Lesson Planner

Learning Area: English

Topic Focus: Advertising (Lesson 2)
Year Level/s: 6/7

Australian Curriculum Links:

Descriptor: Achievement Standards:
Year 6:
Receptive modes (listening,
reading and viewing)
By the end of Year 6, students
understand how the use
of text structures can achieve
Year 6: particular effects. They analyse
Language:
and explain how language
Text structure and organisation:
features, images and vocabulary
 Understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
are used by different authors to
and persuasive purposes and effects ACELA1518 represent ideas and opinions.
Literacy:
Texts in context: Productive modes (speaking,
 Compare texts including media texts that represent ideas and writing and creating)
events in different ways, explaining the effects of the different Students understand
approaches ACELY1708 how language
Interpreting, analysing and evaluating: features and language
 Analyse how text structures and language features work together patterns can be used for
to meet the purpose of a text ACELY1711
emphasis.
Year 7:
Year 7:
Language:
Text structures and organisation Receptive modes (listening,
 Understand and explain how the text structures and language reading and viewing)
features of texts become more complex in informative and By the end of Year 7, students
persuasive texts and identify underlying structures such as understand how text structures
taxonomies, cause and effect, and extended metaphors ACELA1531 can influence the complexity of
Literature: a text and are dependent
Examining literature: on audience, purpose
 Recognise and analyse the ways that characterisation, events and and context. They demonstrate
settings are combined in narratives, and discuss the purposes and understanding of how the choice
appeal of different approaches ACELT1622
of language features, images and
Interpreting, analysing, evaluating
vocabulary affects meaning.
 Analyse and explain the ways text structures and language
features shape meaning and vary according to audience and
purpose ACELY1721 Productive modes (speaking,
writing and creating)
Students understand how the
selection of a variety of language
features can influence
an audience

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

Learning Focus:

- To recognize different advertising techniques that authors use in creating

advertisements
- To be able to analyse and identify the persuasive techniques used
Lesson Objective:
- 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)

Learning Experience:

Differenti
ation/Exte
Structure/Time: Process: nsion/Cor Resources:
e & Pre-
Core:
Introduction: Now that the prior knowledge of students has 15 - PowerPoint
been assessed, we will start looking at what minutes - Student
techniques are used by companies to attract booklets on
their attention and the different types of ads advertising
there are.
techniques
I will go through PowerPoint slides to go through
the different types.
The different types of ads go over outdoor
advertising, covert advertising, print advertising
etc. I will discuss with the students that our
focus of the unit is print advertising and that
that will be the basis of our tasks.
We will then look at how we can analyse an ad
and what we look for. As a class we will make
our way through the PowerPoint slides and
discuss what are the 4 qualities that make up a
good ad and the different propaganda
techniques that are used to grasp our attention.
Students will also get a copy

Learning Experience: Activity! Slogan Hunt 25 - Laptops

Think of common ads you’ve seen for foods, minutes - PowerPoint
shows, movies, companies etc. - Workbooks
Are there any ads you can’t get out of your and pencils
head?
Are there any you can recall off the top of your
head?

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 What are they?
Task: Find At least 7 popular slogans!
• Figure out who the targeted audience
for each slogan is
• Is there a specific advertising technique
being used? If so, which one is it?
• Is it a good ad? Does it meet the 4
qualities of an ad?
• If so, how?

Conclusion/Reflection To conclude the learning episode, students will 5-10 - Student exit
Time: share the slogans they found and what company minutes slips
they are from. - Pencils
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.

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.