Sequence learning
Lesson
Sequence
Learning Experiences
Teaching strategies
Adjustments for needs of learners
Resources
Week 1
1
Introduce the unit – Advertising
 Talk about the aims – to understand the advertiser’s use of
language, colour, sound, image, etc to manipulate and persuade.
 Discuss the assessment forms
o Group portfolio of work – Creation of a wiki to display it
o Presentation of an advertisement to class and a
specified target audience (primary students)
 Organise students into the groups they will be working with
throughout unit – pre-organised by teacher
 Move and rearrange students – this will be their seating for unit
Teacher-centred
Brainstorm and discuss in groups
 What is advertising?
 Where do we see it?
 How does it affect us?
Collaborative: sharing
Student-centred: Group
Work
Creation of group Wiki
 Students will need to establish their group Wiki early in the unit
 Go through cyber safety rules with students – ensuring they
understand the privacy issues and safe conduct
 Run through the process of creating a wiki through Wikispaces
Whiteboard
Interpersonal developments
establish a class community
Examples of different
ads
Ensure students of differing
academic levels are mixed
throughout the groups to ensure
groups have moderately the same
level and type of learners to stop
advantages and disadvantages for
assessment
Whiteboard markers
Laptop
Data Projector
Encourage all learners to
participate – call on students if
necessary
As a class – pool together ideas to make one collective brainstorm on
bubbl.us – this will be distributed to all students once they have
created their wiki
2
Discussion – appeals to auditory
learners
Use gifted students for leaderships
roles within the group
Teacher-centred
Student-centred: Group
work
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Classroom
computers
Active learning
Real-world connection for students
Laptop
Walk around and monitor student

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3
using data projector
Central task will be to create the first page on the topics
discussed last lesson:
o What is advertising?
o Where do we see it?
o How does it affect us?
Students will upload the bubbl.us brainstorm onto this page –
direct them on how to do this – ICT skills will be integral to the
unit so they need to be scaffolded through the tasks
Teacher input and awareness will be needed to ensure students
are doing the right thing
Explain that students will be taking notes on the topics discussed
today to create a page on their wiki
progress - help where possible
Example of wiki to
show students
Teacher-centred with
student participation
Different forms of advertising
 Discuss different forms of advertising
o Print
o Media
o Radio
o Billboard
o Internet
 Brainstorm first to assess student knowledge
 Students write down notes in work book
Discuss what are the aims of these advertisements?
 Brainstorm and write notes in books
 Convince/sell/persuade/intent to sell
 Appeal to target audiences
Wiki Work
Data Projector
Establish lesson aims for students
to work towards a goal – see value
in sequences
Whiteboard
Discussion – appeals to auditory
learners
Classroom
computers
Teacher-centred with
student participation
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Whiteboard markers
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Students must create another page titled ‘Forms and Aims of
Advertising
Here they must transcribe what was learnt in the lesson onto
their page
Encourage the incorporation of pictures as examples of
advertisements
Student-centred: group
work
Active learning
Week 2
4
Explain that students will be taking notes on the topics discussed
today to create a page on their wiki
Explore concept of target audiences
 Brainstorming activity
 Provide each group with one of the questions posed below – give
them time to answer before coming in front of the class to
present what they have found
 Make sure each group allocates a scribe and a speaker before
starting activity
 Other students will then need to copy down the information
 Questions:
 What are target audiences?
 How are they divided from one another?
