Sie sind auf Seite 1von 9

LESSON PLANNING

Literacy Unit learning intentions


In this unit we are learning to analyze and create advertisements using correct language features.
Learning behaviours
I need to identify persuasive techniques, audience, purpose and structure of advertisements. I also need to be able to
create my own advertisement using all appropriate features

LESSON 1
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria

To identify the WHOLE CLASS FOCUS: Building topic knowledge Wheatley, N., & Rawlins, D. Assessment Type
purpose of and immersing students in the context by viewing A (1987). My Place. Australia:
The observation of their
specific Greek garden from MyPlace website. The shared Collins Dove Publishers, 1958
grouping of
advertisements oral language focus the ability to reason what is the
advertisements and
and any purpose of advertisements
justification of
similarities or
MyPlace,. A Greek garden similarities and
differences
[Video]. Retrieved from differences (sticky
Language TASK: Class discussion on the purpose of http://www.myplace.edu.au/t notes.
features of advertisements and the teacher goes through one eaching_activities/2/a_greek_
this text type example to the whole class. Students are then given garden.html?idSubtheme=
examined in a range of printed advertisements and in small
Success criteria for
this lesson: groups (3-4 people) they are required to group them
whole class
according to their purpose and recognise similarities
- Identifying and differences. Students will be given sticky notes I am doing well if I can
the purpose of to write down and point out similarities and
persuasive differences. - Identify the purpose of
advertisement all advertisements
s. given
- Present DIFFERENTIATION STRATEGY: - Can recognise at least
tense (should 2 similarities and 2
When grouping the students, the EALD students will
come up as a differences.
be grouped with non-EALD students to create mixed
similarity)
ability groups. Advertisements where the purpose is
more obvious and explicit would be given to those of
a lesser ability and chosen appropriately.

OUTCOMES REQUIRED: Ability to correctly identify


the purpose of an advertisement and reason and
justify why some are similar and others are different.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS: Inferential and evaluative


questions:
Class discussion- To get any prior knowledge to the surface and
ideas flowing. Why do we use advertisements?
Whats the purpose of this advertisement? What
Small group work- As it is the first lesson on this unit it allows
makes you think that? (Wing Jan, 2009, p.173).
students to use knowledge of others and generate ideas.
What makes the purpose of those
advertisements similar or different?
Is it easy to tell?

LESSON 2
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
To explore the WHOLE CLASS FOCUS: Building text knowledge Wheatley, N., & Rawlins, D. Assessment Type
structure and and deconstruction of persuasive advertisement (1987). My Place. Australia:
Work sample-
visual aspects of structure. Collins Dove Publishers, 1958
collection of their
advertisements
The shared oral language focus is to articulate to a Venn diagrams to see
and the class
partner the structure and visual aspects of an if they were able to
deconstruction
advertisement. pick out specific
of one.
examples from both
Language advertisements
features of TASK: Firstly the teacher will read and explore
this text type chapter 1958 from My Place to set the scene.
examined in Teacher will do a modeled deconstruction of an Success criteria for
this lesson: advertisement example to the whole class. whole class
- Facts and Emphasizing visual aspects that are included.
I am doing well if I
opinions Students are then to compare two advertisements
can
included (one from 1958 and one from 2010 appendix 1 & 2)
and fill out a Venn diagram (appendix 3) comparing - Gather specific
- Visual structure and visual aspects of the advertisements. examples from both
aspects of Students are then to compare their Venn diagrams advertisements
print with a partner and discuss any differences.
advertisement - Have a minimum of
s 3 structural/visual
aspects in each
DIFFERENTIATION STRATEGY:
section of the Venn
This task could be completed as a pair for a EALD diagram
student who needs extra support and would be
paired with someone of a higher ability to help
scaffold the learning.

OUTCOMES REQUIRED:
Completion of Venn diagram and be able to talk and
reason their points in their Venn diagram and justify
what is similar different and the same when sharing
their responses with a partner.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Picture chat/shared reading- My place chapter 1958 Literal questions as students are analyzing what is in
the advertisement but also evaluative as they are
Modeled deconstruction of an advertisement- To show class
assessing if its effective
aspects of print advertisements
What makes the advertisement stand out?
What visual strategies have been used?
Is the advertisement effective?
Whats different in structures?

