Course Profile Basic Literacy Skills, ELDBO, Level 2, Open, Public

Unit 1: Ad Smart

Time: 25 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Students identify and begin to analyse advertisements found in environmental print, newspapers, magazines, radio, and television. Students locate and understand key information found in ads; design coupons; write and illustrate simple ads; and create and perform dialogues. The writing activities focus on descriptive words, completing charts and forms, and creating vocabulary and response logs. Teachers assist students in using word-processing and graphics software to enhance their print advertisements. As a culminating activity, students individually create a print ad and present it to the class.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations: BORV.01L, BORV.02, ˜BORV.03L.

Specific Expectations: BOR1.01L, ˜BOR1.02L, ˜BOR1.03L, BOR2.01L, BOR2.02L, ˜BOR3.01L, BOR3.02L, ˜BOR3.03L.

Strand: Reading

Overall Expectations: BREV.01L, ˜BREV.02L, BREV.03L, ˜BREV.04L.

Specific Expectations: BRE1.01L, BRE1.02L, ˜BRE1.04L, BRE1.05L, BRE1.06L, BRE2.01L, BRE2.02L, BRE2.03L, BRE3.01L, ˜BRE3.02L, ˜BRE3.04L, ˜BRE4.02L, BRE4.03L.

Strand: Writing

Overall Expectations: BWRV.01L, ˜BWRV.02L, ˜BWRV.03L.

Specific Expectations: ˜BWR1.01L, ˜BWR1.02L, ˜BWR1.03L, BWR1.04L, BWR1.05L, ˜BWR2.01L, BWR2.02L, ˜BWR2.03L, BWR2.04L, BWR2.05L, ˜BWR3.02L, BWR3.03L, BWR3.04L.

Strand: Social and Cultural Competence

Overall Expectations: BSCV.03L, BSCV.04L.

Specific Expectations: ˜BSC2.01L, ˜BSC2.05L, BSC2.06L, BSC2.07L.

Activity Titles (Time + Sequence)

Activity 1	Fabulous Food	300 minutes
Activity 2	In the Name of Fashion	300 minutes
Activity 3	Famous Faces	300 minutes
Activity 4	Promotional Programs	300 minutes
Activity 5	My Own Ad	300 minutes

Unit Planning Notes

· This is the first unit of the course and the class may have students with a wide range of previous knowledge. Some may have completed other courses in Ontario while for others it may be an entry point into the Ontario school system. Spending time to create a welcoming atmosphere to help students feel comfortable in their school environment is important. It would be beneficial for the students to review their timetables early in the unit to ensure that they are appropriate for each individual. Changes and adjustments may need to be made as the course progresses. Continuous intake requires this to be an ongoing responsibility of the teacher in conjunction with the Guidance department.

· Throughout the unit students are introduced to a variety of teaching/learning strategies, methodologies, and classroom groupings: full class, small groups, heterogeneous and homogeneous groups, and pairs. The hands-on appeal of working with authentic materials promotes comfort and curiosity in learners. There are many opportunities for them to get to know each other better, to share prior knowledge, and to learn new teaching/learning strategies. Some students may still have difficulty with the expectations of a well-kept notebook. Students may need to be reminded that a notebook can be seen as a reflection of the work done in class and can be a valuable study aid. Participation and discussion are key components of all activities. The various tasks and activities promote the 3Rs of media literacy - review, reflect, and react. Students are gradually led from the most basic reviewing of ads to locate key information through reflecting on both the content and the format to reacting to the message that permeates the ad. Students become aware of the impact of advertising. Some of the activities extend into everyday family life. The concepts taught in the school aid students in helping their families make smart consumer choices.

· A wide assortment of magazines is necessary for the success of this unit. Approach your teacher-librarian, colleagues, friends, and family for magazines to be used in class. Ensure the materials provided reflect and respect the cultural diversity of the class and Canadian society. If it is not possible to obtain the wide variety of materials needed, special attention must be paid to the fact that the materials are not representative and why. Students should be given opportunities to discuss biases found in ads.

· Many of the tasks require teachers to find their own materials and create their own worksheets based upon specifically chosen materials. It is best to use authentic materials found in the students’ community. Another reason for the suggestions being generic is the restrictions on the use of brand names, corporate logos, and slogans. It would be helpful to start a folder to collect samples of powerful ads, logos, slogans, subscriptions, rebates, and book/video club forms prior to starting the unit. Friends and colleagues may be able to provide you with samples as well as the school teacher-librarian.

· Throughout the unit there are three ongoing logs. The response logs are similar to dialogue journals which allow students to voice opinions freely. A good description of dialogue journals can be found in the text Caribbean Students in Canadian Schools by Elizabeth Coelho. A response journal is used to react to material. It gives students the opportunity to voice their opinion about the advertisements they are deconstructing. It also allows them to express how they feel about being involved in certain activities such as group presentations. This is the introductory unit for ELDBO therefore the beginning entries may be simple sentences. The advertising logs are a place to record their findings and examples found through their research. These logs are used to review examples of the techniques used in advertising which are helpful in the culminating activity. They also help students learn to organize information into different categories. The vocabulary logs are a simple personal theme dictionary in which students record new terminology learned throughout the unit. This allows students to have the words readily available to look back on. It identifies challenging words and focusses on finding the meaning of a word in context. The logs are assigned marks for completion only.

· This unit is built around the persuasive techniques used in advertising such as incentives, slogans, celebrity endorsements, layout, emotions, visual appeal, and use of colour. When analysing and creating advertisements students need to be aware of the components of a successful ad. The ad needs to get the attention of the target audience. The ad may use large bold type, a promise of being improved, or play on the emotional response created by pictures of babies or kittens to reach the intended audience. The ad needs to understand the target audience so it can address the consumer’s wants or needs or solve problems with promises to save time, save money, or improve appearance. The ad needs to differentiate the brand from others on the basis of quality, uniqueness, past successes, or other categories which show value. The ad is designed to bring about a change in the consumer’s brand preferences or buying habits and usually includes some sort of call to action such as an invitation to visit their web-site, use a coupon, or send in for a complimentary sample. The texts and web sites listed in the Resources provide background information and teaching suggestions.

· Students clip and trade coupons from their magazines. Start a coupon exchange box. Encourage students to put any coupons that are not wanted into the exchange box. This box could be maintained throughout the unit.

· The style of language found in ads is often quite different from the fiction and non-fiction students are familiar with. The purpose is to be brief and to the point; ad copy often uses sentence fragments. The verbs usually are active and the adjectives attempt to add clarity or excitement. The pronouns need to be consistent and the second person is preferable. It is important to compare and discuss how the layout may vary in different media (e.g., in magazines you have to consider the editorial style). You may have the students discuss whether the magazine is formal or casual, modern or traditional. In a newspaper it is often better to have a simple concept and be visually bold to make it stand out from the columns of type. You can point out that some ads use a border while others use white space. When students are critiquing their ads, they want to ensure that the ads grab attention, build interest, create desire, motivate action in the consumer, and ultimately make the sale. Students need to be aware that the ads are addressing their target audience and must state the benefit to that audience of their particular product by emphasizing the brand name.

· Computer access may need to be pre-arranged. The teacher may wish to become familiar with the word-processing and graphics software available prior to the activity.

· Students need to be aware of the culminating activity while working through the unit. This awareness provides both focus and purpose for the activities which allow many opportunities for them to become familiar with various ad techniques. Reading and rereading their ads help students practise much of the sight vocabulary they have been exposed to and improve their literacy skills. Special attention to verbs, adjectives, and pronouns provides a grammar focus to assist in internalizing language. The culminating performance assessment task is the creation of an ad to be used in a magazine or newspaper. Students make short oral presentations displaying and explaining their ads. The purpose of the creation of an ad is to demonstrate the students’ knowledge and understanding of persuasive advertising techniques including use of language and how they affect consumer buying habits. To promote the successful completion of this activity, expose students to a wide variety of ads. Reassure students that artistic talent is not being assessed. Promote their use of clip art and magazine pictures for inclusion in their ads. Maintain a good supply of magazines and art supplies. Have storage space for work in progress. Collect samples of completed ads as exemplars for the future. Whenever possible use an exemplar or partially completed model to help students have a concrete example of what they are working towards.

