Cohort: B1
Lesson Plan
Lesson Title: Lets make some P.I.E. (lesson 3)
Grade: 5
Date: Jan. 18, 2016
Subject/Strand: Language/Media Literacy Unit: Print Ads Location: Classroom Time: 30 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
This lesson is lesson #3 in this unit and it will help students to critically analyze the images, language and
techniques used in print advertising, and how it creates meaning. The lesson will focus on how the audience is
engaged through analysis of P.I.E. (persuade, inform, entertain).
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. Identify some media forms and explain how the conventions and techniques associated with them are used to
create meaning.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of
expectations (1 to 3), have expectations that match assessment
2.2 Identify the conventions and techniques used in some familiar media forms and explain how they
help convey meaning and influence or engage the audience.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)
Today I will learn
To critically analyze my chosen image through the use of P.I.E.
To identify techniques used by the creator to convey meaning.
How my chosen image might influence different people in a different way.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify
the criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate
their knowledge, skills and thinking, in language that students can readily understand).
I can: look at my chosen image, and answer how the creator uses P.I.E.
I can: look at my chosen image, and answer why the creator uses P.I.E. to influence their audience.
I can: compare my answer with my classmates and note one difference between our work.
I can: use my own opinion about why my classmate has a different answer than mine (how we were engaged
differently).
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)
organization,
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
Lisa reads:
o I can answer how P.I.E. is used.
o I can answer why P.I.E. is used to influence the
audience.
Thank you Lisa, and who can read the next two?
Hailey reads:
o I can compare my answers with my classmates
Thank you Hailey. We will be using the first two that
o I can form an opinion about why their answer is
Lisa read first, and the two that Hailey read a little later.
different
I have paper copies of the brochure if you would like to
use it. I also have the computers today, with the
brochure available on the class website. You may use
James chooses students who are ready and the class
whichever you prefer. James is our TA today, so he will
gathers their materials.
choose people who are quiet to come up and choose
their ad image and get their paper brochure or
Students work for 10 minutes. They should be mostly
computer.
working quietly. A little bit of quiet conversation is ok,
though students will all have different images so at this
point, the work should be independent. If students have
questions about what they are supposed to be doing, they
will follow the Ask two people then the teacher format
we have set up in the class. This way the teacher can
help those with modifications get started.
Alright class, we are now going to form groups based
on the image you chose. You will discuss your answers
with your group and see if you have made any different
observations. On the back of your brochure, there is a
space for you to make an observation of a group
members response.
Who can give me an example of why two people
might interpret an ad differently? We discussed this
during our first lesson.