Advertising and Impact

Curriculum Connections (Ontario Language, Grade 6)

Overall Expectations:

• 1. Reading and Literature Studies:

  • 1.4 Read and demonstrate an understanding of a variety of texts, including media texts, using knowledge of text features and organizational patterns

• 2. Oral Communication:

  • 2.3 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

• 3. Media Literacy:

  • 3.2 Demonstrate an understanding of a variety of media texts and explain how they reflect the values and perspectives of particular communities and groups
  • 3.3 Identify and explain media production techniques and how they influence audiences

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Learning Goals

I can…

• Analyse an advertisement by identifying its purpose, techniques, and target audience.
• Explain how advertisements influence the way people think or feel about a product or idea.

Success Criteria

• I can name at least two techniques used in an advertisement (e.g., emotional appeal, celebrity endorsement, bright colours).
• I can describe how the advertisement influences its target audience.

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Materials

• Selection of print and digital advertisements (magazines, flyers, video clips with captions, displayed on projector/smartboard)
• Graphic organisers tailored for analysis (with sections for technique identification, audience, and impact explanation)
• Colourful visual aids illustrating common advertising techniques
• Headphones with short voiceover explanations for dyslexia-friendly support
• Chart paper or whiteboard for group discussion notes
• Art supplies or digital software for extension activity creation

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Lesson Outline (45 minutes)

1. Activating Prior Knowledge (5 minutes)

• Quick circle discussion:
  Prompt: “Where do you usually see advertisements? Can you think of a recent ad you saw that made you want to buy something or remember a message?”
• Students share briefly; teacher lists types of ads (TV, social media, posters) on the board.

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2. Introduction to Advertising Techniques (10 minutes)

• Teacher presents 4 common advertising techniques using a colourful, dyslexia-friendly visual chart, with voiceover audio:
  • Emotional appeal (using feelings like happiness or fear)
  • Celebrity or expert endorsement
  • Bright colours and catchy phrases
  • Bandwagon (everyone is using it)
• Examples shown from ads familiar to kids (e.g., popular cereal, sneakers, or video games).
• Mini quiz: Students identify which techniques appear in a displayed sample ad.

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3. Guided Practice: Analysing an Advertisement (15 minutes)

• Distribute printed or projected ad for analysis (choose one with clear techniques and target audience, e.g., a toy commercial or snack ad).
• Provide a graphic organiser for students with headings:
  • What is this ad about?
  • Who is this ad trying to reach?
  • What techniques can you spot?
  • How does it make you feel or think about the product?
• Teacher models filling in the organiser live with input from students, then students work in pairs to analyse another ad of similar complexity.
• Pairs share their ideas in a 2-minute report to class.

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4. Class Discussion: Influence of Ads (10 minutes)

• Facilitate class discussion:
  • “Why do companies use these techniques?”
  • “How might this ad influence someone your age?”
  • “Can ads sometimes be misleading? How do we protect ourselves from being influenced?”
• Teacher records key ideas on chart paper for visual reinforcement.
• Encourage diverse perspectives, taking care to support students with autism and ADHD through clear, respectful turn-taking and visual cues.

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5. Extension and Closure (5 minutes)

• Extension (for advanced learners):
  • Start brainstorming ideas for creating their own advertisement for a product or cause they care about.
  • Use this idea to prepare for a future lesson where they will create and present their ad.
• For all students:
  • Exit ticket (written, oral or drawing option): “Name two techniques you learned about today and how they affect people.”

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Differentiation Strategies

• For students with IEPs (working at Grade 3–4 level):
  • Provide simplified graphic organisers with visuals and sentence starters ("This ad shows ____", "The ad wants me to ____.")
  • Pair with a reading buddy or support worker.
  • Use voiceover recordings to support reading.
• For students with Autism & ADHD:
  • Teach and model clear behavioural expectations with visual schedules for transitions.
  • Offer frequent breaks if needed; allow movement during activities.
  • Use predictable structures and cues during discussion.
• For dyslexic students:
  • Provide colourful, large-font texts and images.
  • Use audio versions of texts.
  • Arrange seating to reduce visual distractions.
• For less motivated students:
  • Incorporate ads from products or topics they find interesting (e.g., video games, sports gear).
  • Use a game-like quiz format for identifying techniques.
• All students:
  • Choice of writing, drawing, or oral response for tasks.

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Assessment and Feedback

• Collect filled graphic organisers to assess understanding of techniques and audience.
• Listen to paired presentations and exit tickets for evidence of explaining influence.
• Provide positive, specific feedback highlighting successes in identifying techniques and reasoning about impact.
• Use observations of participation and engagement to inform subsequent lessons.

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Notes for Teacher

• Curate ads thoughtfully respecting the age and sensitivity of students; avoid ads with inappropriate content.
• Link this lesson clearly with the preceding and subsequent lessons in the unit to build media literacy gradually.
• Encourage critical thinking without dismissing media outright – focus on empowering students to become thoughtful consumers.
• This lesson embeds Ontario’s focus on media literacy, communication skills, and reading comprehension through engaging, relevant materials.

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Ready to inspire your students to decode the media messages all around them? This lesson invites them to become clever, critical thinkers in a media-rich world — just what Grade 6 learners need!