Prior Knowledge Required

· adapts to some key teacher expectations and school routines

· writes simple texts following some conventions of standard Canadian English

· understands some basic facts and concepts about printed texts

· reads a variety of simple written materials

· participates in discussions about personal information and experiences

· responds appropriately to oral instructions and information in a classroom setting

· obtains key information from media sources

· understands use of symbols

Teaching/Learning Strategies

· brainstorming, categorizing, checklists, comparing, co-operative learning, copying, listening to radio, role playing, inquiry approach, modelling, advertising logs, response logs, vocabulary logs, patterned writing, viewing television, authentic materials, guest speakers, oral presentations, homework, teacher-directed questions, charts and visual organizers, co-operative writing, guided reading and writing, read-along tapes, small group/pair work, word search, cognitive mapping

Assessment and Evaluation

Activity	Type	Tool	Categories
Activity 1	Diagnostic Summative	Cereal box assembly Coupon checklist	Knowledge Know/App
Activity 2	Formative	Advertisement analysis checklist	Think/App
Activity 3	Summative Formative Summative	Written biography rubric Group presentation checklist Group presentation rubric	Know/Think/Com Communication/App Know/Think/Com/Application
Activity 4	Formative Summative	Magazine subscription form Quiz	Communication Application
Activity 5	Formative Summative	Ad checklist Ad rubric	Com/App Know/Think/App/Communication

Resources

Easy-Read Biographies

Dougherty, D. JAM session: Michael Jordan. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-340-8

Dougherty, T. JAM session: Sammy Sosa. Minnesota: ABDO Publishing Co., 1999. ISBN 1-57765-346-7

Dougherty, T. JAM session: Tara Lipinski. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-344-0

Dougherty, T. JAM session: Tiger Woods. Minnesota: ABDO Publishing Co., 1999. ISBN 1-57765-343-2
These are a few of the titles in a biographical series. They have vivid photos and layout which would appeal to students. They have positive messages from the athletes about how they have achieved success in their lives.

Hunter, N. Gandhi. East Sussex: Wayland Publishers Ltd., 1986. ISBN 0-85078-888-9

Kramer, S.A. Ice Stars. New York: Grosset & Dunlop Inc., 1997.ISBN 0-448-41590-9
Short biographies on Kristi Yamaguchi, Nancy Kerrigan, Michelle Kwan, and Oksana Baiul

Morgan, T. Gabrielle Reece: Volleyball’s Model Athlete. Minneapolis: Lerner Publications Company, 1999. ISBN 0-8225-9828-0
This athlete was chosen one of the 20 most influential women in sports in 1997. She is not only a top athlete on the pro beach volleyball tour but also a top model with her own show on MTV and a Nike spokesperson. This tells her exciting life story.

Rediger, P. Great African Americans in Music. Niagara-on-the-Lake: Crabtree Publishing Co., 1996. ISBN 0-86505-814-8
This is one in a series on Outstanding African Americans and has short biographies on Ray Charles, Nat King Cole, Ella Fitzgerald, Aretha Franklin, Hammer, Sarah Vaughan, and Stevie Wonder. Other books in the series focus on literature, business, civil rights, entertainment, and sports.

Webb, M. Superstar of Science: David Suzuki. Mississauga: Copp Clark Pitman Ltd., 1991.
ISBN 0-7730-5046-9
This is one in a series on scientists and inventors.

Other Books

Coelho, E. Caribbean Students in Canadian Schools. Toronto: Pippin Publishing Ltd., 1991. ISBN 0-88751-031-0
In this professional resource for teachers the emphasis is on practical advice for working with Caribbean students and it contains good information on strategies for language instruction.

Fair, J., et al. Kids are Consumers Too! Toronto: Addison-Wesley, 1988. ISBN 0-201-22227-2
This text has activities to do with students related to how they spend their money.

Cortese, Anthony J. Provocateur: Images of Women and Minorities in Advertising. Maryland: Rowman & Littlefield Publishers Inc., 1999. ISBN 0-8476-9175-6
This text includes many examples of print ads. It deconstructs the ads based on categories such as sexism, racism, and body display.

Klein, Naomi No Logo: Taking Aim at the Brand Bullies. 2000. ISBN 0312203438
This text demonstrates how brands are found not only in the media but also in the schools.

O’Malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Toronto: Addison Wesley, 1997.

Pecora, Norma Odon. The Business of Children’s Entertainment. New York: Guilford Publications Inc., 1998. ISBN 1-57230-280-1
This text deals with the development of children both as a media audience and as consumers of material culture. It includes case studies showing the relationships between the toy industry and the media industry.

RADIO Marketing Bureau Inc. Radio Script Book: Volume 1. 146 Yorkville Ave., Toronto, ON, M5R 1C2; Fax(416)922-6542 TEL(416)922-5757 or 1-800-ON-RADIO
This text contains generic scripts which would be helpful for the students to practise with.

Rees, Nigel. Dictionary of Slogans. Glasgow: Harper Collins Publishers, 1997.
ISBN 0 00 472042 3
This is a collection of slogans and their history.

Media Literacy is a book with ideas for teaching strategies, divided by genre: television, radio, newspapers, etc. It is available from the Government of Ontario Bookstore, 50 Grosvenor Toronto, M7A 1N8. Telephone: 1-800-668-9938

CDs

Radio Impact Awards: 1998

Creative Gallery: Exhibiting a collection of outstanding radio commercials from around the world.

Radio Renaissance: A Revival of Radio Advertising by Today’s Top Writers
Available from the Radio Marketing Bureau, 146 Yorkville Ave., Toronto, ON, M5R 1C2; Fax(416)922-6542 TEL(416)922-5757 or 1-800-ON-RADIO $10.00 each.

Videos

Buy Me That! The Kid’s Survival Guide to TV Advertising. 1989.
This is an award winning series, produced by HBO and Consumer Reports. It exposes the tricks advertisers use to make their products seem more attractive and desirable. 29 minutes.

Buy Me That Too! 1992.
It is a second video to complement the above series. 30 minutes.

Street Cents Series is a television series produced by the CBC. It is also available through Cable in the Classroom. It increases awareness and encourages action of youth consumer advocacy.

Don’t Be a Television Victim by Media Watch. McIntyre Media Limited, 1992. 18 minutes.

Invisible Persuaders: The Battle for Your Mind by Learning Seed. McIntyre Media Limited, 1994.
22 minutes.

Media and Society is a three-video series divided into four thematic collections. It was created in 1989. It was created for an audience from Grade 8 to adults. One of the themes is on Advertising and Consumerism which is 81 minutes in length. They are available from the National Film Board of Canada.

Psycho-Sell: Advertising and Persuasion by Learning Seed. McIntyre Media Limited, 1991. 25 minutes. It contains compelling images found in advertising. It is a BBC production.

All of the above videos are available from the Toronto public libraries. Check with your local library as well as your Board of Education video selections.

Web Sites

www.adbusters.org
is the site for the Adbusters organization and has samples of its magazines.

www.cableducation.ca
is the site for Cable In The Classroom. It provides commercial-free, copyright-cleared, educational television programming free of charge to public schools across Canada. It offers programming on a wide variety of subjects. Lesson plans are available for some of the programming.

www.cbc.ca
is the Canadian Broadcasting Corporation site. It has a link to the Street Cents Series. It offers information on the programs available.

http://alphaplus.ca
is the AlphaPlus Centre site. It is an organization that provides information and resources to practitioners working with second language learners. They have a library collection of more than 35,000 titles including books, audio tapes, videotapes, and educational software available for loan to individuals.

