PERSUASIVE WRITING THROUGH ADVERTISING

YEAR 4 MENADUE

Over the course of 5 weeks, students in Year 4 Menadue will explore
and encounter various pieces of persuasive writing with a strong focus
on advertising. Student will work towards creating their own persuasive
pieces in the forms of a persuasive TV, radio and poster advertisement.
Each week will consist of a minimum of 5 lessons for the duration of
1-1.5 hours during the classrooms allocated writing time. However, the
theme will carry on into other learning areas and therefore will be
explored further during math, art and literacy rotations times.


CLASSROOM DEMOGRAPHIC

The class consists of 24 co-ed, public school year 4 students at varying
ability levels. Majority of the class room is at a year 4 level with a
number of students sitting just below the mark.There are two students
with diagnosed learning difculties. These two students have a full time
classroom assistant to help them with their learning and interaction in
the classroom. In addition to these two students, the assistant also often
works with students that are behind in certain learning areas, to give
them the condence and guidance they need. These students are often
grouped together during classroom activities as to be of convenience to
the classroom assistant and for their own benet. On the other hand
there are some high achievers in the classroom who continuously need
to be challenged and stimulated in the classroom. In tacking this, they
are commonly grouped together and are given extra tasks or tasks of a
little more depth. As well as responsibility and leadership type roles.
Overall the class works well together with limited behavior issues.

LMQ1 - What do my learners already know?
From previous years, students in year 4 should already have prior
learning in the area of persuasive writing and have had experience in
writing persuasion. Students are also exposed to persuasion through
advertising everywhere in their everyday lives - on television, billboards,
food items, the internet and the radio.

LMQ3- How does the learners best learn?
It is necessary to take care when delivering content to students as to
comply with diverse student learning styles and preferred learning
environments. Howard Gardners Multiple Intelligences Theory (...)
states that there are 8 different preferred learning styles. These are:
linguistic, kinesthetic, logical, naturalist, intrapersonal, interpersonal,
musical and spatial. This unit of worked was prepared to meet as many
of these learning styles as possible. Students in this classroom however
tend to learn and work well when working in small groups, with the
exception of certain students who enjoy the challenge of working
individually. The likes and dislikes of students need also be considered
when planning a unit of work as to ensure the students will engage in
the learning content. This was also taken into account when preparing
the unit of work.

LEARNING STANDARDS

LMQ2 - Where do the learners need to be?
This unit of work is based heavily on the English learning area, but also
branches out into The Arts and Technology & Design.
In accordance to the Australian Curriculum for English Writing, students
at this year level should be able to:
-plan, draft and publish persuasive texts
-research and gather ideas from various print
-select appropriate structure and vocabulary
-identify the main characteristics of the text
-describe the language used in a piece of writing
-use and understand graphic organizers, images and headings and their
impact to the writing
-edit and improve their own work and the work of others
-select and use appropriate software for both visual effects and text

*See Appendix 1 for a table that highlights the Year 4 Australian
Curriculum Standards for English and Art and the Northern Territory
Curriculum Framework for Technology & Design and The Arts and how
these will be assessed throughout the unit.

Department of Education Key Developmental Stages
In addition to the Australia Curriculum, the Department of Educations
Key Developmental stages states that when analyzing and writing
persuasive texts, students should also be able to:
-identify purpose
-express individual opinion
-discuss and demonstrate appropriate persuasive structure
-create vocabulary banks
-identify and write to a specic audience and explain how the text can
be adapted to a different audience

It is the endeavor of the teacher to ensure that these standards are
taught thoroughly throughout the unit as to enable students to have
every opportunity to perform them in their nal assessment pieces.


