ENGLISH

Forward Planning Document

Year 5: Advertising

Marisa Lodge 20020670

Insert Content Descriptions from the English Curriculum for the proposed year level
English:
Language/Text Structure and Organisation: Understand how
texts vary in purpose, structure and topic as well as the degree
of formality (ACELA1504)
Literature/Creating Literature: Create literary texts that
experiment with structures, ideas and stylistic features of
selected authors (ACELT1798)
Literacy/Interacting with others: Use interaction skills, for
example paraphrasing, questioning and interpreting non-verbal
cues and choose vocabulary and vocal effects appropriate for
different audiences and purposes (ACELY1796)
Literacy/Interpreting, Analysing, Evaluating: Identify and explain
characteristic text structures and language features used in
imaginative, informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Literacy/Creating Texts: Plan, draft and publish imaginative,
informative and persuasive print and multimodal texts, choosing
text structures, language features, images and sound
appropriate to purpose and audience (ACELY1704)
HASS:
Economics/Business:
The factors that influence purchase decisions (e.g. age, gender,
advertising, price) and how these decisions affect resource use
(ACHASSK121)
HASS Skills:
Questioning: Identify current understandings, consider possible
misconceptions and identify personal views on a topic (e.g. KWL
chart, concept map)
Analyse: Identify different points of view/perspectives in
information and/or data (e.g. analyse language, identify
motives)
Communication: Present findings, conclusions and/or
arguments, appropriate to audience and purpose, in a range of
communication forms (e.g. written, oral, visual, digital, tabular,
graphic, maps) and using subject-specific terminology and
concepts
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 3/2-8 YEAR LEVEL: 5 LEARNING AREA/TOPIC: ENGLISH: Advertising
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature

1: * Identify different Observation Familiarisation: Kahoot Quiz

Language/Text Structure types of advertising checklist: 1. Hook: Kahoot Guess the Advertisement Challenge: Identify the Preloaded with
and Organisation mediums through an different advertisements based on logos/jingles/symbols logo quiz/
(ACELA1504) 8 square activity Participation in 8 2. Discuss as a class: What is advertising? To create a class alternative mini-
square activity definition to put at the centre of our classroom display whiteboards and
Literature/Creating *Define the term 3. Conduct an 8 square activity focused on the different mediums power-point quiz
Literature advertising as a Contributing to of advertising.
(ACELT1798) classroom classroom 4. Compile those mediums on a class brainstorm and discuss the White blank paper
collaboration. discussions different categories: Print (newspapers, magazines), Digital
Literacy/Interacting with (websites, movies, television), Audio (radio, announcements) Coloured paper for
others *Identify the reasons Key: 5. Discuss the reasons for different mediums as a link into the classroom display
(ACELY1796) for different Developing next lesson
advertising mediums Consolidated 6. Homework: Record of all the advertisements they see from the
Literacy/Interpreting, through a class No Evidence minute they wake up to the time that they arrive at school
Analysing, Evaluating discussion.
(ACELY1701)

2: *Identify the Observation Analysing:

Literacy/Creating Texts different purposes of checklist: Purpose of advertising: Audience
(ACELY1704) advertising through a 1. Revisit the different mediums as discussed in lesson 1 whiteboard/marker
class discussion Group work 2. Explain that each medium has an intended audience and
Economics/Business purpose. In this unit of work we will be mainly focussed on A variety of
 (ACHASSK121)
*Continued for the entirety
of the assessment
*Categorise Categorising print advertising. advertisements on
advertisements advertisements 3. Brainstorm what those purposes are as a class discussion use various mediums
based on their by purpose adverts as prompts to assist with the flow of discussion on a power-point
purpose in a sorting 4. Categorise the purpose in to four main categories; to persuade, presentation
activity. Identify the explain, entertain, inform
advertisements 5. Have the class form a circle on the mat and place the 4 Poster paper with
purpose categories on large sheets of paper and put them in different the 4 purposes of
corners of the room. Have the class sort a range of advertising placed
Key: advertisements (gathered from the homework in lesson 2) and around the class.
Developing sort into the four categories.
Consolidated 6. Students share with the class the advertisement that appealed
No Evidence to them the most, why they are drawn to it and its purpose.
7. Teacher to record the emotive words used to describe the ads
on the whiteboard (leave on the board/paper for the next
lesson)