Magazines

Adbuster., Journal of the Mental Environment.

YTV Newsletter is available from YTV Canada, Inc., 64 Jefferson Ave Unit 18, Toronto, ON, M6K 3H3

Organizations/Associations

Advertising Standards Canada, 350 Bloor St. East, Suite 402, Toronto, ON, M4W 1H5. Telephone:(416)961-6311
Advertising Standards Canada provides reports on complaints they have received based on various ads in the media. They give an explanation of the complaint, how it violated the Code of Standards, and what the resulting action was. Students find it interesting to see that public opinion is listened to and can affect the display of an ad in the media.

Canadian Association for Media Education Organizations, 300-47 Ranleigh Ave., Toronto, ON,
M4N 1X2. Telephone: (416) 488-7280

Activity 1: Fabulous Food!

Time: 300 minutes

Description

Students are introduced to language skills and patterns used in advertising. They examine flyers, coupons, and magazine ads and identify the key information and persuasive tactics such as photos and coupons used to market food. Common abbreviations and adjectives are covered. The class reads and responds to passages. Students construct charts and posters, complete activity sheets, and design coupons.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations

BORV.01L - participate in discussions about personal experiences and opinions;

˜BORV.O3L - create and analyse simple media works.

Specific Expectations

BOR1.01L - use appropriate language to facilitate classroom and group discussions;

BOR1.02L - use common expressions and language patterns for a variety of language functions;

BOR1.03L - present book talks or projects using visual aids;

˜BOR3.01L - participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising.

Strand: Reading

Overall Expectations

BREV.01L - read and listen to others read a variety of materials;

˜BREV.02L - use some strategies to build vocabulary;

BREV.03L - use some key reading strategies, with teacher guidance.

Specific Expectations

BRE1.01L - read along while listening to stories and other materials being read aloud;

BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;

BRE3.02L - use a variety of strategies to determine the meaning of unfamiliar words;

˜BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes;

BRE4.02L;- record key words and information;

BRE4.03L - use discussion to clarify understanding of information located.

Strand: Writing

Overall Expectations

BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;

˜BWRV.02L - use some elements of the writing process to plan writing.

Specific Expectations

BWR1.02L - participate in shared writing activities in small groups;

BWR1.04L - write daily to record personal learning, experiences, and feelings;

BWR1.05L - write in a variety of forms;

˜BWR2.01L - participate in structured prewriting activities;

BWR2.05L - use simple graphics software to format and embellish pieces of writing, with teacher guidance;

BWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns.

Strand: Social and Cultural Competence

Overall Expectation

BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.

Specific Expectations

˜BSC2.01L - use school and community resources to support classroom learning;

BSC2.05L - participate in directed group work;

BSC2.07L - express opinions appropriately in teach-led classroom discussions;

˜This symbol indicates an expectation which is assessed in the activity.

Planning Notes

· Collect a variety of coupons, grocery flyers, and family and food magazines to use as resources. A recycling box should be available to reinforce the proper way to discard unwanted or excess paper at the end of the activities.

· Seating should be arranged in groups for the duration of this activity to encourage discussion and the sharing of knowledge and materials. Interpersonal skills and group dynamics need to be taught and monitored by the teacher to maximize the participation of all students.

· Collect cereal boxes with special promotions, endorsements, or cartoon characters for each group. Cut the box along the folds and seams so that the box is in eight pieces, and put them into an envelope for Task 1.

· Prepare a partially completed grocery chart which organizes food according to the units of measure by which they are sold.

· Make a class set of copies of Appendix 1A – Units of Measure Word Search.

· Prepare a T-chart to compare food information found in flyers and magazine ads.

· Make copies of Appendix 1B – Taste Test.

· Make a class set of copies of Appendix 1C – Shopping With Coupons.

· Give careful consideration to the selection of the food product for the taste test. Students may have severe allergies or be prohibited from eating some foods, and others may simply choose not to participate. Individual portions need to be prepared.

· Coupons are a common advertising technique and a popular means of economizing. Consider starting a coupon exchange box and establishing a partnership with the home, encouraging families to understand, use, and share coupons.

· Start a vocabulary log to be used throughout the course. This log is used in each activity to expand the students’ vocabulary. The log may be checked at the end of the unit to ensure that students have completed the assignments.

· Start a response log. This is an ongoing log which allows the students to express their personal opinions related to the class activities. These logs may be evaluated at the end of the unit to check for completion.

· Create a worksheet of five or six math word problems based on the coupons. Make copies to distribute to the class in step 6. Example: There are eight hamburger buns in each package. How many packages should Vijitha buy if 15 hamburgers are to be served?

·The class works together to develop a checklist to evaluate their final product of a coupon. Once it is completed you need to make copies.

Materials Needed

· cereal boxes, grocery flyers, family and food magazines; markers, tape, scissors, glue sticks, coloured paper, and bristol board; a soft ball; three similar food products for tasting; two class sets of booklets for vocabulary logs and response logs.

Prior Knowledge Required

· familiarity with Canadian money and units of measure

· reads simple written materials

Teaching/Learning Strategies

1. Start with an ice-breaker activity: students form a circle around the teacher who then models the activity “My name is .. and I like to eat…”. Throw the soft ball to a student who then makes a similar introduction and throws it to another student. Once all students have introduced themselves, have students try to recall each others’ names. Encourage students to assist each other in recalling the names.

2. Present a cereal box to the class and discuss cereal choices and the important information on the package. Point out that there are two languages on Canadian cereal boxes. Distribute the envelope containing the pieces of a cereal box to each group and ask them to reconstruct the box. Explain that this is a co-operative task which requires special attention to the words, designs, and colours on the box. When successfully completed, ask each group why their cereal box attracts buyers and record on chart paper.

3. Display a variety of grocery flyers and lead the class in a discussion about the purpose of flyers. Introduce the words advertising, advertisement, and ad. Begin a vocabulary log with the students. Tell the students that they will make an ad as a final activity of the unit.

4. Distribute the flyers to each group of students and ask them to look carefully at the prices and note any letters or abbreviations associated with the price. On the board list the most common measurements used for selling food (grams, kilograms, millilitres, litres, pounds, dozen, each, package, etc.). Students suggest the abbreviated form of these words based on their flyer observations and verify the responses. Include the words and abbreviations in the vocabulary logs.

5. Instruct students to cut out ads, including the pictures and prices, for ten foods they would buy, and have the groups sort the clipped ads based on the unit of measure. Show students a partially completed chart of foods and measures and model the completion process. Have students build group charts with their ads similar to the model. Students complete Appendix 1A – Units of Measure Word Search, which is based on the units of measure abbreviations.

6. Distribute copies of simple math word problems based on coupons. Complete a few sample problems together as a class. Working in partners students complete a few more of the word problems. Have the partners create three word problems of their own based on the flyers available in the classroom. Allow them time to exchange their problems with other groups, answer the problems, and return them to the creating pair for an accuracy check.

7. Distribute two different flyers marketing similar food products and ask students to examine both and determine where they would spend their money. Students suggest things to consider in the selection, such as the product quality and variety, appearance, and price. Brainstorm what is important in food advertising in flyers: store, product name, price, unit of measure, and record on a flip chart. Exchange the flyers for magazines containing food ads. Ask each student to select an appealing food. Assist students to identify important information in magazine ads: product name, taste, appearance, packaging, lifestyle associations, graphics, layout, photography, models, or scenarios, etc. Review the important information in flyers and compare this information with what they found in the magazine ads. Complete a T-chart with the information. The class could also look at posters and billboards found in the environment and do a comparison to the flyers. Have them discuss the impact of the images and the words. Groups complete a vocabulary activity sheet based on the accentuated words found in their ads. The activity sheet should use the headings: Product and Words that Attract. Give them an example such as a potato chip and the word crunchy.