GOALS AND OBJECTIVES

The aim is for students during the course of this unit is to reach the
appropriate level of understanding of persuasive writing for their age
range and learn its importance and how to apply it in the most benecial
ways. Students will explore and investigate different persuasive pieces,
learn the important characteristics of advertising and then learn how to
affectively represent their knowledge to create their own advertisements.
During the learning process students will learn:
-what persuasive writing is
-how it is used
-its effectiveness
-where it can be found and used
-to identify persuasive texts due to knowledge on a persuasive texts
features
-a brief understanding of types of persuasive writing. eg - argument,
advertisement
-to recognize an advertisement because of its features
-the importance of using ads in society and the benets
-the best form to represent a particular advertisements eg. does it need
to be seen = visual ad
-how to differentiate a fact against an opinion in advertising
-to search and locate advertisements independently
-to identify similarities and differences between advertisements
-to orally share ndings and use appropriate language when describing
text characteristics and features
-the importance of picture and text placement
-how best to use text font, size and color
-to watch/view a range of advertisements and accurately identify the key
features
-to recognize and apply appropriate vocabulary
-to work in small groups to plan, edit and create their own
advertisements
This is learnt in order to achieve the ultimate goal of planning, editing
and creating 3 engaging advertisements applying previously learnt and
practiced knowledge and skills. These goals help to achieve the listed
learning standards (above) for students at this level of Australian
education.

PLAN

In addition to lessons taught during writing and art time, this unit can
imbed elements of persuasive writing into math and literacy rotations
and lesson transitioning times.
In math, students can look at the advertising technique of bargaining.
For example, buy 2 get 1 free or buy 2 for the price of 1 and calculate
the savings made when purchasing the items. They can work out further
savings when estimating and working out the saving when products
have a percentage sale, e.g. get 20% off.
During literacy rotations a different advertising activity can be imbedded
each week. Such examples include, re-writing an advertisement,
creating a word bank with catalogue cutouts, or lling in missing adverbs
in advertisements. There are also online interactive games suitable for
this unit such as Printing Press.
When transitioning during lessons or making up time, fun activities can
be used to build on and encourage student learning. Such games could
include:
-reading out crazy written ads
-watching funny advertisements
-guessing what certain ads are advertising
-drawing an item from a hat and creating and ad for it on the spot (can
do in groups/pairs or whole class)


LMQ4 - What resources do I have at my disposal?
In addition to standard classroom materials such as pencils and
workbooks, the following are important resources for the unit:
-TV recorder
-TV
-newspapers
-books
-magazines
-internet
-video cameras
-voice recorders
These resources will provide students will a large working area to
explore, discover and apply knowledge and skills throughout the
learning journey.

LMQ5 - What will constitute the learning journey?
-understanding and locating persuasive devices
-understanding the benets of advertising
-identifying persuasive writing
-knowledge of what makes a good ad
-large vocabulary bank
-insight into appropriate visual displaying in advertising
-practice designing and performing various ad types

LMQ6 - Who will do what?
Teacher:
-pose questions to initiate class discussion
-provide resources
-direct student learning
-facilitate activities
-create multiple learning opportunities
-remind students of the content already learnt
-explicitly teach persuasive devices
-encourage students to explore and nd answers
-edit, analyze and assess student work
Student:
-interact in class discussions
-participate in activities
-apply learnt knowledge
-investigate
-edit and improve work




A WRITING RELATED ISSUE

A commonly found issue in student writing is the lack of editing and
proof-reading. There are many reasons why students do not edit their
work, including the fear of being wrong as well as being out of habit/
practice with the task. Editing and proof-reading benet the children
fore-mostly by giving a genuine indication of their abilities to the teacher.
This is important for the teacher to take into account when adapting
lessons and tasks for students to enable them to reach the goals set
before them. Editing gives students the opportunity to improve their
writing, by adding more ideas or important context to their writing. It also
support a child's basic knowledge of grammar and spelling. Reinforcing
editing for each writing task may also create automaticity in students,
causing editing and proofreading to become a healthy habit. It is
therefore the role of the students to edit their writing to ensure the
correct grammar, punctuation, spelling and organization is present..
Whilst the teachers role when editing is to teach and guide the students
to use techniques that assist in the editing phase of the writing process.

