Lesson+3


 * ** UNIT **** TITLE: Cultural diversity in our local community ** ||
 * ** LESSON: ** 7/10, The purposes and features of visual advertising |||| ** STAGE: 2 YEAR: 4 ** ||
 * ** RELATED LESSON OUTCOMES : **


 * __ HSIE __**

- //gathers information about significant multicultural celebrations// (Harmony Day) //in the local community or in other communities//
 * CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. **
 * __ English __**

// - justifies a point of view with supporting evidence // - // engages with TV advertising // - i// dentifies symbolic use of music, sound effects and voice style // // - makes general statements about how visual texts enhance or detract from meaning // |||| ** LESSON **** AIM **** : **
 * TS2.1: **** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. **
 * RS2.5: Reads (//views//) independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. **
 * 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 **.

To explore the purposes, target audiences and visual features of particular TV advertisements. Students will compare ads for the iPad 2 //(has implicit multiculturalism)// and Harmony Day. They will then look in greater depth at the visual grammar of the //Harmony Day 2010: Everyone Belongs// advertisement and its effectiveness.


 * ASSESSMENT STRATEGIES: **

|| ** Recap: ** //What have we learnt about written advertising?// Students sit on floor in front of IWB. Play ‘//Senator Kate Lundy talks about Harmony Day//’ video clip (to remind students about the purpose of Harmony Day). Ask students to list 3 important facts about Harmony Day.
 * - Observation of students: **// Did students demonstrate an understanding of the different purposes, audiences and key features of advertisements? //
 * - Discussion: ** //What contributions did students make to small group/ whole class discussions?//
 * - ** **Look at comparison of ads on butcher’s paper:** //Were students able to correctly identify the similarities/ differences between the iPad 2 and Harmony Day ads?//
 * ** SEQUENCE OF TEACHING/LEARNING ** ||  ** RESOURCES **  ||
 * **__ Introduction (10 mins) __**

Harmony Day video from: [] || Have a word/definition matching game on the IWB which lists key words used in relation to TV advertising (e.g. //purpose, audience, persuasive, slogan, camera angle, distance// etc.) and their definitions (shuffled order). Ask individual students to drag correct definition to each word on IWB and discuss (**using relevant examples**). Students should write these definitions in their English books for future reference.
 * Discuss: ** //How could we promote Harmony Day at our school?// (written advertisement, word of mouth, posters etc.) Explain that we could also use **visual advertising (e.g. TV ad)**. Explain that we’ll be exploring visual advertising in this lesson. Remind students that in subsequent lessons they’ll be planning/filming/editing information about a particular cultural group in the local community to create a Harmony Day ad as a whole class (they’ll need to think about film techniques, purpose, audience etc. for this). || IWB
 * **__ Body: 40 mins __**

Ask students for examples of different ads they have seen on television. **Discuss:** //What does ‘target audience’ mean?// //Do these ads have different target audiences?// (e.g. Lego ad vs. Coke ad) //Do they have different purposes?// (yes- some __promote__ events or political/health campaigns whilst others try to __sell__ you something) //Are all ads effective? Why/why not?//
 * __ Activity 1: Comparing two advertisements __**

* Purpose of this comparison is to show students that some ads sell products (e.g. iPad 2), while others promote events (e.g. Harmony Day). Don’t spend too long on iPad 2 ad!

Give small groups (3-4 students) a piece of butcher’s paper each. Ask them to draw up a 3x5 table which has the headings 'iPad 2 ad' and ' Harmony Day ad' at the top. The headings for each row should be written as:

- **What is the ad about? //(content and meaning)//** -**- Who is the target audience? //(e.g. the elderly, general population, mums)//**
 * - What is its purpose? //(e.g. to promote, sell)//**
 * - Is this a 'good' ad? Why/why not?**

Play //iPad 2// ad. Play ad again, focussing students’ attention on the content and purpose of the ad (scaffold what students could write). Give students time to discuss and jot down ideas on butcher’s paper. Play ad again, asking them to think/write about target audience and whether they thought the ad was effective (‘good’). Discuss ad as a whole class.


 * Compare with Harmony Day ad **** à ** Play //Harmony Day// ad. Play ad again, focussing students’ attention on the purpose and content of the ad. Give students time to discuss and jot down ideas in their small groups. Play ad again, asking them to think about target audience and whether they thought the ad was effective.


 * Whole class discussion: ** //What were the similarities/differences between these 2 ads?// (use headings as a guide)


 * __ Activity 2: __****__ Visual grammar of //Harmony Day// ad __**

Collect butcher’s paper and ask students to sit back at desks. Play Harmony Day ad again. **//What makes this ad effective?//** //(use of colour, music, different camera angles, slow motion, informative written text, actions of people etc.)// * Explain that we will focus on the visual elements of the ad for the remainder of the lesson, although sound is also highly important in effective advertising.

1. Different camera angles (e.g. eye level, close-ups) 2. Colour (e.g. orange balloons, colourful clothes and paints) 3. Offer or demand (i.e. are people looking directly at the camera?) 4. Written text
 * In terms of visual grammar (particularly interactive meanings), discuss the use and effects of: **

// Would the ad still be effective if it was missing any of these elements? Apart from the visual aspects of advertisements, what else is important? **(SOUND)** What effect do these elements have when they are used together // ?

Ask students to choose 1 of the 4 elements discussed above and write a short paragraph (in their English books) about how effectively it is used in the ad (PROVIDE STUDENTS WITH EXAMPLE FIRST!).

*** Discuss how these particular elements could be used in students’ own multimodal texts which they will plan and create in following lessons (ad for Harmony Day to be played at school assembly). || - IWB - //iPad 2// ad [] // - Harmony Day 2010: Everyone Belongs // ad [] Butcher’s paper Textas/pencils English books || **__ Aim: __** To highlight the fact that we need to integrate different elements //(e.g. music, persuasive written text, dialogue and camera angles)// in order to create effective advertisements with clear messages.
 * **__ Conclusion (10 mins): Charades __**

Choose a couple of volunteers. Ask them to select an aspect of Harmony Day that they have researched in prior lessons (e.g. appreciating different foods, cultural dances etc.) to represent through mime (NO SOUND!). Have them act it out while other students try to guess what they are representing.


 * Discuss: ** //Was it difficult to guess what part of Harmony Day was being represented? How could we turn this into an effective ad for Harmony Day?// (e.g. add music, persuasive written text, dialogue etc.) Reiterate that it is important to integrate different elements to make an interesting and effective ad.

Pack up! ||
 * __** Lesson Evaluation: **__

Did students achieve the lesson outcomes? If not, why? Did students enjoy the lesson? Why/why not? How could the lesson be improved? ||
 * __** Links to other KLAs: **__

** Creative Arts: ** In Art, students could create their own visual ad for a product that they use regularly. They could draw, paint or collage this advertisement and should focus upon effective use of colour etc. This unit also links to Drama, as students will use gesture, voice and movement skills to create a Harmony Day advertisement. ||