Lesson+7+of+10

Cultures; Text types || To develop an understanding of other cultures present in Australian society and how they are contributed to Australian identity || Teach students the different elements necessary to create an advertising campaign ||  - talks briefly to class after a group discussion on a current topic ||
 * **Unit Topic:** Cultural Identities || **KLA:** HSIE, English |||| **Stage/Year:** Stage 2, Year 4 ||
 * **Lesson Number:** 7/10 || **Lesson Topic: **Analysing advertisements |||| **Learning Area/s: **
 * **Unit Outcome/Aim: **
 * **Lesson Focus: **
 * **Outcome/s: ** |||||| **Indicators: ** ||
 * //CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australia and community identities // |||||| <span style="font-family: Arial,Helvetica,sans-serif;">- Recognises that their are many different types of experiences of being an Australian ||
 * //<span style="font-family: Arial,Helvetica,sans-serif;">TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. // |||||| <span style="font-family: Arial,Helvetica,sans-serif;"> - participates in class discussions on a variety of topics
 * //<span style="font-family: Arial,Helvetica,sans-serif;">RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types // |||||| ======<span style="font-family: Arial,Helvetica,sans-serif;">- Recognises the structure of advertisements ======

<span style="font-family: Arial,Helvetica,sans-serif;">- Recognises the grammatical features in the text ie. Modal verbs, emotive language
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 * **<span style="font-family: Arial,Helvetica,sans-serif;">Resources: **<span style="font-family: Arial,Helvetica,sans-serif;">IWB, Behind the news: [] (See Appendix 3.3), Admongo advertisements library: http://www.admongo.gov/ad-library.aspx (see Appendix 3.3) ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Outline ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Time ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Resources ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Introduction ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">During this time, students will watch the report, reflecting on some ideas about how they could promote Multicultural Australia.

<span style="font-family: Arial,Helvetica,sans-serif;">This will act as a stimulus, motivating students and giving them the purpose for creating their own advertisement. The introduction also focuses students’ minds so that they are aware of the learning outcomes that are expected of them. || <span style="font-family: Arial,Helvetica,sans-serif;">Excite learning by viewing Behind the News report on “Advertising Australia” (See Appendix 3.3)

//<span style="font-family: Arial,Helvetica,sans-serif;"> Introduce lesson focus: // <span style="font-family: Arial,Helvetica,sans-serif;"> Tourism plays a big role in Australia’s economy, which is why advertisements selling Australia are so important. Since a unique feature of Australia is our multicultural society, in groups the class will work towards making an advertisement to promote Multicultural Australia. In this lesson, they will look at the different elements that make a successful advertisement, in particular structural elements as well as use of language. || <span style="font-family: Arial,Helvetica,sans-serif;">5 mins || <span style="font-family: Arial,Helvetica,sans-serif;">IWB ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Teaching strategy/Learning Activity ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will listen as teacher explains the different elements necessary to create a successful advertising campaign. Students will also reflect on what emotive and persuasive language is brainstorming examples of both.

<span style="font-family: Arial,Helvetica,sans-serif;">With teacher support, as a class, students will work together to analyze the current Tourism Australia advertisement using the AIDA structure (See Behind the news link). Students will also consider the language present in the advertisement.

<span style="font-family: Arial,Helvetica,sans-serif;">Students work together to analyse four advertisements, identifying the AIDA in each with help from the worksheet. Students will also consider the language used, identifying examples of emotive and persuasive language used in the text. || <span style="font-family: Arial,Helvetica,sans-serif;">Explicitly direct students’ attention to the structure of advertisements by introducing the **AIDA** formula as key questions and revisiting emotive and persuasive language.

