Lesson Planner

Learning Area: English

Topic Focus: Advertising (Lesson 1)
Year Level/s: 6/7

Australian Curriculum Links:

Descriptor: Achievement Standards:

Year 6:
Receptive modes (listening,
reading and viewing)
By the end of Year 6, students
understand how the use
Year 6: of text structures can achieve
Language: particular effects. They analyse
Text structure and organisation:
and explain how language
 Understand how authors often innovate on text structures and play
features, images and
with language features to achieve particular aesthetic, humorous and
persuasive purposes and effects ACELA1518 vocabulary are used by
Literacy: different authors to represent
Interpreting, analysing and evaluating: ideas and opinions.
 Analyse how text structures and language features work together to
meet the purpose of a text ACELY1711 Year 7:
 Analyse strategies authors use to influence readers ACELY1801 Receptive modes (listening,
reading and viewing)
Year 7: By the end of Year 7, students
Language: understand
Text structures and organisation how text structures can
 Understand and explain how the text structures and language
influence the complexity of
features of texts become more complex in informative and persuasive
a text and are dependent
texts and identify underlying structures such as taxonomies, cause and
effect, and extended metaphors ACELA1531 on audience, purpose
Literature: and context. They
Examining literature: demonstrate understanding of
 Recognise and analyse the ways that characterisation, events and how the choice of language
settings are combined in narratives, and discuss the purposes and features, images and
appeal of different approaches ACELT1622 vocabulary affects meaning.
Interpreting, analysing, evaluating
 Analyse and explain the ways text structures and language
features shape meaning and vary according to audience and GENERAL CAPABILITIES:
purpose ACELY1721  Literacy
 Information &
Communication
Technology Capability
 Critical & Creative
Thinking

- To recognize different advertising techniques that authors use in creating

Learning
advertisements
Intention: - To be able to analyse and identify the persuasive techniques used

1
 - To understand the qualities of a good ad
- Analyse how text structures and language features are used to meet the purpose of
the text (to persuade)
- To think critically about how ads are created and how ads target specific audiences

Learning Experience: Session 1

Structure/Time: Process: Resources:

Introduction: This session is about finding out what students know 15 mins - Powerpoint
about advertising so I can add to their prior knowledge. - Sticky
To start the session, I will begin the PowerPoint on a slide notes
with questions that will prompt student thought about
advertising and what aspects are involved in creating an
advertisement.
The questions they will be asked are:
- What is advertising?
- What do you feel makes a good advertisement?
- What attracts your attention?
- What are some aspects that you feel are involved
in making a successful advertisement?
- Why are those aspects important? (in your
opinion)

They will discuss this in their table groups and take down
any notes they feel are important. Students are then to
place at least 3 sticky notes from their group on the class
whiteboard. Once each group has contributed, we will
discuss the notes as a class.
This will help me figure out what they know about
advertising.

Learning I will then discuss what the purpose of an advertisement 30 mins - Powerpoint
Experience: is. - Student
Students will then reflect on whether they have anything copy of
around their house that was advertised. This will help advertising
them start to think about items around their house that
techniques
may have been advertised and think about why that
appealed to them or their parents.

Activity: What makes this advertisement appealing?

On the PowerPoint I have placed an example of an
advertisement from McDonalds.
Students will analyse the add based on their prior
knowledge and discuss what makes the ad appealing.
Questions that will be asked:
- What makes this ad appealing to you?
- What age group do you think the ad is targeting?
- What was the first thing that caught your eye
upon looking at the ad?
- Think of the different aspects of the ad, what
have they used to get your attention?

2
 We will discuss this as a class and I will prompt discussion
about the language used, the colours and the size of the
fonts and images. This will allow students to start
reflecting on the advertisements they see and how the
advertisements appeal to their interests and gain their
attention.

Conclusion/Refl To conclude the lesson, students will fill out an exit slip. 5 mins - Student
ection Time: 5 exit slips
minutes
Differentiation for ILPs

Jarred: Jarred will be given reward time when he’s attempted and put effort into learning tasks and will also be
allowed to have a resource to help him manage his sensory needs and keep him engaged in learning tasks. Jarred
will be encouraged to attempt the tasks to the best of his abilities. He will be expected to draw pictures and use key
words to display his understanding as he is not capable of writing full sentences with punctuation and grammar at
this time.

Bailey: Bailey needs development with his social skills and his resilience. He will have a lot of experience with other
students and work on his social resilience. It may even help him build new friendships and learn to work
cooperatively with others. Bailey also needs to develop his writing abilities (paragraphs, grammar and punctuation)
which will be monitored and prompted throughout his writing tasks.

Seth: To help Seth to improve upon his learning goals, I will encourage his participation in whole class discussions
and will support him throughout his learning by assisting him when needed and encouraging him to complete
learning tasks.

Rowan: As students can look at a range of advertisements and create advertisements based on things they’re
interested in, this will appeal to Rowan as he can involve his own interests and relate it to advertising. Rowan will
also be able to have breaks to allow for his sensory and break needs.

Michael: Michael needs extra time to complete tasks, different levels of questioning as well as increased
participation and work in peer groups. There is a variety of questions used within this unit to help promote student
understanding and engagement as well as a range of opportunities to engage in class discussion. Michael will also
be provided extra time to complete his work.

Izaak: As a part of Izaak’s individual learning goals, he must work on his grammar and punctuation. He will do this by
proofreading his work and editing it. I will ensure I look over Izaaks work and help him to make improvements. He
also needs to make more contributions in group tasks and be more involved. This is why I have involved many class
discussions and group work within this learning sequence.