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