8. Using the activity sheet from step 7, lead a discussion on the impact of certain words used in ads. Discuss how they enhance the ad to have more influence on the consumers’ buying habits. Review/teach adjectives, adverbs, and phrases. Give examples of describing words, adjectives, adverbs, and phrases. Have students cut out a minimum of five describing words, adjectives, adverbs, or phrases used in magazine food ads for a small personal vocabulary poster which is displayed to encourage class discussion about preferred words and the impact of these words.

9. Ask the class, “Why do people choose certain products or brands of food?” Record the responses. Ask each group to taste three unidentified brands of a food product such as chocolate chip cookies or a rice cereal. Complete Appendix 1B – Taste Test, a survey sheet rating each, and tally their responses to identify the preferred choice. List five to eight words or phrases that could be used in an ad to describe the product and have each group present their choice and describe words to the class. Encourage students to identify similarities and differences in choices and words. Reveal the identity of each product and have further discussion based on taste, price, and packaging. Show the class three different packages from different companies for the same product. Discuss which package is most appealing and why it would convince someone to purchase that brand. The class builds an experience chart story based on the discussion which students copy. Give the students some guided sentences and allow them to write their personal response to the taste test and packaging comparison in their response logs. Inform students that their response logs are a place for them to tell their opinion, that it is monitored for completion, and that their opinions are not evaluated.

10. Distribute Appendix 1C – Shopping with Coupons. Draw students’ attention to the visuals. Read the accompanying passage with students following along. Use a think-aloud process to assist students to respond to the questions. Re-read the passage and review their answers. Add new vocabulary to the vocabulary log.

11. Tell students to design a food coupon. Distribute coupons from the exchange box and, using the flip chart, review and record the information common to all coupons. Have the class create a checklist to use when designing their coupons based on the advertisements they looked at in class. The checklist should include points such as expiry date, brand name, use of abbreviations, adjectives, and monetary value. Record the results on a flip chart. Explain that their coupons must contain such essential information. Each student chooses a favourite product and designs a coupon. Use the class checklist to assess the coupons.

Assessment/Evaluation Techniques

· Cereal box assembly (Diagnostic)

Using the cereal box puzzle in step 2:

a) Assess students’ ability to match print, design, and colours as they assemble the pieces.

b) Assess students’ ability to analyse why the box sells cereal.

· Coupon checklist (Summative)

Using the checklist developed with the students in step 11, evaluate the written text of the coupons for completion and effectiveness.

Accommodations

· Some students may have difficulties comprehending measurements and may require additional explanation, such as provided by the CD-ROM Measuring Up.

· Provide word and sentence patterns where needed.

· Allow students to opt out of the Taste Test if they are uncomfortable tasting unidentified food products.

· Provide cereal boxes cut into larger pieces.

· Provide a completed puzzle as a model.

· Keep charts and checklists displayed in classroom. Reinforce reading skills by having students read aloud and identify words on charts.

Resources

Oxford Elementary Learner’s Dictionary. Toronto: Oxford University Press, 1994. ISBN 19-4312755

Measuring Up. CD-ROM. Australia: Protea Textware Pty Ltd, 1996. ISBN: 0 646 33064 0
Available on loan basis from AlphaPlus Centre, 21 Park Road, Toronto, M4W 2N1 or at web site
http://alphaplus.ca

Activity 2: In the Name of Fashion

Time: 300 minutes

Description

Students learn about the use of logos and slogans in advertising. They identify the needs and fears that advertisers use to merchandise products. Vocabulary and paragraph writing skills continue to be developed. Students construct a class booklet about advertising and the messages addressing personal needs and fears within the ads.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations

BORV.01L - participate in discussions about personal experiences and opinions;

BORV.03L - create and analyse simple media works.

Specific Expectations

BOR1.01L - use appropriate language to facilitate classroom and group discussions;

BOR1.03L - present book talks or projects using visual aids;

BOR3.01L - participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising;

BOR3.02L - identify common elements of newspaper and magazine formats.

Strand: Reading

Overall Expectations

BREV.01L - read and listen to others read a variety of materials;

BREV.02L - use some strategies to build vocabulary;

BREV.03L - use some key reading strategies, with teacher guidance;

˜BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.

Specific Expectations

BRE1.02L - read along while listening to stories and other materials being read aloud;

BRE1.06L - respond to personal reading in a variety of ways;

BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;

BRE2.02L - use learner dictionaries;

BRE3.02L - use a variety of strategies to determine the meaning of unfamiliar words;

˜BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes;

˜BRE4.02L - record key words and information;

BRE4.03L - use discussion to clarify understanding of information located.

Strand: Writing

Overall Expectations

BWRV.01L - write for a variety of purposes in a variety of forms;

BWRV.02L - use some elements of the writing process to plan writing;

˜BWRV.03L - write simple texts following the conventions of standard Canadian English.

Specific Expectations

˜BWR1.02L - participate in shared writing activities in small groups;

BWR1.04L - write daily to record personal learning, experiences, and feelings;

BWR2.01L - participate in structured prewriting activities;

BWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns;

BWR3.03L - use some common verb forms;

BWR3.04L - use correct punctuation in simple sentences, with some consistency.

Strand: Social and Cultural Competence

Overall Expectations

BSCV.03L - use school and community resources;

BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.

Specific Expectations

BSC2.01L - use school and community resources to support classroom learning;

˜BSC2.05L - participate in directed group work;

BSC2.06L - ask questions to obtain information and clarification from teachers and peers;

BSC2.07L - express opinions appropriately in teacher-led discussions.

Planning Notes

· Before the start of this activity, collect health/beauty, music, sports, and teen magazines that reflect the ethnic and cultural diversity within Canada and that appeal to male and female interests. Much of the magazine content interests and distracts students. Allow students time to browse through the magazines when appropriate and to help focus students on tasks when required.

· For step 2 select a variety of magazines and slice off the spine so that the pages are loose.

· Clip a selection of ads from a variety of teen magazines.

· Building on the previous activity, students continue to maintain their vocabulary logs and write in their response logs.

· Collect items which display a selection of logos and slogans. Students find other examples of logos and slogans in their environment which they record in their advertising log for awareness purposes only.

· Provide students with folders or large envelopes for the storage of materials.

· Each student contributes an ad aimed at teenage fears and a short patterned paragraph analysing the ad to the class resource booklet in step 6. Keep the class booklet as an exemplar for the future.

· Make copies of Appendix 1D – Advertisement Analysis Checklist to distribute in step 6.

· Invite a guest speaker from your community who is involved in advertising or consumer advocacy.

· Refer to ELDAO Course Profile Unit 3 for a review of symbols for students.

Materials Needed

· fashion, beauty, music, sports, and teen magazines; stickers, scissors, glue sticks and construction paper; folders or envelopes; student learner dictionaries

Prior Knowledge Required

· recognizes ads and understands their purpose

· understands symbols

· knows how to locate information in texts

Teaching/Learning Strategies

1. Provide each student with a magazine to browse. Have students select an appealing ad featuring people, one that is appropriate to be displayed in class. Discuss how and why some ads may not be appropriate. Show the class one ad and discuss the perceived life and lifestyle of the person(s) pictured in the ad – friends, home, hobbies, etc. Write the key questions on the board which were used to develop the class discussion such as Why is this lifestyle appealing? What type of home would this person live in? What kinds of activities/hobbies would this person do for fun? Would this person have many friends?, etc. Model a guided response paragraph based on the class discussion on chart paper. Have students discuss their ads in pairs and write individual responses in their response logs. Students work with a partner to make a lifestyle collage to reflect their ad and their responses to the key questions. Display their selected ads and ask students to circulate and examine each ad. Supply each student with a sticker and instruct them to place the sticker on the side of their personal favourite. Discuss the most popular ads, getting students to articulate the reasons for the selections. Display the collages. Challenge and discuss the messages students received from the ads.

2. Partnered students cut out and separate the ads from the rest of the de-constructed magazine and compare the volume of ads to text. Sort the ads based on the products, i.e., beauty, fashion, health, food, etc. Students stand and introduce their magazine to the class, explaining what the ads show them about who is the target audience of their magazine.

3. Introduce what logos are. Explain that they are a pictorial representation/symbol associated with a company. Give three examples of logos and their associated products. Discuss why logos are used. Have students scan the classroom for logos and record their findings in their advertising logs, naming the product(s) related to the logos and where they can be found. Students keep adding to their logs based on what they have seen over a 24-hour period. Instruct them to pay attention to the amount of environmental print they encounter, e.g., bus ads, billboards, store windows, commercials, Internet screens, etc. These logs can be used in class for discussion about amount of advertisements students encounter on a daily basis.

4. Introduce the use of slogans in ads. Give examples of three slogans found in ads. Discuss what the slogans mean, why they are used, why they are successful, and why they stick in the consumer’s mind. Point out that the slogan is the phrase which encapsulates the message of the ad. It usually has no more than seven words. The language used in slogans relies heavily on puns, alliteration, rhythm, and balance. You need to teach alliteration. You may need to explain the puns. In small groups, students develop slogans for a school-related activity such as an upcoming SAC event, school team, club, or dance.

5. Discuss how ads appeal to the lifestyle we would like to have and the basic needs we have as human beings. Brainstorm a comprehensive list of needs on the board, and then collapse the list to a few common needs, e.g., safety, nutrition, feelings of belonging/friendship, etc. Students predict and verify whether the ads they have appeal to these common needs. Students complete a chart with the following headings: Common Need, Visual or Word Appeal, Product Name, and Buy It? Have students write a guided paragraph in their response logs about what health/beauty products they use and why. Have them address whether the ads they see had any influence on their use of a product. Remind students that their response log is evaluated based on completion.

6. Distribute ads clipped from teen magazines for students to examine. Brainstorm the needs or fears (e.g., clear complexion, being popular, or having nice hair) the product advertised is “fixing”. Discuss who the target audience may be and how the ad attracts that audience. Create a class list of the common needs or fears in the North American culture that ads seem to highlight and record them on the board. Model a short paragraph that analyses the ad and explains the fear and message behind the ad. Have students work in pairs to write short patterned paragraphs which analyse two ads. The pairs create a page containing the ad and their analytical paragraph for each of the ads. These pages are combined to create a class resource booklet which the teacher compiles. The booklet is organized into sections based on the common needs or fears. The class may brainstorm an appropriate name for the booklet. Distribute Appendix 1D – Advertisement Analysis Checklist.

Assessment/Evaluation Techniques

· Appendix 1D – Advertisement Analysis Checklist (Formative)

Using the advertisement analysis checklist in step 6:

a) Assess students’ ability to analyse how simple media works play on the target audience’s emotions.

b) Assess students’ ability to participate in shared writing activities.

c) Assess students’ ability to use background knowledge and context clues to make inferences.

Accommodations

· Some students may need assistance from the teacher to select clear, easy-to-understand ads to work with.

· Task 1 involves imagination and projection, and students who find it difficult to imagine the lifestyle for a person they don’t know can be offered the alternative of writing about their own lifestyle and making a collage to accompany their response log writing.

· Some students may need assistance from the teacher in clarifying the target audience and or the needs or fears the product is “fixing”.

Resources

Oxford Elementary Learner’s Dictionary. Toronto: Oxford University Press, 1994.
ISBN 19-4312755

Activity 3: Famous Faces

Time: 300 minutes

Description

This unit uses the theme of celebrity endorsements to further students’ awareness of persuasive techniques used in advertisements. Students have the opportunity to share personal opinions in both written and oral forms, extract information from simple non-fiction texts, present information to peers, and create a short fictional piece of writing. The writing focus is on introducing students to the writing process. As a culminating activity, students individually create a written celebrity biography and endorsement of a product of their choice.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations

BORV.01L - participate in discussions about personal experiences and opinions;

BORV.02L - recognize different levels of formality in spoken English and use language appropriately in specific situations.

Specific Expectations

BOR1.01L - use appropriate language to facilitate classroom and group discussions;

BOR1.02L - use common expressions and language patterns for a variety of language functions;

˜BOR1.03L - present book talks or projects using visual aids;

BOR2.01L - use informal language appropriately;

BOR2.02L - use more formal language when necessary;

˜BOR3.01L - participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising.

Strand: Reading

Overall Expectations

BREV.01L - read and listen to others read a variety of materials;

BREV.02L - use some strategies to build vocabulary;

BREV.03L - use some key reading strategies, with teacher guidance;

˜BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.

Specific Expectations

BRE1.01L - read along while listening to stories and other materials being read aloud;

˜BRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English;

BRE1.06L - respond to personal reading in a variety of ways;

BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;

BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes;

˜BRE4.02L - record key words and information;

BRE4.03L - use discussion to clarify understanding of information located.

Strand: Writing

Overall Expectations

BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;

BWRV.02L - use some elements of the writing process to plan writing;

˜BWRV.03L - write simple texts following the conventions of standard Canadian English.

Specific Expectations

˜BWR1.02L - participate in shared writing activities in small groups;

BWR1.05L - write in a variety of forms;

BWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;

˜BWR2.03L - edit a first draft of a specific form of writing, with teacher guidance.

Strand: Social and Cultural Competence

Overall Expectations

BSCV.03L - use school and community resources;

BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.

Specific Expectations

BSC2.01L - use school and community resources to support classroom learning;

˜BSC2.05L - participate in directed group work;

BSC2.06L - ask questions to obtain information and clarification from teachers and peers;

BSC2.07L - express opinions appropriately in teacher-led classroom discussions.

Planning Notes

· Collect ads containing celebrity endorsements and/or fictional spokespersons. The celebrities could be from the sports or entertainment industries. The fictional spokespersons may be characters such as a tiger that likes cereal or a tall green man who promotes vegetables. The ads should be collected from newspapers, magazines, flyers, billboards, and television.

· To prevent students from losing focus on the task put a time limit on the task.

· Select and tape a variety of easy-read biographies on celebrities.

· Create a worksheet based on each of the chosen biographies.

· Make copies of Appendix 1E – Group Presentation Checklist to assess the group presentation on the chosen biography.

· Make copies of Appendix 1F – Written Biography Retelling Rubric.

· Make copies of Appendix 1G – Group Biography Presentation Rubric.

Materials Needed

· chart paper, markers; magazines from a variety of categories, e.g., music, sports, fashion, science, etc.; easy-read biographies of various celebrities; tapes, tape recorders, headphones; worksheets

Prior Knowledge Required

· ability to read simple written material

· ability to use capitalization and punctuation

· demonstrates suitable behaviour in groups

Teaching/Learning Strategies

1. Introduce the use of celebrity endorsements and fictional spokespersons in ads. Show three examples to the class that target different audiences. Working in small groups, students browse through various print media and cut out the ads that show celebrity endorsements or spokespersons. Students name the celebrities, what they are famous for and the products they endorse. Discuss why a celebrity would endorse a product and why a company would want a celebrity or spokesperson to endorse its product. Discuss the target audience of each of the ads and how the celebrity attracts that audience. Students write a response journal about a celebrity they admire and how that celebrity might influence their buying habits. Offer the students some sentence starters to guide their writing such as: A celebrity I really admire is…because…, If …. endorsed a product like…. I would buy it because..., etc.

