Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 9

Time:10.30am Date: Week 3

Students Prior Knowledge:

Learning Area: Media Studies

Strand/Topic from the Australian Curriculum

Introduction to key terminology and technologies related to
selected context and focus
(ACAMAM073)

Construction of common stereotypes and how these are
shortcuts to the meaning and values presented
(ACAMAM074)

Codes and conventions for constructing meaning in the
selected media type, genre and/or style studied
(ACAMAM073)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Students have prior knowledge of basic

photography and image techniques/
conventions
Students are familiar with the use of Padlet
and Spiderscribe as educational tools
Students are able to work in groups
Students were taught in the previous week
the definition of a stereotype and that
stereotypes can either be reinforced or
challenged in texts

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Identify the techniques used in the construction of a print advertisement, through the completion of a
retrieval chart and Spiderscribe summary of the lesson
Identify that the purpose of advertising is to sell a product and persuade a particular audience
Define the term target audience and express how target audience impacts the construction of a print
advertisement
Use Padlet to convey the identification of the target audience and purpose of a given advertisement
Relate the conventions used in print advertisements to the target audience and purpose of a given
advertisement through the completion of a Padlet brainstorm
Observe that stereotypes can influence the ways an advertisement is constructed to appeal to a particular
audience

Teachers Prior Preparation/Organisation:

Students to be sitting in groups of 4 with access to
one computer/ tablet each
Students will have signed up to both Spiderscribe
and Padlet ready to use for the lesson
Printed retrieval charts: one per student
Printed A3 sheets for card cluster + one set of
sticky notes per group
Working projector to display PowerPoint and
Padlets during class discussion

Provision for students at educational risk:

Vision impairment: Ensure a printed version of
activity is given to students with vision
impairment help these students to adjust the
lighting + zoom on their ICT devices
Learning disbailities: Dyslexia: Allow extra time
to complete activities, pair these students up
with someone in their group to help with group
activities
Socially anxious students: monitor these
students during group work by asking them if
they are coping/ feeling included

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
- Were students able to identify the key conventions of a print advertisement?
- Were students able to define target audience?
- Were students able to summarize their knowledge of advertisement conventions in the form of Spiderscribe?
- Did students work effectively in groups, did each member participate equally?
- Were students able to effectively deconstruct a given print advertisement using Padlet?
Teacher self-reflection and self-evaluation:
- Did students engage with the variety of activities?
- Were students able to use the ICTs effectively?
- Was the use of group work effective?
- Were students able to contribute to class discussion?
- Did students seem to enjoy the interactivity of the activities using ICT?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

Watch Youtube Video- Always #likeagirl (upto 1min, 5seconds)

Introductory discussion question: What was this an advertisement for? How did you
respond to the message of the advertisement?
(Key words: persuasive, gender stereotypes, reinforcing, common perceptions,
representation)

Lesson Steps (Lesson content, structure, strategies & Key Questions):

- Students are instructed to open Spiderscribe and Padlet for use throughout
the lesson

1. Introduction to print advertisement conventions: Silent Card Cluster (In groups)

Students are given an A3 sheet of paper and a set of sticky notes
Written in the middle of the A3 sheet is Conventions of Print
Advertisements

10.32






10.35

Resources/References
Align these with the
segment where they will
be introduced.

https://www.youtube.co
m/watch?v=XjJQBjWYDTs








A3 Sheet + one set of
sticky notes per group











10.45












10.55










11.10

Students are given 2 minutes to individually write all the conventions they

already know of onto separate sticky notes

Students are then instructed to write the 3 main codes (symbolic, written and

technical) on 3 parts of their A3 sheet

Next, students are instructed to stick their notes onto the corresponding

sections and discuss with their group which conventions they are familiar

with/unfamiliar with.

