Name: Graeme Garland

Lesson Plan
Lesson Title: Intro to Commercials Grade: 11 Date: 11/2/2018

Subject: The Arts Strand: Media Studies Location: Computer Lab/Outside Time: (number of classes): 1 Class

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Today we will be starting a commercial unit. The focus will be on the outdoors and how it is used in advertisements,
and some environmental issues. We will travel outside with the intent to use our surroundings to boost the knowledge
we gain.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A2.
The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using
various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to
produce and present media art works for a variety of audiences and purposes.
B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity,
and affect personal, cultural, and community values and their awareness of those values;
C2. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts;
C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing,
presenting, and experiencing media art works.

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
A1.2 develop plans, individually and/or collaboratively, that address a variety of creative challenges, and assess and
revise their plans on the basis of feedback and reflection
A2.4 analyze how media artists use the principle of point of view, and apply that principle in the design and production
of media art works that explore elements from contributing arts
A3.1 explore a wide range of traditional and emerging technologies, tools, and techniques, and use them to produce
effective media art works
B2.2 analyze the ability of media art works to express historical or contemporary cultural identities, and explain how
obstacles can limit that ability
C2.2 explain, on the basis of research, the history and development of various media technologies and/or items that
are dependent on these technologies
C3.3 identify and apply responsible environmental practices associated with the media arts workplace

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…

 How to use my surrounding environment in a commercial
 how a commercial

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 student’s 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: use my surrounding environment to create an idea for a commercial

I can: build a basic plan for a commercial

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 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 (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Think-Pair-Share Oral feedback right away

Performance Progress check Checking the story boards after
class and giving them feedback
on their idea
Assessment As Learning Do Thumbs up Thumbs Down Knowledge to move on
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Basic Elements and principles of design
* Elements and principles of design
* A knowledge of the schoolyard and surrounding area

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

can be worked out on a student by student basis.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

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

Commercial

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.
 Classroom and an outdoor area with some trees, also with streets, and a park.
 Students will need to be dressed appropriate for the weather.

Learning Environment (grouping; transitions; physical set up)

Classroom to outside
Outside to Classroom

Cross Curricular Links

English
Visual Arts

Lesson – Delivery Format

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: 0 Mins - 20 mins (Indicate time breakdown of instructional elements) Students will be participating in the minds on,
while
As everyone is shuffling in you will tell students to following safety guidelines that have been put in place
discuss in groups of two or three people: from the beginning of class.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 We will be focusing on commercials today. What makes
for an entertaining commercial?
Let students discuss for 5 mins then have them share.
After the discussion is done.
We will be going outside and meeting at the soccer field.
I need one person to be the front (the teacher will be at
the back). As we walk there as a class talk with a partner
about where does the environment come into
commercials and advertisements?
When you get to the field discuss where students see
nature in commercials and Advertisements.

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
Time: 30 Mins - 50 mins (Indicate time breakdown of instructional elements) Students will be participating
in the lesson, while
First off, we must know the purpose of commercials and
following safety guidelines that have been put in place
ads. In a group of 4-5 try to come up with a definition of
from the beginning of class.
commercials. Give them 2-5 mins
If they don’t cover these points the teacher MUST point
them out. Discuss if students have questions.
Most have a product in mind, a person, place or thing.
Some examples of this would be a political campaign, a
trip to Disneyland, or a Nike ad so say shoes.
All commercials are trying to sell you on something. This
doesn’t necessarily mean you have to purchase it. Some
commercials will have a concept they want you to adopt
for example stop littering, save the environment,
recycling.
Are either video, print, or spoke on the radio. They use
different types of media.
Advertisements are made to appeal to our emotions.
Whether it is our wants, needs, or makes us feel happy
or sad. The objective is to use our emotions to side with
the ad. Do thumbs up thumbs down formative
assessment to see if you are ready to move on.
Now look around us in the schoolyard and see what are
some objects or ideas that you can come up with.
In the same group what could be used in a commercial
and how it would be used, and how do the elements
and principles of design factor in?
Give 5-10 mins
Take up and discuss
Depended on your environment. So as a teacher you
should be looking around and taking note of things as
well to add in anything else.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 50 mins -65 mins (Indicate time breakdown of instructional elements) Students will be story
boarding a rough concept of a
In the last 15-20 minutes the teacher will tell the students commercial from the discussion on how the outdoors
to pick one idea from the class discussion and go and can be used in a commercial
draw a storyboard concept on that item.
Students will be aware of what storyboarding is and
would have the outline for it. This will be a progress

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 check.

The last ten mins are to finish up and get back to class.
Extension Activities/Next Steps (where will this lesson lead to next)

This class will be followed by 2 classes on interpreting and analyzing commercials. Followed by Learning how to use
a camera, then eventually on combining the two together.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013