Sample 7: Grade 11

Topic: Advertising Analysis

1. Prescribed Learning Outcomes:

Communicating
It is expected that students will:

• exchange opinions on topics of interest, giving reasons and reactions
  
• describe or narrate events, situations, or experiences
  
• use a range of vocabulary and expressions in past, present, and future
  

Aquiring Information
It is expected that students will:

• retrieve, research, and use relevant information from French-language resources to complete authentic tasks
  

Experiencing Creative Works
It is expected that students will:

• compare, contrast, and respond to authentic creative works from the Francophone world

Understanding Cultural Influences
It is expected that students will:

• use language, expressions, and behaviours to suit cultural context

In addition to these outcomes, the teacher assessed students' attitudes, work habits, and application of language-learning strategies.

2. Overview

The teacher developed a unit for Grade 11 students that focussed on the language and images of French-language print, TV, and Internet advertising. Over a two-week period, students examined a variety of ads, analysed them, and then produced ads of their own. The teacher used performance rating scales to evaluate:

• students' written analyses of selected advertisements
  
• students' journal entries
  
• students' print, video, or Internet ads
  

3. Planning for Assessment and Evaluation

• The teacher distributed charts (fiche analytique publicitaire) for each of the three types of ads (print, TV, and Internet) to be filled out by students when they analysed the ads. The charts identified title, typical product, and intended audience.
  
• The teacher displayed six to ten ads from French-language magazines. Students were given ten minutes to walk around the display and, for each ad, note the magazine title, promoted product, and intended audience.
  
• The teacher modelled the process of extracting meaning from image and text, using prompts such as:
  • Qui est représenté? Où?
    
  • Qu'est-ce qui est représenté?
    
  • Qu'est-ce qui se passe?
    
  • Décris l'ambiance.
    
  • Quel est le slogan?
    
  • Que veut dire le slogan?
    
  • Quels mots descriptifs trouves-tu?
    
  • Quelles allusions littéraires, historiques, musicales y a-t-il?
    
  The teacher prompted the students to notice and describe subtle details, speculate about intentions, and consider possible interpretations of word choice, then demonstrated how to transform the point-form information into sentences.
• The teacher showed a video compilation of French-language ads to the class (or students viewed three or four French-language TV ads at home), then had students fill in the TV ad chart. The teacher used prompts similar to those suggested for the print ads for the TV ad analysis. Additional prompts for TV ads included:
  • Y a-t-il une chanson publicitaire?
  • Selon toi, réflète-t-elle le produit? Comment?
    
  • Quel ton l'animateur/l'animatrice a-t-il/elle?
    
• Students viewed eight to ten French-language ads at a variety of predetermined web sites either in the classroom or in a school computer lab, then filled in the chart. Additional prompts included:
  
  • La publicité était-elle intéractive? Si oui, est-ce que la publicité était plus intéressante/ efficace/convaincante à cause de ça?
    
  • Combien d'annonces publicitaires y a-t-il à l'écran? S'il y a une variété, y a-t-il un thème commun entre elles?
    
  • Les annonces publicitaires ont-elles changé à l'écran? Si oui, combien de fois?
    
• From the variety and types of ads viewed, students worked in groups of three or four to analyse the various components in French-language advertisements of their choice and presented their analyses to the class. Each group worked with a different advertisement.
  
• The class brainstormed a list of advertising strategies and suggested examples of familiar advertisements that use various techniques. The groups then reviewed their chosen French-language ads and added stratégies utilisées to their notes. They considered what cultural assumptions or beliefs were implicit in the ads they chose, then discussed their views with the class.
  
• Students worked alone or in pairs to analyse and write résumés de la publicité on French-language advertisements.
  
• Students completed reflective journal entries where they responded to some or all of the following prompts:
  • Quelque chose qui m'a surpris ______.
    
  • Quelque chose qui m'a frustré ______.
    
  • Quelque chose que j'ai appris dans la publicité est ______.
  • Je voudrais lire plus de ______.
    
• In pairs or groups, students produced print, video, or web site ads of their own. Students were encouraged to incorporate the advertising elements from their analysis and exploration of previous ads. Students invented imaginary products in order to avoid copying existing French-language ads.
  
  

Fiche analytique publicitaire (Sample)

4. Defining the Criteria

The teacher reviewed the expectations for the unit and discussed the following criteria and how these might be demonstrated in the résumés de la publicité, reflective journals, and ad productions.

Fiche analytique publicitaire
To what extent does the student:

• access the three types of ads (print, TV, and Internet)
  
• identify the source of the ad, the name of the product, and the target audience
  
• use appropriate vocabulary, spelled correctly
  
• show appropriate organization of information

Résumé de la publicité
To what extent does the student:

• communicate ideas in a written paragraph in understandable French
  
• use information from a French advertisement to:
  • describe the picture and text
    
  • identify one or more strategies used to make an ad appealing
    
  • interpret relatively obvious visual and written puns or allusions

Journal intime
To what extent does the student:

• include thoughtful and detailed responses
  
• develop and support generalizations about cultural variations
  
• demonstrate cultural awareness and interest
  
• include relevant details

Print, Video, or Web Site Advertisement
To what extent does the student:

• incorporate advertising elements/strategies from previous ad analysis
  
• engage the audience through use of images, font, voice, detail, humour, costumes, props, design, etc.
• use a wide range of expressions and vocabulary
  
• take risks to include new or unfamiliar language that enhances their ad
  
• use gesture and expression to support communication
  
• communicate an understandable message
  

5. Assessing and Evaluating Student Performance

The teacher used rating scales to evaluate students' work. Students had copies of the scales as they worked on their assignments; similar scales were used for other assignments throughout the year.

Fiche analytique publicitaire

Journal intime

Résumé de la publicité

Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.

Print, Video, or Web Site Advertisement

Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.

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Maintained by: International Languages Coordinator

Last Modified: February 2002