LESSON

PLAN (8/10) Rees Wilson - 18563476 Page 1

PART A: PREPARATION AND STRATEGIES
Year: Syllabus section:
Stage 5 Option 4: Digital Media (p.31-32)

Unit Name:
Sustaining Aboriginal Heritage (Lesson 8 of 10)

Lesson Topic: Duration:
Introduction to Print Advertisement Design 60 mins

Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
None relevant pages from textbooks)
- Projector/SMART Board
- SustainingAboriginalHeritage-IST-LearningMap.jpg
- IncursionVideo.mp4
- Paper and Pencils
Quality Teaching Elements (lesson focus) - Highlight relevant items
1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?
QT element Indicators of presence in lesson
1.6 Substantive Communication Students spend most the lesson working either in groups or as a whole class,
discussing elements of good flyer design and then in creating their own flyers.
2.3 High Expectations Students are involved in developing the Criteria of Achievement to which their flyers
will be compared. As such, students are aware of and play a role in setting the
expectations for the flyer design.
3.1 Background Knowledge The use of Think-Pair-Share at the beginning of the lesson allows students to
consider what background knowledge they have about flyer design and then share
this with the class. This creates a starting point for the remainder of the lesson.

PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes: (number/s and descriptor)
5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems
5.2.3 critically analyses decision-making processes in a range of information and software solutions
Students learn to: Students learn about:
critically analyse a range of digital media products evaluation of digital media products
based on identified evaluation criteria
Timing Lesson content Student activity Teacher activity 8 Ways Connection

5 mins Introduce Flyer Task: Provide a Sit in class circle. Contextualise the flyer task Narrative lesson is
context for the creation of the within the unit and creation situated in
flyers. Listen to the reason for of the popup stores. advertising
creating the flyers. the popup
Resources: Display the learning map on store.
SustainingAboriginalHeritage- projector/SMART board,
IST-LearningMap.jpg explaining where the learning Learning Maps Students
will be going in the following see a map
two lessons. of the
learning
they will
be doing.






 LESSON PLAN (8/10) Rees Wilson - 18563476 Page 2

10 Mins Think-Pair-Share: Students Brainstorm individually and Begin task and guide students Deconstruct-Reconstruct
answer the question What are then in groups. Finally, share into different stages. students
5 key elements in designing a their ideas in the class circle. develop
flyer? Lead the class discussion, knowledge
noting points raised on the of flyer
They first think on their own, board, and bringing student design by
then talk in pairs and finally ideas together. analysing
share their answers with the an existing one.
class in a circle (Keeley, 2008).


15 mins Analyse print advertisements: Students critique the print Introduce activity and ensure Land Links Students
Students are given a print advertisement, identifying that all students are in analyse an advertisement
advertisements from the positive and negative groups. Move around room, of the Royal
Sydney Royal Botanic Gardens, elements. providing help to students Botanic
and in their project groups, who need it and gauging Gardens.
must identify the strengths and They are also led to determine where students are at.
weaknesses of them. the target audience and
provide reasoning as to why Bring class back together
These are shared to form a they think this is so. when most groups have
Criteria for Achievement. explored most
Their thoughts are again advertisements, and ask for Non-verbal
shared in the class circle, with overall good and bad design Students
a member from each group features as well as what the examine a
chosen randomly by the target audience may be. physical
teacher to share the groups copy of a
thoughts. Write these design features print advertisement.
as a Criteria for Achievement
on the board for the class to
refer to.


15 mins Students begin flyer design: Students each have paper and Give students instructions to Land links students use
Using the Criteria for work together to suggest ideas begin their task. pictures from the Royal
Achievement that they have just for the group. Together they Botanic Gardens to inspire
developed as a class, students are to come up with a draft Walk between groups, their
now begin to develop their flyer design. providing some guidance, and flyer.
flyers for use in advertising their asking for justification of
pop-up store. Pop-up store student decisions.
could be selling a range of
products as examined in the
previous lesson. Non-verbal Students are
developing a poster hands-
Photos of the Royal Botanic on and discussing non-
Gardens will be shown with a verbal
sound track from that area to ques to
influence and give inspiration to use in it.
students for colour schemes
and symbols for their flyers.

This step is done as a sketch on
paper.

Resources: IncursionVideo.mp4,
Projector.


10 mins Students give other groups Groups swap work and as a Guide groups to swap flyer Nonlinear
feedback: Each group of group, brainstorm positives designs and give students the Students
students swaps their draft with and improvements. feedback sheets. recursively
another group to gain feedback design and
on their work. They then return the designs Instruct students when it is redesign
with written suggestions. time to return the flyers and their posters, not following
Students are instructed to feedback. This will be used a single step, but revisiting
mention two positive elements next lesson before creating their design.
of the design and two the design on the computer.
 LESSON PLAN (8/10) Rees Wilson - 18563476 Page 3
improvements which may help
to further develop it.


5 mins Point of Most Significance: Students write down the most Ask students to take the
Formative assessment where significant point of learning moment to reflect on the
students identify the most from the lesson. lesson and write down the
important thing they have most significant point that
learnt in that lesson (Keeley, they have learnt.
2008).
3 students are then chosen
Some students share their randomly to share their point
point. with the class.





PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?
Learning outcome Method of measuring and recording
5.2.2 - designs, produces and evaluates This is assessed formatively through the teacher siting each groups flyer design
appropriate solutions to a range of draft.
challenging problems Further assessed in the quality of the analysis of the work produced by other
groups.
5.2.3 - critically analyses decision-making Measured in student answers to the Think-Pair-Share activity, as well as group
processes in a range of information and discussion about key elements in the design of flyers.
software solutions
Links to next lesson
This lesson sees students developing a Criteria for Achievement for flyer design as well as a draft flyer. This provides students
with the basis for the next lesson, where they will be transposing these flyers to Adobe Photoshop and creating their final version
of the flyer.
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 - Demonstrate broad knowledge and The activities in this lesson draw heavily upon the 8 ways pedagogy (8 Ways, 2012)
understanding of the impact of culture, which was developed to enable students of Aboriginal backgrounds to effectively
cultural identity, and linguistic background engage in the classroom. As such, the lesson demonstrates an understanding of the
on the education of students from impact of Aboriginal culture on learning and allows teachers to teach in a way which
Aboriginal and Torres Strait Islander values and respects this.
backgrounds.
2.2 Organise content into an effective The lesson begins with a learning map and background story which helps
learning and teaching sequence. contextualise the following two lessons, as well as provide signposts for the
learning. The lesson is then highly scaffolded, beginning with an activity to allow
students to share background knowledge on design principles, then another activity
to further expand on this, and finally the application of these principles to student
work. The learning sequence is organised to effectively help students develop
knowledge and then put it to use.
WHS considerations
None.



References
8 Ways : Aboriginal pedagogy from Western NSW. (2012). Dubbo, NSW: RAET, Dept. of Education and Communities.

Keeley, P. D. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning:
Volume 1. Thousand Oaks, CA: SAGE Publications.