Analysing:
3: *Identify how Observation Power Words and Adjectives:
advertising checklist: 1. Revisit the list of words we generated from lesson 2s
communicates discussion. Coloured
meaning through Contributing to 2. Discuss as a class how there are 2 main types of language used whiteboard
minimal language. classroom in advertising; persuasive and descriptive language indicate markers (3 min)
discussion collaboratively the different types on the list from lesson 2 by
*Apply power words circling them with a different coloured pen Advertisement
in a graffiti board Contribution to 3. As a class look at a range of ad campaigns that use minimal power-point
activity. graffiti board language to demonstrate the importance of using
activity emotive/persuasive language to communicate meaning. Butchers paper
4. In this lesson we are going to look at descriptive language and
Key: discuss powerful words. Power words are descriptive words Pre-selected
Developing used to make the most impact. advertisements (1
Consolidated 5. Demonstrate to the class by having a word ie: small on the per group)
No Evidence board and have the class brainstorm alternative words that are
more powerful or evoke more meaning/emotional connection. Coloured pens
6. In their assigned groups have an image glued to a piece of
butchers paper and have the groups participate in a graffiti Poster paper for
board activity writing down words to describe the image, after power words
5 minutes rotate the paper around to another group continue
 until all of the groups have had a go at each of the images.
7. Once finished the graffiti board activity have each group
identify which words they thought were the most powerful and
add them to the class power words poster

Analysing:
4: Persuasive language;
*Participate in a Marked work 1. Revisit yesterdays lesson and discuss the different types of
Yes/No/Unsure sample: language we identified in the advertisements. A4 signs labelled;
classroom activity 2. Open the discussion about persuasive language and how Yes, No, Unsure
Teacher to assess everyone has a different opinions and that it is important to be
* Demonstrate the persuasive able to communicate them in productive and non- 3 Closed questions
use of persuasive language confrontational ways. to provoke
language in a class development 3. Yes/No/Unsure difference of
sell-off challenge through the - Place 3 cards around the room that say; yes, no and unsure. opinion in the
marking of the - Ask the class a question and have them move to the place classroom ie:
*Create a class sell-off paragraph in the room that they agree with. movies
poster of tips and - Call upon students who have different opinions about why
tricks of using Make anecdotal they chose to stand where they did to get a range of Cooperative
persuasive language notes varying discussions. grouping mats
- After the class have heard an opinion from each (yes, no, (based on 4 per
Provide feedback unsure) ask if anyone has changed their opinion and would group)
like to move; if someone does ask them why and what it
*Students may was about the argument that made them reconsider. 2 pairs of
need more work 4. Point out that this is what persuasive language in complimentary
in persuasive advertisements do make people consider changing opinions product images per
writing based on or habits: this is why persuasive language is so important in group of 4
the results of this advertising
lesson and 5. Product sell-off Challenge: Blank paper
assessment. - In their groups of 4, shoulder partners are given the same
image and face partners have a similar product but a Poster paper for
different brand. (eg: members A and C have loreal shampoo class mind-map
and members B and D have dove shampoo)
- The class have 5 minutes to write a persuasive argument of
why their product is the preferred option, using persuasive
and descriptive language and power words.
- After the time is up each pair must read their argument to
the group and the other members will vote on their
preferred option/who was more convincing and why.
- Image and persuasive paragraph is presented to the
 teacher
6. Share the techniques with the class to create a mind-map of
hints and tips when using persuasive language.

