Lesson+5+of+10

 ** PDHPE: ** PHS2.12 Discusses the factors influencing personal health choices - Identifies major steps involved in making decisions in regard to drug use, eg tobacco and alcohol - Uses a range of problem-solving strategies - Identifies ways that drug use can cause harm, eg medication, tobacco, alcohol || ** Links to other KLAs- ** ** English: Reading and Viewing Texts ** During this lesson, students identify the features of a successful advertising campaign by analysing examples of existing advertisements and their effectiveness of presenting a message to the audience. || RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English || - Compares the way texts are organised into stages to achieve different purposes - Identifies writer’s intended audience - Identifies symbolic use of music, sound effects and voice style makes comparisons and identifies differences between text produced in different media - Identifies writer’s viewpoint - Understands the differences between formal and informal language || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Students have previously learnt about different types of prescriptive and non-prescriptive drugs and their use within society. Students have addressed the affects of smoking and alcohol in terms of health. Students have then used this knowledge to support the construction of their own persuasive text. They have identified the features of a persuasive text in the form of a letter. || <span style="font-family: Tahoma,Geneva,sans-serif;">** Resources ** <span style="font-family: Tahoma,Geneva,sans-serif;">** - ** IWB or computer screen with internet connection to present clips <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Whiteboard + whiteboard marker <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students have their busy books and a pen/pencil ready ||
 * ==<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 15pt;">**WHY SHOULD I? Visual Literacy - Advertising Campaigns** == ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Key Learning Area- **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Outcome- **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Previous Knowledge **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">[|http://www.youtube.com/watch?v] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">[|=7emiua3X4p4] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Did this ad capture your attention? How? Discuss techniques eg, use of initial music to create suspense, short condensed lines/phrases, comedic snippets from film - humour = memorable, bright colours, etc <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- What was the writer’s intent of this clip? To sell the movie, make movie seem appealing so you will go see it = $$. Did it make you want to go see the move? Therefore was it successful in its purpose? Discuss. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students are instantly engaged through a relevant and topic clip to introduce them to the topic of advertising campaigns. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students recognise some features of this ad and discuss why it was effective. They identify its purpose and decide if it was a successful ad giving reasoning. |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">5 minutes |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">This activity introduces students to various types of advertising strategies and their effectiveness in selling a product. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Ask students to imagine that they are major advertisers about to designing a new Australian advertising campaign. What are some aspects you would have to consider before planning your campaign? - Individually call upon students to begin a list on the board. Consider: purpose of ad, your intended audience, use of music/sound effects/voice style to create mood - happy, upbeat and positive vs. deep, slow, suspenseful, symbolism, slogans, ways to make it memorable, audience connection, logical reasoning for the product/campaign etc. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students begin to identify the role of advertisements, making reference to current campaigns within society. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students identify the features of a successful advertisement and begin recognising the aspects needed to be considered when designing their own advertisement campaign. This list will later be referred to in future lessons where students will be required to produce their own advertisement. |||||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">10 minutes || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">This discussion and activity will promote student thinking around successful features of advertisements, which students will refer back to in later lessons. || <span style="font-family: Tahoma,Geneva,sans-serif;">[] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Do you think these advertisements are successful in discouraging smokers? Why/why not? Discuss its use of scenarios - memorable? Factual? Could your elate? Role of accompanying music to set mood/tone. Was the language/information factual or informal? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- View advertisements again. This time ask students to refer to previous list made on the board about the features of an ad and to then list in their busy books how this particular campaign has successfully/unsuccessfully portrayed its message. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Collaborate thoughts as a class, calling upon individuals to share their ideas, giving reasoning. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students view examples of current anti-smoking advertisements. Students analyse the text and form an opinion of its success in achieving its purpose, recognising the features which make it successful/unsuccessful. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students unpack the various aspects of the advertisement, addressing particular features which contribute to successfully delivering its message. Eg, use of sound/music, voice style, symbolism, slogan, graphic/memorable images |||||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">15 minutes || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">This task requires students to analyse an existing anti-smoking advertising campaign and identify it’s successful features - discussing it’s use of sound, music, voice style, slogans and use of images || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- What different approach was taken by these advertisers to discourage smoking? Do you think it is successful? Compare the use of music, mood, tone, use of voice, characters. What audience is this ad aimed towards? Do you think that a less confronting advertisement is more successful? Why/why not? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Divide students into two groups, allocating each group to one of the ads. In their groups, students are given 5 minutes to brainstorm the successful aspects of their advertisement in preparation for a debate over which ad is most successful and why. Students must anticipate negative points about their ad from the other team and should therefore prepare retaliation points. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Teacher to supervise and direct the debate - allowing both teams to preset their ideas with opportunity for opposing retaliation. |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students view an older advertisement for the same cause and discuss the different approaches taken by the advertisers. Through this comparison, they recognise the differences of advertisements over time. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students compare the contrasting use of music, mood, tone, symbolism, use of voice, characters etc to form an opinion of whether this advertisement is more successful in portraying it’s message than the video viewed previously. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- In their group, students work collaboratively, sharing ideas and opinions about their allocated advertisement. Students recognise the successful features of their ad why they believe it is more successful than the other. |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">10 minutes <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- 15 minutes || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">This task introduces students to differing advertising approaches. Students are required to analyse and form an opinion of it’s effectiveness in comparison to the clip previously shown, presenting an argument to support this view. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Teacher Notes ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Student direction ** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">** Time ** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">** Purpose ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Introduction ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Show students this advertisement for the latest Smurfs Movie
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Body ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Discuss with students the purpose of advertising campaigns. What are some current campaigns on tv? For health? - Eg, ‘Don’t Stop it, Swap it’ campaign promoting healthy living/lifestyle.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- View short examples of of anti-smoking campaign ads from a 'smarter than smoking' campaign:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Present the following 90’s ‘Think. Don’t Smoke’ anti-smoking campaign to students []

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- From the ideas presented from the 2 contrasting advertisements viewed today, the class list on the board and points raised in the debate, ask students to return to their desks and in their busy books list the approaches which they believe are most successful in discouraging audience members from smoking, which they can then adapt within their own advertisements in the next lesson. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Students reflect on the different ideas and viewpoints expressed in the lesson and form an opinion, incorporating aspects from both of the campaigns viewed today. Students begin recording their ideas of what angle they will take for their own anti-smoking advertising campaign. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">5 minutes || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">This task prepares students for the planning of their own anti-smoking campaign in the next lesson, generating ideas of what approach they will take. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">To evaluate the lesson the teacher might ask the following questions: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Where the students engaged in the lesson? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Where learning activities/discussions relevant to the outcomes I was trying to achieve? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Was sufficient time allocated for each activity? |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">** Assessment- ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Did the student successfully compare the way texts are organised and structured to achieve their purpose? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Could the student successfully identify the writer’s intended audience for each text? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Was the student able to effectively identify symbolic use of music, sound effects and voice style within both texts? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Was the student able to recognise the writer’s viewpoint? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Did the student work collaboratively within peers to identify the successful features of the given text? ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Conclusion ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">- Conclude debate, debrief main ideas/themes presented and the various approaches which can be taken to promote/sell the same idea. Inform students that in the next lesson they will be asked to begin designing their own anti-smoking campaign to film and produce.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Lesson Evaluation- **