Define persuasion. Begin by telling students that media is very persuasive. Based on that thought, ask them to define the word. Once a definition is given, ask other students to explain or expand upon its meaning. Continue until the entire classroom is out of ideas and everyone agrees on what persuasion is. Write that final definition in a place where all students can see it for reference.
Explain the categories of persuasive techniques. Ancient Greek philosopher Aristotle suggested that persuasion always fits into one of three categories: "ethos," a credible appeal; "pathos," an emotional appeal or "logos," a logical appeal. An understanding of these three terms helps to set the prior knowledge students need to continue the lesson on persuasive techniques.
Show a print advertisement of a celebrity-endorsed product, such as a clothing line. You can bet your bottom dollar that every girl around is thinking that if Wal-Mart's l.e.i. jeans are good enough for Taylor Swift, then they have to be the cool thing to wear. This type of advertisement uses the credibility of a young, cute and talented celebrity to sell a product. It is an example of ethos.
Watch a video advertisement that uses pathos to convey its meaning, such as a life insurance commercial about wanting more time to live. People react to emotional stimuli, so watching a commercial like this will affect viewers and make them think about how to best protect themselves and their families, which, in this case, is good insurance.
Review a website that demonstrates logos, logical reasoning supporting a subject. Read about the (fictional) Pacific Northwest tree octopus. The interface is visually pleasing, the information is detailed and well-organized, and references and resources are given. There are even suggestions about ways you can help save the tree octopus. This website supports the persuasive technique that when you tell someone why they should do or believe something, they often will.
Ask students to identify which category each example fits into, and let students discuss their personal reactions, as well.
Ask students to work in groups to create a commercial selling a product or service. It may be real or fake. They should identify which persuasive category the commercial demonstrates. For older students, or those working at a higher ability level, require groups to create three commercials covering the same topic, one per technique, and explain the variations required in each.