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-Background: students have covered persuasive writing and are aware of techniques and language features used
-Curriculum: English
Language; text structure and organisation (purpose, audience and structures of different types of texts), expressing and developing ideas (visual
language)
Literacy; interpreting, analysing and evaluating (purpose and audience), creating texts, interacting with others
-Assessment: group presentation (teacher and student evaluation), work samples, observation
-Time: 30-60 minute lessons
-Learning outcome: students will create a persuasive poster or T.V advertisement (acted out) of an approved product of their choice, to
demonstrate persuasive techniques discussed
Lesson 1 Tuesday
Lesson 2 Wednesday
Introduction
-do you remember seeing a
poster which made you
want to buy a product?
What was it? Why did it
make you want to buy it?
How did the poster do that?
What did it make you think?
-turn and talk to the person
next to you for 3 minutes
-who would like to share
(15 minutes)
3.5
-what types of persuasive
strategies were used on the
nerf rebelle (recap)
-show water gun image
Development
-show poster to students
-discuss what the poster is
trying to make you do? How
is it doing that? How do you
feel looking at it? What have
they done to try and make
you buy it? Do the colours
influence you? What are the
girls on the poster doing?
Why did the writer do that?
(10 minutes)
3.5
-students share their partners
answers
-discuss colour of poster
(more gender neutral than
Consolidation
-working with a partner (use
ping pong balls for
allocation), you are going to
create your own poster for the
nerf rebelle
-what might you include on
it?
-use plain white paper, dont
just focus on making it look
good, you can add words to
describe what you would do
(5 minutes)
-students work on and finish
their posters
(15 minutes)
Closure
Lesson 3 Thursday
T.V advertisement
Haribo Australia
Goldbears
Lesson 4 - Thursday
T.V advertisement
poster yesterday)
-whats happening in the
background? (sunny day,
would the poster work if it
was cloudy?)
(5 minutes)
3.5
-who is the audience?
-what is the purpose of the
ad? What does it want us to
do?
-why are they wearing lab
coats? Trying to look like a
scientific study to prove they
are just too good
(catchphrase)
-humour, music (building
until the kids eat the bears,
creating suspense
-discuss written & spoken
words, colours/images, audio,
gestures (facial expressions)
(15 minutes)
3.5
-who is the audience?
-what is the purpose of the
ad? What does it want us to
Lesson 5 Friday
Lesson 6 Friday
Lesson 7 Monday
do?
-lots of action in this add, fast
paced, boys acting out a
battle scene showing the
audience what they can do
with the nerf gun if they buy
it
-discuss written & spoken
words, colours/images, audio,
gestures (facial expressions)
(5 minutes)
3.5
-discuss persuasive
-students choose a product to create their presentation on,
techniques with students
must be approved
that we have covered so far -create a plan/sequence of add or poster including what
(10 minutes)
techniques are being used
-write script/make poster for group presentation
3.5
(15 minutes)
-students continue to work on their poster/ad
(20 minutes)
-students finalise group
-students present group presentations
presentations
(25 minutes)
(10 minutes)
(5 minutes)
Evaluation of unit:
3.6
-Tuesday 25/11: great discussion from students, discussed how colour was used through stereotyping (girl colours), use of a catchphrase, words
describing what the nerf gun can do and its highlights, images of girls using the nerf gun smiling
-Wednesday 26/11: students finished their posters and did a gallery walk to see the other posters. Students engaged in a discussion on what the
pairs had done well on their poster and what persuasive techniques they had used to engage the audience. Second lesson on posters reinforced to
students what the creators had used to make the posters appealing and persuasive
-Thursday 27/11: students enjoyed listening to the video first and then watching it as well. They were able to come up with more ideas once the
visual was added, but still thought of some just from the sound alone. Students created detailed tables for each of the four sections (words,
visual, audio, and gestural), and as a class we were able to create a comprehensive list using everyones ideas
-Thursday 4/12: students were able to recall a wide range of persuasive techniques when watching the video. Through questioning and focussing
their attention on certain aspects of the advertisement, I was able to draw out more thoughts on why the producers did what they did from the
students. Only one group had difficulty deciding on a product, however through discussion with them, we were able to combine their ideas into a
new product so they were all happy and in agreement.
-Friday 5/12: students worked extremely well in their groups, all contributing ideas and assisting with the development of the poster or
advertisement. All groups created a plan which included the persuasive techniques they will use for their product. By the end of the two lessons
for the day, majority of groups were finished and ready to present their poster.
-Monday 8/12: students presented extremely well, especially the only group to choose to act out a T.V advertisement!! Each group were able to
explain what they had done and the persuasive techniques they had incorporated into their advertisement. Students also asked relevant questions
of their peers and were able to complete the peer assessment task on their own.