pialbastateschool.files.wordpress.com€¦ · web viewunit plan . examining persuasion in...

OneSchoolUnit Plan

Name: Unit 6 - English Year 4 (V8)Duration: 8 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: English

Unit Plan

Examining persuasion in advertisements and product packagingIn this unit students recognise and analyse characteristic ideas and persuasive techniques including language features and devices, audio effects and visual composition in advertisements and their impact on the target audience. Students use appropriate metalanguage to describe the effects of persuasive techniques used on a breakfast cereal package and report these to peers.

Students use word processing software tools to manipulate text and images to create an effective composition for a breakfast cereal. They write and present a persuasive speech to promote their cereal.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 33

Unit Plan Plan Name: Unit 6 – English Year 4 (V8)

Year: 4Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Design a breakfast cereal package (Yr 04)Students design and present a breakfast cereal package to an audience of peers.

Monitoring English Unscheduled

Reading and viewing comprehension (Yr 04)Students identify and interpret the persuasive language features and visual elements of a product's packaging.

Short answer questions

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Types of advertisements Persuasive techniques Moving-image advertisements Product packaging Research and planning Design Promotion and presentation

Resources Attachments Plan Resource Bank

Assessment Monitoring - Design a breakfast cereal

package (Yr 04) Short answer questions - Reading and

viewing comprehension (Yr 04




Duration: 8 Weeks

Australian Curriculum

English - Year 4

Year 4 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts and respond to others' viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Language for interaction

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Creating literature

Create literary texts that explore students' own experiences and imagining (ACELT1607)

Responding to literature Discuss literary experiences with others,

sharing responses and expressing a point of view (ACELT1603)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)




Duration: 8 Weeks

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Phonics and word knowledge

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Text structure and organisation

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Interpreting, analysing, evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Texts in context

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding how different types of texts vary in use of language choices, depending on their purpose and context (e.g. tense and types of sentences) understanding that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement identifying the effect on audiences of techniques, e.g. shot size, vertical camera angle and layout in picture books, advertisements and film segments discussing texts in which characters, events and settings are portrayed in different ways, and speculating on the authors' reasons developing criteria for establishing personal preferences for literature using comprehension strategies to build literal and inferred meaning and beginning to evaluate texts by drawing on a growing knowledge of context, text structures and language

features.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511) Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.




Duration: 8 Weeks

Assessing student learningAssessment name: Reading and viewing comprehensionAssessment description: Students identify and interpret the persuasive language features and visual elements of a product's packaging. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others' viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:

identifying persuasive techniques used in advertisements; using metalanguage to describe language features and devices, visual elements, (framing, salience, placement, composition) and audio effects

explaining the effect persuasive techniques have on the audience identifying persuasive language features, language devices and visual elements of the design of a breakfast cereal package composing an effective persuasive design for a breakfast cereal package using software applications using persuasive language features and devices to write a text to promote a breakfast cereal using appropriate metalanguage to describe the effects of persuasive techniques used on a breakfast cereal package and reporting these to peers planning, rehearsing and delivering a persuasive presentation, taking into account the particular purpose and audience.

Monitoring taskMonitoring name: Design a breakfast cereal packageMonitoring description: Students design and present a breakfast cereal package to an audience of peers.

FeedbackFeedback may relate to reading, writing or speaking. In this unit this may include:

understanding how language features, images and vocabulary are used by advertisers to persuade the audience identifying and explaining how language features, language devices and visual elements work together to create an effective advertisement comparing language features, language devices, images and visual elements of advertisements to express an opinion and preference.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Types of advertisements Lesson 1: Exploring advertisements Lessons 2-3: Investigating persuasive techniques in toy advertisements Lesson 4: Examining persuasive language

4 Lessons Persuasive techniques Lesson 5: Writing an advertisement Lesson 6: Examining still-image advertisements Lesson 7: Analysing two still-image advertisements Lesson 8: Exploring a toy website

4 Lessons Moving-image advertisements Lesson: Researching a toy website Lesson 10: Researching a TV advertisement from the past Lesson 11: Evaluating an advertisement from the past Lesson 12: Comparing two advertisements

4 Lessons Product packaging Lesson 13: Reviewing persuasive techniques Lesson 14: Examining language and visual techniques Lessons 15-16: Preparing and presenting findings

