LITERACY / UNIT PLANNER Topic: Advertising (My Place) GRAMMAR FOCUS: 1.

Whole text structure of an advertisement Language features for the text-type: 2. Sentence level Slogans Exaggeration Appeals to target audiences Alliteration Headings 3. Word level Inclusive Language (boys, girls, we, you) Repetition of singular words for emphasis
Target audience Where the advertisement in embedded within text

Year Level: 5
Text type and mode Advertisements Persuasive text Listened to

Term:
Spoken

Week:
Read Written

Date:
Viewed Produced

X X

X X

X X

X X

X X

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices Frequently used Literacy Instructional Strategies: Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze
Thinking Tools/techniques to support chns thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Roleplay; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

(Wing Jan, 2009, pp.173-174).

Topic-specific vocabulary for the unit of work Target audience, Slogans, Exaggeration/ hyperboles, Stereotypes, Appeals to emotions.

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 173-174; Victoria- 1888 (Episode 13) English teaching resources downloaded on 4/10/2012 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 13; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
Analysing Checking Classifying Cooperating Considering options Designing Elaborating Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying Listening Locating information Making choices Note taking Observing Ordering events Organising Performing Persuading Planning Predicting Presenting Providing feedback Questioning Reading Recognising bias Reflecting Reporting Responding Restating Revising Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising Testing Viewing Visually representing Working independently Working to a timetable

1|Page

TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and the literacy learning intention or sessions focus )

WHOLE CLASS Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)

MINI LESSON (Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to prepare students for successful completion of the set task. Reference to Wing Jan include page details)

INDEPENDENT LEARNING (Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students thinking or work with a small group for part of the time. Reference to Wing Jan include page details)

SHARE TIME AND TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)

ASSESSMENT STRATEGIES (should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students attempt/work)

Children understand that there is more than one type of way to advertise.

Instructional Strategy What are advertisements? What type of advertisements do we see in the world around us? Thinking Tool? Graffiti wall Strategy (Appendix G) to brainstorm. Instructional Strategy What are the special features of an advertisement? Thinking Tool? Use pairing cards so the children can go through the terms of the language features and then play a matching game.

Instructional Strategy Modelled analysis Looking at similarities in various advertisements. Thinking Tool? Discussion and annotation of images (appendix H, I, J).

Instructional Strategy Groups of 3-4. Develop a brainstorm of where they see the way advertisementing interacts with them in their world. Teaching group with small group of EAL: Lead the childrens brainstorm through prompt questioning to deepen their knowledge. Encourage children to use images within the mind map/ brainstorm to demonstrate their thinking. Instructional Strategy Children work alone with individual adverts to identify different elements of advertisements on sheet in Advertisement #1 section and then gather data for second advert off a partner and encourage peer discussion for techniques recognised (Appendix O). Give children Appendix P for assistance.

DiscussionWhat advertisements have children seen in their environment. Use examples brought in By children to explore and categorise various advertisements.

Collect the mind maps the children have created to understand where their thinking is about how advertising influences their world.

Children will begin to understand and identify the specific textual features of advertisements.

Instructional Strategy Modelled analysis looking at similarities/ differences in various advertisements discussing features similar and different between adverts. (Appendix L, M, N)

Discussion about elements children found easy to identity within advertisements. Why were these easier to find than others?

Collect childrens annotated advertisements observing elements they were comfortable identifying.

2|Page

Appendix K. * Adapted from Admongo.gov

Teaching group with small group of EAL As a group look at an advertisement chosen by the teacher (Appendix Q) Teacher leads discussion and activities aimed to deepen understanding of textual features, paying particular attention to strong adjectives. (appendix R) Instructional Strategy Children work individually on a chart (Appendix T) noting the differences between girls and boys Teaching group with small group of EAL: Have the children work in pairs discussing language and visual elements of the different adverts aimed at boys and girls toys. The teacher will rove to help the children understand and communicate the persuasive ties to certain audiences. Instructional Strategy Children complete individual Venn Diagrams of 2 toy advertisements one present & one from 1880s (Appendix W) To show advertisements evolution. (Appendix X, Y) Teaching group with small group of EAL: Have the children together complete 3|Page

Who is being targeted? Children will begin to understand the techniques advertisers use to persuade a particular target audience.

Instructional Strategy DiscussionWhat is a target audience? How do we know who the advert is aimed at? Discuss the purpose of a target audience through an advert aimed at children Instructional Strategy Discussion Reflect upon the ideas concerning target audiences and appeals covered yesterday. Where do we see text based

Instructional Strategy Model compare the differences between techniques used to persuade boys and girls when advertising. (Appendix S) Thinking Tool? Compare and contrasting chart. (Appendix T)

Discussion with the whole class about the differences between the boys and girls adverts. How are they visually different? How is the language used different? How do they make different appeals?

Collect the comparing charts to visualise the childrens thinking. Note the areas where the children have lacked content in the language features associated with the target audiences.

Children will begin to understand how time and technology has influenced the way text based advertisements have evolved making them more persuasive.

Instructional Strategy Model a compare and contrast of 2 advertisements of toysone aimed at boys and anothor aimed at girls (Appendix U & V) to further concrete knowledge about target audiences while also introducing Venn

Venn diagram Graffiti wall to combine all the childrens knowledge.

Photograph of group graffiti wall.

Children will use prior knowledge From previous lessons to create an advertisement, based on a toy/game they previously developed.

advertisements? What are the differences between language and colours used in advertisements over time? How have text based advertisements changed over the years? Instructional Strategy Revise language conventions of advertisements with pairing cards. (Appendix K)

diagrams. Thinking Tool Venn Diagram

the Venn diagram. Encourage discussion of their thoughts and comparisons and teacher lead discussion about textual features in the 2 advertisements to deepen knowledge.

Instructional Strategy

Q and A session with children to Model structure of an Children work in pairs to develop the encourage any advertisement on the toys and get them to plan and questions they may board. Use a toy horse develop their advertisements. have to further as the product to develop their modelling a plan of an Teaching group with small group adverts, encourage advertisement identifying of EAL: whole- class the language features and Provide ESL students with a collaboration to help reasoning along the way. template for planning. The children peer scaffolded can go through step by step with the learning. teacher to develop their advertisement plans with the assistance of the teacher. (Appendix Z)

Instructional Strategy

Collect childrens plans observing areas needing attention for revision before they begin final copies of their advertisements.

4|Page