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LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 9
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
Ethical
behaviour
Personal and
Social
competence
Intercultural
understanding
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
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
4. Spiderscribe
(Lesson
Closure)
Students
are
to
use
the
following
template
to
structure
their
Spiderscribes
http://www.spiderscribe.net/app/?1a99bee74dd047c6d111834e664bf300