Analysing:
Components of an advertisement:
5. *Verbalise emotions 1. Class on the mat, link to the 2 previous lessons by discussing
from images and Formative: how it is not just language that is used in advertising to make it Poster paper
identify how they persuasive and effective.
could be used in Participation in 2. Crete an annotated class poster to show the breakdown of the Sample print
advertisements sorting activity components of a print advertisement to add to the class advertisement that
advertisement wall clearly shows the
*Identify how colour Mini-whiteboard 3. There are many aspects that go into creating a good components of
can be used to colour quiz advertisement: go back to the advert slide show from lesson 1 advertising
express feelings and have the class look at them and point out other aspects of
Mini-whiteboard the advertisement; Range of
*Choose appropriate font quiz - Image photographic
fonts to express - Colour images/postcards
meaning Think-pair-share - Print/Font printed
to look at product - Product placement
*Identify the use of placement 4. Talk about the role that the image plays: Have the students sit Mini-whiteboards
product placement in a circle and have a variety of images on the floor, have the
in advertisements students choose 1 image and then go around the group and ask Whiteboard
them to say how the image makes them feel and what it could markers (1 per class
be used to advertise. member)
5. Discuss the use of colour activity: Write school on a mini
whiteboard in different colours, one colour at a time and have Multi-coloured
the students write on their mini-whiteboards how that word markers
makes them feel ie: red-angry etc
6. Font: Look at different fonts and how some of them lend 3 advertisements
themselves to different products, say a word and have the that showcase
students write the word in a font they think will reflect it ie: the products in
curly fonts lead to more feminine and the strong bold fonts are different ways
more commanding
7. Product placement; Stick 3 different adverts (from the Consent forms for
homework in lesson 1) on the whiteboard that display different video clip for lesson
products and the placement of the products on the advert. 6
Conduct a think-pair-share to look at the different placements
and the meanings teacher to make annotated notes on the
advertisement.
 *This may need to be as an extended lesson or split into two lessons

HAAS LESSON or Additional Analysing Lesson: whiteboard/marker

A smart consumer
6: *Participate in a Formative: 1. Discuss that when we look at advertising it is not only the Power-point of
classroom discussion components that influence the advertisement but also the advertisements
about the role of the Answering consumer from lesson 2
consumer in questions using 2. Discuss the role of the consumer in advertising
advertising mini-whiteboards 3. Look at being a smart consumer by asking 3 questions at every Mini-whiteboards
advertisement. (1 per student)
*Critically analyse Marked Work - What does the ad want you to do?
advertisements to Sample: - What is it saying? Whiteboard
identify the target - What does it want you to do? markers (1 per
audience Mark the 4. Power-point (from lesson 1) look at 3 advertisements and have student)
students the students answer the three questions on mini whiteboards
workbook and hold up their answers What Women
example for 5. Choose an advertisements and have the students answer the 3 Want clip
comprehension of questions in their workbook. https://www.youtu
critical analysis 6. Discuss along with the consumer each advertisement has an be.com/watch?
and use of intended target called a target audience discuss definition v=0PMdzJHl__k
persuasive and add to the class advertisement walls
techniques 7. Watch the clip from What Women Want that shows how in Signed consent
order to get in touch with the consumer the advertisers have to forms for movie clip
do research in order to understand the needs of the customer.
-Discuss as a class what the clip shows
https://www.youtube.com/watch?v=0PMdzJHl__k
8. Power-point (from lesson 2) of the different advertisements
and have the students identify which target audience it was
intended for using mini-whiteboards

Modelling:
Creating an advertisement:
7. *Observe the Formative: 1. Class discussion recap of what goes into creating an whiteboard/marker
process of creating advertisement? List all of the components that we have learnt
an advertisement Collaboration of in the unit of work so far write them on the board in a checklist Clipboards (1 per
learning into a format students) or work
*Observe working to checklist - Choose a medium at their desks
 a marking criteria - Choose a purpose
Checklist: - Language: power words, descriptive and persuasive language Paper
*Asses the teachers - Components of an advertisement: image, colour, font, product
work by comparing Students marking placement
to a marking criteria of the teachers - Critical thinking questions
will show the - Target audience
depth of 2. Have the students draw up a checklist based on the elements of
understanding of an advertisement that we have covered and use it as the
the concepts of marking criteria to mark the teachers advertisement.
advertisements. 3. Take suggestions from the class to establish the type of product
4. Model the process of creating an advertisement start with a
brainstorm of ideas, draft copy and final piece on the board
with whiteboard markers.
5. Use think-a-loud statements to show your thinking and to keep
the class focussed on the activity
6. Refer to the power words poster and draw inspiration from
other advertisements we have seen to model expected
behaviour.
7. Tick off the components once you have completed them to
model how to work towards a marking criteria to the students.
8. Once the advertisement has been created ask the students to
double check to confirm that all the components have been
considered and raise any questions they have about the
creation of an advertisement.

