Name
The influence of Commercials on our life
Topic
Media Literacy: Advertising, Persuasion and Propaganda
Learning time
8 hours and 20 minutes
Designed time
8 hours and 20 minutes
Size of class
15
Description
Driving question: How do commercials influence our life and should we do anything about it? Students will investigate the topic and present their findings in digital school magazine. They will analyze commercials (different formats); identifying the author, genre, purpose and point of view; analyze persuading techniques; difference between fact and opinion; create commercials about something they believe deserves it.
Aims
You will interpret the messages of commercials and assess their impact. You will learn how to use key media literacy questions and practice the skill of interpretation and critical analysis. Your findings will be presented in digital school magazine. You will design your own commercial for something you think deserves it.
Outcomes
Define, Find out/discover, Explain, Analyse, Differentiate between, Design
Editor
gordanas
Edit
On your own
30 minutes)
  • Investigate
    30
    1
    0
    During one typical working day note how many and what kind of commercials you have seen/heard. Note also where you have come across these commercials
Notes:
Homework
Resources linked: 0
Icebreaker. Forming the groups. Building team spirit.
30 minutes)
  • Collaborate
    10
    15
    0
    BALLOON BOP: Students begin by standing in a circle, holding hands. The teacher drops one balloon into the circle. The goal is for students to see how many times they can tap the balloon into the air (students may tap the balloon with hands, arms, heads, shoulders, chests, or knees—but NO feet), keeping it up in the air, without losing connection (all students must continue holding hands).
  • Collaborate
    5
    4
    1
    Forming the groups using Team up tool.
  • Collaborate
    15
    4
    0
    Split the groups into pairs. Each pair will have 30 seconds to find 5 things they have in common. At the end of the 30 seconds, put two pairs together and give the four one minute to find something all 4 students have in common. Finally, each group presents the list of things they have in common.
Notes:
Resources linked: 0
Working in groups discuss the lists of commercials you sow during a typical day.
60 minutes)
  • Discuss
    15
    4
    0
    Compare your notes about commercials. What do you notice? Are your lists similar or different? What is the purpose of commercials? How do they make you feel? What questions do you have about commercials?
  • Discuss
    20
    15
    1
    Plenary discussion: each group presents its conclusions; the class brainstorms questions about the topic. We use Padlet board to write down the questions.
  • Read Watch Listen
    15
    1
    1
    Scroll through the attached page, find definitions of advertising and propaganda. If you have any new questions or ideas to investigate write them down.
  • Discuss
    10
    15
    0
    Short check up: what have we learned so far; are there any terms that need to be explained
Notes:
Resources linked: 0
Read the article: Women - sexual objects in commercials
70 minutes)
  • Read Watch Listen
    15
    1
    1
    Read the article.
  • Investigate
    30
    1
    1
    Are there any words you do not understand in the text? If yes write them down and find their meaning? You can use online dictionary in the attachment.
  • Discuss
    15
    1
    0
    Write down your reaction to the text. Has anything in the text surprised you? What? Do you have questions about the issues discussed in the text? Write them down.
  • Investigate
    10
    1
    0
    Choose one commercial you find interesting for discussion in the class.
Notes:
These tasks are performed at home.
Resources linked: 0
Key Questions of Media Literacy
90 minutes)
  • Discuss
    20
    15
    0
    Share your reactions to the text on women in commercials.
  • Read Watch Listen
    20
    1
    We watch the video about Media literacy remote control. Teacher introduces key questions of media literacy. Models the analysis using the advertisement in the text about women in commercials.
  • Collaborate
    20
    4
    0
    Group work. Students watch video commercials (chosen by them previously) and analyze them using the key questions.
  • Discuss
    30
    0
    Groups present their answers. Answers are recorded and later edited together with the original video. The results are shared in the class Padlet.
Notes:
Resources linked: 0
Summarize our findings so far: how do commercials influence our life? Decide about next step - should we do anything about it? If yes, how?
130 minutes)
  • Discuss
    15
    4
    0
    Group discussion.
  • Discuss
    25
    15
    0
    Plenary discussion.
  • Produce
    90
    4
    1
    Groups decide how to present their findings and ideas, plan their projects, and produce. Use the attached rubric to help you guide your contributions to the group work.
Notes:
Teacher prepares a lot of resources for further investigation of different aspects of the topic, so that students can follow their interests. Teacher advises groups about possible tools to use for presentation.
Resources linked: 0
Share and reflection
90 minutes)
  • Collaborate
    45
    15
    1
    Students share their projects and learn from each other. Check the attached rubric to assess your presentations.
  • Discuss
    45
    15
    0
    Reflection: What have we learned? What was easy/difficult? Why? What could we do different next time? Chose what shall we share in school digital magazine.
Notes:
Students will reflect on their own work, on the work of their peers. Teacher will reflect if the learning outcomes are fulfilled as well as on the whole process of the project.
Resources linked: 0

Learning Experience

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