Lesson

Commercial Interests Date September 28th, 2021

Title/Focus
Subject/Grade Time
ELA 20-2 75 Minutes
Level Duration

Unit Writing for Life Teacher Tanner Abel

Place in
Lesson 1 of 2
Sequence

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
1.2 Extend Awareness
Learning
4.2 Improve thoughtfulness, effectiveness and correctness of communication
Outcomes:
Specific  1.2.1.b Students will compare own ideas, perspectives and interpretations with those of others,
Learning through a variety of means, to expand perceptions and understandings when exploring and
Outcomes: responding to texts [for example, pro–con charts, alternative Internet search engines,
comparison tables and think–pair–share charts]
 1.2.2.a. Students will reflect on personal text preferences, identify influences that have
contributed to the formation of these preferences, and select strategies that may be used to
expand interests in texts and text creators [for example, complete and share reading
inventories, and examine the role marketing plays in shaping popular culture]
 4.2.1.a. Students will review the controlling idea or desired unifying effect of a text in progress
for clarity and focus; and modify the controlling idea or desired unifying effect as appropriate to
meet the requirements of purpose, audience and situation [for example, use a read-aloud
strategy to read a draft in progress to a partner, and incorporate feedback from the partner in
creating the next draft]
 4.2.3.e. Students will recognize personal voice as a text creator, and practise various methods to
develop craft [for example, to recognize voice in own writing and to develop craft, note personal
preferences related to the types and number of sentences used that follow various patterns;
read a section of writing from a favourite author, and note the author’s use of the same and
different patterns; and rewrite some sentences in own work to achieve variety, noting the
effect]
LEARNING OBJECTIVES
Inquiry “How do advertisers utilize language to make you buy things?”
Question:
Students will:  Students will identify literary devices used in advertisements
 Students will identify various themes that advertisements use to get you to buy something
 Students will create an advertisement based on a product that they are given
ASSESSMENTS
Observations:  The teacher will observe how students are able to utilize literary devices in order to
create an advertisement
 The teacher will observe how the students are able to identify literary devices
within an advertisement
 The teacher will observe how the students are able to work together to create a
visual for their advertisement
Products/Performances  Students will identify metaphor within advertisements
:  Students will identify how advertisements target consumer’s using metaphor
 Students will work in groups to discuss the effects of metaphor in advertisements
 Students will work in groups to create an advertisement
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 https://www.youtube.com/watch?
v=eOMhOjgNd7Q
 https://www.youtube.com/watch?
v=uwvAgDCOdU4

1

Teacher Must:
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Notes: Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
 https://www.youtube.com/watch?
v=WBvkmWDjsYc
 https://www.youtube.com/watch?
v=laW8rtUEMyc
 “Smell Like a Man” Old Spice Picture
 “More Doctors Smoke Camels” Picture
PROCEDURE
 The teacher must have all materials ready prior to the start of class
 The teacher must be familiar with the subject matter prior to the start of the class
 The teacher must check in with each student during the duration of the class
Introduction Time
The teacher will start off the class by having a voting card on the student’s
desks. The teacher will show both a Coke and a Pepsi ad. The students
will then have to vote for Coke or Pepsi and cast it into a ballot box at the
5 Minutes
front of class.
The teacher will review metaphor and simile with the students.
 Students will participate in class discussion
 Students will complete all activities
 Students will be respectful to their peers and teacher
So, when an advertisement convinces you to buy something, what is it
you’re really buying? Let’s try and find that out today. 2 Minutes
Body Time
The teacher will show a series of advertisements and the students will be
tasked to identify the underlying metaphors in each advertisement. The
students will be put into pre-chosen groups for each of the group work 25 Minutes
sections.
The teacher will go through one example with the class as a whole to
ensure that the students have an idea of how to work through these
questions
The students will be given a common object. Using a metaphor, each
group will be tasked with coming up with an idea for an advertisement.
This will be the first assessment and will be due Wednesday, October 13 th
30 Minutes
The teacher will have created an example advertisement for the students
to work from.
Closure Time
The teacher will bring back the ballot box from the start of class. The
teacher will then count the votes and declare the winner. The teacher will
then ask the students to reflect on what they would really be buying
based on the advertisements. They will write a short, couple sentence,
12 Minutes
response, and hand it in to the teacher as an exit slip.
 The teacher will observe how the students are able to work in groups
to identify the poetic devices in a poem.
 The teacher will receive and review the response exit slips from the
students to get a feel for the level of understanding from the students
2
  The teacher will get feedback from the students when engaging in
their
Feedback To Students  The teacher will guide students towards the right answers during
class discussion
 The teacher will give the students feedback on their interpretation of
the ads while they are working in groups

Reflections from the

lesson