not founded on proof or certainty. 
- Persuasive Techniques: Tactics used to influence people to believe, buy, or do something. 
- Bandwagon: An appeal that tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it. 
- Testimonial: An attempt to persuade the reader by using a famous person to endorse a product or idea. 
- Emotional appeal: An attempt to persuade the reader by using words that appeal to emotions instead of to logic or reason.

- magazine and newspaper advertisements (multiple copies)
- popular fiction text
- chart paper
- overhead projector/document camera
- Persuasive Techniques strips (L-5-3-2_Persuasive Techniques)

- This lesson aims to strengthen and broaden students' understanding of how to distinguish between factual and subjective claims in advertisements. 
- Watch the students as they work on their individual assignments and engage in discussions with partners. Assess each student's proficiency in each of the following using the following checklist: 
+ Recognize claims of opinion and fact in commercials. 
+ When separating assertions of truth from opinions, provide sufficient evidence. 
+ Recognize the persuasive strategies employed in advertising.

Explicit instruction, modeling, and active engagement 
W: Assist students in comparing claims made in advertising so they may see that they contain both opinions and facts. 
H: Ask students to analyze a commercial for a well-known product. 
E: Assist pupils in recognizing the persuasive strategies seen in newspaper and magazine ads. 
R: Give students the chance to complete an individual exercise and work with a partner to assess their comprehension of how advertising combines facts and views. 
E: Give students the freedom to apply and refine their grasp of the concepts being taught by having them work both alone and in pairs. 
T: Offer a range of resources so that students can demonstrate, at the conceptual level, their understanding of recognizing and differentiating between facts and opinions in advertisements. 
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material. 

The main question is: Why is it crucial to discern between opinions and facts in advertisements?

Use a document camera or overhead projector to advertise a well-liked product. You may use magazine advertisements or the resources provided under Related Resources after this lesson. Ask, "What portion of this advertising is factual, and what is subjective? Why do you believe that?"

Assign pupils to rows of ones and twos, then pair up each one to talk with a two. Students should talk to their partners about their responses. Then, help students comprehend that, although some of the statements in advertising are factual, other terms imply opinions; therefore, advertising encompasses both.

It might be helpful to demonstrate to students how to evaluate images in advertisements by explaining how certain images might represent an opinion or be factual.

Part 1

Let students talk about the commercials they've seen on TV, in magazines, and in newspapers. (You can look for advertisements for toys or toothpaste on YouTube. After this lesson, there is a list of further resources under Related Resources.) Pose the following queries to your students:

"What was the advertised product?"
"What particular details about this advertisement do you recall?"
"How did the advertisement attempt to persuade viewers to purchase the item?"
"In what ways did the imagery bolster the advertisement's message?"

Teach students that customers should search for the following information in commercials since they contain opinions and facts: Put the following statements on the interactive whiteboard or board:

Seek out verifiable factual assertions.
Analyze viewpoints.
Gain an understanding of the messages that pictures and other images convey.

Say, "Knowing the difference between opinion and fact will help you choose products wisely and avoid disappointment with them."

Assign students to small groups to identify assertions in advertising that are accurate and those that are opinionated. On the board or interactive whiteboard, write the following statements:

Take 20% off on any item. (Truth)
The "purrfect" goodie for the "purrfect" pet! (Viewpoint)
Get the next pack of gum free when you purchase one. (Truth)
You won't ever lose a race if you wear these sneakers. (Viewpoint)
The government tested the safety of this car seat. (Truth)
When you buy a computer, a one-year guarantee is included. (Truth)
The best mop ever is this one. (Viewpoint)

Talk about how to tell the difference between opinions and facts in ads in newspapers and magazines. Make a two-column chart on chart paper to compare information and viewpoints. Ask students to distinguish between facts and views in advertisements using the following criteria:

Recognizing Facts:

Search for government-approved numbers, information, assurances, and claims.
Examine pictures and other visual media.
Check to see if terms like "record," "verify," "document," and "prove" are used in the statements.
Examine the small print.
Recognizing Opinions

The terms "good/bad," "might," "believe," "should," "think," "always/never," and "best/worst" should be searched for.
Examine pictures and other visual media.
Examine the small print.

To use it later, hang the chart in the room.

Part 2

Talk about the strategies employed by ads to entice people to purchase goods. On the board or interactive whiteboard, list the following headers and hints:

Bandwagon (common)
Testimony (well-known individual)
Emotional appeal (feelings)

Describe the methods by which products are sold using these persuasive strategies. Distribute Persuasive Techniques (L-5-3-2_Persuasive Techniques). Assign the statements to the proper headings after having the students categorize them. Discuss how and why each student's classification was made after they have all finished the class.

For every persuasive strategy, assign students to find at least one TV commercial or advertisement. (Sources are provided after this lesson in Related Resources.)

Extension:

Ask pupils who require more learning opportunities to examine commercials that provide recognizable facts and viewpoints throughout. Have them circle their thoughts and emphasize the information.
Make an advertisement for a product as a challenge to students who are willing to think outside the box. Ask them to add text and images along with thoughts and facts. Students should be encouraged to present their advertisements to the class as a whole and talk about how well factual and subjective words, as well as visuals, may be used to promote these goods. Ask pupils to name the persuasive strategy that is being employed.