Quebec Competencies Chart - Newspaper Ads

Author: Ginie Waller
Level: Elementary Cycles One, Two and Three
Subject Area: English Language Arts
Lesson Link: Newspaper Ads

Description: This lesson introduces students to advertising in newspapers. Each section can be adapted for younger or older students. The lesson begins with a discussion about the differences between display and classified advertisements. Students will also look at why newspapers need advertising and how it may influence newspaper content. In groups, students explore the “tricks” used by advertisers to attract consumers. They then create their own ads, take a print advertising campaign and apply it to television, and look at the differences between print ads and advertising on the Internet.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To exercise critical judgement
  • To be creative
  • To use information and communications technologies for learning purposes
  • Consumer Rights and Responsibilities
  • Media Literacy

 

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

Essential Knowledges:

  • Uses prior knowledge and personal experience of the content of a text
  • Use of pictures and other graphic representations to interpret texts
  • Uses knowledge of the relationships between sounds and written symbols
  • Questions and talk with others to clarify and enrich interpretations
  • Makes connections to prior knowledge or to other texts
  • Uses different reading strategies according to the text type
  • Reads, listens to and views a range of self-selected and personally relevant texts that include:
    • Use of personal, social and cultural background and experiences to interpret texts
    • Searching the Internet to locate texts that entertain, promote, and inform
  • Develops a personal response process in the context of a community of readers through:
    • Discussion of responses with others individually, on small groups and in the whole class
    • Recount of the story and, with guidance, outline of information in a text
    • Development of opinions on literary or popular texts
    • Sharing of responses with others to clarify meaning and enrich interpretation
    • Comparing own responses with those of others at a beginner’s level
    • Discussing own response process at a beginner’s level
  • Moves beyond the initial response through:
    • Responses to texts in a variety of ways that include talking, writing, the Arts, Media
    • Early attempts to explain own views of a text
    • Support for own views with references to the text in small and large group discussions
    • Discussions of structures and features of text and their impact on the reader
    • Discussion of the structures and features of a text and their influence on the meaning of a text
    • Returning to a text to confirm interpretations and understandings in discussions with peers
    • Adjustment of own interpretations in the light of the responses of others at a beginner’s level
  • Sees a text as a construction through:
    • Identification of some of the ways in which information is presented in popular and information-based texts
  • Understands the influence of familiar structures and features on the meaning of text through:
    • Identification of some structures and features of familiar text types
  • Recognizes self as a member of a reading audience

Competency 2: To Write Self-expressive, Narrative and Information-based Texts

Essential Knowledges:

  • Writes to a familiar audience in order to express meaning(s):
    • Specific structures and features of familiar texts incorporated into own writing
    • Selection of ways to influence a familiar audience in self-expressive and narrative texts
    • Experiments with familiar structures and features of different text types in own writing:
    • To suit own purpose and audience
  • Develops concept of writer’s craft:
    • Guided discussion and questioning of texts read, listened to and produced in order to discover how the text works
  • Develops personal contribution to the development of a writing community in the classroom through:
    • Criteria for “good” writing discovered and developed from texts read, viewed and listened to
    • Criteria for “good” writing related to text type, purpose and audience

Competency 3: To Represent Her/His Literacy in Different Media

Essential Knowledges:

  • Uses the familiar images, signs, symbols and logos in his/her environment:
    • Recognition that they are made by people for different purposes
    • Recognition that they have meanings/messages
    • Identification of how these images contribute to the messages/meanings of various media texts
  • Uses a repertoire of strategies to unlock messages/meanings in various media texts:
    • Use own questions in order to predict and confirm
    • Draw on prior experience with familiar media texts to understand how they are constructed
    • Rereads/looks again in order to clarify and extend understanding of a text
  • Uses structures and features of texts:
    • Compare structures and features of familiar media texts
    • Uses visual texts to communicate information in group productions of media texts
    • Locates similar structures and features in media texts (i.e. a movie and a poster)
    • Uses familiar structures and features to respond to and produce media texts
    • Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
  • Makes meaning of a media text by:
    • brainstorming
    • drawing on prior knowledge
    • sharing responses with peers
    • making connections to own experiences
    • returning to text
    • considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
    • Confirming, in collaboration with peers and teacher, that a media text can contain more than one meaning or message
    • Identifying and discussing some of the ways in which pictures, illustrations, popular symbols and signs and images enhance the messages/meanings in media texts designed for young viewers
  • Consider some of the functions of the media through:
    • Collaboration with peers in pairs, small groups and whole class to clarify, decode and respond to media texts
    • Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children’s magazines
    • Identifying her/his understanding of the messages/meanings of familiar media texts
    • Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Locating texts that entertain and inform by searching the Internet
  • Pre-Production:
    • Selection from the following text types:
      • Photo essay, advertisements, short research project (with guidance)
      • Immersion in the text type to be produced and discussion of its structures and features
      • Creation of criteria for guiding production:
        • Initial consideration, based on her/his knowledge of familiar text type
      • Exploratory planning in a risk-taking environment that promotes trial and error and includes:
        • Discussion about purpose, audience and context, in collaboration with teacher and peers
  • Production of the texts listed above in groups with peers that:
    • Incorporate images, symbols, signs, logos and/or words to communicate meaning or message
    • Incorporate appropriate communication strategies and resources given the text type and the context
    • Function as information-based text type:
      • Communicates information to familiar audience
      • Follows an appropriate, prescribed procedure to locate, organize and present information, with guidance, on a familiar topic
      • Gathers and sorts information, as a beginner and with guidance, on a familiar topic from various media
      • Use mixed media, e.g. images and words
      • Use mixed media and multimedia resources, e.g. images and words, computers
      • Entertain, inform and persuade
    • Use different technologies in order to construct a variety of text types:
      • Simple word processing
      • Multimedia resources to support learning
  • Post Production:
    • In collaboration with group members:
      • Review of texts produced in order to focus on message/meaning

Competency 4: To Use Language to Communicate and Learn

Essential Knowledges:

  • Shares information with peers and teacher
  • Talks about responses and point of view with peers and teacher
  • Asks and answers questions from peers and teacher
  • Responds to the ideas and points of view of others with sensitivity and interest
  • Talks through new ideas and information
  • Shapes communication to achieve its purpose and to meet the needs of the listener/audience:
    • Use of emotional appeals, such as to a sense of justice, duty or patriotism
    • Use of loaded diction or words with positive or negative connotations
    • Use of bandwagon appeal or “everybody is doing/buying/wearing…”
  • Uses language (talk) for learning and thinking by:
    • Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
      • Writing, producing and reading together
      • Planning of a project
      • Brainstorming
      • Planning of a cross-curricular or mixed media project
    • Questioning and challenging of different points of view/perspectives
  • Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
  • Listens critically