Media Lesson Plan
Grade: 4
Topic: Fast Food – Ads vs Reality
Curriculum Expectations:
 Demonstrate an understanding of a variety of media texts
 Explain how different media use symbols and techniques to construct meaning
 Create a variety of media texts for various audiences and purposes using appropriate
symbolic and technical conventions
 Photos of fast food – before and after
 Response Journal
 Poster paper
 Markers and pencil crayons
Students will learn how advertisers use techniques and aesthetics to improve the appeal of
fast food products
-Begin to describe a delicious fast food, but only giving clues as to what it looks,
feels, and tastes like
-Ask the students to close their eyes to visualize
-Don’t give the food item away until you’ve given a sufficient amount of clues
-Use a lot of expression and descriptive words to make the students DESIRE the
food product
For example, “Imagine it’s an extremely hot summer day. You’ve been playing
Frisbee at the beach for hours with nothing to eat or drink. Suddenly a friend
approaches you with something absolutely delicious. The fruity smell teasingly
tickles your nose. You can’t help but notice how bright and fresh it looked, like
newly fallen snow. You instinctively lick your lips. You can just imagine how
refreshingly cold this treat would be.
Think Pair Share
-Ask the students to guess the treat and share their ideas with a partner
-Ask “Did this story have an effect on you? Why?”
-Ask “What made you desire this treat?”
-Ask “Can you think of any forms of media that would have the same effect on
Guided Exploration
-Present a before and after picture of a fast food product
-Ask guiding questions
Key Concept #1: All media messages are constructions
 What media form is this?
 What is the purpose of this message and who is the audience?
• How has this message been constructed?
• How close is it to reality?
Key Concept #5: Each medium has its own language, style, form,
techniques, conventions, and aesthetics
 What techniques have been used and why?
 Who benefits from this message and who is disadvantaged?
- In partners, the students will examine another before and after picture of a fast
food product
- The students will respond to the guiding questions in their response journal
- Students display their ads and responses on their desk
- Students will walk around the classroom and view the various advertising
techniques and strategies
Independent Exploration
-Students will visit the “Don’t Buy It. Get Media Smart” website
-Students will select the “Advertising Tricks” tab and explore the techniques and
strategies used to promote food products
-Students will be asked to take notes to help them with the final project
Media Production
-Students will create their own food advertisement
-A poster paper will be divided into two sections – labeled BEFORE and AFTER
-Students will design an advertisement for their favourite food, making sure to use
techniques and aesthetics to make the ‘after’ picture more appealing
-As the students brainstorm their design they will be guided by a series of questions:
1. Who is the target audience?
2. What is the purpose of my message?
3. What techniques will I use to illustrate this message?
- Students will present their completed advertisement in front of the class
Assessment strategies:
Observation during group discussion
Checklists (for response journal)
Rubric (for completed advertisement)
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