Year 4 Integrated Unit of Work: Advertising Adventures

KLA AND
SYLLABUS
OUTCOMES

English:
EN2-6B
(b)
EN2-7B
(c)
EN2-8B
(d)
GARDNER

W, SV, M,
LM and P.
BLOOM

R, An and
E.

English:

EN2-8B
(d)

EN2-10C
(e)

GARDNER

W, SV,
LM, B and
P.

ASSESSMENT
STRATEGIES

TEACHING AND LEARNING EXPERIENCES

DIFFERENTIATING FOR
INDIVIDUAL NEEDS

RESOURCES (R) AND

Formative
assessment
(FOR learning):
- Initiation, Response
and Evaluation
questioning and
answering. Assesses
what Ss know about
advertising
techniques and how
much scaffolding will
be needed
throughout the unit.
- Collaboratively
created Venn
diagram will be
saved and used as a
reference for Ss
when creating their
ad.

Setting the task (Week 2, 60 min):

- T will open the lesson by revising content about
ads through the questions: What are ads? What
is the purpose of ads? and What language and
visual features are employed in ads to attract
audience attention?
- Ss will watch a Powtoon on the IWB that explains
Ss have been employed by Getaway to create a
print, radio or T.V ad that advertises to the Ss in the
class travelling to a state or territory in Australia for
a holiday. Moreover, ads will be completed in
groups of 3 or 4 and radio and television ads are
required to be 3 minutes long.
- T will play a 30 second Getaway T.V ad. and a
TripAdvisor radio ad to deconstruct their visual,
musical and language features as a whole class
using a Venn diagram on the IWB.
- T will explain the importance of language, musical
and visual features and vectors and will close the
lesson by asking the Ss to share what language,
visual or musical techniques they believe are
needed in an effective travel ad.

Richard and Brooke:

T will pre-teach them
deconstructing a television
and radio ad in a Venn
diagram. During the lesson,
the Sp Ed Ts will help
reinforce their understanding
with their own Venn diagram
on an iPad.
Serena: will assist the T and
will work as a scribe on the
IWB.
Luke and Brenton: during
the closure, they will together
create a Y chart using a preloaded template on a laptop
based on what their peers
believe are needed in an
effective travel ad.

R: Sp Ed Ts, IWB, 2
iPads, 1 laptop, Y chart
template, Getaway
Powtoon, Getaway T.V ad
and TripAdvisor radio ad.
O: Ss will sit in front of the
IWB. Flexible seating:
table and chairs in back
row and bean
bags/cushions in front row.
Rewards: Class Dojo. If
Ss work cooperatively, try
their best or produce
excellent work, they
receive 1 Dojo point. 10
Dojo points = 1 scratch n
sniff sticker, 20 Dojo points
= 10 minutes free time on
iPad and 30 Dojo points =
2 prizes from prize box
(novelty pencils, rubbers
etc.)

Formative
assessment
(AS learning):
Collect and assess
Ss annotated print
ads as evidence.
Assess Ss
understanding by:
-Identifying 3 or more
different places
where ads. are

Placement of ads (Week 2, 60 min):

- T will open the lesson by asking the Ss to write
down their responses to the following questions:
Where do you see ads? and Why do you think it
is important to consider where ads are placed?
- T will explain ads are strategically placed in areas
that attract attention.
- T will take Ss on a walk around the school with
iPads, taking turns photographing ads they see.
- In the classroom, the T will display the
photographed ads. on the IWB and will discuss their

Richard and Brooke: will

share their ideas but their
partners will annotate the
advertisements. T will also
provide more support to
Richard and Brooke, who will
not be paired together. Pair
work offers the them more
assistance as it is
collaborative.
Serena: working with a pair

R: IWB, 8 iPads, 5
laptops, 13 digital print
Flight Centre ads. O: On
the walk around the
school, Ss will be placed
in 8 mixed ability groups
and 1 iPad will be given to
each group to share.
Returning from the walk,
Ss will form pairs from
within the 8 groups and

ORGANISATION (O)

BLOOM

R, An and
E.