o Gender based
o Age based
o Culturally based
 Why advertisers need them:
o So they can categorise ads and use what they know
will appeal to the audience
 Information advertisers need to know about the target
audience:
o Likes
o Dislikes
Teacher-centred with
student participation
Student-centred: group
work
Peer learning
Discussion – appeals to auditory
learners
Whiteboard
Group work encourages all
students to be active and engaged
in work
Butcher’s paper
Knowledge of specific information
is gathered - encourage
participation from less active
students
Scribe and speaker role –
encourages learning difficulties
students to contribute
Whiteboard markers
Pens
Classroom
computers
o
o
o
Interests
Wants
Needs
Wiki Work
 Organise students onto student-centred task
 Student groups will be given a specific target audience to
research and understand
o Female teenagers
o Male teenagers
o Indigenous/Torres Strait Islanders
o Young mums
o Retirees
 Their new page must state what a target audience is, some
examples and write about their allocated audience - different
likes, dislikes, wants, interests and needs
5
Appeal
 Start lesson with posing a range of different ads – students must
gauge which ones they prefer
 As a class, discuss why it is some ads were preferred – introduce
the concept of appeal
 Write different forms of appeal on the board for students to copy
and provide brief visual and written examples
Sex
Guarantees
Truth
Attraction
Cost affective
 Provide another range of ads – students must then individually
Student-centred: group
work
Active learning
Contextual learning
Provide students with various
target audiences – ensure that
higher level students are presented
with challenging audiences
Teacher centred with
student participation
Visual introduction- Engage
learners in topic through a
somewhat relatable, attention
grabbing piece
Whiteboard
Whiteboard markers
Data projector
Discussion – appeals to auditory
learners
Examples scaffold understanding –
model before they attempt
Individual student
centred
Collaborative learning:
Have range of ads on sheets for
learning support students so they
do not have to copy, look around
and lose focus
Laptop
Range of
advertisements with
different appeal
factors

6
decide what appeal is being used, write notes on whether they
are effective or not
Discuss as a class afterwards
Persuasion
 Discuss as a class the concept that when speaking and presenting
advertisers:
o Present opinions
o Discuss ideas
o Persuade others to a point of view
o Influence ideas
o Establish connections with the audience
 Explore the persuasive techniques advertisers use through notes,
discussion and examples as a class:
o Hyperbole
o Humour
o Lying/exaggeration
o Symbols
o Testimonials
o Denial
o Repetition
 Have students perform some of the techniques to show how
they think they would be effective
 Provide a print example – as a class deconstruct it – highlighting
where persuasive techniques have been used
Wiki Work
 Organise students onto student-centred task
 A print advertisement will have been uploaded onto each of the
groups’ wikis
sharing
Leader ball activity
Teacher-centred with
student participation
Information left detailed on the
board allows for visual reminders
when students are doing individual
work
Encourage student participation
throughout discussion – call on
students if necessary
Use visuals, television recordings of
comedy shows, act out
performances to engage all
students
Collaborative learning
Student-centred
Peer learning
Active learning
Model activity for visual and
auditory learners to ensure student
understanding before beginning
individual task
Encourage all students – not just
gifted and talented ones
Whiteboard
Whiteboard markers
Print example of
advertisement
Classroom
computers
Walk around class to monitor
activities and learning – help
individual groups and encourage
learning support students
They will need to deconstruct it as they previously did with the class –
writing on their wiki the different persuasive techniques that have
been used and where
Week 3
7
8
Persuasion
Review
 Review the concepts of persuasive as a class from previous
lesson through brainstorm and discussion as class
Student-centred
Active learning
Contextual learning
Revision provides an opportunity to
re-cap and revise topics –gifted
students lead discussions/tutor
difficulty students
Court Room Activity
 Here, students will be provided with a case/scenario where they
must prove they were either guilty/not-guilty or the scenario
did/did not occur
 Other students can ask questions to clarify or debase the
students’ argument
 Each student will have two minutes to convince, trying to
incorporate as many of the persuasive techniques as possible
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Skype Lesson
Review
 Re-cap on the concept of a target audience – reviewing what
information an advertiser will need
o Likes
o Dislikes
o Interests
o Wants
o Needs
Revision provides an opportunity to
re-cap and revise topics –gifted
students lead discussions/tutor
difficulty students
Skype
 Explain:
Student-centred
Involve all students in process – let
it be student directed – allow them
to be responsible
Scenario cards
Seat for student in
front of class
Area for questioner
to move
Lectern (for realism)
Data projector
Webcam
Laptop
Internet connection
Whiteboard
Handout
o
o
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Using Skype to connect to a local primary school class
They will be our target audience to whom the class will
market their own advertisements
o This lesson will involve asking them questions to gather
information
Handout will be provided with information the students will need
– teacher directs students through sheet so there is
understanding
