Lesson Planner

Learning Area: English

Topic Focus: Advertising (Lesson 3)
Year Level/s: 6/7

Australian Curriculum Links:

Descriptor: Achievement Standards:

Year 6:
Year 6:
Receptive modes (listening,
Language:
Text structure and organisation:
reading and viewing)
 Understand how authors often innovate on text structures and play By the end of Year 6, students
with language features to achieve particular aesthetic, humorous and understand how the use
persuasive purposes and effects ACELA1518 of text structures can achieve
Literature: particular effects. They analyse
Creating literature: and explain how language
 Create literary texts that adapt or combine aspects of texts students features, images and
have experienced in innovative ways ACELT1618 vocabulary are used by
 Experiment with text structures and language features and their different authors to represent
effects in creating literary texts, for example, ideas and opinions.
using imagery, sentence variation, metaphor
and word choice ACELT1800
Literacy:
Productive modes (speaking,
Texts in context: writing and creating)
 Compare texts including media texts that represent ideas and events in Students understand
different ways, explaining the effects of the different how language
approaches ACELY1708 features and language
Interpreting, analysing and evaluating: patterns can be used for
 Analyse how text structures and language features work together to emphasis. They show how
meet the purpose of a text ACELY1711 specific details can be used to
 Analyse strategies authors use to influence readers ACELY1801 support a point of view. They
Creating texts: explain how their choices
 Plan, draft and publish imaginative, informative and persuasive texts, of language features and
choosing and experimenting with text structures, language features, images are used.
images and digital resources appropriate to purpose
Students create detailed texts
and audience ACELY1714
elaborating on key ideas for a
Year 7: range of purposes and
Language: audiences.
Text structures and organisation
 Understand and explain how the text structures and language Year 7:
features of texts become more complex in informative and persuasive Receptive modes (listening,
texts and identify underlying structures such as taxonomies, cause and reading and viewing)
effect, and extended metaphors ACELA1531 By the end of Year 7, students
Literature: understand
Examining literature:
how text structures can
 Recognise and analyse the ways that characterisation, events and
influence the complexity of
settings are combined in narratives, and discuss the purposes and
appeal of different approaches ACELT1622
a text and are dependent
Interpreting, analysing, evaluating on audience, purpose
and context. They

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  Analyse and explain the ways text structures and language demonstrate understanding of
features shape meaning and vary according to audience and how the choice of language
purpose ACELY1721 features, images and
 Compare the text structures and language features of multimodal vocabulary affects meaning.
texts, explaining how they combine to influence audiences ACELY1724
Productive modes (speaking,
writing and creating)
Students understand how the
selection of a variety
of language features can
influence an audience. They
make presentations and
contribute actively to class and
group discussions.

GENERAL CAPABILITIES:
 Literacy
 Information &
Communication
Technology Capability
 Critical & Creative
Thinking

Learning Focus:
- To be able to analyse and identify the persuasive techniques used
- 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)
Lesson Objective: - To create an original ad using the techniques and the four qualities of a good ad
- To think critically about how ads are created and how ads target specific audiences
- Students will also compare texts and be able to identify the different techniques used
in their advertisements.

Learning Experience:

Structure/Time: Process: Time Resources:

Introduction: To start this learning episode, we will recap what the 4 20 - PowerPoint
qualities of an ad are and discuss some of the minutes
propaganda techniques used to see what students are
remembering. This also gets them into thinking about
advertising.
We will then, as a class, look at a few different ads and
analyse them to see what appeals us to them.
This will allow students to reflect on propaganda
techniques and what we have learnt so far.

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 They should also start to use advertising terms and
picking up on the different persuasive language
involved.

Learning Students will then immerse themselves in an activity 30 - Blank paper

Experience: that will help them practice their advertising skills using minutes or
what we have learnt. workbooks
and pencils
Activity! Sell your friend
- Laptops (if
This activity involves pairing up with a friend and
needed for
creating an advertisement trying to sell each other
Use these questions to help you work out how to sell ideas)
your friend!

• Describe them: are they happy? Smiley?

Funny? Loyal? Sporty?
• What do they think there are good at? Use the
list below to help them think about it:
• Sporty – do they play a lot of sports; are
they a good team player
• Music – can they play a musical
instrument; would they be able to
entertain us with music
• Artistic – can they draw, paint, colour in
well; could they create lovely pictures
for us
• Cooking – can they make lovely food for
us
• Well behaved – would they keep their
room tidy; walk the dog

Create a slogan – remember it has to be memorable so

try rhyming words!
Aim: needs to be the kind of ad you can’t get out of your
head!

Conclusion/Refle To conclude the learning episode, students will share 10 - Exit slips
ction Time: their advertisements for their friends and advertise their minutes
friends to the class.
They will then fill out a student exit slip.

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.

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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.