Some tips, tricks and teaching points to assist with editing in the
classroom include:
-ensure the student has had adequate planning time and access to
graphic organizers before commencing writing
-encourage students to get their ideas down before worrying about
errors and correcting
-use a 4 colored pen to mark on the page. Each color of the pen
represents a concept to be edited. For example, spelling, punctuation,
organization, handwriting
-use universal (class recognized) symbols to mark work
-underline words that look as if they are spelled incorrectly
-use a wall to display spelling techniques where students can make
reference
-read the writing out aloud
-read the writing backwards. This way the student is looking only at the
words and wont get lost or caught up in the meaning
-have peer assessment time where students give constructive feedback
to their peer on their writing pieces
-use a class generated checklist to check whether all forms of editing
have been completed

ASSESSMENT

Portfolio/Final Assessment Pieces:
Each student will complete 4 assessment tasks by the end of the unit.
The rst assessment task is a Technology and Design piece. Students
create a toy for a selected target audience using recycled materials.
Students will plan and draft their toy prior to constructing it, taking into
account the toys functions and features. Whilst making the toy, students
need to consider persuasive techniques in an attempt to advertise and
sell their product.
Once the toy is complete students will produce a billboard type poster to
advertise their creation. They will apply their knowledge of visual
persuasion and content placement to create an engaging advertisement
appropriate to their toy.
The third assessment piece is in the form of a radio advertisement for
their toy. This piece is the most challenging as students are having to
use only their voices and be selective about their word choices and the
delivery of the ad.
The nal assessment is the most time consuming and is the form of a
TV advert. Students will need to draft and script their advertisement prior
to practicing and recording. They will work with their peers to take turns
recording and appearing in each others advertisements.
When all work is completed, students will present their nal pieces to the
class who will take note of the devices and techniques students used to
persuade them.

LMQ7 - How will I check to see my learner has succeeded?
Throughout the duration of the learning sequence it is the role of the
teacher to assess whether the students are grasping the content being
taught. These observations can be made in the following ways:
-anecdotal notes
-visual observations during whole class discussion and group and
individual work times
-reection journal - students will write and answer a set reection
questions on the topic of advertising a few times a week in their
reection journals. this journal will be viewed and marked weekly by the
teacher.
-rubric - nal assessment pieces
Locating evidence that shows the students progress during the learning
journey not only helps in the area of assessment, but also gives the
teacher an opportunity to see where certain tasks can be adapted to
help student success and for future teaching of the the unit.

LMQ8 - How will I inform the learner of their progress?
Students will receive feedback in the following ways:
- verbal - during class discussion and whilst observing students
-notes in workbooks and reection journals
-comments on the back of work pieces (eg. practice advertisements)
-assessment rubric
-mention in the end of semester report

AUSTRALIAN CURRICULUM - ENGLISH
CONTENT DESCRIPTION ELABORATION ASSESSMENT
Plan, draft and publish
imaginative, informative and
persuasive texts containing key
information and supporting details
for a widening range of
audiences, demonstrating
increasing control over text
structures and language features
(ACELY1694)
- using research from print and
digital resources to gather
ideas, integrating information
from a range of sources;
selecting text structure and
planning how to group ideas
into paragraphs to sequence
content, and choosing
vocabulary to suit topic and
communication purpose
Practice advertisements
Draft advertisements
Final advertisements
(TV, Radio & Poster ad)
Identify characteristic features
used in imaginative, informative
and persuasive texts to meet the
purpose of the text (ACELY1690)
describing the language which
authors use to create imaginary
worlds; how textual features such
as headings, subheadings, bold
type and graphic organisers are
used to order and present
information, and how visual codes
are used, for example those used
in advertising to represent
children and families so that
viewers identify with them
Final pieces show evidence of
persuasive devices
Reread and edit for meaning by
adding, deleting or moving words
or word groups to improve
content and structure
(ACELY1695)
revising written texts: editing for
grammatical and spelling
accuracy and clarity of the text, to
improve the connection between
ideas and the overall flow of the
piece
Drafting nal pieces
Evidence of self-correction in nal
product
Use a range of software including
word processing programs to
construct, edit and publish written
text, and select, edit and place
visual, print and audio elements
(ACELY1697)
identifying and selecting
appropriate software programs for
constructing text
Practice poster advertisement
Final poster advertisement
AUSTRALIAN CURRICULUM - ARTS
CONTENT DESCRIPTION ELABORATION ASSESSMENT