4 Lessons Research and planning Lesson 17: Assessment task: Reading and viewing comprehension Lesson 18: Researching cereal box design features Lessons 19-20: Planning breakfast cereal package design

5 Lessons Design Lessons 21-22: Using word processing software Lessons 23-25: Designing a breakfast cereal package using software

7 Lessons Promotion and presentation




Duration: 8 Weeks

Lessons 26-28: Examining and writing a persuasive text Lessons 29-30: Rehearsing promotional presentation Lessons 31-32: Presenting persuasive promotion of breakfast cereal

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Types of advertisements Topic Duration 4 Lessons

Overview Throughout this lesson series, students will understand how to recognise characteristic ideas, persuasive language features and persuasive techniques used in television advertisements and their impact on the target audience. Students will require ready access to ICT at a whole-class level.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring advertisements

Lesson objectivesStudents will:

Understand how to recognise characteristic ideas, language features and persuasive techniques in advertisements and their impact on the target audience.

Evidence of learningCan the student:

Identify characteristic features of advertisements and make connections between them?

Discuss advertisements and share opinions about the ideas, language features and persuasive techniques used and their impact on the target audience?

Example learning sequence Share and discuss prior knowledge of advertisements Discuss knowledge of advertisements Report findings

SpellingRefer to unit spelling overview for suggested focus area.

Resources Sheet - Graphic organiser for advertisements Supporting learning resource - Graphic organiser for Chico's advertisement Supporting learning resource - Teacher tips: Types of advertisements Spelling - Year 4 Unit 7 Spelling overview

Helpful information Supporting learning resource - Introduction to the unit: Examining persuasion in

advertisements and product packaging https://learningplace.eq.edu.au/cx/resources/items/e7fe9377-3eb4-49e8-a4fd-1604ae4d02a5/0/Eng_Y04_U6_SLR_UnitIntro.docx

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Attachments Lesson plan

Lessons 2-3

Investigating persuasive techniques in toy advertisements


Understand how language features, images and vocabulary are used by advertisers to persuade the audience.


Identify how language features, visual elements and audio effects

Resources Video - Hot Wheels advertisement Sheet - Persuasive techniques in 'Hot Wheels' Supporting learning resource - Annotated script: 'Hot Wheels' Supporting learning resource - Teacher tips: Types of advertisements Spelling - Year 4 Unit 7 Spelling overview

Helpful information




Duration: 8 Weeks

Teaching Sequence

Topic Types of advertisements Topic Duration 4 Lessons

Overview Throughout this lesson series, students will understand how to recognise characteristic ideas, persuasive language features and persuasive techniques used in television advertisements and their impact on the target audience. Students will require ready access to ICT at a whole-class level.

Lessons Teaching and Learning Sequence Resourcesare used by advertisers to persuade the audience?

Example learning sequence Discuss advertisements that target children Discuss experiences with toys and advertisers' claims View a section of a film clip that shows a toy advertisement Examine persuasive language features and devices in an

advertisement Examine images and visual elements in an advertisement Examine audio effects in an advertisement Examine the effect on the audience of an advertisement View a section of a film clip that evaluates the toy Reflect on persuasive techniques


Video - Buy me that too! https://learningplace.eq.edu.au/cx/resources/items/b146c5c6-1e3d-485c-b24e-92db9f4e215e/0/Eng_Y04_U7_Buy_me_that_too.mp4 (Consumers Union of U.S., Inc.)



Lesson 4

Examining persuasive language


Understand how to identify and analyse persuasive language features and devices in a toy advertisement.


Identify examples of persuasive language features and devices in an advertisement and analyse their persuasive impact on the audience?

Example learning sequence Share examples of language features used to sell toys Examine persuasive language features and devices used to sell

toys Share identified examples of persuasive language features and

devicesSpellingRefer to unit spelling overview for suggested focus area.

Resources Sheet - Examining persuasive language Supporting learning resource - Teacher tips: Types of advertisements Spelling - Year 4 Unit 7 Spelling overview

Helpful information Supporting learning resource - Annotated persuasive language

https://learningplace.eq.edu.au/cx/resources/items/55edd63d-96a7-4886-affb-e2e50f8a6049/0/Eng_Y04_U7_SLR_AnnotatedPersLang.docx






Duration: 8 Weeks




Duration: 8 Weeks

Teaching Sequence

Topic Persuasive techniques Topic Duration 4 Lessons

Overview Throughout this lesson series, students will understand how choices of placing and framing visual elements contribute to the effectiveness of still-image advertisements. They will understand how to navigate a website, identifying text, navigation, layout and links. Throughout this lesson series, students will require ready access to ICT at a whole- class and individual level.