<span style="font-family: Arial,Helvetica,sans-serif;">How does the advertisement grab your attention?
 * <span style="font-family: Arial,Helvetica,sans-serif;"> A = Attention **

<span style="font-family: Arial,Helvetica,sans-serif;">How does it stimulate your interest to make you care about the offer?
 * <span style="font-family: Arial,Helvetica,sans-serif;"> I = Interest **

<span style="font-family: Arial,Helvetica,sans-serif;">How does it make it sound like you cannot live without their products
 * <span style="font-family: Arial,Helvetica,sans-serif;"> D = Desire **

<span style="font-family: Arial,Helvetica,sans-serif;">What do you have to do to take action on the offer?
 * <span style="font-family: Arial,Helvetica,sans-serif;"> A = Action **

<span style="font-family: Arial,Helvetica,sans-serif;"> (formula adapted from John Murray's worksheet on creating Advertisements. Retrieved from http://www.bdsi.com.au/samplefocus.pdf)

<span style="font-family: Arial,Helvetica,sans-serif;"> Advertisements also use emotive and persuasive language to draw their audience in. Revisit emotive and persuasive language (from lessons 3 and 4), refreshing students’ memory by brainstorming examples of both.

//<span style="font-family: Arial,Helvetica,sans-serif;">Activity 1: Whole class instruction (scaffolding) // <span style="font-family: Arial,Helvetica,sans-serif;"> Teacher shows class an advertisement, working together with the class to identify the AIDA of the advertisement as well as the grammatical features used, in particular emotive language (see Lesson 3) and persuasive language such as the use of modal verbs (see Lesson 4).

//<span style="font-family: Arial,Helvetica,sans-serif;">Activity 2: Small group task // <span style="font-family: Arial,Helvetica,sans-serif;"> Pre-arrange students into mixed ability groups of three students. Give each group an enlarged worksheet (see Appendix 3.3). Each group will choose four different advertisements to analyse from the Admongo website using the AIDA formula. Students will also be asked to identify the grammatical features in the text, focusing on emotive and persuasive language. || <span style="font-family: Arial,Helvetica,sans-serif;"> mins

<span style="font-family: Arial,Helvetica,sans-serif;"> 10 mins

<span style="font-family: Arial,Helvetica,sans-serif;"> 25 mins || <span style="font-family: Arial,Helvetica,sans-serif;">IWB

<span style="font-family: Arial,Helvetica,sans-serif;">Laptops/Computers for students to use

<span style="font-family: Arial,Helvetica,sans-serif;">Worksheets "Analysing Advertisements" (see Appendix 3.3) || <span style="font-family: Arial,Helvetica,sans-serif;">1. Observe students during group work and check that they
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Concluding Strategy ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students' discuss elements of the advertisement they thought was effective and ineffective. || <span style="font-family: Arial,Helvetica,sans-serif;">Conduct a class discussion about what makes an effective advertisement, creating a class wall chart which displays general rules/points to remember in preparation for the creation of their own advertisement. || <span style="font-family: Arial,Helvetica,sans-serif;">15 mins || <span style="font-family: Arial,Helvetica,sans-serif;">IWB ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Work collaboratively to identify the structure of different advertisements
 * <span style="font-family: Arial,Helvetica,sans-serif;">Participate in whole class and group discussions.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Collect worksheets to assess if students:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were able to identify the different elements in an advertisement.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were able to identify examples of emotive and persuasive language used
 * <span style="font-family: Arial,Helvetica,sans-serif;">Able to make an evaluative judgment on the advertisement’s effectiveness, giving reasons why.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Photograph students during group work and annotate images. These photos are then added to student portfolios create demonstrating students progress throughout the unit. ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Special Considerations: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">If there are students in the class with hearing difficulties or English as a second language, it may be helpful where possible to put subtitles on during the videos/create subtitles for videos/print off the transcript so that these students have a better chance of understanding the text.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ensure that the advertisements are large enough for all students to see.
 * <span style="font-family: Arial,Helvetica,sans-serif;">For students with additional learning needs, provide support material as necessary ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Self-reflection/Evaluation: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were the students motivated to complete the task
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did students see the significance of the task not only to their final project but to their daily lives?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were students given enough information to succeed in the small group task with minimal assistance from the teacher? ||