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Name: Brittany, Lindsay

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).
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.
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
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;


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)

Assessment Strategy and Task

for Students- What are the
students doing to show their
learning? e.g. turn and talk, role
play/individual, cooperative, etc.

Assessment Tool - Instrument used to

assess task and record learning e.g.,
rubric, checklist, observation sheet, turn/talk,
role play etc.

Written: P.I.E brochure

Analyzing the image and

completing the brochure using the
knowledge and vocabulary
learned from the previous lessons.

Students will have the chance to self-assess,

using the checklist on their P.I.E. brochure
that reflects the success criteria..
The students work will be assessed by the
teacher following the same checklist.
Feedback comments will be recorded onto
the brochure in the You are a star
because section.


Prior Learning: Prior to this lesson, students will have:
* seen different advertising images
* completed a P.I.E. analysis as a class, led by the teacher, discussing how and why an image is trying to Persuade,
Inform, and Entertain
* discussed reasons that an interpretation of an advertising message may differ, such as male/female, culture,
background, age, etc.
* used a self-assessment checklist on their work to keep on task and keep track of what they are working on
* used school laptops, and are familiar with the class website
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications
grouping students based on the ad image they selected
noise canceling headphones are available for students who feel they need help focussing
students will have the option to use a computer to write their responses on a digital version of the P.I.E.
instruction will be available in a variety of ways; explained orally, written on the board, as well as
personal checklist on P.I.E. sheet
I.E.P. Modifications:
Fred will pick a favourite movie and draw a picture that could be used to advertise it.
Josephs EA will assist him in filling out the P.I.E. sheet. He will answer orally and she will record his answers.
Anna will use her voice-to-text program on her computer to fill in the worksheet. She is still responsible for
making sure the program transcribes her answers correctly.
Sally will answer specific questions about the ad she chooses. The questions will have been written ahead of time
by the teacher and will refer to the P.I.E. concepts.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility,
independent work,
initiative, self-regulation


Vocabulary (for word wall and/or to develop schema)

From previous lessons:
Media Image
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include
any attachments of student worksheets used and teacher support material that will support communication of
instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
5 different images, enough for each student to choose one
blank P.I.E brochures, enough for the whole class
class set of laptops (assuming the school is set up that you are able to book a class set) with the brochure
available through the class website
headphones for noise cancellation
Learning Environment (grouping; transitions; physical set up)
After first nutrition break. Students will sit at their desk for minds on and action. They will transition to their
groups, as indicated in the lesson plan during action, then remain there for consolidation.
Cross Curricular Links
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail
that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson.

Time: 5 - 7 (Indicate time breakdown of instructional elements)

Students what am I holding in my hand? (teacher is

holding a chalkboard eraser)
Sally: a chalkboard eraser!
You have 2 minutes with the students at your desk
(groups of four), to come up with an image to sell this
chalkboard eraser to the class. We will share our ideas
with the rest of the class, so be able to describe what
you came up with, or draw a quick sketch. GO!
(At their tables of four, students come up with a quick
idea of how to sell a chalkboard eraser.)
Your 2 minutes is up, and I would like to know what
your group came up with. But first I would like to do a
quick review of the P.I.E. work we did as a class
Mark: Persuade. That means to convince someone of
yesterday, who can remind me what the P means?
How about the I?
Cara: Inform. It is giving information about the
And the E?
Great job remembering! How do you think P.I.E. could Kyle: Entertain. When the advertisement is fun for the
be used in the activity you just did?
audience to see.
I think you probably used P.I.E. in your images too!
So when you share your work, please also tell us what
your image is trying to do; Persuade, Inform or

Excellent everyone! I would buy a chalkboard eraser

from each of you!

Lisa: We might have used Persuade, Inform, or

Entertain in the idea we came up with to sell the eraser.
Henry: We have a teacher erasing words using the
chalkboard eraser. We are informing the audience about
what it does.
Cara: We have a teacher holding the chalkboard eraser
and smiling. We are using persuade, because the teacher
is happy to use it.
James: We have a picture of a chalkboard eraser,
erasing words. The eraser has googly eyes and a smile.
We are entertaining because the eraser is like a cartoon.
Ella: We are all trying to persuade people to buy
chalkboard eraser.

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

Time: 16 - 20 (Indicate time breakdown of instructional elements)

When we look at an advertising image, do we only see

one? Or is is possible that an image uses more than

Anna: An image can use all 3 to sell the product.

Yesterday we worked together to find the P.I.E. in an

advertising image. Today you will be finding it on your
own by completing this brochure. I have 5 images that
you can choose from. (show images) You will then you
will write down How the image persuades, informs
and entertains, as well as Why you think the creator
used this tactic.
Our success criteria is written on the board, as well as
a checklist on your brochure. Can someone read the
first two out loud for the class?

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

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.
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
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.

All excellent answers. So many things can affect the

Max: You could be a boy or a girl.

Angie: You might have different ages.
Stella: You might have a different background or
Greg: You might like different things, like cars, or

way we view something.

(Transition) We are going to get into groups now.
Raise your hand if you have ____ image. (Break
students into groups, based on the images. Students
should be in group of 3-5, depending on the number of
students in the class, and the images chosen.)

clothes, or food, or favourite colours.

Once in groups, students discuss the observations they

have made, and how they are different. They will also
write down their opinion about why it was different.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 5 - 7 (Indicate time breakdown of instructional elements)

Ok class, in your groups, I want you to choose either

Persuade, Inform, or Entertain, then choose three
things about your image that supports that element. You
will share those ideas with the rest of the class.

Students spend a couple minutes deciding which points

to use, then each group will share them with the rest of
the class. They will be pointing out what the image uses
to convey meaning and/or what is being used to relate to
them, as the audience.

Extension Activities/Next Steps (where will this lesson lead to next)

Next in media literacy, we will be creating our own advertising images to promote a product of our own choosing.
There will be a written component describing the tactics that are used to influence the audience. We will also be
discussing the rubric that will be used, so the students will know how they are going to be marked.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
The Lesson:
The Teacher: