Template for Assignment 1: Tiered Lesson

Name & Student Number: Stephanie Jolly 2124950

Curriculum (Learning) Area of Lesson: 6 week English unit on: Media: symbols,
icons, logos and consumerism
Specific Topic of Lesson: Lesson focus - Persuasive techniques used in
advertising
Year Level/s: 8

Lesson Context
Overview of Unit
This is an 8 week unit with a focus on using critical literacy skills to explore consumer culture and the
world of advertising. In this unit students develop an understanding of the specific persuasive devices
commonly used in print, television and online advertising. They will undertake critical and creative work,
including speaking and listening activities to prepare them for their final assessment (visual/written
presentation). They will plan and deliver this presentation using ICT and teamwork to demonstrate
understanding of how society is manipulated into consuming. Cue cards will be required to deliver
effective presentation so knowledge of punctuation, and rhetorical devices is required.

This lesson sequence fits into the middle of this unit. Prior to this lesson students have been exploring
branding, logos and the persuasive devices used in advertising. Student’s have watched a documentary -
“The trap of materialism” and are continuing to develop their understanding of consumer culture and how
advertisers use persuasive devices to attract our attention as consumers. The particular learning task in
this tired lesson also helps to prepare students for the final assessment in this unit, (a written/ visual
presentation). In this lesson students are given the opportunity to practice their writing, speaking and ICT
skills.
The general capabilities and cross-curriculum priorities that are represented in this tiered lesson
are adapted from (ACARA 2017) and listed as appropriate:

Literacy
Ethical understanding
Personal and Social
Critical and creative thinking
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the
medium and mode of communication (ACELA1543)

Understand and explain how combinations of words and images in texts are used to represent particular groups in
society, and how texts position readers in relation to those groups (ACELT1628)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements,
to reflect a diversity of viewpoints (ACELY1731)

As a result of engaging with the lesson, students will:

understand that

Different presentation formats effect the persuasive message.

Audiences are affected by different persuasive techniques.
Persuasive language can be used to connect target audiences.

know (e.g. facts, vocabulary, dates, information) be able to (do) (Skills, processes)

What the key persuasive devices used in
advertising are (i.e Alliteration, repetition,
slogans, logos, colour).
Advertisers use a range of persuasive
marketing strategies to attract our attention
and therefore the key purpose of advertising is
to persuade it’s audience.
Define consumerism.
Identify and describe a variety of persuasive devices
used in advertising (I.e Alliteration, repetition, slogan,
logo, colour)
Demonstrate and understanding of how advertisers
use persuasive devices to persuade customers to buy
their products.
Use ITC or other mediums (written, visual, draw) to
present their understandings.

Essential Questions (1-3 only; these should help students engage with the “big ideas” or understandings)

Do different presentation formats effect the persuasive message?

How are audiences affected by different persuasive techniques?

Preassessment of Individual Student Readiness

Strategies and considerations to monitor readiness:

Prior to this lesson, an “exit card” will be used as a strategy to track students learning and therefore pre-assess the
students emerging understanding of consumerism/consumer culture and persuasive techniques in advertising.

Formative assessment allows us to ‘check in’ with students during a unit of study to monitor their progress, and
provides information about students’ developing readiness, interests, and learning profile that can be used to inform
instruction (Workshop materials 2017, p25)

From this the students readiness for this next lesson can be determined and therefore the teacher can determine
which ‘tier’ is the appropriate level of challenge for each student.

EXIT CARD (See appendix 1)

Prior to this lesson students were given, a card or piece of scrap paper to write on. (See appendix 1)

From this the readiness levels of each student can be determined.

An “Exit Card” or “Ticket to Leave” is a simple strategy for (1) encouraging students to reflect on and consolidate
what they have learning in the lesson; and (2) providing the teaching with up-to-date information about each
students’ mastery and/or learning gaps in relation to the content. (Workshop materials 2017, p25)

Those students who were able to give the correct answers to all questions and show an in-depth understanding
can be identified in having a higher level of readiness. Those who had some understanding and could give some
examples would be grouped into middle readiness. Those students who struggled to answer any of the questions,
were incorrect can be identified in lower readiness groups and therefore the students who may need a little bit of
extra support in understanding the key terms.

Lesson Plan
Teaching time: 90 minutes (double lesson) Explanatory notes

Materials needed:
-Butchers paper
-Pens/pencils/ texters
-Access to computers or their own devices
(I.e iPad, Tablet)
-Projector for whole class viewing of
advertisements. (Nike, Apple and * 3 Different versions of the lesson task are provided
Maybelline television commercials) to cater to students’ readiness levels determined
-Youtube links to television commercials. through the formative assessment which was used
https://www.youtube.com/watch?v=- at the end of the previous lesson.
8ysN7AKAnE

https://www.youtube.com/watch?v=R5i3Cb0R86U

https://www.youtube.com/watch?v=egHjkeiqjrA
-Copies of this lessons task handout*

Lesson Objective/s:

Students will understand that:
1. Advertisers use a range of persuasive
marketing strategies to attract our attention Middle - group b
(as consumers).
2. The key purpose of advertising is to
persuade its audience.
Lesson sequence
Class starter:
Briefly touch base with class and review
learning from previous lesson.
Ask students to think back to previous
lessons. Remind them that they have been groups and therefore the students who may need a
looking at persuasive devices their
functions and consumerism. See if
students can provided any examples and
explain them.
*For this lesson, students have been organised into
levels of readiness groups:
Lower - group a
Higher - group c
This was determined by the formative assessment
prior to this lesson (i.e. exit card - appendix 1).
Readiness groups were determined by previous
lessons formative assessment. Those students who
were able to give the correct answers to all questions
and show an in-depth understanding can be identified
in having a higher level of readiness. Those who had
some understanding and could give some examples
would be grouped into middle readiness. Those
students who struggled to answer any of the questions,
were incorrect can be identified in lower readiness
little bit of extra support in understanding the key
terms.

