Differentiated Lesson/Learning Task

Topic of Lesson/Task: Persuasive techniques used in advertising and target audience

Curriculum Area: English
Year Level/s: 9

This lesson/task is differentiated by:

Readiness
Interest
Learning Profile
Context:
This lesson is taken out of a unit of work that considers the gender stereotypical messages that are
underpinned in television and print advertisements. This unit also considers how advertisers attempt to
manipulate their audience, by using a range of persuasive techniques. Students will use critical literacy
skills to explore consumer culture and inquire into both the obvious and ambiguous message behind
advertising.

This lesson will be completed in the second week of the unit. The focus of this lesson is how persuasive
techniques manipulate a desired target audience. Students will use critical literacy skills to explore
consumer culture and develop their understanding of specific persuasive devices commonly used in
television advertisements. As a result of participating in this lesson student will understand that
television advertisements employ specific persuasive devices to attempt to manipulate a target
audience.
Learning Objectives. As a result of participating in the lesson, students will:
Intended learning objectives taken from ACARA year 9
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse
how language features of these texts position listeners to respond in particular ways.
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural
perspectives and other texts.
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting
persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects.
As a result of participating in the unit, students will:

Understand that (Concepts, principles, big ideas)

There are prevalent gender stereotyping in much of the television advertising consumed in our daily life
Television advertisements employ specific persuasive devices to attempt to manipulate consumers (directly
related to lesson)
There a number of ambiguous and obvious cultural messages embedded in television advertising

Know (e.g. facts, vocabulary, dates, information)

A range of persuasive language and visual imagery techniques used to manipulate consumers (directly linked
to lesson)
Television advertisements have a specific purpose and audience (directly linked to lesson)
How advertisers embed cultural, bias and gender stereotypical messages in television advertisements

Be able to (do) (Skills, processes)

Plan, create and present a television advertisement for a specific audience and purpose (begin to develop
this skill in the provided lesson)
Identify a range of persuasive techniques used in television advertisements to manipulate the
consumer (directly linked to lesson)
Analyse and discuss the gender stereotypical messages underpinned in television advertisements

Essential Questions:
How are consumers manipulated to buy certain products?
What are the gender stereotypical messages prevalent in television advertisements?
 Pre-assessment of Students Readiness
Pre-assessment is a form of formative assessment that allows me to monitor students progress in a
unit and students individual readiness (Jane Jarvis, 2013). In week 2 of the unit students will be
assessed on their ability to identify persuasive techniques used by advertisers to manipulate the
consumer. By pre-assessing students knowledge and understanding of persuasive techniques used in
advertising to manipulate a target audience I am able to identify student readiness. I can create a
learning menu with three different levels of challenge based on the objectives to be achieved for the
lesson.

At the end of the previous lesson students completed an exit card. On the front of the card students
are asked two questions related to target audience and pathos, logos and ethos. On the back of the
card students are asked to list persuasive techniques used in advertising to manipulate the consumer.
It is important to note that some students were involved in an advertising last year, therefore it is
expected that they will be familiar with the questions. Answers from the exit card will enable me to
determine students readiness which enables me to determine what levels of challenge need to be
created in my learning menu.

Lesson Plan
Lesson Title: Persuasive techniques used in advertising to manipulate the target audience
Please note this lesson plan may go across two doubles

Lesson outcomes: Explanatory notes

As result of engaging with this lesson students will know a
range of persuasive language and visual imagery
techniques used to manipulate a desired target audience
Lesson Aim:
How are consumers manipulated to buy certain products?
(write this information on the board for students to see
Introduction:
Discussion of lesson aims, set a clear expectations for
lesson (students are able to understand where the
lesson is heading & what they should learn)
Quick recall: what did we do last lesson?
Class discussion
Learning Menu:
Introduce learning menu and its purpose
The following tasks for this lesson have been
incorporated in a learning menu
All students are to complete the base tasks and then
are to choose either an entre, main or desert task
that reinforces the knowledge, understanding and skills
in the base task
The extended tasks have been created to cater for
individual differences in readiness, allowing for all
students to work at an appropriate level of challenge
Some of the task cater for individual difference in
interest (I havent assessed what there interest are but
they are given a chance to tap into their interest when
completing some of the tasks)
10mintues
Advertising Clip:
Explain the first base task as a class and work on that
after 15 minutes, come back as a class and explain the
Aim of lesson directly relates to unit
objectives and outcomes
The introduction is the know phase of
the lesson where I am able to activate
prior knowledge.
Enables students to connect what
they already know to what they are
going to learn.
A learning menu is an instructional
strategy used to cater for student
readiness, interest and/or learning profile
needs in a differentiated classroom
(Jarvis, 2010) - See appendix 3 for further
justification of learning menu
By differentiating the task by
readiness I am adjusting the
appropriate challenge for students
(Tomlinson, 2001)
Explain to students based on the pre-
assessment completed last lesson I
have created a learning menu that
offers different levels of challenge
After watching the clip students are
asked to answer 3 questions, this is a
form of formative assessment that
informs me about how students are
progressing in the unit (Jane Jarvis, 2013)
 next task. This enables the time to come back as a class Based on students answers I can
and for all students to be working on the same task
Watch clip -
http://www.youtube.com/watch?v=NdLsQcYyAcc
Fill out worksheet
Use vocabulary handout as a guide - try to incorporate as
many examples from the vocabulary sheet in the
worksheet
Choose entre, main or dessert option and answer the
following questions use these answers to inform my
planning for next lesson
30minutes
Logos, ethos, pathos
Students will be given explicit teaching to what logo,
ethos and pathos is - class discussion
Students are then to complete an entre, main or
desert task
10-15minutes
Analysing a TV Advertisement:
Using the worksheet provided analyse a television
advertisement of your choice
Students will use YouTube to find an appropriate TV
advertisement to analyse (in the situation that the
Internet isnt working I will have a small collection of
ads students can access off a USB)
This task will be collected and used as a pre-assessment
for the next lesson where we will be learning about
deconstructing/analyzing television advertisements
Following the base task students will choose a task to
complete
20-30minutes
adjust my teaching for next lesson to
make sure students are heading
towards achieving the outcomes of
the unit.
Flexibility to allow students to move
within the lesson appropriate
challenge promotes a positive
learning and a growth mindset.
students learn better if a task close
matches their skills and
understandings of a topic (Tomlinson,
2004).
I will provide feedback about
students work they complete in this
lesson. It vital they are aware of
where they are at in terms of meeting
learning objectives of unit (Jane
Jarvis, 2013).
The worksheets used in this lesson
are providing a scaffold which is
supporting students to develop their
skills in organising and expressing
their ideas.
These worksheets can be called upon
later in the unit when completing
major assessment.
The purpose of the tasks in this lesson
is to ensure students are developing
and demonstrating important
knowledge and skills needed to
compete the major summative
assessment.

Lesson Closure/ Check for Understanding

Lesson closure is a great opportunity for teachers to check for student understanding. Checking for
understanding is a form of assessment that contributes to a differentiated classroom (Moon, 2005), by
giving information about where students are at in reaching the intended goals. I will check for
understanding by using an exit card. The exit card has three questions based on content covered in the
lesson. Exit cards enable less verbal students to get involved and have a say. I can use the answers from
the exit card to gage if students reached the objectives for the lesson.

On the back of the exit card will be three questions related to students performance in the lesson. This
provides an opportunity to for self-assessment, which enables students to reflect upon their
performance in the lesson and for me to gain feedback about how they think they are going.