2. Have students watch/listen to the media for an evening to identify ads that use celebrity endorsements or fictional spokespersons. Students name the celebrity, what they are famous for, the products they endorse, where the endorsement was seen, and the target audience of the ad. Students record their results in their advertising logs and share their results with the class. Discuss which ads were the most commonly seen, where they were located and which ones students felt would influence them to buy the product the most. Record on chart paper an account based on class results. Have students write their own reactions into their response logs.

3. Display a selection of easy-read biographies of various celebrities. Model the task by reading aloud one of the biographies. Discuss the details of the celebrity’s life. Make predictions about what kind of things the celebrity would endorse. As a class complete the worksheet created about the celebrity. Working in small groups, students choose a celebrity to study. Students follow along with the text as they listen to the taped version of the story. Remind students that they write their own celebrity biographies later in this activity. Students discuss the celebrity’s life: Why is this person famous? What contributions has this person made to the world ? Why would this person be a good person to give an endorsement? Have students make predictions about: What types of products could this person endorse? Who would be the target audience for this person?, etc. As a group they complete the biography worksheet. Each group presents their information on the celebrity as well as their opinion on appropriate endorsements for their celebrity to the class. Distribute copies of Appendix 1E – Group Presentation Checklist for peers to use to assess the presentations. Use Appendix 1G – Group Biography Presentation Rubric to assess the presentations.

4. Introduce the basic structure of the writing process. Model the assignment with the biography used to model in step 3. Brainstorm ideas for endorsements and write them on the board. Discuss how their ideas could be organized into different classifications such as health, fashion, or entertainment. Write a rough copy of the biography on the board using the simple past verb tense. Have the class find any errors and write a good copy on chart paper. Emphasize the correct use of capitals at the beginning of sentences and proper nouns. Have students write a rough copy of their biography from step 3 including the possible endorsement. Have it peer and teacher edited for spelling, grammar, and interest. If possible allow students to use a computer with simple word-processing programs to write the final product. Distribute copies of Appendix 1F – Written Biography Retelling Rubric so students know what the expectations are.

Assessment/Evaluation Techniques

· Appendix 1E – Group Presentation Checklist (Formative)

Groups may use the checklist to prepare for their presentation.

Peers may use the checklist to evaluate the group presentations.

· Appendix 1G – Group Presentation Rubric (Summative)

Using the rubric in step 3:

a) Assess the students’ participation in group work.

b) Assess the students’ ability to locate key information in simple print.

c) Assess the students’ ability to present book talks.

· Appendix 1F – Written Biography Retelling Rubric (Summative)

Using the rubric in step 4:

a) Assess the students’ ability to compose a first draft and edit it.

b) Assess the students’ ability to use simple word-processing software.

Accommodations

· Students may wish to use first language dictionaries.

· Students may be grouped with students who have stronger language skills.

· Students may do their writing in pairs if they are unable to compose an individual piece.

· Students may not be ready to present in this activity. They have the opportunity to make a presentation again in Activity 5.

Resources

Dougherty, D. JAM session: Michael Jordan. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-340-8

Dougherty, T. JAM session: Sammy Sosa. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-346-7

Dougherty, T. JAM session: Tara Lipinski. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-344-0

Dougherty, T. JAM session: Tiger Woods. Minnesota: ABDO Publishing Co., 1999.
ISBN 1-57765-343-2

Kramer, S.A. Ice Stars. Grosset & Dunlop Inc. ISBN 0-448-41590

Rediger, P. Great African Americans in Music. Niagara-on-the-Lake: Crabtree Publishing Co., 1996. ISBN 0-86505-814-8

Webb, M. Superstar of Science: David Suzuki. Mississauga: Copp Clark Pitman Ltd., 1991.
ISBN 0-7730-5046-9

Activity 4: Promotional Programs

Time: 300 minutes

Description

Promotional offers are common in the advertisements that the students see everyday. This activity explores a variety of offers. Students read to locate key information as well as find specific information which may have an impact on their participation in the offer. Language development focusses on vocabulary development, antonyms, and synonyms.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations

BORV.01L - participate in discussions about personal experiences and opinions;

BORV.03L - create and analyse simple media works.

Specific Expectations

BOR1.01L - use appropriate language to facilitate classroom and group discussions;

BOR2.01L - use informal language appropriately;

BOR3.01L - participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising.

Strand: Reading

Overall Expectations

BREV.02L - use some strategies to build vocabulary;

BREV.03L - use some key reading strategies, with teacher guidance;

˜BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.

Specific Expectations

BRE1.01L - read along while listening to stories and other materials being read aloud;

BRE1.06L - respond to personal reading in a variety of ways;

BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;

BRE2.02L - use learner dictionaries;

BRE2.03L - identify synonyms, antonyms, homophones, and homonyms for familiar words;

˜BRE3.02L - use a variety of strategies to determine the meaning of unfamiliar words;

˜BRE4.02L - record key words and information.

Strand: Writing

Overall Expectation

BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance.

Specific Expectations

˜BWR1.01L - write short answers to oral and written questions about familiar topics;

˜BWR1.03L - complete simple forms.

Strand: Social and Cultural Competence

Overall Expectation

BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.

Specific Expectations

BSC2.05L - participate in directed group work;

BSC2.06L - ask questions to obtain information and clarification from teachers and peers;

BSC2.07L - express opinions appropriately in teacher-led classroom discussions.

Planning Notes

· Collect ads from various companies for the same product. Make sure some of the ads contain rebate offers.

· Collect a variety of magazine subscription offers.

· Collect a variety of CD, DVD, video, and book club offers.

· Make multiple copies and an overhead transparency of one of the club offers.

· Create a worksheet to search for details based on the club offer. Create questions such as How many CDs will the initial offer give you? and How many CDs will you have to buy to complete your membership?

· Collect a selection of ads which represent different promotional offers (e.g., Sales: Clearance, White, Going-out-of-Business, etc.); coupons, samples, contests, gift with purchase, etc.

· Make a simple thesaurus available.

· Warn students against sending in any forms unless they are seriously interested in receiving the subscription or membership.

· Create a quiz based on some of the offers discussed in class. Have the students locate key information in the ad as well as find specific information. You may have students circle details on the offer itself.

Materials Needed

· ads for the same product from various companies; ads with rebate offers; envelopes; magazine subscription offers; CD, DVD, Video, and Book club offers, copies of the worksheet for one of the offers, overhead transparency of the worksheet; collection of promotional offers; simple thesaurus

Prior Knowledge Required

· understands some basic facts and concepts about printed text

· ability to record key words and information

Teaching/Learning Strategies

1. Introduce the students to the concept of incentives. Explain that incentives add value to a purchase and that there are four main categories: Price savings, Product samples, Gifts, and Experiences (contest). Explain that companies use different promotional vehicles to package the incentives. Have students brainstorm some of the promotions they have seen. The list should include: Sales (Clearance, White, Warehouse, Cash and Carry, Going-out-of-Business, etc.), coupons, samples, contests, Air Miles, scratch and save, special events, etc. Show students concrete examples of the different promotional offers.

2. Distribute a variety of magazine subscription offers. Explain that with subscriptions they can get magazines through the mail at reduced prices compared to newsstand prices. Demonstrate for the students how to locate the key information: Is it a weekly, biweekly, or monthly publication? How long will the subscription last or how many issues will they get? How much money will they save compared to buying it at the newsstand price? Is the price advertised for Canadians or Americans and if for the US, what is the cost in Canada?, etc. The skill of being able to locate key information is a step towards the scanning skills they will work on in ELDCO. At this level students require guidance to find the correct answers. Have students practise filling out subscription forms. Use a fictional address. Students glue their subscription form into their advertising logs.