Lesson 5

Writing an advertisement


Understand that the meaning of sentences can be enriched by adding language features and devices to make the sentences more persuasive.


Add persuasive language features and devices to make sentences more persuasive?

Example learning sequence Write an advertisement Share new advertisements

SpellingRefer to unit spelling overview for suggested focus area

Resources Sheet - Write an advertisement Supporting learning resource - Teacher tips: Persuasive techniques Spelling - Year 4 Unit 7 Spelling overview

Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 6

Examining still-image advertisements


Understand how choices of placing and framing visual elements contribute to the effectiveness of still-image advertisements.


Identify visual elements in compositions and explain how these contribute to the effectiveness of the still-image advertisement?

Example learning sequence Discuss differences between still and moving images Examine visual elements in still images Analyse visual composition of a toy advertisement Record information about advertisement Share opinions about toy advertisement

SpellingRefer to unit spelling overview for suggested focus area

Resources Sheet - Ginkis magazine Sheet - Persuasive visual elements in Ginkis advertisement Supporting learning resource - Teacher tips: Persuasive techniques Spelling - Year 4 Unit 7 Spelling overview







Duration: 8 Weeks

Teaching Sequence




Lesson 7

Analysing two still-image advertisements


Understand the effect of choices in the composition of still images: framing, placement of elements and salience.


Identify the visual choices of still-image compositions and express preference for an advertisement?

Example learning sequence Review visual elements in still images Analyse visual composition of advertisement 1 Record information about advertisement 1 Analyse visual composition of advertisement 2 Record information about advertisement 2 Express opinions and preference Share opinions and preferences


Resources Find and prepare two still advertisements, such as posters or digital images, for a

similar product (e.g. toothpaste, dog food, children's toys). Sheet - Analysing two still-image advertisements Supporting learning resource - Teacher tips: Persuasive techniques Spelling - Year 4 Unit 7 Spelling overview




Lesson 8

Exploring a toy website


Understand how to navigate around a website identifying text, navigation, layout and links.

Understand the effect of choices in language, visual composition and audio features on a toy website.


Navigate around a toy website and record findings about the website's language, visual composition and audio features?

Example learning sequence Share prior knowledge of toy websites

Resources Learning object - Ginkis - Think fun!

https://learningplace.eq.edu.au/cx/resources/items/dcd4891c-1ef2-eb57-288d-701a18023b74/0/index.html

Sheet - Persuasive techniques in a toy website Supporting learning resource - Teacher tips: Persuasive techniques Spelling - Year 4 Unit 7 Spelling overview






Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Explore visual, language and audio features on a toy website Identify visual, audio and language features






Duration: 8 Weeks

Teaching Sequence

Topic Moving-image advertisements Topic Duration 4 Lessons

Overview Throughout this lesson series, students will understand how to identify and explain how persuasive language features, visual elements and audio effects work together in an advertisement to persuade an audience. Students will understand how to compare two advertisements and express preference citing evidence from the advertisements.Students will require ready access to ICT at a whole-class and individual level.


Lesson 9

Researching a toy website


Understand how choices of language features, visual composition and audio effects in toy websites influence the audience.


Navigate around a toy website and record, analyse and present findings about the language features, visual composition and audio effects?

Example learning sequence List effective toy websites Choose a toy website to research Research a toy website Present findings


Resources Find and prepare a range of toy websites. (Note: Prior to using the websites, review

the content to ensure suitability for your school context and class.) Sheet - Persuasive techniques in a toy website Supporting learning resource - Teacher tips: Moving-image advertisements Spelling - Year 4 Unit 7 Spelling overview




Lesson 10

Researching a TV advertisement from the past


Understand how to identify and explain language features, visual elements and audio effects in an advertisement from earlier times.


Identify and explain language features, visual elements and audio effects in an advertisement from earlier times?