Review expectations and protocol of using Skype
Connect to primary school class – gather needed information
Active learning
Contextual learning
Some learning difficulty students
may be good at the technological
set-up – use them as tutors to set it
up/organise the materials
Walk around and monitor student
progress - help where possible
Reflection
 Have students, together in their groups, discuss the important
key points of information
 Come together as a class to discuss these points together and
conclude
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9
Construction of print advertising
 Discuss the concept of print advertising as a class
 Give students 5 minutes within their groups to brainstorm:
o What they are
o Where they are found - magazines, newspaper, phone
book, brochures, billboards
 Come back as a class to make a large brainstorm on bubbl.us –
this will be uploaded onto everyone’s wikis
 Teacher introduces the concept of:
o Language
o Colour
o Layout
To persuade and influence
Assist individual students who I am
aware will struggle – special
needs/learning difficulty
Teacher-centred
Student participation
Collaborative learning
Enables students feel confident in
their response to teacher once they
have collaborated with other
students
Call upon different people within
the groups to present information
to ensure everyone is included
Teacher centred
Keep definitions on board for
special needs/learning difficulty
Whiteboard
Whiteboard markers
Data projector
Laptop
Range of cropped/
zoomed in
advertisements that
show different print
techniques

students – easy reference for all
Students write down definitions of these
Collaborative learning
Examples
 Discuss as a class different ways in which each of these can be
affective
 Using a data projector, provide examples using zoomed in,
cropped images to focus on just one technique at a time
 Students justify what technique is used in their workbooks, then
class discusses
 Pose questions to students about their opinions on each
technique and why they are effective and how did they persuade
-
Have on own sheet as well
for definitions and
examples to reference
Enables students feel confident in
their response when writing it
down before sharing
Discussion collaborates and
confirms ideas
Week 4
10
Construction of print advertising - Analyse and identify the use of
persuasion and influential techniques
Responsive Paragraphs
 Students will be taken through paragraph structuring as a
response to advertisements by teacher
o Topic sentence
o General information
o Example
o Deconstruction
o Closing sentence
 Notes will be taken in student books
 An example will be provided by the teacher with student
assistance
Wiki Work
 Ads have been uploaded onto the students’ wikis – 2 per group

They must then analyse it, highlighting the techniques of:
o Language
Teacher-centred
Give clear structure of information
Whiteboard
Keep structure on board to ensure
students have it as a constant
reference throughout lesson
Whiteboard markers
Data projector
Laptop
Student-centred
Peer learning
Model example – provides students
with a clear aim – auditory,
linguistic and visual learners – also
special needs/learning difficulties
will have it provided in sheet form
to refer to
Active learning
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Range of print
advertisements with
different techniques
Classroom
computers
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11
o Colour
o Layout
To identify its:
o Persuasiveness
o Target audience
o Successfulness
Teacher will help students individually throughout the lesson as
they respond to the stimulus provided and structure analytical
responses
The group must then upload its response onto the wiki
Create a print advertisement
 In groups, students will create a print advertisement to be
uploaded onto their wiki
 Explain that thought will need to go into:
o Product
o Use of language
o Aim of advertisement
o Target audience
o Colour
o Layout
o Appeal
o Sequencing if applicable
 Final product must include:
o Advertisement
o Notes or paragraphs on:
 Target audience
 Appeal focus
 Techniques used
 Justifications on effectiveness and whether it is
successful in its aim
Walk around and monitor student
progress - help where possible
Student-centred
Active learning
Contextual learning
Writing appeals to the linguistic,
auditory and visual learners as they
have something to see, do and
read.
Write points to be considered on
board to visually remind students
throughout lesson – have on sheet
for learning support students
Outline provides opportunity for
students to seek accuracy on task if
needed
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Encourage participation from less
active students through supportive
group work
Whiteboard
Whiteboard markers
Brainstorm handouts
Classroom
computers – Piknic
software
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12
Activity will involve students brainstorming, planning, creating
and justifying an advertisement
 Students will have access to the image manipulation software
‘Picknic’
 2 lessons will be given for student to complete the activity and
upload the advertisement onto their wiki with a responsive
paragraph highlighting what techniques were used and why
Create a print advertisement
 Continue to design own print media with consideration to
context, use of language, colour and layout
Walk around and monitor student
progress - help where possible
Student-centred
As above
Active learning
Brainstorm handouts
Classroom
computers – Piknic
software
Contextual learning
Week 5
13
14
Construction of radio advertising
 Discussion of radio advertising
o Who advertises on radio?
o What’s the effectiveness of this media?
o What is different within this media?
o What is the emphasis on?