LESSON 3
Learning Structure Resources Assessment Criteria
Intentions and Success
Criteria

Explore and WHOLE CLASS FOCUS: Guided activities to develop Wheatley, N., & Rawlins, D. Assessment Type
identify vocabulary and text knowledge and the class (1987). My Place. Australia:
The observation of
persuasive construction of text. The shared oral language Collins Dove Publishers, 1958
their short
techniques and focuses is ability to identify language features and
presentation and
language persuasive techniques and start to create their own
additionally their plan
features relevant with support from peers and teacher.
for
advertisements they created
TASK: Teacher to go through language features and
persuasive techniques. Then the class is going to
Language Success criteria for
create a advertisement putting in as many
features of whole class
persuasive techniques as possible, as this is being
this text type
done teacher will explain what each one is and why is I am doing well if I
examined in
deemed as effective. can
this lesson:
Follow up task (appendix 4)- Why choose - Create a short (30
- Emotive
Michaelis? seconds) presentation
words
- Specialized - Use at least 3
vocabulary persuasive techniques
- Including DIFFERENTIATION STRATEGY:
quotes - Use at least 3
IF needed the EALD students or lower ability students
- Use of first language features
person will be partnered with something of a higher ability.
- Present The length of their presentation could be shorter
tense and/or require less techniques/features included.
- Mental
verbs and
action verbs OUTCOMES REQUIRED:
- Conjunction
s A presentation that includes appropriate language
(Wing Jan, features and techniques while persuading the rest of
2009, p.168) the class why Michaelis is suitable for the position.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Joint construction of an advertisement/shared writing- This is What effect do these language
part of the gradual release of responsibility as students can help features/techniques have on the audience?
and participate in the creation of this. What is the purpose of them?
What techniques should not be used? (Wing Jan,
2009, p.173)
LESSON 4
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

Identifying a WHOLE CLASS FOCUS: The shared oral language Wheatley, N., & Rawlins, Assessment Type
target focus is changing the audience of an advertisement and D.(1987). My Place.
The presentation and
audience for present it orally. This lesson relates to guided activities Australia: Collins Dove
the completion of the
print to develop vocabulary and text knowledge Publishers, 1958
planning sheets.
advertisement
s and an oral
recreation of TASK: Identification of target audience. In small groups
that print Success criteria for
students will go through 2-3 advertisements and identify
advertisement whole class
target audience and any connecting techniques
. (appendix 5). I am doing well if I
Language Once completed they will be given an advertisement - Can identify the
features of where they need to identify the targeted audience and target audience
this text type any connected persuasive techniques to the specific - Can making
examined in audience. They then need keep the product but change connections
this lesson: the target audience and therefore change any between audience
persuasive techniques (further explored in appendix 6). and persuasive
- Identificatio
techniques
n of
- Re produce the
audience
advertisement
- Language DIFFERENTIATION STRATEGY:
orally
features
specific to EALD students could present their advertisement in
audiences print/written form If they didnt have the ability to
present orally and then just present using the print form
and a guide.

OUTCOMES REQUIRED:
Change of audience and use of appropriate persuasive
techniques and completion of planning sheets. Ability to
use the techniques in a presentation of the
advertisement to the class.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Inferential and evaluative questions are
used:
Small group work and discussion on deciding target audience of
specific advertisements. Picture chat- students are analyzing what - What makes you believe that is the targeted
is in each advertisement and their purposes audience?
- Who is the advertisement directed at? How do
you know? (Wing Jan, 2009, p.173)
- What techniques are used to target the
audience?

LESSON 5
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

To create a print WHOLE CLASS FOCUS: Independent construction Wheatley, N., & Rawlins, D. Assessment Type
advertisement, of text. The shared oral language focus is the 20- (1987). My Place. Australia:
The production of the
advertising the second presentation of their print advertisement to Collins Dove Publishers, 1958
print advertisement.
shirts the Mama the class.
makes in 1958
(My Place).
Success criteria for
TASK: Students are to create a print advertisement
Language using all the knowledge gained in the past 4 whole class
features of lessons. The aim of the advertisement is to
this text type I am doing well if I
advertise and sell the shirts that the Mama is said to
examined in make in 1958 (My Place). The task is in 3 parts - Use at least 3-4
this lesson: persuasive
1. In detail plan advertisement and record
techniques in my
- Persuasive persuasive techniques and language features
advertisement
techniques that will be used
- Use correct
- Emotive 2. Create advertisement
language features
words 3. 20 second presentation of advert and main
relevant to
- Variety of selling points
persuasive text
verbs
- Create visually
- Specialized
DIFFERENTIATION STRATEGY: appealing
vocabulary
advertisement
EALD students could have a focused planning lesson - Have a clear
with the teacher in a small group. This would allow target audience.
them to have a solid basis and good foundation to
start their advertisement.

OUTCOMES REQUIRED:
A complete print advertisement relevant to the set
topic. Ability to sell the product in 20 seconds
(focusing on concise key points).

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS: Evaluative questions


Independent writing- To finish off the gradual release of Are you chosen persuasive techniques effective
responsibility model. Students are independently creating for the product?
their own print advertisement. How can you make your advertisement
appealing to the audience?
Would you want to buy the shirts?
What makes your advertisement stand out
from the others?