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With access to various materials, use a Think, Pair, Share style of grouping to keep discussions more focused.  Remember, Too many kids in a group creates distractions.
Have centres already prepped with materials. (ie: one table with Newspapers and Magazines, another with Chromebooks, another with tangible samples {various product containers/boxes, etc. that show Brand names.
Have checklist style questions for students to use at each station where they record their thoughts, experiences and opinions on the products. Assess their "chit chat" that you hear to guide your assessment for learning. The checklist, notes and their reflection from each centre will give you a good idea of their knowledge.

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(*using a mix of digital and text)
This part is your "HOOK" section for learning. Here you will be able to gather knowledge of WHAT your kids already know and how they interpret what they see to you and to their peers in conversation.
Here this part is teacher and tech directed. As an introduction to Advertising you could talk about types (http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm) and then You can show examples and prompt discussion, maybe even pose questions to start conversation.
For Example: Youtube video on Adidas, Nike, Reebok..
"What are similarities? Differences?" Why are these ads cool? How?
Second Example: Magazine page samples. Celebrities, car companies, diet, fashion. How does the ad make you feel? Would you want that if you had the money? Is there Value to the ad? Is it true?
Of course talk about Persuasion here? What is the ad doing to make you want to buy or be like the product displayed?

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This part is where all the learning becomes synthesized and visible.
Using their knowledge and understanding of How something is promoted visually and textually to society, now it becomes their turn as students to show how they can create a similar ad.
The Task : Create their own advertisement of a product they've seen or use or like. They have to use their own ideas for promoting the same product but with their concept of music, video and Text.
They will choose form all available Board approved media tools: Movie Maker, Windows Media, PIXTON, Power Point , Google slides, etc. to create their own version of awesomeness. All ads have to be one minute in length.
In return, for assessment beyond just creating their ad, they will have to reflect and respond critically to two of their peers' ads in a form that highlights positives first and suggestions for better after. That will be their Exit ticket and your key assessment of learning.
Another option or addtional option to try before the final task is to have students create brochures of a product. Kind of like a mini concept of what they will explore in their final ads later.

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As a Planning Time teacher for many years, I had to learn how to incorporate a high amount of learning in a small amount of time.
Because, I was only in selected Primary and Junior classrooms for a 40 minute period, I had to learn how to keep these kids engaged and focused to ensure work got done in time. I could NOT rely on the classroom teacher for extra time or to give time for students to finish.
This Media Literacy lesson worked well from grade 3 up to 8 and can be adapted for difficulty and expectations.
What I was surprised is how well the Grade 4s did with this from the get go.
I would say it took 6 weeks (or 40 minute sessions) to complete.
I believe as TEACHER LIBRARIAN one would have to adopt this type of strategy, because time with students is sometimes sporadic and not guaranteed because of school/class scheduling. I would think that one would want to have reasonable and clear expectations for each day.
I believe also that this project meets the 21st learning requirements because it incorporates so many tools for learning (research, text, digital, on/offline, etc.) Plus it follows the current guided learning and teaching structures.
...This lesson was fun for me and the students.

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Coke Commercial