3. Create an overhead transparency of an ad for a CD, video, DVD, or book club. Discuss why these offers appeal to people. Guide students to read ads for specific details such as: How many more purchases will they have to make? In what amount of time must further purchases be made? What kind of choices are offered? What are the prices of future purchases? Who pays the shipping charges? How/When can they cancel their membership?, etc. Distribute copies of handouts based on the overhead ad. Students complete the worksheet based on the above questions together as a class. Students work in pairs. Distribute different club offers to the groups. Students design five questions based on their particular ad. Trade their questions and ads with other groups. Once students have finished answering the questions they return them to the group that created the questions. Together the foursomes check the responses for accuracy.

4. The class works together to compare newspaper ads for a similar product such as cell phones or computers. Have students determine if the information is specific or general. Students should be able to determine information such as: Has the brand been tested and if so by whom? What is the cost? How long does it last? Does it come with a guarantee? What, if any, of the components are optional or included? Students use a T-chart to record their findings. Students create a class vocabulary list using words that are commonly used to promote the product. Write all the words on the board. Class develops a cognitive map linking similar words into categories. Students then use their learner dictionaries to develop definitions for the descriptive words. A discussion may be developed around the way some words are played with in ads to give a twist to the common definition. Introduce synonyms and antonyms. Have students complete a chart showing the descriptive words, synonyms, and antonyms.

5. Explain what a rebate is. Give the students a variety of ads that contain rebates. Alert students to the importance of reading the small print and how it may affect the promotional deals being advertised. Make sure they are able to find the key information of what needs to be included in order to receive the rebate. Students write a paragraph about which ad they feel is most effective and why in their personal response log. Teach students how to fill out a rebate form. Have students practise filling out rebate forms. Teach students how to address an envelope so they can send in their rebate form.

6. Distribute the quiz to the students. The quiz should contain sample ads similar to those completed in class. Have students locate the key information just as they did in the examples. It could include either a subscription or rebate form to be filled in. There could also be a vocabulary section allowing students to demonstrate their knowledge of synonyms and antonyms. Students complete the quiz.

Assessment/Evaluation Techniques

· Completed subscription forms are used to assess students’ ability to complete simple forms. (Formative)

· The teacher-created quiz is used to evaluate students’ ability to locate key information and write short answers to written questions about familiar topics. (Summative)

Accommodations

· Students may wish to use first language dictionaries.

· The quiz may include a matching component to help students who have difficulties with synonyms and antonyms.

· The teacher may provide samples of forms with some of the information filled in for students who have difficulty in completing the forms.

Resources

Simple thesaurus

Activity 5: My Own Ad

Time: 300 minutes

Description

Students apply their knowledge of media advertising. Each student creates a print ad for a product of their choice. The student ads incorporate the advertising techniques learned throughout the unit.

Strand(s) and Expectations

Strand: Oral and Visual Communication

Overall Expectations

BORV.01L - participate in discussions about personal experiences and opinions;

˜BORV.03L - create and analyse simple media works.

Specific Expectations

˜BOR1.01L - use appropriate language to facilitate classroom and group discussions;

˜BOR1.03L - present book talks or projects using visual aids.

Strand: Reading

Overall Expectation

BREV.01L - read and listen to others read a variety of materials.

Specific Expectations

BRE2.02L - use learner dictionaries;

BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes.

Strand: Writing

Overall Expectations

BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;

˜BWRV.03L - write simple texts following the conventions of standard Canadian English.

Specific Expectations

BWR1.02L - participate in shared writing activities in small groups;

BWR2.01L - participate in structured pre-writing activities;

BWR2.02L - compose a first draft or a specific form of writing, with teacher guidance;

˜BWR2.05L - use simple graphics software to format and embellish pieces of writing, with teacher guidance;

BWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns;

BWR3.04L - use correct punctuation in simple sentences, with some consistency.

Strand: Social and Cultural Competence

Overall Expectations

BSCV.03L - use school and community resources;

˜BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.

Specific Expectations

BSC2.01L - use school and community resources to support classroom learning;

BSC2.06L - ask questions to obtain information and clarification from teachers and peers.

Planning Notes

· Prepare a large copy of Appendix 1I – Ad Rubric on bristol board and cut it into large pieces to divide the levels of achievement. The class assembles the rubric on the board and discusses how they can work to achieve a higher level.

· Make copies of Appendix 1I – Ad Rubric to distribute to students to use while they create their ads.

· Make copies of Appendix 1H – Ad Checklist to distribute to students to use while they create their ads.

· Refresh the magazine supply.

· Use the class set of folders for the ads-in-progress.

· Book the computers for two classes, preferably with a day between. Ensure that a suitable word-processing program and clip-art program are installed.

· Pre-approve products to be advertised, ensuring their appropriateness in a classroom setting.

Materials Needed

· a variety of magazines; scissors, glue sticks, computer paper, and art supplies

· construction paper, markers, and magnets or chalkboard gum

Prior Knowledge Required

· knowledge of ad content and format

· knowledge of descriptors and persuasive ad techniques

Teaching/Learning Strategies

1. Congratulate the students on their knowledge of advertising. Call on students to review the information posted around the room and to explain the use of persuasive techniques found in ads.

2. Inform the students that they will use their knowledge to produce a print ad of their own choice. Explain that a rubric is used to evaluate their ads. Review the concept of rubric by presenting a mock rubric on the flip chart. Distribute the oversized pieces of the Ad Rubric used for their ads to the students. Have each student read their piece and bring it to the board. Once all the pieces have been read and brought to the board, the class re-constructs the rubric by paying careful attention to the adjectives and vocabulary used and the format of the mock rubric. Personal copies of the rubric are distributed to students to refer to while developing their ads.

3. Students brainstorm for possible products to advertise. Write these key questions on the board to focus their selection: Who will buy this product? What is special about this product? What describing words can be used? What need or fear does this product “fix”? Where should this product be advertised?

4. Review the importance of visual appeal in ads. Ask students for tips on how to make their ads attractive. Reinforce the fact that using the computer can enhance ads. Show students examples of fonts and clip-art selections that are available for their use. Each student could print two graphics that might be used for the ad. Re-emphasize the importance of visuals complementing the product and words in an ad. Comment on student suggestions of what products might suit the graphics displayed.

5. Distribute Appendix 1H – Ad Checklist to allow students the opportunity to ensure that they have followed the main rules found in print advertising.

6. Review Appendix 1I – Ad Rubric ad for students to use as they proceed with their task. Students mock-up possible ads for their products, consulting the rubric and their peers. The computer, magazines, and art supplies are used to create the ads.

7. Students present and explain their ads to the class and Appendix 1I – Ad Rubric is used for the culminating evaluation.

Assessment/Evaluation Techniques

· Ad Checklist (Formative)

Using the checklist in step 5 students self and peer evaluate their advertisements.

· Ad Rubric (Summative)

Using the rubric in step 7:

a) Assess students’ ability to create an advertisement.

b) Assess students’ ability to present a project.

c) Assess students’ ability to write simple text.

d) Assess students’ ability to organize information.

e) Assess students’ ability to demonstrate knowledge of persuasive techniques.

Accommodations

· Some students may need help selecting a product and may need encouragement to model their ad on an existing ad.

· Weaker students may be assisted by other students or paired for this culminating activity.

· Computer-generated clip-art could be provided to students who lack the computer skills to select their own.

· Some students may wish to design their ads without the use of the computer.

Resources

Oxford Elementary Learner’s Dictionary. Toronto, Oxford University Press, 1994. ISBN 19-4312755

Appendix 1A

Units of Measure Word Search

Find the words for these abbreviations:

lb. kg. gr. l. ml.

ea. doz. pkg.

Appendix 1B

Taste Test

Taste each food item. Then complete the chart and rate each item.

1 = I don’t like this! 2 = It’s okay. 3= It’s good. 4 = It’s great !

	Product 1	Product 2	Product 3
Taste
Smell
Appearance
Feel
Total

Which product was your personal favourite?

Which product does your group prefer?