 View and hear radio scripts and advertisement examples and as a
class highlight techniques used throughout
o Language
o Sound
o Energy
Teacher-centred
Pair work once example has been given for students to complete
analysis, one example at a time, with class discussion afterwards,
before moving on to the next
Student-centred
Creation of Radio Advertisement
 Create radio script within groups to sell a specific product to the
primary school target audience – to be uploaded onto wiki
 Need to consider:
Student-centred
Discussion – appeals to auditory
learners
Whiteboard
Whiteboard markers
Writing appeals to the linguistic,
auditory and visual learners as they
have something to see, do and
read.
Collaborative
Active learning
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Encourage participation from less
active students through supportive
group work
Writing appeals to the linguistic,
auditory and visual learners as they
have something to see, do and
read.
Data projector
Laptop
Range of radio
advertisements
Example of radio
scripts
Brainstorm handout
Recorders
Example of radio
o
o
o
o
o
Language techniques
Sound
Energy
Appeal
Target audience
scripts
Write points to be considered on
board to visually remind students
throughout lesson
Classroom
computers
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Teacher provides individual assistance throughout lesson
Encourage participation from less
active students through supportive
group work – some may be better
at speaking while other do writing
Walk around and monitor student
progress - help where possible
15
Creation of Radio Advertisement
 Continue to design own radio advertisement with consideration
to language, sound and energy
 Record radio script within groups
 Upload onto wiki
 Write a justification as to its effectiveness and use of techniques
Student-centred
As above
Brainstorm handout
Active learning
Recorders
Contextual learning
Example of radio
scripts
Classroom
computers
Week 6
16
Construction of media advertising
 Discussion of media advertising
o What is it?
o Where it can be found?
o What is it used for?
o Is it successful?
Teacher-centred
Call upon a variety of students to
answer questions
Have spare notes for students who
have learning difficulties so they do
not fall behind in note taking
Whiteboard
Whiteboard markers
Data projector
Laptop



Key notes in book – term defined
Explore the concept of:
o Colours
o Sounds
o Language
o Layout/sequencing – story boards
To persuade and influence
Explore media ads as a class - view ads with teacher directing
class through how to analyse:
o Point out key techniques
o Pose questions – did anyone notice....?
Provide learning support students
with sheet of concepts and
definitions
Collaborative
Range of media
advertisements with
different techniques
Visual aids - present them with
meaningful/topical advertisements
to engage and encourage
participation
Student-centred
Walk around and monitor student
progress - help where possible
Students then view ads without teacher assistance– taking notes
individually and discussing within their group before sharing as a class
Allow students to discuss with
students before sharing with class
so they have awareness,
understanding and confidence.
17
Construction of media advertising
 Discussion of a story board:
o What is it?
o What does it look like?
o What is involved in making it?
 Demonstrations of different camera techniques (through
films/TV ads) that are discussed when creating story boards:
o Low
o Mid
o Short range
o Panning
o Still frame
 The brainstorming of the use of music and sound that is included
Teacher-centred with
student participation
Discussion – appeals to auditory
learners
Whiteboard markers
Writing appeals to the linguistic,
auditory and visual learners as they
have something to see, do and
read.
Provide learning support students
with sheet of concepts and
definitions
Collaborative
Whiteboard
Use films/ads/music that are
relevant to
Examples of story
boards
Examples of camera
angles/shots
Data projector
Laptop

students/topical/historical to
engage throughout lesson
Discussion of affects created
o Changes in focus
o Appeal
o Target audience
Encourage participation from less
active students through supportive
group work
Write down these key terms, their effects and successfulness in
media advertising
Provide learning support students
with sheet of concepts and
definitions
18
Construction of media advertising - Creation of story board to
persuade and influence
 Within their groups, students will be provided with sets of premade story board outlines
 Product focus will be given and they need to determine:
o Target audience
o Techniques – Colours, language, sound
o Sequencing
o Camera techniques
o Appeal
 This storyboard will then be filmed/students will be instructed in
the use of PowerPoint stop motion films
 Final product must be uploaded onto their Wiki and include:
o Advertisement
o Notes or paragraphs on:
 Target audience
 Appeal focus
 Techniques used
Student-centred
Peer learning
Active learning
Writing appeals to the linguistic,
auditory and visual learners as they
have something to see, do and
read.