H.S.I.E:
HT2-1 (g)
HT2-5 (h)
English
EN2-4A
(a)

GARDNER

evident.
-Provide
evidence/examples
of 3 or more visual,
language or musical
techniques
advertisers have
used.
-Describe how these
tricks influence
people to want or
buy a product.

placement with the Ss and see if they believe the

ads. were effectively or ineffectively placed to
attract the most attention.
- Ss will work in mixed ability pairs to deconstruct
the language and visual features of 13 unseen
Flight Centre print ads using the ShowMe app on
iPads and laptops.
- T will use the Mirror application to transfer the Ss
annotated print ads. to the IWB and invite each S
pair to come and justify their deconstructed
annotations.
- T will close the lesson by asking the Ss why
placement is important and where they believe is
the best place to advertise.

will support Serena by

alleviating her inability to
complete work independently.
Luke and Brenton: will not
be paired together so they
can be challenged with
alternative points of views.
Also, ICT will engage and
support Brentons strengths in
technology.

will use an iPad or laptop

to deconstruct the digital
print ads. While
completing this activity, Ss
can work anywhere in the
classroom they feel
comfortable; desks, floor
or on beanbags.
Rewards: Dojo points and
Dojo point reward system.

Formative
assessment
(FOR learning):

Research (Week 2, 90 min):

- T will open the lesson by revising the previous
H.S.I.E lesson content by discussing with the Ss
what interesting landmarks/tourist attractions or
special celebrations they are aware of in different
states or territories in Australia.
- T will explain that Ss will research their state or
territory in preparation for creating their ad.
- T will divide Ss into mixed ability, interest based
groups and allocate each with a state or territory.
- In their groups, T will provide each S with a
scaffold to guide their research that will include subheadings of: landmarks/tourist attractions, special
celebrations and popular places to eat or stay and
activities to do.
- T will allocate specific sub-headings to the Ss in
each group to research using resources at stations
set up around the classroom so that at the end of
the lesson, they can share their information with

Mixed ability, interest based

groups dependent on whether
the Ss show VS, M or B
intelligence. Richard and
Brooke will not be in the same
group and Luke, Brenton and
Serena will not be in the
same group. Richard and
Brooke: 2 computers will
have websites and Youtube
videos loaded to assist their
research of NSW and VIC
landmarks/tourist attractions.
Serena: working
cooperatively will engage her
and alleviate her struggle to
complete work independently.
To ensure she is on task, she
will be given a checklist of all

R: Kahoot, Serenas
checklist, iPads, laptops,
computers, brochures
about Australia and its
states and territories from
travel agencies and library
books about Australia and
its states and territories.
O: The classroom will be
arranged into a circle
formation that has been
set up with different
research centres with
iPads, laptops, computers,
brochures and books. Ss
will be allowed to go to
whichever centre they like.
Rewards: Dojo points and
Dojo point reward system.

T will collect and

analyse S responses
in the scaffold.
T will provide written
feedback to each
group which can be
used to assess
understanding and
inform S learning.

W, LM, P
and S.

BLOOM
R and U.
English:
EN2-7B
(c)
Music:
MUS2.2
(j)
Drama:
DRAS2.2
(k)
Visual
Arts:
VAS2.1

(i)
GARDNER

W, SV, M,
B, P and
S.

Formative
assessment
(FOR learning):
T will roam the
classroom and
monitor each group.
the T will provide
verbal feedback and
Identify the areas
where students are
doing well and the
areas that need
improvement.
Students can reflect
on this feedback and
discuss anything with
the T.

BLOOM

Ap, An
and C.

English:
EN2-7B
(c)
EN2-10C

Summative
assessment (OF
learning):
-As Ss present their

each other as part of jigsaw learning.

- After 40 minutes, T will ask the Ss to pack up their
resources and regroup with their allocated groups
to exchange the information they researched so all
sub-headings of their scaffold can be completed.
- Regroup as a whole class in a circle on the floor. T
will close the lesson by asking Ss to share what
they learnt with the person on either side of them.

the tasks she needs to

complete.
Luke and Brenton: ICT will
support Brentons strengths.
An extension task for the pair
could be creating a Kahoot
quiz based on their research.

Ad planning and practice (Week 5, 90 min):

- Ss will spend this lesson in their mixed ability,
interest based groups planning, rehearsing and
creating their print, radio or T.V ads.
- T will direct the Ss attention to the 3 designated
areas in the classroom where they may go to plan,
rehearse or create their ad; an art centre, a music
centre and a drama centre. T will explain the
different activities they can engage in to create their
ad and will model how to use iMovie and
GarageBand at the computer centre.
- T will remind the Ss they are being employed by
Getaway and will have to keep this in mind when
creating their ad before allowing the Ss to begin
planning, rehearsing and creating their ads.
- After 60 minutes, Ss will pack up their resources
and sit on the floor.
- To close the lesson, Ss will share which centres
they chose to work in and which resources and
activities they liked working with best and why.