As a whole class, students are to view In this lesson students will complete a related activity
three examples of television commercials differentiated by complexity.
(NIKE, APPLE, MAYBELLINE COSMETICS)
When you tier by complexity, you provide varied tasks
After viewing commercials as a whole that address a student’s level of readiness, from
class explain to students that they will be introductory levels to more abstract, less concrete,
working in different groups on different advanced work (Tomlinson 1999)
tasks, but will all be working on exploring
how advertisers use a range of persuasive
marketing to attract our attention as
consumers.
Students are to break off into their
readiness groups. (Group a, Group b and
Group c)* and are to work on the task
sheets provided. Students will use the last
25 minutes of the double to present their
learning as a group to the class.
 Tier one (Group a) : As a group choose 1 commercial and identify the persuasive techniques
used in the advertisement and present this to the class. Students can draw, write or use ITC to
present their understandings.

Tier two (Group b) : As a group choose 1 commercial and identify and analyse why these
persuasive techniques were used and why are they effective? Students can draw, write or use
ITC tools to present their understandings.

Tier three (Group c): Students’ choose a commercial and as a group are to re-design the
advertisement, using their knowledge of persuasive devices. They are to explain why they have
chosen to use those techniques and how they work to persuade their consumers

Lesson Closure / Check for understanding

Each group will be given a rubric to mark the other groups as they present (See appendix 2) This
is to be organised by the teacher to make sure every group has someone to mark and is being
marked (i.e no double marking.)
This peer assessment has been structured in a way for students to be provided with feedback
which shows them what they need to improve on in preparation for their final assessment and
also works to determine whether the learning goals for the lesson have been achieved.

Explanation:
In order to differentiate learning effectively we as teachers need to recognise ways students are different
and learn differently. This tiered lesson is designed to explore and address differences in student
readiness. It aims to mainly address differences in mindsets, confidence,resilience, expectations,
understandings in regard to a particular topic. It could also help to identify differences in readiness in
(cultural, SES, rural, gender). This tiered lesson plan demonstrates how you could possibly explore
student readiness in a classroom setting for a particular topic.

Using formative assessment in the form of exit cards and peer assessment shows how you could uncover
the ways in which students understand a particular topic. In this case we are gauging students progress
as they develop their knowledge and understandings of consumer culture and how advertisers use
persuasive devices to attract our attention as consumers. Throughout this unit you would continue to
assess students to check on their progress which could change frequently. This could be continually used
to inform instruction and to ensure differentiation is successful.

References
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision of Curriculum Development. Retrieved October 10, 2009.

Flinders University (2017). Differentiation for Diverse Learners : Workshop Materials EDUC 4720 p25

Checklist of assignment components:

□ Completed lesson context explanation
□ Completed clear learning objectives and essential questions for the lesson
□ Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
□ Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate)
□ Supplementary materials (e.g., copies of directions, handouts, etc. provided to
students)
□ Copy and/or description of preassessment task used to assign individual students to
appropriate “tiers”
□ Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)

EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)

APENDX 1 - EXIT CARD

1.Write a definition of a ‘Consumer’

2. List a persuasive device used in advertising and explain how it is used.

3. Any questions I have about anything I’m unsure about or would like help with.

APPENDIX 2 - MARKING RUBRIC

MARKI 4 marks - 3 - Good 2 - Fair 1 - Needs improvement

NG Excellent
RUBRIC

Delivery • All members of • Some attempt is • 2-3 people • Only one member of the
the group have made for all present, others group presents to
equal members of the are still audience.
presentation group say at involved. • No eye contact is made
time. least something. • Minimal eye with audience.
• Holds entire • Attempts to contact is made, • Audience are
attention of the make eye presenters disengaged.
audience with contact with reading off • Speaks unclearly and
direct eye audience. notes. with little volume.
contact • Speaks with • Speaks with
• Speaks clearly satisfactory uneven volume.
and with volume inflection and
• Works well as a volume.
team.
Content • Demonstrates • Demonstrates • Some • No attempt is made to
/ full knowledge knowledge of knowledge of demonstrate an
Organiz of how to use how to use how to use understanding of
ation Persuasive persuasive persuasive persuasive devices.
devices. devices. devices is give. • No brand name
• Has a brand • Has at least a • Some attempt • No Slogan or catch
name brand name to come up with phrase.
• Has a slogan/ a brand name
catch phrase
• Addresses an
Intended
audience

Enthusi • Demonstrates • Shows some • Shows little • no enthusiasm is shown

asm strong enthusiasm enthusiasm at all.
enthusiasm towards topic. towards topic. • Fails to persuade or
about topic • Raises • Raises increase audience
during entire audience audience understanding of topic.
presentation. understanding understanding
• Significantly and awareness and awareness
increases of most points. of some points.
audience
understanding
of topic.
• Convincing