Explore the effect of choices
when framing an image,
placement of elements in the
image, and salience on
composition of still and moving
images in a range of types of
texts (ACELA1496)
examining visual and multimodal
texts, building a vocabulary to
describe visual elements and
techniques such as framing,
composition and visual point of
view and beginning to understand
how these choices impact on
viewer response
Final poster
AUSTRALIAN CURRICULUM - ARTS
THE NORTHERN TERRITORY CURRICULUM FRAMEWORK - THE ARTS - BAND 2
DESCRIPTOR ELABORATION ASSESSMENT
Media incorporate media elements when
creating artworks, eg use the
computer to design borders
Poster
Visual Arts make and arrange different
images, shapes and colours to
make artworks that tell visual
stories
Poster
THE NORTHERN TERRITORY CURRICULUM FRAMEWORK - TECHNOLOGY AND
DESIGN - BAND 2
DESCRIPTOR ELABORATION ASSESSMENT
Investigate analyze the materials needed in a
design proposal
alter familiar materials to change
the end product
decide on appropriate strategies
when a design fails
Planning Toy
Materials, Skills and
Techniques
Make things from a range of
familiar resources, using a variety
of strategies, tools and,
discussing the design and
production process
Toy Creation
Evaluate and Impact make and share simple
judgments about outcomes
Presenting toy
LESSON ACTIVITY
1 Introduction to Persuasive Writing
- what, where, why

Identify writing pieces
- which ones are persuasive?/why?

Forms of persuasive writing PP
- discuss types of persuasive writing
2 Advertising
- why do we advertise?
- what items can you see in the room/do you have at home that are
advertised
- reect on an ad - feelings, memories, thoughts

Best Way to Advertise ...
- explain how items would be best advertised and why

Fact vs Opinion PP
3 Exploring & Analyzing
- groups of 8 look for different persuasive advertisements in:
- magazines
- newspapers
- radio recordings scripted

Similarities & Differences
in pairs students choose 2 ads and write a list of
- similarities
- differences
- ad characteristics
4 Persuasive Devices
- pairs share their ndings from previous lesson and add to a class board
- expand on each

Billys Beef Burgers PP
- talk about placement and characteristics
6 Additional Devices
- watch x2 TV advertisements


- discuss devices & add to list

- explicitly teach additional devices
7 Vocab & Phrases
- create a vocabulary bank
- search relevant materials to nd vocab
- create and add to vocab wall
8 Visual Art - Advertising
- font styles - feelings/thought/reminders
- picture and word placement
- size
- colours
LESSON ACTIVITY
9 TV Ads
- students watch x3 TV advertisements and complete a *checklist for each

- share results as a class

Create TV Ad
- draw a product out of a hat and in groups of 4 students create a TV ad to
sell their product
10 Complete TV Ads
-nish off ad
practice and present to class
11 Radio Ads
-students listen to x3 radio advertisements and complete a *checklist for
each

- share results as a class

Create Radio Ad
- draw another product out of a hat and in a different group of 4, students
create a radio ad to sell their product
12 Complete TV Ads
-nish off ad
-practice and present to class
13 Poster Ads
-students view x3 poster advertisements and complete a *checklist for each

- share results as a class

Create Poster Ad
- draw another product out of a hat and in a nal group of 4, students create
a poster to sell their product using the computer
14 Complete Poster Ad
- nish and practice
- share ad with class
15 Design Toy
- draw their desired toy
- list materials
- diagrams
- product name
- functions
16 Create Toy
- begin constructing toy
LESSON ACTIVITY
17 Create Toy
- nish constructing toy
18 DRAFT - Toy Poster
- use template to design poster
- brainstorm persuasive techniques
19 FINAL - Toy Poster
- complete poster
20 DRAFT - Toy Radio Ad
- use poster ad to help
- write a scripts
21 FINAL - Toy Radio Ad
- complete radio ad
22 DRAFT - Toy TV Ad
- write script
- practice
23 FINAL - Toy TV Ad
- record ad
24 PRESENTATIONS
- present nal pieces to the class
25 PRESENTATIONS
- present nal pieces to the class
LESSON ACTIVITY