Ss continue working in their

mixed ability, interest based
groups and T will purposely
rove and assist Ss.
Richard and Brooke: SpEd
Ts will provide assistance to
them. They will each be given
conversation starter sheets to
help them contribute their
ideas to their group.
Serena: Cooperative group
work allows Serena to work
with others and helps her stay
on task.
Luke and Brenton: ICT
utilises Brentons strength in
technology. For both Ss,
mixed ability grouping will not
negatively affect them; it will
challenge and expose them to
different viewpoints.

R: SpEd Ts, Richard and

Brookes conversation
starter sheets. Art centre:
A3 cardboard, paint,
paintbrushes, pencils,
crayons, glitter and
coloured paper. Music
centre: tambourines,
triangles, castanets and
small drums. Drama
centre: Assortment of
backdrops, props and
costumes. O: Classroom
arranged into an art, music
and drama centre. Ss can
move between each
centre, including the
classroom computer
centre.
Rewards: Dojo points and
Dojo point reward system.

Ad Presentation (Week 5, 60 min):

Richard and Brooke: will

receive a Useful Adjectives
sheet each to assist them
complete their scoring sheets.

R: IWB, 1 laptop with

Microsoft Excel, class set
of scoring sheets, 2 Useful
Adjectives sheets and Ss

- T will open the lesson by informing the Ss that the

ads they have been working on will be presented on
3

(e)
EN2-12E
(f)
DRAMA:
DRAS2.3
(l)
DRAS2.4
(m)
GARDNER

W, SV, M,
B, LM and
S.
BLOOM

E.

advertisements, the
T collects evidence
and assesses
according to
outcomes and
standards using an
English advertising
rubric and a Creative
Arts rubric.
- Ss engage in
metacognitive
thinking while
evaluating their own
and others ads.
Filling out their
scoring sheet allows
for peer assessment.

the IWB or displayed to class (if a print ad).

- T will give each S a scoring sheet with the title of
each groups ad with 5 white stars next to each ad
title. After viewing each groups ad, Ss will rate the
ad out of 5 stars and justify their scoring using the
sentence starters I liked the ad because... and
Ideas I have to improve the ad are...
- T will play each groups video recorded ads on the
IWB, pausing after each ad and replaying if
necessary so Ss can fill out their scoring sheet.
- T will close the lesson by asking the Ss: What
language, musical and visual techniques did the
groups use to make their ad appealing? and
Which was your favourite ad? Why?

T will also monitor them more

closely and work with them if
required.
Serena, Luke and Brenton:
working together, an
extension task could be to
work as judges, counting Ss
scoring sheets and turning
these into a graph on
Microsoft Excel to find out
which ad is the most popular.
The group work will support
Serena and technology will
support Brenton.

downloaded video
advertisements on the
IWB. O: classroom
arranged as a theatre
where Ss act as an
audience viewing their
peers ads. Seating will be
flexibly arranged in a U
formation with chairs,
beanbags and cushions
on the floor. Rewards:
Dojo points and Dojo point
reward system.

Evaluation questions: * Did the lesson sequence build the field knowledge and assist the Ss towards the completion of the rich task? * Did the
resources help the Ss gain a greater understanding of ads and Australian states or territories? * Was an adequate amount of time allocated for each
lesson? * Were the assessment tasks effective in assessing the achievement of the unit outcomes and indicators? * Were the adaptations for Ss
appropriate in encouraging and allowing their participation? * How appropriate were the teaching and learning strategies in meeting the learning styles
and strengths of the Ss? * How effectively was assessment utilised and was it used to support S learning? * Were Ss actively engaged in learning and
was it connected to real life? * What changes or modifications can be made to enrich the students learning and build towards the overall rich learning
task? * How can interest based groups be used more effectively to help Ss synthesise their learning?
Key: ad= advertisement. T.V= television. Gardner= Gardners theory of multiple intelligences. W= Word intelligence. SV= Space and Vision
intelligence. M= Musical intelligence. B= Body intelligence. P= People intelligence. S= Self intelligence. LM= Logical Mathematical intelligence.
Bloom= Blooms Taxonomy of Thinking. R= Remembering. An= Analysing. E= Evaluating. U= Understanding. Ap= Applying. C= Creating.