LESSON PLAN 5 Tv Ad Learning Area: The arts (Media Arts) Year Level: 6 Time: 45 minutes Learning Area Media

a Arts Content Description 6.3 Plan, produce and present media artworks for a variety of purposes and audiences using responsible media practice Elaborations 6.3.1 Designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack Identify how authors use language to position the reader and give reasons Date:

Literacy English / Year 6 / Literacy / Interpreting, analysing, evaluating

Analyse strategies authors use to influence readers

ICT Capability (ACARA) Creating with ICT Communicating with ICT

Use of ICT Smartboard/Computer- To display the advertisement for the students Students computers/laptops- For students to complete their work on ComicLife- A fun application that allows students to create comic strips with their own images and photos Digital cameras/webcams- Allows students to take photos for their story boards

Managing and operating ICT

Student Achievements Students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view through the use of a story board.

Lesson overview Students watch a television advertisement for a theatre performance, they are asked to discuss the words/phrase that they think helps sell it to the audience, and they are then required to explain why they believe those words/phrases were chosen to be part of this ad. Students are then required to individually write an ad advertising their performance. They are to create a storyboard using the program Comic Life for the ad to show what would be filmed, the camera angles, and soundtrack. Resources Computer connected to projector (ad can be found on YouTube) students workbooks, pencils. Students computers/laptops with ComicLife (or similar program installed. Time 5 minutes Steps Teacher and students view the ad once, then teacher asks student to listen out for words or phrases that they think were out into the ad to make people want to go to the performance, The ad is played again Students are asked to discuss why they believe those words/phrases make people want to go to the show Teacher Notes Check for understanding: Make sure all students understand the task and can see/hear the ad. Ad may need to be played 3 times.

5 minutes

25 minutes

Studentsare asked to use ComLife to create a storyboard/comic strip to show what they would film for their own ad for their performances.

Check for understanding: Ensure all students are working independently

5 minutes

Class discussion on what ideas the students come up with

Check for Understanding: Did the students complete the task?

Assessment Assessable evidence of students learning will include: The level of understanding shown throughout the activity. Participation in discussions. Students creativity/effort put into the ad/storyboard Did the students understand the concept of selling the performance?

Self-assessment: Ask yourself these questions: Did the lesson go to plan? Were the students engaged throughout the whole lesson? Did it work with a whole class discussion? Did any students need any extra one-on-one help to achieve a better understanding? Would you change anything? Was there enough time for students to get everything done and produce their best possible work (if not, consider giving students more time)