Kassandra Schramm

St Patricks PS Murrumbeena
1 | P a g e
Kassandra Schramm S00122161
Unit Overview
Unit title:
Advertising

Content area:
Literacy

Learning focus:
See planner

Rationale:
Raising children network 2013 states Its important for young children to learn that advertisers
are trying to make you buy something. Their advertisements are trying to influence the way you
think or change your mind about something. And advertisers aim to present their goods in the
best light and might not be accurate. For example, commercials can make things look better
than they really are. Therefore it is important when you talk with your children about
advertising that you can help them learn the difference between advertising messages, and
other media messages that are designed to entertain, inform or educate.

Assumed prior knowledge of students:
Students have not learnt about advertising before but are unintentionally aware of what they
are and how they work


Grouping strategies to support learning:
Throughout this unit of work students are working in pairs. I have chosen the pairs myself and
have made it girl/boy instead of being directly with friends. Therefore there is mixed ability
paired groups to allow extension work for the higher achievers and remedial support for those
with difficulties (Sullivan, 1997), this enables students to support one another.


Kassandra Schramm
St Patricks PS Murrumbeena
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Overview of assessment:
Assessment and reporting are integral to teaching and learning (Siemon, Beswick, Brady, Clark,
Faragher & Warren, 2011, p.139) as it allows teachers to see whether their students have
understood the topic. The assessment strategies used throughout this unit of work include:
The use of open-ended and probing questions - this allows teachers to gauge the
students understanding. This approach is suitable for mixed ability classes (Sullivan,
1997) therefore all students are involved in the discussions.
Observation Van De Walle (2010) explores the use of anecdotal notes from observation
to monitor students progress. These can be written while teacher is observing the
lesson. This is a good opportunity to listen to students strategies and reasoning on how
they complete a task.


Kassandra Schramm St Patricks PS Murrumbeena
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Kassandra Schramm S00122161

LITERACY / UNIT PLANNER

Topic: Advertising Year Level: 2 Term: Week: Date:
GRAMMAR FOCUS:
1. Whole text structure of a
Opening statement
Main body description
Related information grouped in paragraphs
Topic sentences
Paragraph content supports the topic sentence
Conclusion summary paragraph
Visuals to support text (for example, diagrams, maps, pictures)
Structure headings, sections, content
References

Language features for the text-type:
2. Sentence level
Sentences containing facts
Definitions
Brackets to explain further
3. Word level
Descriptive language using adjectives, verbs and adverbs
Use of verbs
Language comparison (for example, compared with, smaller than,
greatest, different from, like)
Specialised vocabulary
(Wing Jan, 2009, pp. 122).
Text type
and mode
Listened to Spoken Read Written Viewed Produced
Recount
Persuasive
Instructional
X X X X X X
Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices

Frequently used Literacy Instructional Strategies:
Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W
Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences Reading Interviews Cloze Interactive Read Aloud Guided
Discussion Joint Construction
Topic-specific vocabulary for the unit of work:
Advertising, TV, radio, catalogues, magazines, offer, price, 50% off, bargain, role
play, commercial, jingle, song, dance, raising awareness, poster, billboard, engage,
capturing audience
Thinking Tools/techniques to support chns thinking before/during/after an activity:
Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap;
Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma;
Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Role-play; Fish Bowl;
Debate; Discussion; PNI; 5VIPs; Bundling;

Kassandra Schramm St Patricks PS Murrumbeena
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Kassandra Schramm S00122161
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning

Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

Resources:
http://www.youtube.com/watch?v=vQbSGLaVJ5c
http://www.youtube.com/watch?v=Bhafv55-Qzc
http://www.youtube.com/watch?v=XQcVllWpwGs
Coles
http://www.youtube.com/watch?v=ywSkKkuGQ2A
Old vegemite
http://www.youtube.com/watch?v=0yA98MujNeM
Qantas
http://www.youtube.com/watch?v=ze6D-59bLX0
Crayola
http://www.youtube.com/watch?v=HNG7tuUy9Tk
http://raisingchildren.net.au/articles/advertising.html

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable




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Kassandra Schramm S00122161

TEACHING & LEARNING
CYCLE

WHOLE CLASS TUNING
IN

MINI LESSON


INDEPENDENT
LEARNING


SHARE TIME AND
TEACHER SUMMARY



ASSESSMENT
STRATEGIES
Session 1
Introduce
advertisements and
create fete poster

Students will be
introduced to advertising
and have a basic
understanding of
different ways
companies advertise.

Students will have an
opportunity to create
their own school fete
advertisement poster.
Guided discussion
Inform students they will
be learning about
advertising. Advertising is
a tool use to get people
to buy something or
helps raise awareness or
promote an event.
Where do we see
advertisements? (TV,
magazines, newspaper,
internet, billboards,
movie theatres) Can
anyone think of any
advertisements?



Thinking tool
Discussion

YouTube clips and guided
discussion:
Show students a few different
examples of an ad
The smurfs trailer 2
http://www.youtube.com/watc
h?v=vQbSGLaVJ5c
Who is this aimed at? Children.
What have they used to make it
exciting? Colour, humour,
pictures
Despicable me 2 mcdonalds
happy meal-
http://www.youtube.com/watc
h?v=Bhafv55-Qzc
What are they trying to sell?
Mcdonalds happy meals. Who
are they aiming at? Kids
Evian water -
http://www.youtube.com/watc
h?v=XQcVllWpwGs
Who are they trying to aim this
ad at? People who drink water
Go through powerpoint
Students will have a look at the
2 fete advertisements.
Which poster appeals more to
you and why?
We need to remember when
we are creating our own
advertisement that we need to
think about who our audience
is/who do we want to come to
our event or who do we want
to eat our food etc..
How we can make them want
Paired work:
Students are to create their
own poster for the School Fete
this Saturday using all the
features we have spoken about

Share posters with others.
Encourage peer feedback.
Observation
Classroom
discussion and
engagement allows
me to see whether
students
understand what
has been taught.
Posters created
allows me to see
whether students
have included the
key features of an
advertisement
Peer feedback on
students posters

Kassandra Schramm St Patricks PS Murrumbeena
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Kassandra Schramm S00122161
to come/eat it.
Give examples For example if
I wanted to make an
advertisement for the school
fete this Saturday and I knew
that my audience was children
that loved rides do you think
bit would be a good idea for me
to put rides on my poster?
What else is important to put
on the poster? Name, time,
date, cost, pictures, not too
many words. Simple is best.
Session 2
Continue working on fete
advertisements.


