FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, 8-10 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English - Advertising

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

Each student in this classroom has access to an iPad and has a school email account.
Each student also has a Plickers card that they keep, distributed at the beginning of the year as an “exit-slip” strategy.
WEEK West Australian
/ Curriculum
LESS LINKS
ON
Understand how rhetorical
devices are used to
persuade and how
different layers of
meaning are developed
through the use of
metaphor, irony and
parody (ACELA1542)
Analyse how the text
structures and language
features of persuasive
texts, including media
Wk 8,
texts, vary according to
Lesso
the medium and mode of
n1
communication
(ACELA1543)
Use comprehension
strategies to interpret and
evaluate texts by
reflecting on the validity of
content and the credibility
of sources, including
finding evidence in the
text for the author’s point
of view (ACELY1734)
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
OBJECTIVE (what & how) EXPERIENCES and other
(Introduction, Body and Conclusion)
Diagnostic Introduction:
assessment: Advertising Kahoot.
4 min Teacher to lead class in advertising Kahoot to https://create.kahoot.it/
Advertising introduce the new topic and allow for students to link it to details/advertising/03d
Kahoot – gauge their prior knowledge of persuasive devices. ca247-3c86-474e-
how much b0c2-b82b4148040e
understanding Body:
students have Wordcloud App
retained from 5 min Wordcloud Brainstorm (teacher iPad only)
Students will be able to
previous unit on Students to recall persuasive techniques and devices they
apply their prior
persuasive writing remember from class and any new elements they think may QR Codes linking to:
knowledge of persuasive
and prompt them be important when looking at advertising.
devices to analyse the
to consider how to Teacher to lead and prompt any missing elements. Vegemite Ad
specific mode of
use that prior The teacher will record answers on the Wordcloud and leave http://res.cloudinary.co
persuasion –
knowledge to projected throughout next activity for students to refer to. m/yaffa-
advertising.
connect with the publishing/image/fetch/
new content. Words may include: v1382660243/http://yaf
Students will identify the
- Ethos, pathos, logos fa-
various rhetorical
Formative - Emotive language, rule of threes, catchphrases, cdn.s3.amazonaws.co
devices used in
assessment: figure of speech, statistics, anecdotes, imagery, m/adnews/live/images/
advertising and
dmImage/SourceImag
where/how they are metaphor, repetition, etc.
Google Form – e/vegemite%2040s_C
used.
answers will make F0D00B0-3D0A-11E3-
25 min QR Code Search.
teacher aware of B0C2005056A302E6.j
Students will be able to In pairs (one iPad each), students will go around to each of
students who pg?source=%2Fimage
compare different the QR codes stationed around the room.
have retained s%2FdmImage%2FSo
mediums and explain One student will scan the code for the pair to view the
understanding of urceImage%2Fvegemi
the ways in which content.
persuasive te%2040s%2Ejpg
various persuasive The other student will scribe their responses on the Google
devices and
devices are effectively Form pre-uploaded on the lesson webpage (names required
students who are Powerade Ad
used for each. 1st question for assessment recording).
already able to https://www.youtube.c
There will be 5 advertisements and students will have 5
apply their om/watch?v=GxiE2jEy
minutes at each station.
understanding to oL4
Students made aware that their answers will be discussed,
the new context.
but only the teacher can see what they wrote.
Road Safety
Both assessment Campaign
15 min Discussion.
results to be https://roadsafety.trans
Teacher will be able to see student responses and can lead
recorded in port.nsw.gov.au/camp
class-discussion accordingly.
teacher’s
 personal aigns/get-your-hand-
anecdotal note Teacher will gather class to attention and lead a whole-class off-it/index.html
journal. discussion about the activity.
Mental Health
Questions: Campaign
- How have the authors built their persuasive https://res.cloudinary.c
authority? om/bizzaboprod/image
- What are the author's intentions in each /upload/c_crop,g_cust
om,f_auto/v152121189
advertisement?
4/vmg0g2rvr6fwlmdov
- How are persuasive devices used to manipulate us? d2e.pdf
- Do any of the texts influence the way we think, act,
and perceive the world? Animal Export
Campaign
Conclusion: https://secure.animals
australia.org/take_acti
1 min Plickers Exit-Slip on/live-export-
Question: What mode of persuasion do you think you would shipboard-
utilise best? (Teacher to record to help consider appropriate cruelty/_theme/img/fbs
groups for project) hare3.jpg
A – Ethos, B – Pathos, C – Logos
Students’ Plickers
cards

