Advertising Impact Study

Unit: Exploring Media Messages

Lesson 2 of 8

Duration: 45 minutes

Grade: 6

Location: Sutton, Ontario

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Learning Goals and Curriculum Connections

Ontario Language Curriculum (The Ontario Curriculum, Grades 1-8: Language, 2006, Revised 2023)

• Overall Expectations:

  • GE2. Reflecting on Their Own Thoughts and Feelings (understand how media texts influence thoughts)
  • Reading: 1. Demonstrate understanding of a variety of media texts
  • Reading: 3. Use comprehension strategies to understand texts (e.g., identifying purpose and audience)
  • Media Literacy: 1. Identify who created a media text and for what purpose
  • Media Literacy: 2. Explain how media texts influence people’s feelings, beliefs, and behaviours

• Specific Expectations:

  • 1.3 Identify simple persuasive or propaganda techniques used in media texts
  • 1.4 Identify the target audience and purpose in media texts
  • 3.1 Use graphic organizers to help identify main ideas and supporting details in media texts
  • 3.4 Express personal responses to media texts and support ideas with examples

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I Can Statements

• I can identify at least two techniques used in an advertisement.
• I can explain how the advertisement influences its target audience.

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Success Criteria

• Accurately identify two advertising techniques in an ad (e.g., bandwagon, emotional appeal, celebrity endorsement).
• Describe how the advertisement tries to influence a specific group of people.
• Use a graphic organizer to support clear and organized thinking.

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Materials Needed

• Variety of printed colourful advertisements (print ads from magazines, flyers, or screen shots of TV/online ads)
• Graphic organizers (story maps or T-charts labelled: Techniques / Impact on Audience) – dyslexia-friendly with visuals/icons
• Whiteboard and markers
• Tablets or laptops with voice-over software enabled for dyslexia-friendly reading
• Colourful posters illustrating common advertising techniques
• Speakers or headphones for audio clips (voiceovers explaining techniques)

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Classroom Setup and Considerations

• Seating arranged in small groups (4-5 students) to promote social learning and peer support.
• Individual work spaces with visual and audio supports for students with dyslexia or ADHD.
• Quiet corner equipped with noise-cancelling headphones for students who may become overstimulated.
• Behaviour management plan in place with positive reinforcement tokens.

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Lesson Breakdown

1. Warm-Up & Engagement (5 minutes)

• Begin with a brief discussion: “What is advertising?”
• Ask students to share a product ad they remember and what caught their attention.
• Show a quick colourful advertisement video (30 seconds).
• Question: "What do you think this ad was trying to make you feel or do?"
• Record a few student responses on the board under “Feelings/Actions Ads Create.”

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2. Mini-lesson: Advertising Techniques (10 minutes)

• Introduce 4 common advertising techniques with colourful posters and brief examples:

  • Bandwagon (everyone is using it!)
  • Emotional Appeal (happiness, fear, pride)
  • Celebrity Endorsement (famous person promotes)
  • Repetition (catchy slogans repeated)

• Use voice-over audio to explain each technique for dyslexia-friendly access.

• Ask students to repeat in their own words to check understanding.

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

• Distribute printed ads to each group (different ads per group to ensure variety).

• Provide graphic organizers with two columns: “Techniques Used” and “How It Influences Audience.”

• Model analysis on a sample ad on the board:

  • Technique: Celebrity endorsement (star athlete)
  • Influence: Makes sports fans want to buy the shoes to feel successful.

• Groups discuss and fill organizer collaboratively. Support students with IEPs by pairing with peers and using visuals.

• Teacher circulates to provide prompts and scaffold thinking as needed.

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4. Group Sharing & Discussion (10 minutes)

• Each group shares one technique they found and how the ad targets people.
• Discuss differences in ads: Which techniques are most common? How might ads try to influence different groups?
• Highlight student contributions emphasizing success criteria.

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5. Independent Extension Activity (if time allows or assigned as homework)

• Students create their own ad for a product of choice (can be real or imaginary).
• They must use at least two advertising techniques and identify their target audience.
• Encourage drawing colourful, dyslexia-friendly designs or creating a simple digital poster with voiceover narration.
• Advanced students can draft a short persuasive script for their ad.

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Differentiation Strategies

• For students with IEPs and Autism: Pair with buddies; use visuals and direct modelling; give clear, concrete examples; allow extra processing time.
• For students with ADHD: Break tasks into short, manageable chunks; provide movement breaks if needed; use timers to keep focus.
• For dyslexic learners: Provide audio versions of instructions; use graphic organizers with icons/colour coding; allow verbal responses.
• For the motivated but less engaged: Offer choice in product for extension; challenge them to include subtle, complex techniques (e.g., humour or nostalgia).

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Assessment & Feedback

• Collect completed graphic organizers to assess identification of techniques and explanation of influence.
• Observe group discussions and oral sharing for understanding and ability to communicate ideas.
• Provide immediate positive feedback focused on use of "I can" language.
• Use a checklist aligned with success criteria to inform planning for Lesson 3.

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Reflection and Closing (3 minutes)

• Invite students to finish the sentence: “I now understand that ads try to…”
• Reinforce that being able to ‘read’ ads critically helps make smarter choices.
• Announce the next lesson: exploring different media types and their messages.

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Teacher Tips and “Wow” Ideas

• Use a quick Instagram-style story format (video slides) to introduce ads engagingly.
• Incorporate augmented reality apps linked with printed ads for interactive exploration.
• Develop a class “Ad Detectives” badge for students showing excellence in analysing ads — motivating through gamification.
• Connect with local media artists for a virtual guest speaker to discuss real-world ad creation.
• For students with behaviour challenges, incorporate positive reinforcement through a token system linked to participation.

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This comprehensive, Ontario curriculum-aligned plan integrates multimodal learning, inclusive practices, and engaging pedagogy to empower Grade 6 learners in Sutton to critically understand advertising’s pervasive influence.