Students will recap on
what advertising is and
have a chance to
complete their school
fete advertisement.
Guided Discussion
Recap on advertising
What is it? Advertising is
a tool use to get people
to buy something or
helps raise awareness or
promote an event.
Where do we see
advertisements? TV,
magazines, newspaper,
internet, billboards,
movie theatres.
What are some
advertisements we
looked at yesterday?
Movie trailer for Smurfs,
Happy Meal ad and Evian
baby ad.

Thinking Tool- Discussion

Discussion:
Remind students what is
needed on the posters
Name, time, date, cost,
pictures, not too many words.
Simple is best.
Write these up on IWB
Paired work:
Students are to continue their
School Fete advertisement
posters ensuring they have
included all the features.

If students finish, give them the
Advertising worksheet and
have them research an ad and
answer all the questions.

Share posters with others -
Encourage peer feedback.
Have students share their ad
they researched.
Observation
Classroom
discussion in the
recap to ensure
they understand
what advertising is.
Completed posters
allows me to see
whether students
have included the
key features of an
advertisement
Peer feedback on
students posters

Kassandra Schramm St Patricks PS Murrumbeena
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Kassandra Schramm S00122161
Session 3
Toy advertisement
introduction create a
plan


Students will work in
pairs to plan and create
their own toy
advertisement.

Students can present this
in a creative form such
as a dance, a song, a
jingle, a poster, a tv
commercial.
Guided Discussion and
YouTube clips:
Show students the
different advertisements
that are out there and
the features of the
advertisements that
capture and engage the
audience.

Coles
http://www.youtube.co
m/watch?v=ywSkKkuGQ2
A

Old vegemite
http://www.youtube.co
m/watch?v=0yA98MujNe
M

Qantas
http://www.youtube.co
m/watch?v=ze6D-59bLX0

Crayola
http://www.youtube.co
m/watch?v=HNG7tuUy9T
k
Discussion:
Explain to students with the toy
advertisement they will be
creating they need to work in
groups, they need to figure out
what toy they will be
promoting, who they are trying
to sell to needs to attract
these people, how are you
going to advertise it? A dance?
A song? A poster? A TV
commercial?
Explain to students they will be
presenting it to the class.

Go through Fur love cuddly
bear what would we include
if we wanted to advertise this?

Paired work:
Students have a chance to
create a plan of their
advertisement with their
partner.

Get students to sit in a circle
and discuss what toy they are
advertising and how they are
promoting it. Eg. We are
promoting fur love cuddly bear
and we are advertising it with
a dance and a song.?
Observation
Participation in
discussion
Working together
in a team to come
up with a plan

Session 4
Toy advertisement
practice

Students will have an
opportunity to practice
their toy advertisement.

Students are to use their
plans from previous
lesson to assist them in
this lesson.
Guided Discussion
Have 2-3 students share
their ideas on their
advertisement

Thinking Tool Group
Discussion
Guided discussion
Discuss a few advertisements
and remind the students of the
use of jingles, being clear with
the message and what the toy
is. Go over the Coles ad again
to refreshen their memories.
Give them a 10 second clip of
an advertisement first one
boring and not enthusiastic.
Second one really upbeat and
exciting. Ask students what
Paired work:
Students practice with their
group and ensure they are
following their plan.

Students share things they
achieved today. What worked
well and what didnt work too
well.
Go to each group to ensure
they are on top of the
advertisements and know
what they are doing.
Kassandra Schramm St Patricks PS Murrumbeena
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Kassandra Schramm S00122161




they would prefer to buy?

Session 5
Toy advertisement
present advertisement

Students will present
their advertisement to
the class.

















Go through checklist
again and explain they
have 15 minutes to
practice and then they
will be presenting to the
class. Ensure students
understand the
expectations and they
can use props etc.

Thinking Tool- Discussion


Paired work:
Pairs work together to practice
for the first 15 minutes of the
lesson to ensure their
advertisement is ready to
present to the class



Thinking Tool Role plays
Present:
Explain I will be looking out for
the features, loud and clear
voices and to show how well
you have worked together in a
team.

Students will take turns in
presenting their advertisement.
Ensure students give feedback.

I really liked
Ask two students

Any recommendations?

As a whole group explain how
proud you are of the hard
work they have put in.

Have students fill out an
evaluation form on how they
felt about the advertising unit.
Presentation and
whether they
included all the
features and
showed team work
Self evaluation of
the unit of
advertising
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Kassandra Schramm S00122161

Kassandra Schramm
St Patricks PS Murrumbeena
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Kassandra Schramm S00122161


Toy Advertisement Self Evaluation


Name: ___________________________

How do you feel about the Toy Advertisement activity?


Create your own

What did you enjoy most about this activity?





What didnt you like about this activity?





What did you find difficult in this activity?




If you did this activity again would you change anything?




How well did you work with your partner? Circle your answer


Really well Well Okay I could have worked better