Lesson Plan Title: Sell It to Me!

Part 2
Date: February 14, 2018
Subject: ELA Grade: 8
Topic: Buy It, You’ll Like It! Essential Question: How can I engage an audience using tactics
that are used in the world around me to analyze and sell a product, the same way things are sold to
me?

Materials:
- Checklist
- Rubrics

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand their checklist for their project and work together in groups to create a
short presentation that sells their product using tactics they have learned in the unit so far. Students will need
to present to the class or to larger groups (depending on time constraints) and recieve their presentation
rubrics directly following.

Broad Areas of Learning:

Sense of Self, Community, and Place: Students will gain a deeper understanding of themselves, their
community and their place in society as they look below the surface of advertising. They will gain knowledge
on how marketers appeal to themselves as individuals and why this affects them.
Lifelong Learners: Through this lesson, students will learn to analyze what they view and what is marketed to
them throughout their lives. They will learn to be critical about their surroundings and engage in lifelong
learning that they can apply to various situations.
Engaged Citizens: By viewing and analyzing these commercials, students will learn to be engaged citizens by
being engaged in their understanding of the world around them. They will learn to decipher what they want
versus what they need and how to recognize when something is being made to seem like something it is not.

Cross-Curricular Competencies:
Thinking: Students will think and learn creatively through their presentations, they will be presenting and
utilizing information they have learned by thinking about strategy for marketing and showing their classmates
their learning as well.
Literacies: Students will construct, express and explore various literacies in their presentations by making
connections between written work and multimedia interpretation and fitting it into their creative displays in a
way that they choose.
Social Responsibility: Students will engage in communication thinking and dialogue when presenting their
commercials verbally to their classmates, contributing to their learning community by allowing their personal
learning to be showcased.
Outcome(s):
CR8.4 View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television
broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages
and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
CR8.5 Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for
diverse opinions, presenter's point of view, values, and biases, stereotypes, or prejudices.
CC8.3 Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit
purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after
(e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of
the composition) speaking, writing, and other representing activities.
CC8.5 Create and present a variety of visual and multimedia presentations including an illustrated report, a role play that ends with a
tableau, a dramatization, presentation software, a newscast with adequate detail, clarity, and organization to explain (e.g., an
important concept), to persuade (e.g., an opinion on an issue, a mini-debate), and to entertain (e.g., a humourous incident).
AR8.2 Appraise own and others' work for clarity, correctness, and variety.

PGP Goals:
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all learners
1.4 a commitment to service the capacity to be a reflective, lifelong learner and inquirer
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- While students have time to work on their presentations during the first half of class, the teacher will
be circulating and ensuring everyone is on the right track, asking guiding questions and making
suggestions to help students succeed

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- Students will also be marked on a 4-point rubric by the teacher that will be created with the
information the students come up with during Part 1
 Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

The motivational set for this lesson will be a short recap of what happened in part 1 of the lesson and the
answering of questions that pertain to their assignment.

Main Procedures/Strategies:

1) Short Recap of previous lesson followed by questions about the assignment and
discussion/presentation of the rubric they will be marked with
2) ½ of class to prepare presentation
3) 2nd half of class used to present to entire class OR to larger groups (depending on time constraints)
4) Handing back of rubric assessment

Adaptations/Differentiation:
- If students are unable to present (anxiety, etc.) an alternative activity can be formulated to ensure
understanding

Closing of lesson:

The closing of the lesson will be the handing back of the rubric assessment to the students and a final chance
for feedback and questions to conclude

Personal Reflection:
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)