Each group will share their identified conventions with the class to create a

brief Conventions list to be added to their Spiderscribe summaries later in

the lesson

Conventions to be discussed: Framing (cropping), Written text, use of colour,

product placement, positioning of models/people, stereotypes, logo, graphics,

lighting, font



2. Conventions Lesson/ Explanation:
PowerPoint slides
A brief lesson on each convention will allow students to use the class convention list

to create a retrieval chart to use throughout the study of the topic, using existing
Retrieval
c
harts
(example
advertisements to demonstrate conventions.
attached)


Using PowerPoint slides, students are shown different print advertisements

to use as examples in their retrieval charts

SWAT codes- Give explanation + example of each that apply to the print

advertisements on the slides (Symbolic, written and technical codes)

Give an overview of each convention while allowing students to fill out

retrieval charts with each definition (Framing (cropping), Written text, use of

colour, product placement, positioning of models/people, stereotypes, logo,

graphics, lighting, font)

Discussion questions:



-
Each convention has a purpose, what is the purpose of: lighting, framing,

written text, colour etc. ?







3. Target Audience + Stereotypes



Group work: Give students a print advertisement to analyse and deconstruct by

pointing out each convention that was just taught and the stereotype that is being

represented in each advertisement. Using Padlet.



Activity Steps:

Give each group of students a link to a Padlet page (each link contains a
ICT device (one per
different advertisement)
student) to access padlet,
Students are instructed to deconstruct their given advertisement as a group,
projector to display
adding notes and examples to their groups Padlet under the topics:
completed Padlets
Purpose/product, Target Audience (including which stereotype they think is

being represented), Written Codes, Symbolic Codes, Technical Codes
Padlet links to be
After each group has completed their deconstruction, their groups Padlet will
provided to each group of
be displayed on the projector for class discussion
students (example on
Discussion on stereotypes:
page 6)
How did you know that stereotype was being conveyed in the advertisement?

Do you think this influenced the target audience?

















11.20

- AFTER CLASS: Each groups Padlet will be saved and exported by the teacher and
printed out as a resource for students to use for future reference




OPTIONAL EXTRA (For students who finish early)

Target audience + Stereotypes:

Culture jamming: showing students how all conventions have a purpose: show
meaning (specifically written codes): using Padlet
Give students each a different culture jamming on Padlet example to
compare to an original advertisement
Allow students to discuss how the meaning/purpose of each
advertisement changes as a result of changing one of the SWAT codes
slightly, posting responses on the Padlet page
Discussion: questions- which convention has been modified? What effect
does this have on the purpose of the advertisement and the target
audience?



Lesson Closure:(Review lesson objectives with students)

Summarize the conventions of print advertisements and define Target Audience:
Using Spiderscribe
-
Instruct students to open Spiderscribe
-
Start an individual SpiderScribe with the heading Print Advertisements to
summarise the conventions of print advertisements
-
Students should include a definition of each convention and an example
-
Also include a definition of target audience
-
Students will save their Spiderscribe to use for the next 3 lessons on this topic


Transition: (What needs to happen prior to the next lesson?)

-
Bring a magazine print advertisement with a clear target audience and
product for the next lesson


Assessment: (Were the lesson objectives met? How will these be judged?)

-
Each students Spiderscribe will be accessed by the teacher at the end of the
topic to be given a mark worth 5% of the students grade, this will assess
learning objectives 1 and 3
-
Each groups Padlet will be exported by the teacher to assess lesson
objectives 4,5 and 6
-
Class discussions will assess lesson objectives 2 and 6

ICT device (one per
student) with access of
Spiderscribe

Resources:


1. Card Cluster: A3 sheet layout:

Written
Codes

Technical
Codes

Conventions of Print
Advertisements

Symbolic
Codes

2. Retrieval Chart:
Code/Convention

Explanation

Example

3. Padlet Layout Example:

http://padlet.com/laurajagostino123/3hysh9u7fl2e

4. Spiderscribe (Lesson Closure) Students are to use the following template to structure their
Spiderscribes http://www.spiderscribe.net/app/?1a99bee74dd047c6d111834e664bf300