lesson plan

Teacher Name:

Date:

Subject/Grade/Time needed:

· Visual & Performing Arts

· Grade 5

· 2 hours (1 hour for class discussion and visual arts activity; 1 hour for commercial prep and performance)

Content standard(s) addressed:

Visual Arts, Grade 5

· Creative Expression

2.5 Assemble a found object sculpture (as assemblage) or a mixed media two-dimensional composition that reflects unity and harmony and communicates a theme.

2.7 Communicate values, opinions, or personal insights through an original work of art.

Theatre, Grade 5

· Creative Expression

2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances.

· Aesthetic Valuing

4.2 Describe devices actors use to convey meaning or intent in commercials on television.

Health standard(s) addressed:

Health Education Standard 2 : All students will demonstrate the ability to analyze internal and external influences that affect health.

Content area: Nutrition and Physical Activity

· 5.2.3.N Describe the influence of advertising and marketing techniques on food and beverage choices.

Health Education Standard 4 : All students will demonstrate the ability to use interpersonal communication skills to enhance health.

Content area: Nutrition and Physical Activity

· 5.4.1.N Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity.

Materials needed:

For visual arts activity:

Newspapers; magazines; art supplies, including poster board, colored paper, markers, glue, scissors, etc.

For commercial performance:

Pencil; paper; at least 10 different products (e.g. soup can, toothpaste, cereal, make-up, soda, etc.)

Optional:

· Handout of “Ten Different Kinds of Appeals” or have it displayed (see “Appendix A” below)

· Props and costumes for commercial performance

Learning Objective

1. Students will be able to describe the influence of advertising on food and beverage choices by explaining media’s use of different kinds of appeals.

2. Through a visual arts collage, students will be able to communicate themes and opinions regarding influential media.

3. Students will be able to identify and present devices actors use to convey meaning or intent in commercials by creating their own commercial performances.

4. Through class discussions, students will be able to communicate the skills needed to deal with influences from media regarding food choices and physical activity.

Assessment of Learning

Criteria:

There will be three methods of assessment:

1. Class discussion participation

· An informal assessment of all students in the classroom to see if they understand the different kinds of appeals and how advertisements influence our food choices and physical activities. The teacher will try to elicit a response from students who may not be actively participating.

2. Group visual arts collage

· As groups are putting together the collage, the teacher will walk around the classroom to monitor student participation in the project. Also, when students are presenting, the teacher will try to give all students a chance to speak about their collage.

3. Group commercial presentation

· By assigning roles (actor, director, script writer), the students are held accountable for their participation in the commercial.

Both the group collage and commercial will have a rubric that will assist in grading. Criteria will be rated on a scale from 1-4. Each group will receive an overall grade, but any student who shows lack of participation may have points deducted.

Agenda/Learning Activity/Procedure

1. Ask students to name their favorite advertisements. Discuss what they like about the ads they named (e.g. students might mention humor, ads that are visually interesting, a jingle they remember, info they learned, etc.). Remind students that the purpose of advertising is to sell a product. Then ask students if they have ever bought an advertised product and been disappointed. As a teacher, share your own experiences (especially those related to food or health products). Write some of these examples on the board.

2. Explain that advertisers use a variety of techniques to convince buyers that certain products and services are more desirable than others. The advertising industry uses “Ten Different Kinds of Appeals” to be convincing (see “Appendix A” below).

3. Review the examples of advertisements from the board, and ask students to identify and describe which of the different appeals particular ads use.

4. Create groups of 3-4 students, and give them old magazines, newspapers, and art supplies. Have them cut out ads and write down jingles/slogans for various food and health products. These can include medications, services by dentists and plastic surgeons, gyms and exercise equipment, etc. Have them glue the ads and slogans onto a poster board and decorate their work to make a collage.

5. Have each group present their collage to the class. Work with the class to find claims in the ads that utilize one of the “Ten Different Kinds of Appeals”. Ask students how such ads might be dangerous to a person’s health and how it relates to the choices they make.

6. Organize students into new and different groups of four (two actors, one script writer, and one director) so they can create and present their own commercials to the class. Have each group randomly pick an item to sell (e.g. soup can, toothpaste, etc.), as well as randomly select 2 out of the 10 different appeals that they must incorporate into their commercial. Give students at least 20 minutes to organize, write, and practice their commercials.

7. When students perform their commercials in front of the class, have their classmates point out which appeals were used and how that might influence a person’s choice of food or healthy activities.

Instructional Notes (what is teacher doing?):

1. During the initial discussion about favorite advertisements, the teacher is moderating the discussion as well as writing examples on the board. The teacher also provides his or her own personal experiences with products they have been disappointed in, especially a food or health product. (For example, trying a particular restaurant because of an ad, but being disappointed by the food and service.)

2. The teacher displays and goes over each of the “Ten Different Kinds of Appeals”, providing examples for each.

3. The teacher facilitates the discussion that ads discussed at the beginning of the lesson can be related to the different kinds of appeals.

4. The teacher will hand out all the materials for the collage, and walk around the classroom to assist students in finding advertisements. Also, the teacher will moderate voice level and classroom behavior.

5. When each group is presenting their collage, the teacher will conduct a classroom discussion on the ads chosen and ensure that all group members have a chance to speak.

6. The teacher will organize students into new and different groups for their commercial presentations. If an English language learner or student with a disability has a specific role they are more comfortable with (actor, script writer, or director), the teacher will try to accommodate that student by assigning him or her the preferred role. As groups are practicing their commercials, the teacher will provide feedback and answer any questions students might have.

7. The teacher will lead the discussion after each group has presented their commercial, creating a positive and supportive learning environment.

Language Support:

1. Before the lesson, students who are English language learners will work with the teacher or instructional aide to learn about each of the ten different kinds of appeals. Videos, realia, and visual examples will be provided for each of the appeals. During the lesson, students will be given a handout of the appeals with visual supports.

2. Prior to working on the commercial presentation, students who are English language learners or who have a disability will be asked if they are comfortable will a particular role (actor, director, or script writer). The teacher will try to accommodate all of the student’s preferred roles.

3. Students will be given newspapers and magazines in their native language. Ask families to provide these materials ahead of time.

4. Also, ask families and students for examples of commercials, advertisements, jingles, or slogans in their native language. If students feel comfortable, have them present an example of an ad in their native language and explain its relevance to the appeals.

Context – where might this particular lesson fit in with a larger unit of study?

This particular lesson could fit in with a larger English Language Arts or Social Studies lesson on the broader influence of media, and how it effects our choices on where we live, where we go on vacation, what cars we drive, etc. The unit would cover how media affects body image and self-esteem, gender roles, and attractiveness (Growth Standard 2.1.G). There would be a discussion of how not only advertisements, but also movies and TV shows influence our buying decisions.

This lesson could also be connected to a unit on the advent of television and its influence in the United States during the 1950s and 60s, and how that is related to today with the prevalence of the internet and cell phones.