Sharing:
1. Recap on the checklist of advertisement features covered in the Checklists from
8. * Students to Observation grid: previous lesson. lesson 7
participate in a 2. Students to refer to their checklist throughout the lesson
shared writing Participation in 3. Set a challenge: Our class has been tasked with creating an Whiteboard
experience graffiti board task advertisement for our school fete which is happening at the markers in
end of the term. numerous colours
*Collaborate with Identifying the 4. In groups of 4 participate in a brainstorm of the 4 components
the class to produce components of an of an advertisement, 1 per group. (This activity can be done as Butchers paper
a fete poster advertisement a graffiti board and rotate the brainstorms so everyone can
contribute.) Pens
5. Have the groups collaborate their ideas and teacher to add
them to the board as a class brainstorm. Interactive
 6. Teacher sketches a rough draft of the poster on the whiteboard whiteboard or
collaborating with the class. additional butchers
7. Class to monitor that we are following the advertisement paper and pens
checklist and that we have included all the information from
the brainstorm.
8. Teacher to finalise the draft into a published copy using the
interactive whiteboard so the students can follow the creation.
9. Once the class is happy with the poster we will send it to the
principal for approval.

Guiding:
1. Revisit the checklist from the previous lesson.
9. *Create an Marked Work 2. Students will complete their own advertisement. whiteboard/marker
advertisement for a Sample: 3. Teacher to set the challenge of creating a print advertisement
cereal for aliens for cereal based on Aliens likes and dislikes: (written as a table scrap paper/blank
following using all Submission of; on the board) paper
the elements of an -final product Likes:
advertisement -brainstorm - Flying in space checklists (from
-draft copy - Slimy food lesson 7)
*Self-assess progress - The colour green
with an advertising Checklist: - Magazines about rocket ships
checklist. Dislikes:
Describing the - Swimming
elements of - Crunchy food
advertising - The colour red
- computers
4. Students individually brainstorm ideas for their advertisement
5. Students construct an annotated draft of their advertisement.
6. Students design a final advertisement teacher to assist where
necessary
7. Key Questions:
- What was your motivation for ?
- Can you asses the value or importance of?
- How would you improve?
- Can you elaborate on the reason ?
- Who is the main target market of your cereal?
- What impact does the Mum/alien/friends have on your
advertisement?
 8. Conduct a gallery walk around the classroom students to
provide constructive feedback to the other class members on
their work.

Applying:
Create Advertisement;
10. *Create an 1. Recap on all the elements of a successful advertisement Marking criteria
Literacy/Creating Text advertisement for a Marking Rubric referring to the checklist the students created.
(ACELY1705)* new lunchbox snack 2. Present the students with the challenge of creating a new checklist
*Applies for lesson 10 and following the Checklist lunchbox snack.
11 marking criteria 3. Provide the students with the marking criteria and discuss what Paper
you are looking for and read through and discuss any questions
*Demonstrate the they might have. Worksheet
writing process 4. Students are to present to you the final product, the brainstorm
through a brainstorm of ideas, a draft copy of their advertisement and the Know
of ideas and a draft Your Product worksheet (Questions listed below)
copy of the 5. Students will also be required to pitch their advertisement to
advertisement the class in a 2 minute presentation
6. Know Your Product Worksheet Questions
*Critically analyse 1. Write a paragraph describing your product
advertisement by - What is its purpose?
completing a - How much does it cost?
worksheet of - Who made it?
questions. - Who are the competitors?
- How is it packaged?
2. Write a paragraph on your target audience
- Who would want to buy your product?
- Why would they like your product?
- What are the other things your target market likes?
3. Selling points
- What is good about your product?
- Why would anyone buy your product?
- Why is your product better than anyone elses?
7. Think-Pair-Share to help facilitate idea generation
8. Class has the remainder of the lesson to work on their
advertisement.
9. Finalisation of the final piece will be completed as home work
over the weekend in preparation for lesson 11 (presentation)

*Students may need additional lesson to work on advertisement or link

 into an art class to finalise advertisement.

Publishing:
Pitch Advertisement to the Class: Criteria checklists
11. *Pitch advertisement 1. Class start on the mat
to the class in a 2 Marking Rubric 2. Discuss the class rules for active listening and establish Timer
minute presentation expectations from the audience
Checklist 3. Class have 2 minutes to present their advertisement and pitch Feedback forms
*Demonstrate clear their idea to the class
public speaking skills Annotated notes 4. Class to provide each student 2 stars and a wish that is
on final product recorded on their feedback form
*Participate in active and worksheet
listening and
providing Feedback form
constructive
feedback to class
members