Make a list of words that describe your group’s favourite.

Appendix 1C

Shopping with Coupons

Aaron and Mohammed enjoy cooking. They are learning to bake bread, cookies, and cakes. They need flour to use in their baking.

To save money on flour, Aaron looks for sales and for coupons. Mohammed cuts the following coupon out of a magazine.

$1.00 Manufacturer’s Coupon	Expires 2/28/2008 $1.00
Bests Baking Flour
		Offer expires February 28, 2008 Valid only in Canada $1.00
Consumer: Redeem this coupon at any Bests retailer. Not valid with any other offer. Limit one per visit. No photocopies or facsimiles accepted. Void where prohibited. Retailer: Return to your authorized Bests distributor for reimbursement. GST. included in Canada. $1.00

On March 12, 2004, Mohammed and Aaron go grocery shopping and take their coupons with them to the store. Can they still use the flour coupon? Be sure to check the expiration date on the coupon.

(Example answer: Yes, they can use the coupon because it does not expire until 2008.)

Aaron decides that they need two bags of flour. They put two bags into their shopping cart along with their other groceries. When they get to the checkout counter Mohammed gives the cashier the coupon. The cashier takes 1 dollar off the price for only one of the bags of flour. Aaron asks, “Excuse me, don’t we get 1 dollar off each bag of flour?” If you were the cashier, what would your answer be?

Look at the coupon and answer the following questions in complete sentences. Give proof from the coupon in your answer.

How much money will they save with this coupon?

Do they need to buy a particular size of the product?

Could they use the coupon to buy a different brand of flour?

Appendix 1D

Advertisement Analysis Checklist

	Yes	No	Needs Improvement
Identifies need or fear.
Identifies target audience.
Identifies product name.
Uses capitalization correctly.
Uses punctuation correctly.
Page layout is neat.
Page layout includes original ads.
Page layout is organized.

Appendix 1E

Group Presentation Checklist

	Yes	No	Needs Improvement
Introduce group members.
Gives the name of the famous person.
Shows a picture of the person.
Explains why the person is famous.
Explains what contributions the person has made to society.
Explains why they are/would be a good spokesperson for a product.
Explains why they think the person would be endorsing a certain product.
Explains who the target audience would be.
There is equal participation by all group members.

Appendix 1F

Written Biography Retelling Rubric

Categories	Level One (50-59%)	Level Two (60-69%)	Level Three (70-79%)	Level Four (80-100%)
Knowledge/Understanding
Demonstrates an understanding of biographies	- limited understanding of a biography	- some understanding of a biography	- considerable understanding of a biography	- thorough understanding of a biography
Demonstrates an understanding of the concept of product endorsement	- limited understanding of product endorsement	- some understanding of product endorsement	- considerable understanding of product endorsement	- thorough understanding of product endorsement
Thinking/Inquiry
Organizes ideas logically	- limited organization	- some organization	- considerable organization	- thorough organization
Supports opinion of endorsement choice	- limited support	- some support	- considerable support	- thorough support
Communication
Text fulfills purpose	- limited fulfillment	- some fulfillment	- considerable fulfillment	- thorough fulfillment of purpose
Uses vocabulary effectively	- limited effectiveness	- some effectiveness	- considerable effectiveness	- thoroughly effective use of vocabulary
Writes in complete sentences	- limited use of complete sentences	- some use of complete sentences	- considerable use of complete sentences	- thorough use of complete sentences
Uses writing conventions (correct spelling, verb tenses, punctuation, etc.)	- limited use of standard writing conventions	- some use of standard writing conventions	- considerable use of standard writing conventions	- thorough use of standard writing conventions
Application
Includes biographical information	- limited biographical information	- some biographical information	- considerable biographical information	- thorough biographical information
Composes and edits a first draft of the assignment	- limited editing	- some editing	- considerable editing	- thorough editing
Uses simple graphic software to format and embellish writing	- limited use of software	- some use of software	- considerable use of software	- thorough use of software

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1G

Group Biography Presentation Rubric

Categories	Level One (50-59%)	Level Two (60-69%)	Level Three (70-79%)	Level Four (80-100%)
Knowledge/Understanding
Demonstrates an understanding of biographies	- limited understanding of biographies	- some understanding of biographies	- considerable understanding of biographies	- thorough understanding of biographies
Demonstrates an understanding of endorsements	- limited understanding of endorsements	- some understanding of endorsements	- considerable understanding of endorsements	- thorough understanding of endorsements
Thinking/Inquiry
Presentation organized to demonstrate that group members share responsibilities	- limited sharing of responsibilities	- some sharing of responsibilities	- considerable sharing of responsibilities	- thorough sharing of responsibilities
Organizes information in a logical order	- limited organization	- some organization	- considerable organization	- thorough organization
Reasons for choosing a particular item to endorse are explained	- limited explanation	- some explanation	- considerable explanation	- thorough explanation
Communication
Conveys biographical information	- limited biographical information	- some biographical information	- considerable biographical information	- thorough biographical information
Uses and explains key subject-specific vocabulary	- limited use and explanation	- some use and explanation	- considerable use and explanation	- thorough use and explanation
Introduction gets the attention of the audience	- limited audience attention	- some audience attention	- considerable audience attention	- thorough audience attention
Demonstrates ability to use standard Canadian English speech patterns	- limited ability	- some ability	- considerable ability	- thorough ability
Demonstrates appropriate use of gestures in a presentation	- limited use of appropriate gestures	- some use of appropriate gestures	- considerable use of appropriate gestures	- thoroughly appropriate use of gestures
Application
Demonstrates use of appropriate language style in a presentation	- limited use of appropriate language style	- some use of appropriate language style	- considerable use of appropriate language style	- thorough use of appropriate language style
Demonstrates use of persuasive language	- limited use	- some use	- considerable use	- thorough use

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1H

Ad Checklist

	Yes	No	Needs Improvement
Ad will appeal to its target audience.
Layout has a focal point.
Benefits of product are clearly presented.
Gives specific information – creates believability.
Requests an action from the consumer (visit the web site, send in coupon, call 1-800 for info).
Includes a slogan.

Appendix 1I

Ad Rubric

Categories	Level One (50-59%)	Level Two (60-69%)	Level Three (70-79%)	Level Four (80-100%)
Know/Understanding
Demonstrates an understanding of the target audience	- limited understanding of target audience	- some understanding of the target audience	- considerable understanding of the target audience	- thorough understanding of the target audience
Demonstrates an understanding of persuasive techniques	- limited understanding of persuasive techniques	- some of understanding of persuasive techniques	- considerable understanding of persuasive techniques	- thorough understanding of persuasive techniques
Demonstrates an understanding of language style used in advertisements	- limited understanding of language style	- some understanding of language style	- considerable understanding of language style	- thorough understanding of language style
Thinking/ Inquiry
Organizes information	- limited organization	- some organization	- considerable organization	- thorough organization
Selects relevant information to enhance ad	- limited use of relevant information	- some use of relevant information	- considerable use of relevant information	- thorough use of relevant information
Communication
Visuals add to the ad’s effectiveness	- limited contribution	- visuals make some contribution	- considerable contribution	- visuals make thorough contribution
Uses persuasive language to influence audience	- limited use of persuasive language	- some use of persuasive language	- considerable use of persuasive language	- thorough use of persuasive language
Application
Completes the ad	- limited completion	- some completion	- considerable completion	- thorough completion
Ad clearly identifies benefits to consumer	- limited benefits identified	- some benefits identified	- considerable benefits identified	- benefits thoroughly identified
Ad calls for action consumer (rebate)	- limited call to action	- some call to action	- considerable call to action	- thorough call to action
Uses persuasive techniques (endorsement, coupon, slogans)	- limited use of persuasive techniques	- some use of persuasive techniques	- considerable use of persuasive techniques	- thorough use of persuasive techniques

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.