Lesson+2

Students explore the written and visual features of an advertisements including brochures and posters. Students will look at a variety of advertisement’s and their features and how effective that are in supplying information particularly focusing on a variety of religious groups which are evident in the local community. || –identifies major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism). –examines religious groups and forms of spirituality in the community. - justifies a point of view with supporting evidence - discusses and reflects upon a variety of responses and views -contributes to a class summary after reading or viewing -makes some inferences about ideas implicit in a text - compares the way texts are organised into stages to achieve different purposes -recognises how different literary texts are organised according to their purpose -makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning || - Harmony Day Poster http://www.tafesa.edu.au/Images/harmony%20day1.JPG -A3 Cardboard Paper -Whiteboard marker -Whiteboard -Brochure (different religious beliefs, Buddhism, Hinduism, Christianity, Judaism, Islam) -Brochure prepared by the teacher (to demonstrate an ineffective brochure so students can identify its weaknesses). -Worksheet (one for each child) || Teacher begins the lesson by asking students what are the functions of advertisements?( to provide information, to sell something, to persuade others etc) The teacher writes these answers on A3 piece of paper which can later be put on the classroom wall (this will assist students throughout the lesson and will be a scaffold for the following lesson. The teacher provides the poster of Harmony Day. The teacher asks students what do you think this poster is trying to promote? (Teacher can write these ideas on the whiteboard) The teacher then asks question about what features has this poster employed (visual of written). The teacher can ask, what grabs your attention? Is a slogan used? Are headings used? Is a visual image employed? Do you believe this is an effective poster? Why or why not? Would you make any changes (the teacher prompts questions so as to allows students to start identifying certain features that can be used in advertisments). Teacher then asks students who has ever seen a poster of a brochure? What are some of the features that are included on two of these? The teacher then writes this ideas on the board creating a brainstorm. Halfway through this brainstorm display the poster of Harmony Day in front of the students ask students what features can you identify (use of headings, structure, layout, colour, does it have a slogan). Ask students does it grab your attention, what information does this poster provide? || -Teacher then displays a brochure to the class and asks students what are the similarities and differences of a poster and brochure? Do they employ similar features? (use of headings, structure, layout, colour, does it have a slogan, does it employ persuasive language, does the intended audience effect what language is employed?) The teacher can write a list of similarities and differences on the whiteboard. - Teacher will then provide a variety of brochure to the class to have a look at. These will be a variety of brochures including travel, how to vote, selling goods, promoting an event and other examples. As a class students will point out the features employed in these brochure and how information has been provide through both written and visual features (using the similar question used beforehand). The teacher can write these ideas on the whiteboard. -Students will then be divided into groups of five and given a brochure about a different religion within the community (Hinduism, Judaism, Christianity etc). Students will read these brochures and fill in the worksheet provided by the teacher - Students will be given a worksheet with questions. These include what information is the brochure supplying? What feature did your brochure employ? Do you believe it was an effective brochure? Why or why not? What changes do you think could have been made to the brochure to make it more effective? What headings are used? Is a slogan employed? Was persuasive language employed? Who is the intended audience of this text? How does the intended audience effect the type of language used in this text?. -Have students return together as a class and have each group describe what information was presented in their brochure and how this was achieved (students use the answers they have written on the worksheet). || ** Students will… ** -Contribute to the brainstorm of identifying features used within advertisements of posters and broachers. -Students look at the harmony day poster to reflect on what features have been implemented to create this poster. -Students discuss the similarities and differences that that are apparent between two advertisements examples one being a poster and the other a brochure (are similar features employed). - Students assemble into groups and look at the brochure that they have been provided with and discuss and answer the worksheet. -Students return together as a class to discuss their brochures. For example what information did the brochure provide and how was this information implemented. ||
 * ** Unit Topic: ** Cultural Diversity in our local community (HSIE) || ** KLA Link: ** English || ** Stage: ** 2 ||
 * ** Lesson Number: ** 5/10 ||  || ** Time: ** 50mins ||
 * ** Lesson Aim: **
 * ** Lesson Outcomes and Indicators: **
 * CUS2.4: ** Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
 * Other KLA Links: English **
 * 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 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.
 * ** Resources: **
 * ** Lesson Outline ** ||
 * __ Introduction: 10 mins __
 * __ Teaching strategy/Learning __ __Activity: 30mins__ ||
 * ** Teacher will …… **

On the board provide a brochure of a multicultural event and a brochure pre made by the teacher (this brochure created by the teacher should not be very effective). Disscuss with students which brochure do they think is more effective. Teacher asks students to support their answer with evidence whilst focusing on the features that led them to make their decision (for example the second brochure(pre made by the teacher) is not effective as it has not employed the use of visuals, colour, the layout is confusing, too much writing, has not employed the use of appropriate language). The knowledge that is implemented into this lesson will be further be continued and employed in the following lesson where students create their own brochure. Students in the following lesson will particularly focus on written grammar which includes who the audience of their brochure is for, thus what language will they employ, also the use of persuasive language (why celebrate Harmony Day) and other written grammar features. Students will also employ the use of visual aids. || Students worksheets will be collected by the teacher who can assess if the students were able to correctly identify features(written and visual) that were employed in the brochures that looked at. The teacher will also observe students informally when engaging in the brainstorm, and class discussions. || The brainstorm on the board will create scaffolding for students to use if they struggle with answering the questions provide on the worksheet. Furthermore the teacher will write the features of advertisements on the A3 paper and will display it in the classroom. This will be used to introduce the following lesson to re-acquaint students with the information learnt form last lesson and to act as a scaffold when they create their own brochures. || Were students engaged in the learning? If not was this a result of students not understanding the content being taught? Was the timing appropriate? Were any behavioural issues apparent throughout the lesson? Did students achieve the educational outcomes? As a result do these outcomes need to be readdressed? ||
 * ** Concluding strategy: ** 10 mins
 * ** Concluding strategy: ** 10 mins
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection **