Lesson Plan
Name: Melissa Scarfo
Subject: Commerce
Date: 14 May 2014
Topic: Influencing our Buying
School: Strathmore Secondary College
Year Level: 10
Lesson No. 1
Duration: 94 minutes
Study Design Focus
Learning Outcomes
AusVELS Learning Focus:
Students will understand how advertising influences consumer
decisions.
Students develop their skills in
interpreting meaning by
identifying inferences and
assumptions.
Strand: interdisciplinary
learning
Domain: Communication
Dimension:
 Listening, viewing and
responding.
 Presenting
Students will distinguish between consumer “needs” and
“wants”.
Students will demonstrate their understanding of the above
concepts via class presentation.
Progression Point: Level 10
Rationale
Advertising is a big part of our lives. We are constantly bombarded everyday by different forms of
advertisements. For example: radio, TV, internet, billboards, cars/buses, letter-box drops,
catalogues and so on. Most companies advertise their products in a way that makes us believe we
“need” their item/service rather than “want” it. It is important for students to understand the
different strategies many companies use to market their products to consumers.
I intend to use a power point presentation, class discussion and working in pairs to enable the
exploration and expansion of ideas. These methods will facilitate knowledge sharing.
Assessment
 At the beginning of the lesson, students engage in a class brainstorming activity to
demonstrate prior knowledge/ understanding of what advertising entails. This will provide
an insight as to my future teaching and whether I need to provide extension activities.

Continually ask for feedback throughout the lesson to ensure student comprehension.
Useful to alter lesson delivery if students are struggling to understand.

Successful completion of worksheet questions will highlight the level of student
understanding of this topic.

Students to reflect on their learning.

Provide students with regular verbal feedback acknowledging strengths and areas for
improvement.

In pairs, students are to prepare a brief presentation on an advertisement of their choice;
highlighting and analysing the strategies the company has used.
Teacher Resources
 Prescribed textbook and teacher’s support material;
 Advertisements;
 Whiteboard;
 Powerpoint presentation;
 Advertising strategies handout;
 Interactive board; and
 Youtube clips
Student Resources
 Prescribed textbook;
 Workbook/pens/pencils;
 iPads; and
 Advertising strategy handout.
TIME
1 min
TEACHER ROLE
Welcome students as they enter
classroom. As students enter classroom,
various advertisements will be displayed
on the interactive board.
8 mins
Orientation
STUDENTS’ ROLE
Students will enter classroom and select a
seat. They will take out their books/pens in
readiness for the lesson. They will also be
observing the picture on the interactive
board.
I will advise the students of the topic we
Students will participate in class discussion
will cover in the double lesson. To
and brainstorm everything they know
introduce the topic, I will ask students
about advertising.
what is their understanding of advertising
(Brainstorm). Write their answers on the
board. This will test their prior
knowledge/ understanding of the topic
and will guide my teaching.
I will then put a definition of ‘advertising’
on the board.
Students will copy down definition of
advertising in their workbooks.
I will then ask the students what forms of
advertising they have been exposed to
and when they have been exposed to
Students will participate in class discussion
as well as copy mind map from the board.
these advertisements. I will create a mind
map on the board with the answers
provided by students.
30 mins
Exploration
Begin powerpoint presentation to
introduce key concepts such as:


Small, medium & large businesses.
High profile people sell. Students
to recall/ identify what the
following celebrities promote:
 Beyonce = Pepsi
 Ironmen – Nutrigrain
 Miranda Kerr = Victoria Secret
 George Clooney = Nespresso
 Eva Longoria = Loreal
 Tiger Woods = Golf/ Nike
 Jessica Simpson = Proactive
Will then present the 2014 World Cup
Nike Commercial demonstrating how
high profile celebrities sell.