Example learning sequence Review persuasive techniques in advertisements Compare old and new television advertisements View a television advertisement from the past Identify persuasive techniques in an old advertisement

Resources Video - Aeroplane pure fruit jellies advertisement: Bertie the Jet (1954) (TLF R8895)

Reproduced courtesy of Australian screen online http://aso.gov.au/titles/ads/aeroplane-jelly-bertie-jet/clip1/

Sheet - Advertisement research: Language features and devices Sheet - Advertisement research: Visual composition Sheet - Advertisement research: Audio effects Supporting learning resource - Teacher tips: Moving-image advertisements Spelling - Year 4 Unit 7 Spelling overview






Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Discuss findings



Lesson 11

Evaluating an advertisement from the past


Understand how to explain how effectively language features and devices, visual elements and audio effects work together in an advertisement from an earlier time.


Evaluate the effectiveness of language features, visual elements and audio effects in an advertisement from earlier times?

Example learning sequence Review television advertisements from the past View another television advertisement from the past Identify persuasive techniques in an old advertisement Share opinions


Resources Video - Slinky advertisement Sheet - Persuasive techniques in a television advertisement Supporting learning resource - Teacher tips: Moving-image advertisements Spelling - Year 4 Unit 7 Spelling overview




Lesson 12

Comparing two advertisements


Understand how to compare two advertisements and express a preference, citing evidence from the advertisements.


List persuasive techniques used in two advertisements and write sentences expressing a preference for one of the advertisements, citing evidence?

Example learning sequence

Resources Video - Hot Wheels advertisement Find and prepare a contemporary pre-recorded or downloaded toy advertisement.

(Note: Prior to use, review the content to ensure suitability for your school context and class.)

Sheet - Compare two advertisements Spelling - Year 4 Unit 7 Spelling overview Supporting learning resource - Teacher tips: Moving-image advertisements





Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review persuasive techniques in television advertisements View a television advertisement from the past View a contemporary television advertisement Compare two television advertisements Express a preference for an advertisement Share findings







Duration: 8 Weeks

Teaching Sequence

Topic Product packaging Topic Duration 4 Lessons

Overview Throughout this lesson series, students will review persuasive language features and devices and visual elements, and understand the effect on an audience when using these on product packages.


Lesson 13

Reviewing persuasive techniques


Understand how to describe the effect of persuasive techniques used on product packages on the target audience.


Write a paragraph to identify persuasive techniques and explain their effects on the target audience?

Example learning sequence Review prior knowledge of persuasive techniques Discuss product packaging Identify breakfast cereal package features and persuasive

techniques Discuss sustainability Analyse the persuasive techniques


Resources Find and prepare a breakfast cereal package featuring persuasive techniques that

target children Supporting learning resource - Teacher tips: Product packaging Spelling - Year 4 Unit 7 Spelling overview




Lesson 14

Examining language and visual techniques


Understand how to analyse the effect of persuasive techniques used in a product package.


Identify and analyse persuasive techniques used in a product package?

Example learning sequence Review persuasive language Review persuasive visual elements in composition Examine persuasive language features and visual elements in a

product package Examine persuasive techniques

Resources Sheet - Berry Blasters Sheet - Product packaging - Language features and visual elements Sheet - Product packaging - Analyse language features and visual elements Supporting learning resource - Teacher tips: Product packaging Spelling - Year 4 Unit 7 Spelling overview

Helpful information Supporting learning resource - Product packaging - Language features and visual

elements (Answers) https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U8_SLR_PackagingLanguage_Ans.docx





Duration: 8 Weeks

Teaching Sequence

Topic Product packaging Topic Duration 4 Lessons

Overview Throughout this lesson series, students will review persuasive language features and devices and visual elements, and understand the effect on an audience when using these on product packages.

Lessons Teaching and Learning Sequence Resources Reflect on effect of persuasive techniques



Lessons 15-16

Preparing and presenting findings


Understand how to use appropriate metalanguage to describe the effects on an audience of persuasive techniques used on a breakfast cereal package and report these to peers.


Identify persuasive techniques used on a product package? Use appropriate metalanguage to report to peers the effects of the

persuasive techniques on an audience?Example learning sequence

Review persuasive techniques used in product packaging Identify persuasive techniques Analyse and comprehend product packaging Prepare findings for discussion Report findings Respond to others

SpellingRefer to unit spelling overview for suggested focus area. (Lesson 15) Conduct a unit post-test. (Lesson 16)

Resources Find and prepare a variety of breakfast cereal packages (one for each group of four

to six students). Sheet - Product packaging - Language features and visual elements Supporting learning resource - Teacher tips: Product packaging Spelling - Year 4 Unit 7 Spelling overview Spelling - Year 4 Unit 7 Unit post-test







Duration: 8 Weeks

Teaching Sequence

Topic Research and planning Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete a reading and viewing comprehension task. They will identify and understand how to use persuasive language features and devices and visual elements to create a persuasive breakfast cereal package.


Lesson 17

Assessment task: Reading and viewing comprehension

Assessment purposeTo identify and interpret the persuasive language features and visual elements of a product's packaging.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

SpellingDiagnostic assessment.

Resources Assessment task - Reading and viewing comprehension Assessment task - Reading and viewing comprehension: Model response Spelling - Year 4 Unit 8 Spelling overview


Lesson 18

Researching cereal box design features


Understand how to identify characteristic persuasive techniques in cereal box designs.


Research collaboratively to list the characteristic persuasive techniques used in cereal box designs?

Example learning sequence Examine the monitoring task Review features of cereal box design Research promotional packaging design features Reflect on researched design features


Resources Monitoring task - Design a breakfast cereal package Monitoring task - Plan for task: Design a breakfast cereal package Monitoring task - Design a breakfast cereal package: Model response Find and prepare websites featuring breakfast cereal packages. Find and prepare a variety of breakfast cereal packages Supporting learning resource - Teacher tips: Research and planning Spelling - Year 4 Unit 8 Spelling overview

Helpful information Website - Contemporary practice resource: English

https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html



Lessons 19-20

Planning


Understand how to plan the language features, language devices

Resources Sheet - Plan a breakfast cereal package Sheet - Design your breakfast cereal package (A3 size)




Duration: 8 Weeks

Teaching Sequence

Topic Research and planning Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete a reading and viewing comprehension task. They will identify and understand how to use persuasive language features and devices and visual elements to create a persuasive breakfast cereal package.


breakfast cereal package design

and visual elements characteristic to a persuasive package.Evidence of learningCan the student:

Record persuasive language features, language devices and visual elements on graphic organisers when planning the design of a breakfast cereal package?

Example learning sequence Review effective persuasive features Examine graphic organisers for designing breakfast cereal

package Share pre-planning ideas Plan language features and devices to include in design Plan visual elements and composition of design Share plans with a peer Share and reflect on plans


Supporting learning resource - Teacher tips: Research and planning Spelling - Year 4 Unit 8 Spelling overview







Duration: 8 Weeks

Teaching Sequence

Topic Design Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will use their understanding of persuasive language features and devices and visual elements to create an effective composition for a breakfast cereal package using software applications.


Lessons 21-22

Using word processing software


Understand the effect of choices about the salience, framing and placement of images or text on the overall composition.


Use word processing software tools to manipulate text and images to create an effective composition?

Example learning sequence Share prior knowledge of word processing software Review visual composition Explore use of toolbar Explore word processing tools Reflect on the use of word processing software


Resources Find and prepare a short passage of text for students to manipulate and add images

to using word processing software Supporting learning resource - Teacher tips: Design Spelling - Year 4 Unit 8 Spelling overview




Lessons 23-25

Designing a breakfast cereal package using software


Understand how to compose an effective persuasive design for a breakfast cereal package using software applications.


Design a breakfast cereal package using software applications?Example learning sequence

Review word processing tools Review the monitoring task Design a breakfast cereal package Review a breakfast cereal package design Reflect on designing a breakfast cereal package


Resources Monitoring task - Design a breakfast cereal package Monitoring task - Plan for task: Design a breakfast cereal package Sheet - Plan a breakfast cereal package Sheet - Design your breakfast cereal package (A3 size) Sheet - Breakfast cereal package design checklist Supporting learning resource - Teacher tips: Design Spelling - Year 4 Unit 8 Spelling overview







Duration: 8 Weeks

Teaching Sequence

Topic Promotion and presentation Topic Duration 7 Lessons

Overview Throughout this lesson series, students will use their knowledge of persuasive language features and devices to write a text to promote their breakfast cereal. Students will rehearse and deliver a persuasive presentation about their cereal box design taking into account the particular purpose and audience.


Lesson 26-28

Examining and writing a persuasive text


Understand how to use persuasive language features and devices to write a text to promote a breakfast cereal.


