Overview

 Create and edit a written script that will be assembled into a one minute video presentation of their advertisment and present it to the class. || Victorian Essential Learning Standards, level 3, learning focus.
 * Outcome || Curriculum links || Learning activities || Assessment ||
 * Outcome 1 –

“Students develop confidence in writing a range of imaginative and informative texts, including simple narratives and descriptions, and texts that explain, inform and express a point of view,” (p. 15). || Discuss what makes an advertisement effective or ineffective.

Discuss and write ideas about the different elements of an advertisement they have watched on the IWB, how is this different from other forms of advertising. Discussing intended audience, music, tone.

Discuss the process of creating an advertisement, writing a script, props, scenery, selling something.

Students create a script in groups to create their own advertisements. || Assess the final presentation of the advertisement, have students incorporated the elements of a successfull advertisement into their own presentations. How have the students used: Voice levels, music, scenery, script writing, were they entertaining or informative, have they created an advertisement that matches with their intended audience? ||
 * Outcome 2 –

Identify the different elements of an advertisement, explaining what makes it effective or ineffective. ||  ||   || Students to complete a T Chart, writing effective elements and ineffective elements in the 2 columns. ||
 * Outcome 3 –

Demonstrate the different types of language used in advertisments compared to other forms of expression, such as poetry, novels or a television show. || Reading and viewing strand of the Tasmanian literacy curriculum, standard 3 stage 9. ||  || Informal assessment through discussions and group activities. Teacher to reflect in personal journal. || Speaking and Listening;
 * Outcome 4  -  Make informed judgements about advertisements and the impact they have on the reader/viewer/listener. ||  Tasmanian English-Literacy Curriculum: Standard 3, stage 7

·   // Speak and listen through discussions, conversations and presentations in small and large, mostly informal groups such as when organizing an activity, retelling and inventing stories, retelling jokes and riddles and participating in class meeting // ||  Discuss with class what they see when viewing an advertisement page in the newspaper.

Have an advertisement for an example to introduce text analysis. Discuss and give examples of answers with the analysis questions.

Students to collaborate in groups working through the analysis questions.

Each group is to present to the class their verdict of the advertisement. || Presentation to the class of an individual assessment of a newspaper advertisement. Including if they believe it is a good advertisement, the impact it has on the viewer, if it is a good that people will buy or not buy what it is trying to sell. This can be in the form of a poster, short talk or powerpoint presentation, or students can make further suggestions to the teacher. ||