Timing of advertisements –
children’s toys, fast food, and
infomercials.
Supermarket strategies.
Students shown Samsung Galaxy
advertisement on YouTube – class
discussion to ensue
Students will be observing powerpoint
presentation whilst listening to the teacher.
They will take notes and ask questions.
Students will participate in class discussion
when asked to recall what the named
celebrities promote.
Students to watch the youtube clip being
presented.
Students will be observing powerpoint
presentation whilst listening to the teacher.
They will take notes and ask questions
when appropriate to do so.
Students will watch the youtube clips. They
will then engage in class discussion –
identifying the strategies that were used.
Students shown McDonald’s ask us
anything advertisement – class discussion
to ensue
22 mins
Activity
In pairs, students are to prepare a short
presentation (2-3 mins) to the class. They
are to analyse an advertisement of their
choice and answer the following
questions:
1. What advertisement did you
choose?
2. What is the company trying to
promote?
In pairs, students are to work on their
presentation. They will be using their
iPad’s, handout and text book to assist
them in answering the questions. Students
can also ask the teacher question if
assistance or clarification is required.
3. Who is the company trying to
target?
4. What strategies were used in the
advertisement?
5. How does the advertisement make
you feel?
6. Was the advertisement effective?
I will provide students with handout
outlining the different advertising
strategies to assist them when analysing
their chosen advertisement. I will advise
students that they have approximately 20
minutes to prepare their presentations
before they need to present to the class.
As students are working on their
presentations, I will walk around the
classroom to ensure they are working and
not misusing their iPad’s. I will also assist
students with their questions when
required.
28 mins
I will be assisting students locate their
advertisement on YouTube to display on
the interactive board. As advertisement is
playing, I will be watching. I will then be
watching/listening to the student
presentations and provide written and
verbal feedback.
Students will provide me with their
advertisement. They will quietly watch the
advertisement. Once advertisement has
finished, students will give their
presentation. Once presentation has
finished, students to collect their feedback
forms.
5 mins
Conclusion
Students are to listen to the overview of the
lesson.
Provide students with an overview of the
key concepts studied in today’s class.
Advise students that in our next lesson, we
will complete the presentations. Once
presentations are complete, we will move
onto the next topic: Major Purchases.
Self Evaluation
Mentor’s Comments
Advertising Strategies
Year 10 – Commerce
Ideal Children and Families
The children in commercials are often a
little older and a little more perfect
than the target audience of the ad. They
are, in other words, role models for
what the advertiser wants children in
the target audience to think they want
to be link. For example: a Bratz
commercial that is targeting eight year
old girls will use an eleven year old girl
playing with the doll.
Are You Cool Enough?
Advertisers try to convince you that if
you don’t use their products, then you
aren’t good enough. Maybe you wont
be accepted or have the right
friendship circle. Maybe you won’t fit
in. At times, an advertisement will
show someone uncool trying their
product and then suddenly they
become hip looking and doing cool
things.
Ideal families are all attractive and
pleasant looking – and everyone seems
to get along. Idea children and families
represent the types of people that kids
watching the ad would like themselves
or their families to be.
Heart Strings
Commercials often create an emotional
mood that draws you into the
advertisement. For example: worksafe
commercial. When the doorbell rings,
the little girl screams with excitement
“Daddy’s home” and runs to open the
front door. When she opens the front
door, she is confronted by two Police
officers. She is such a cute little girl that
this commercial makes you feel sad for
the little girl who unbeknown to her
has lost her dad to a workplace
accident.
Cute Celebrities
Teenage Mutant Ninja Turtles sell
pizza. Nestlé’s Quick bunny sells
chocolate milk. These strategies are
ways of helping children identify with
products either now or in the future.
Amazing Toys
Many toy commercials show their toys
in life-like fashion, doing incredible
things. Aeroplanes do loops, cars drive
themselves, dolls cry, Spiderman
climbs buildings and saves the world.
This would be fine if the toys really did
the things shown on the advertisement.
Selective Editing
Selective editing is used in all
commercials, but most commonly in
commercials for athletic toys like
Frisbees or footballs. Commercials
show only the brilliant catches/ throws
ad perfect kicks. Unfortunately, that is
not the way most children experience
Facts and Figures
Advertisers use facts and statistics to
enhance a product’s credibility. They
also use before and after shots. For
example: Weigh watchers.
these toys.
Put Downs
This is when an ad puts down the
competition’s product to make its
product seem better. For example:
Samsung v Apple.
Family Fun
Many commercials show parents
enjoying their children’s fun as if the
product will bring more family
togetherness. You will hear statements
like “this is something the whole family
can do together”. For example: board
games.
Celebrities
Often commercials use celebrities to
sell their products. It sends the
message that If you think you’re just as
good as the celebrity displayed, you
would buy that product. For example:
Nike using Christian Renaldo.
Nespresso using George Clooney.
Fear
Advertisements use fear to suggest that
terrible things can happen to a
consumer if they don’t use their
product. Some common fears are:
- Being unattractive;
- Being rejected;
- Being ridiculed;
- Being unsafe/in danger.
Bandwagon
Join the crown! Don’t be left out!
Everyone is buying this product – why
aren’t you?
This strategy encourages you to do
what you believe everyone else is
doing.
At times, advertisements use fears to
encourage you not to do something.
For example: smoking commercials
showing a person dying.