Write a persuasive text to promote a breakfast cereal?Example learning sequence

Review persuasive language features and devices View a text promoting a breakfast cereal Identify and discuss persuasive language and devices Write a short promotional text about breakfast cereal Provide and receive feedback Reflect on writing a promotional text


Resources Monitoring task - Design a breakfast cereal package Monitoring task - Plan for task: Design a breakfast cereal package Monitoring task - Design a breakfast cereal package: Model response Sheet - Harrison's Sunny Honey Crispies Supporting learning resource - Harrison's Sunny Honey Crispies: Annotated sample

response Supporting learning resource - Teacher tips: Promotion and presentation Spelling - Year 4 Unit 8 Spelling overview




Lessons 29-30

Rehearsing promotional presentation


Understand how to plan, rehearse and deliver a persuasive presentation, taking into account the particular purpose and audience.


Rehearse and deliver a persuasive presentation to a peer and provide feedback on a presentation?

Example learning sequence Review oral presentation skills Rehearse presentation Rehearse presentation with a peer Reflect on rehearsal process

Resources Monitoring task - Design a breakfast cereal package: Model response Sheet - Breakfast cereal promotion: Checklist for presenting Sheet - Breakfast cereal promotion: Checklist for presenting - Sample response Supporting learning resource - Teacher tips: Promotion and presentation Spelling - Year 4 Unit 8 Spelling overview







Duration: 8 Weeks

Teaching Sequence

Topic Promotion and presentation Topic Duration 7 Lessons

Overview Throughout this lesson series, students will use their knowledge of persuasive language features and devices to write a text to promote their breakfast cereal. Students will rehearse and deliver a persuasive presentation about their cereal box design taking into account the particular purpose and audience.



Lessons 31-32

Presenting persuasive promotion of breakfast cereal


Understand how to deliver a persuasive presentation, taking into account the particular purpose and audience.


Deliver a persuasive presentation to peers?Example learning sequence

Review oral presentation skills Present persuasive promotion of breakfast cereal Reflect on presentations


Resources Supporting learning resource - Teacher tips: Promotion and presentation Spelling - Year 4 Unit 8 Spelling overview







Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Types of advertisements Lesson plan – Eng_Y04_U6_LP01

Lesson plan – Eng_Y04_U6_LP02_03

Lesson plan – Eng_Y04_U6_LP04

Sequence – Persuasive techniques Lesson plan – Eng_Y04_U6_LP05




Sequence - Moving-image advertisements





Sequence - Product packaging Lesson plan – Eng_Y04_U6_LP13



Sequence - Research and planning Lesson plan – Eng_Y04_U6_LP17





Duration: 8 Weeks



Sequence - Design Lesson plan – Eng_Y04_U6_LP21_22


Sequence - Promotion and presentation




Sequence Find and prepare a breakfast cereal package featuring persuasive techniques that target children

Find and prepare a contemporary pre-recorded or downloaded toy advertisement.

Find and prepare a range of toy websites.

Find and prepare a short passage of text for students to manipulate and add images to using word processing software

Find and prepare a variety of breakfast cereal packages

Find and prepare two still advertisements, such as posters or digital images, for a similar product (e.g. toothpaste, dog food, children's toys).

Find and prepare websites featuring breakfast cereal packages.

Learning object - Ginkis - Think fun! https://learningplace.eq.edu.au/cx/resources/items/dcd4891c-1ef2-eb57-288d-701a18023b74/0/index.html

Monitoring task - Design a breakfast cereal package

Monitoring task - Design a breakfast cereal package: Model response

Monitoring task - Plan for task: Design a breakfast cereal package

Sheet - Advertisement research: Audio effects




Duration: 8 Weeks


Sheet - Advertisement research: Language features and devices

Sheet - Advertisement research: Visual composition

Sheet - Analysing two still-image advertisements

Sheet - Breakfast cereal package design checklist

Sheet - Breakfast cereal promotion: Checklist for presenting

Sheet - Breakfast cereal promotion: Checklist for presenting - Sample response

Sheet - Compare two advertisements

Sheet - Design your breakfast cereal package (A3 size)

Sheet - Examining persuasive language

Sheet - Ginkis magazine

Sheet - Graphic organiser for advertisements

Sheet - Harrison's Sunny Honey Crispies

Sheet - Persuasive techniques in 'Hot Wheels'

Sheet - Persuasive techniques in a television advertisement

Sheet - Persuasive techniques in a toy website

Sheet - Persuasive visual elements in Ginkis advertisement

Sheet - Plan a breakfast cereal package Sheet - Product packaging: Analyse language features and visual elements