WEEK West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
/LESS Curriculum OBJECTIVE (what & how) EXPERIENCES and other
ON LINKS (Introduction, Body and Conclusion)

Explore and explain the Students will be able to Formative Introduction: Alfred Hitchcock
ways authors combine develop their own assessment: explains juxtaposition
different modes and meaningful storyboard 5 min Teacher to play Youtube Video of Alfred Hitchcock’s https://www.youtube.c
media in creating texts, for a 30 second Groups are to explanation of juxtapositioning to revise how structure makes om/watch?v=96xx383l
and the impact of these advertisement using upload their meaning within visual texts. piI
Wk 9, choices on the Little Story Creator. storyboard to the
lesson viewer/listener website for Body:
3 (ACELY1735) Students will teacher to review Little Story Creator
demonstrate the correct before they start 10 min In their project groups, students are to draw a App
Experiment with application of structure scripting. brainstorm of the types of shots and scenes that they want
particular language and visual choices to in their 30 second advertisement. A3 paper
features drawn from develop their persuasive Self-reflection – Students will then take photos of all their drawings on the
different types of texts, style. students are to iPad they will be using for their storyboards. Pens, pencils, textas
including combinations self-reflect as a
of language and visual group on the Students’ Plickers
choices to create new lesson objectives 30 min Using Little Story Creator, each group are to develop cards
texts (ACELT1768) during exit-slip so a storyboard for their 30 second advertisement.
that they will be Groups are to experiment with the structure of their
prepared for next advertisement, coming up with three different takes on the
step. order of their scenes.
Teacher will go through saving storyboards with the class
and each group are expected to upload at least one
storyboard to the class website.

Conclusion:

5 min Plickers Exit-Slip

Question: In your groups, discuss and have one person
answer - do you feel that your group has successfully created
a storyboard that evokes a response from your audience?
A – yes, B – no, C – help!

The class will be working on scripting next lesson, so exit-slip

can be used to evoke prompting/extra scaffolding for groups
that need it.
 West Australian
Curriculum TEACHING & LEARNING
WEEK/ LINKS SPECIFIC LESSON ASSESSMENT EXPERIENCES RESOURCES = ICT
LESSO
OBJECTIVE (what & how) (Introduction, Body and Conclusion) and other
N

Introduction:

5 min Sticky note blues.

Formative
Prior to entry, teacher will explain to students that they must
assessment:
sit in their groups.
Students will arrive into class with a wad of sticky notes per
Sticky note blues
group on the desks.
will allow for
Groups have a few minutes to discuss any final
students to
questions/issues they have about their advertisement project,
formatively self-
write these on separate sticky notes and place them on the
Create imaginative, assess and ask
board.
informative and for any advice
The teacher will then collate these into a Google Doc that
persuasive texts that they may have
students will be able to access during the lesson, so they can
raise issues, report been too
work on their project without interruption and check at a time
events and advance embarrassed to
suitable for them. Sticky notes
opinions, using Students will create a 30 ask in person.
Pens
deliberate language second advertisement with Also allows the
Body:
and textual choices, using iMovie. teacher to ensure
Google Doc
Wk 10, and including digital that there are no
30 min Students have finished filming their scenes and are
lesson 3 elements as Through this task, students underlying
now utilising iMovie to edit their final product. iMovie
appropriate will also demonstrate concerns in
This is their final lesson before they present and reflect,
(ACELY1736) correct application of the progress for any
therefore groups should be near completion. Airdrop
persuasive techniques and groups that need
Basic revision on iMovie tools is available on the website for
Use a range of devices learned throughout to be addressed.
students to review, but the teacher may scaffold technical Students’ Plickers
software, including the unit.
issues that will not significantly impact the groups’ product cards
word processing Summative
content.
programs, to create, assessment:
edit and publish texts
10 min Teacher to lead students through the exporting
imaginatively Students have
process.
(ACELY1738) been working
Groups to then airdrop their finished product to the teacher’s
towards a 30
device.
second
advertisement
Conclusion:
project, which is
to be submitted
5 min Plickers exit-slip
by the end of the
Question: As a group, discuss and one person answer on
lesson.
your behalf – now that you have completed your
advertisment, what mode of advertising technique do you
think you utilised the most?
A- language B- structure C- images D- other

Students to be reminded that their projects will be evaluated

by the class next lesson and that self-reflection will also be
completed.