Whiteboard
Whiteboard markers
Story board
handouts
Contextual learning
Handout of storyboard provided scaffolds student learning –
ensuring there is clear structure for
all students
Classroom
computers
Video cameras
Activity allows for kinaesthetic,
interpersonal, auditory and visual
learners to understand the content
Encourage participation from less
active students through supportive
group work
Walk around and monitor student
Powerpoint (stop
motion films)
Out of class slips
Film editing software
– Movie-maker



Justifications on effectiveness and whether it is
successful in its aim
Teacher will assist throughout lesson with all students
Students will have this lesson, plus 3 more to complete task.
progress - help where possible
Provide handout with a checklist of
what must be included to all
students – assists with ensuring
they complete the required task
Week 7
19
Construction of media advertising - Creation of story board to
persuade and influence
Student-centred
As above
Peer learning
Design own media advertisement with consideration to target
audience, use of language, colour and layout.
Active learning
Scaffold students through all stages
of development
Contextual learning
Story board
handouts
Classroom
computers
Video cameras
Powerpoint (stop
motion films)
Out of class slips
Film editing software
– Movie-maker
20
21
Construction of media advertising - Creation of story board to
persuade and influence
Student-centred
Design own media advertisement with consideration to target
audience, use of language, colour and layout.
Active learning
Construction of media advertising - Creation of story board to
persuade and influence
Peer learning
As above
Scaffold students through all stages
of development
Contextual learning
Student-centred
As above
Peer learning
Scaffold students through all stages
Story board
handouts
Classroom
computers
Video cameras
Powerpoint (stop
motion films)
Out of class slips
Film editing software
Story board
handouts


Design own media advertisement with consideration to target
audience, use of language, colour and layout.
Must be uploaded onto Wiki by today – final product must
include:
o Advertisement
o Notes or paragraphs on:
 Target audience
 Appeal focus
 Techniques used
 Justifications on effectiveness and whether it is
successful in its aim
Active learning
of development
Contextual learning
Classroom
computers
Video cameras
Powerpoint (stop
motion films)
Out of class slips
Film editing software
– Movie-maker
Week 8
22
Peer assessment – Skype
 Review protocol of Skype
 Review task - Students will present their 3 advertisements to the
primary class
 Other students will sit as a ‘panel’ to gauge the effectiveness of
the advertisements
 Prepared evaluation sheets will be provided for all class
members for each new presentation
 Primary students will view the advertisements and the
presentations and judge through Skype
 Based on these opinions and class voting on the advertisements,
one will be determined as the most effective ad
Student-centred
Peer learning
Active learning
Contextual learning
Handouts scaffold student learning
– ensure clear understanding of
task
Involve all students in process – let
it be student directed – allow them
to be responsible
Assist individual students who I am
aware will struggle – special
needs/learning difficulty
Pose questions to scaffold
appropriate presentations
Highlight key points of information
that students may need to discuss
to ensure best presentations
Student peer
evaluation sheets
Skype software
Data projector
Webcam
Laptop
Internet connection
Whiteboard
Student
presentations
23
Peer assessment – Skype
 Presenting advertisements to class and primary students for
evaluation and judging on the effectiveness of their ads
Student-centred
As above
Peer learning
Active learning
Contextual learning
Student peer
evaluation sheets
Skype software
Data projector
Webcam
Laptop
Internet connection
Whiteboard
Student
presentations
24
Peer assessment – Skype
 Presenting advertisements to class and primary students for
evaluation and judging on the effectiveness of their ads
 Final day to complete presentations
Student-centred
Peer learning
Active learning
Contextual learning
As above
Student peer
evaluation sheets
Skype software
Data projector
Webcam
Laptop
Internet connection
Whiteboard
Student
presentations