Duration: 8 Weeks


Sheet - Product packaging: Language features and visual elements

Sheet - Write an advertisement

Sheet - Berry Blasters

Spelling - Year 4 Unit 7 Spelling overview

Spelling - Year 4 Unit 7 Unit post-test

Spelling - Year 4 Unit 8 Spelling overview Supporting learning resource - Annotated persuasive language https://learningplace.eq.edu.au/cx/resources/items/55edd63d-96a7-4886-affb-e2e50f8a6049/0/Eng_Y04_U7_SLR_AnnotatedPersLang.docx

Supporting learning resource - Annotated script: 'Hot Wheels' Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


Supporting learning resource - Graphic organiser for Chico's advertisement

Supporting learning resource - Harrison's Sunny Honey Crispies: Annotated sample response Supporting learning resource - Introduction to the unit: Examining persuasion in advertisements and product packaging https://learningplace.eq.edu.au/cx/resources/items/e7fe9377-3eb4-49e8-a4fd-1604ae4d02a5/0/Eng_Y04_U6_SLR_UnitIntro.docx

Supporting learning resource - Product packaging: Language features and visual elements (Answers) https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U8_SLR_PackagingLanguage_Ans.docx

Supporting learning resource - Teacher tips: Design https://learningplace.eq.edu.au/cx/resources/items/7b574398-f569-4cae-adec-6e89cf421ff8/0/Eng_Y04_U6_SLR_Design.docx

Supporting learning resource - Teacher tips: Moving-image advertisements




Duration: 8 Weeks


Supporting learning resource - Teacher tips: Persuasive techniques

Supporting learning resource - Teacher tips: Product packaging

Supporting learning resource - Teacher tips: Promotion and presentation

Supporting learning resource - Teacher tips: Research and planning

Supporting learning resource - Teacher tips: Types of advertisements Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Video - Aeroplane pure fruit jellies advertisement: Bertie the Jet (1954) (TLF R8895) Reproduced courtesy of Australian screen online http://aso.gov.au/titles/ads/aeroplane-jelly-bertie-jet/clip1/

Video - Buy me that too! https://learningplace.eq.edu.au/cx/resources/items/b146c5c6-1e3d-485c-b24e-92db9f4e215e/0/Eng_Y04_U7_Buy_me_that_too.mp4 (Consumers Union of U.S., Inc.)

Video - Hot Wheels advertisement

Video - Slinky advertisement Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Assessment Planner - Design a breakfast cereal package

Monitoring task - Eng_Y04_U6_MT_DesignBreakfastCerealPkg.docx

Monitoring task - Eng_Y04_U6_MT_MR_DesignBreakfastCerealPkg.docx

Monitoring task - Eng_Y04_U6_MT_PFT.docx

Assessment Planner - Reading and viewing comprehension

Assessment task - Eng_Y04_U6_AT_MR_ReadViewComp.docx

Assessment task - Eng_Y04_U6_AT_ReadViewComp.docx

Assessment Assessment task - Reading and viewing comprehension

Assessment task - Reading and viewing comprehension: Model response




Duration: 8 Weeks




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Reading and viewing comprehension (Yr 04) (Yr 04)Type Short answer questions

Date

Description Students identify and interpret the persuasive language features and visual elements of a product's packaging.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Understands that texts have different text structures depending on purpose and context. Explains how language features, images and vocabulary are used to engage the interest of audiences.

Describes literal and implied meaning connecting ideas in texts. Expresses preferences for particular texts.

A ◄ Uses metalanguage to explain the effects of choices in the visual composition of a product package (framing, placement of elements, salience). ◄ Compares product packages in terms of structure, vocabulary, images, layout

and content, and evaluates their effectiveness.

B ◄Explains how language features (e.g. noun groups, prepositional phrases) and visual features influence the audience in various ways, citing evidence from a product's package.

◄ Uses evidence from a product package to support a viewpoint about its effectiveness.

C ◄Identifies that texts have different text structures depending on purpose and context. Explains how language features, images and vocabulary are used to engage the interest of audiences.

◄Describes literal and implied meaning connecting ideas in texts.Expresses preferences for particular texts.

D ◄ Identifies language, images and vocabulary from a product package. ◄ Identifies literal meaning of a product package.

E ◄ Identifies purpose and audience. ◄ Restates information from language and images on a product package.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


pialbastateschool.files.wordpress.com€¦ · web viewunit plan . examining persuasion in...

Documents