{"id":1588,"date":"2022-01-04T00:53:29","date_gmt":"2022-01-04T05:53:29","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1588"},"modified":"2022-03-29T11:58:49","modified_gmt":"2022-03-29T15:58:49","slug":"advertisement-cards-16-17-scooter-advertisements","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/advertisements\/advertisement-cards-16-17-scooter-advertisements\/","title":{"rendered":"Cards #16, 17: Scooter Advertisements"},"content":{"rendered":"\n
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Oral Language Teaching Strategy:<\/strong>
Promote Piggy-Backing<\/a> Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another persons\u2019 ideas). <\/p>\n

Time:<\/strong> one 30-minute or two 15-minute lessons
\n Materials:<\/strong> Advertisement Cards #16, 17
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a>\n \n <\/p>\n\n<\/div>

\n\n

FOCUSING ON THE PICTURES<\/h3>\n

Teaching Tip:<\/strong> The advertisements for the pink and blue scooters are intended to be used in the same lesson. The advertisements will provide opportunities for students to identify and discuss the advertiser’ s attempt to market towards girls and boys. However, you may find that some girls may prefer the blue scooter and some boys may prefer the pink scooter. With students, you can evaluate if the advertiser is doing a good job of advertising to boys and girls.<\/p>\n

\n [Analyzing\/inferring]<\/p>\n

    \n
  • Show students both cards at the same time, allowing enough time for each student to really look closely at the advertisements. Prompt students\u2019 thinking by asking:\n
      \n
    • What are these cards?<\/li>\n
    • How are these cards the same?<\/li>\n
    • How are they different?
      \n <\/li>\n <\/ul>\n <\/li>\n
    • \n

      Marla, you said that both the \nads say the same thing. \nJonathan agreed but added that \nthe letters are in different \ncolours for each ad. Jonathan \nwas adding to your idea.<\/p>\n\t\t \n\t\t Have students turn to a partner and share their thinking. Remind students to really listen to their partner and to add to their partner\u2019s idea.
      \n <\/li>\n

    • Provide time for partner discussion and then invite a few partners to share their thinking with the group. As students share their ideas, be sure to model how to piggy on back their comments.\n \n <\/li>\n <\/ul>\n\n<\/div>
      \n\n

      GOING DEEPER<\/h3>\n[Inferring\/evaluating]\n
        \n\n\n
      • Offer prompts to focus the students\u2019 attention on the purpose of the advertisements.\n
          \n
        • Why do you think these ads are different? Why would the advertisers create two ads?<\/li>\n
        • What do you think about the choice of colours? Why is one ad pink and the other blue?<\/li>\n
        • How is the advertiser trying to influence or persuade us? Why do you think that?<\/li>\n
        • How are these ads effective? Do these ads make you want to get a \u2018Zoomer, Ultra Scooter?\u2019 <\/li>\n
        • Do you think that the scooter could actually take you to space or a castle? Is the advertiser lying?<\/li>\n
        • \n

          I want us to look really \nclosely at the ads and discuss \nhow and why they are \ndifferent. Turn to your partner \nand discuss why you think the \ncards are different colours.<\/p>\n\t\t \n\t\t Why do you think there is a minimum age limit for the scooters? Should there be a maximum age limit?\n <\/li>\n <\/ul>\n \n <\/li>\n <\/ul>\n\n \n

          You may conclude the lesson at this point and do the second part on the next day, or you may decide to continue and do Connecting and Predicting as part of the first lesson. <\/strong>
          \n \n <\/p>\n\n<\/div>

          \n\n

          CONNECTING<\/h3>\n

          Teaching Tip:<\/strong> If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing the cards with the students, along with previous discussions that have taken place.<\/p>

          [Making connections]\n <\/p>\n

          Teaching Tip:<\/strong> We want to help students make connections between these advertisements and the advertising they experience in their day-to-day lives.<\/p>\n

            \n
          • Have students draw on their personal experiences to make connections to the ads and the feelings they prompt. Prompts may include:\n
              \n
            • Where do you see advertising?<\/li>\n
            • Describe your favourite advertisement. Where do you see this advertisement? Why does this advertisement appeal to you? <\/li>\n
            • Have you ever seen an advertisement for a toy and thought to yourself \u201cI really want that toy.\u201d Did you get the toy? How did it make you feel? How long did you feel that way?<\/li>\n
            • Do you think we have to be aware that an advertiser\u2019s job is to persuade us to buy things?<\/li>\n
            • How can we make good choices about what we decide to buy?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n \n\n<\/div>
              \n\n

              PREDICTING<\/h3>[Predicting] \n
                \n
              • \n

                Invite students to make predictions with a partner about what the next advertisement for \u2018Zoomer, Ultra Scooter?\u2019 may look like.\n <\/p>\n <\/li>\n

              • \n

                How could we create an ad to \npersuade adults to buy \u2018Zoomer, \nUltra Scooter?\u2019 What should we \nput in our advertisement to make \nadults want to buy and use this \nscooter? How could we persuade \nadults to buy this scooter?<\/p>\n\t\t \n\t\t Ask students to pretend that they are the advertisers for \u2018Zoomer, Ultra Scooter\u2019 and they have been given the job of creating an advertisement for the Zoomer that would appeal to adults. Write down the students’ ideas and create the outline for the advertisement together.\n \n <\/li>\n <\/ul>\n\n<\/div>

                \n\n

                LESSON EXTENSIONS<\/h3>\n
                  \n
                • As a shared writing lesson, create a print ad for a product with the students. Begin by picking a product to sell then brainstorm what you will call the product and how you will persuade people to buy it. Create a rough outline of the ad on poster board.\n <\/li>\n
                • Brainstorm ways that advertisers persuade people to buy their products. Record student ideas on a chart under the title, \u201cHow do advertisers get us to buy their products?\u201d Have students come up and share the pen with you. Ask the other students to write the words with their fingers on the floor as the student is writing them on the chart paper. Read the list as a shared reading text. Discuss the term \u2018persuade\u2019 and \u2018persuasion\u2019 with students.\n <\/li>\n
                • Discuss why advertisers, toymakers, and clothing makers often use pink for girls and blue for boys. Create a list of reasons why pink and blue are great colours.\n <\/li>\n <\/ul>\n\n<\/div>
                  \n\t\n

                  FOLLOW-UP ACTIVITIES<\/h3>\n
                    \n
                  • Have students create their own print ad with a partner in which they try to sell something. Provide print ads from magazines as examples for students. Challenge them to use both pink and blue in the ad. Post the print ad created by the class.\n <\/li>\n
                  • Post a print ad and ask students to comment on the effectiveness of the ad. Write sentence prompts like \u201cI think this is a good ad because..,\u201d \u201cI think they could have made a better ad by….,\u201d \u201cThis ad could be improved by….\u201d Have students write their comments on chart paper below the ad. Challenge students to \u2018piggy-back\u2019 or add to the comments already posted.\n <\/li>\n
                  • Give students a collection of print ads and ask them to find ads that are made for boys and ads that are made for girls. Using sticky notes, have students write down ways that the ad could be changed to appeal to both girls and boys.<\/li>\n <\/ul>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                    Oral Language Teaching Strategy: Promote Piggy-Backing Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another persons\u2019 ideas). Time: one 30-minute or two 15-minute lessons Materials: Advertisement Cards #16, 17 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURES Teaching Tip: The advertisements for the pink and […]<\/p>\n","protected":false},"author":6,"featured_media":8064,"parent":1586,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1588","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1588","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1588"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1588\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1586"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/8064"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1588"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}