Gilgandra High School
Stage 5 English
Advertising unit
Aims




to develop analytical skills and critical literacy
to explore the effect of media of communication upon the making of meaning
to engage students with ICT as a tool for composition
to develop a metalanguage for discussing text.
Focus Stage 5 Outcomes
A student:
1
responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis
and pleasure
3
selects, uses, describes and explains how different technologies affect and shape meaning
4
selects and uses language forms and features, and structures of texts according to different purposes, audiences and
contexts, and describes and explains their effects on meaning
5
transfers understanding of language concepts into new and different contexts
6
experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts
9
demonstrates understanding of the ways texts reflect personal and public worlds
11
uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence
and effectiveness.
Focus Stage 5 Outcomes content
Students learn to:
1.1
respond to and compose a range of imaginative, factual and
critical texts which are increasingly demanding in terms of their
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
Students learn about:
1.7
the ideas, information, perspectives and ideologies presented in
increasingly demanding imaginative, factual and critical texts and
October 2005
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linguistic, structural, cognitive, emotional and moral complexity
the ways they are presented
1.2
respond to and compose more sustained texts in a range of
contexts
1.8
the features of increasingly complex imaginative, factual and
critical texts, including the cognitive, emotional and moral
dimensions of the text and its linguistic and structural features
1.3
analyse the effectiveness and impact of texts on responders in
terms of ideas, perspective and originality
1.10
the use of variations within conventions of particular genres,
including forms of poetry, fiction and film and how these
variations address the composer’s purpose
1.4
explain their responses to texts and their widening personal
preferences within and among texts
3.1
respond to and compose increasingly complex texts in different
technologies considering the effects of the technology including
layout and design on meaning
3.5
different techniques used to compose multimedia texts
3.2
identify and critically evaluate the ways information, ideas and
issues are shaped by and presented through technology
3.6
the ways in which modern technologies of communication are
used to inform, persuade and entertain
3.3
use advanced word processing tools including formatting of
references and bibliographies, formatting multiple page
documents including weblinks, importing data from internet and
manipulating images to compose and format texts for different
purposes, audiences and contexts, including the workplace
3.8
advanced tools and uses of information and communication
technologies including references, bibliographies, formatting
multiple page documents, weblinks, importing data from the
internet and manipulating images
4.1
identify, describe and explain the purpose of texts in personal,
historical, cultural, social, technological and workplace contexts
4.8
the ways in which spoken, written and visual texts are shaped
according to personal, historical, cultural, social, technological
and workplace contexts
4.2
describe, explain and evaluate the composer’s choices of
language forms and features and structures of texts in terms of
purpose, audience and context
4.9
appropriate language forms and features and structures of texts
to use in an increasingly wide range of contexts
4.3
use appropriate language forms and features and structures of
texts in their own compositions and describe, explain and
justify their choices in terms of purpose, audience and context
4.10
the metalanguage for describing, explaining and justifying the
composer’s choices of language forms and features and
structures of texts in terms of purpose, audience and context
4.5
identify purpose, audience and context of texts through
consideration of the language forms and features, and
structures used in the texts
4.11
the influence of purpose, audience and context on the use of
particular language forms and features and structures of texts
4.6
adapt and justify language use appropriate to spoken, written
and visual texts
4.12
the significance of the relationship between purpose, audience
and context
English Stages 4-5
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4.7
identify and critically evaluate the use of Standard Australian
English, its variations and levels of usage
4.13
codes and conventions, including emotive, evocative and
impersonal language and signs, used to signal tone, mood and
atmosphere in spoken, written and visual texts
5.1
apply knowledge of language forms and features and
structures of texts to respond to, compose and adapt texts to
suit new and unfamiliar contexts
5.6
the ways in which existing skills, knowledge and understanding
about language can be used to access and express information
for new purposes, audiences and contexts
5.2
compose written, oral and visual texts for personal, historical,
cultural, social, technological and workplace contexts
5.8
how particular forms and features of language and structures of
texts can be adapted to new purposes, audiences and contexts
5.5
explain the cohesion of syntax and content in familiar and
unfamiliar texts
5.9
the selection, organisation and coherence of information and
ideas in texts
6.1
explore real and imagined (including virtual) worlds through
close and wide engagement with increasingly demanding texts
6.7
ways in which literary and non-literary composers transform
ideas and experience into texts, including consideration of their
insight, imaginative powers and verbal ingenuity
6.2
respond imaginatively and interpretively to an increasingly
demanding range of literary and non-literary texts
6.4
compose texts using a range of literary and non-literary texts
as models
6.5
experiment with ways of representing the real world
imaginatively
6.6
compose imaginative texts based on a proposition, premise or
stimulus
7.1
ask perceptive and relevant questions, make logical
predictions, draw analogies and challenge ideas and
information in texts
7.3
infer from and interpret texts
7.4
compare and contrast aspects of texts
9.1
respond to and compose texts that reflect their expanding
worlds from the personal to the public
9.7
the ways personal perspective is shaped by social, cultural and
historical influences
9.2
relate the content and ideas in texts to the world beyond the
texts
9.8
the ways personal perspective shapes meaning
9.3
describe ways in which their own responses to texts are
9.9
aspects of their own context that influence their responses and
English Stages 4-5
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personal and reflect their own context
compositions
11.1
understand the learning purposes, specific requirements and
targeted outcomes of tasks
11.11
outcomes, criteria and guidelines for tasks and the value of
outcomes-based learning
11.3
identify, plan and monitor stages of tasks and topics with
guidance
11.12
their own learning strengths and learning needs including their
preferred ways of gathering, processing and representing
information
11.5
use individual and group processes to generate, investigate,
document, clarify, refine, critically evaluate and present ideas
and information drawn from books, the internet and other
sources of information
11.14
ways of managing information and communication technologies
for effective learning
11.9
adapt current skills, knowledge and understanding to new
situations
11.16
ways in which reflection and self-evaluation can assist learning
Cross-curriculum Content
 Information and Communication Technologies
 Work, Employment and Enterprise
 Key Competencies
Teaching and learning program
Outcomes
Content
11.11
Teaching and learning activities including assessment
Part 1: Introduction to study
Outline unit aims and outcomes to students and discuss unit assessment drawing
links between the assessment and the skills to be addressed in the unit
Aims:



to understand the process of developing an advertisement
to develop analytical skills and critical literacy
to explore the effect of media of communication upon the making of meaning
English Stages 4-5
October 2005
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Resources
Outcomes
Content
Teaching and learning activities including assessment

Resources
to engage students with ICT as a tool for composition.
Focus question:
How do advertisers use language structures and features to convince us to buy?
9.1, 9.2, 9.8
Part 2: The process and purpose of advertising
Aims:
 to develop the awareness that advertisements are consciously designed to
affect a specific target group
 to explore the stages in developing an advertisement
 to identify the purpose of textual features in advertisements.
1. Students demonstrate a definition of the term advertising. Treasure hunt for
advertising that is carried on the body and in bags. Students find the person who
has the greatest number of advertisements on or about themselves. Students list
all advertising that they can find on their personal belongings.
2. Student research the roles of advertising agency staff and departments. For
example, the creative director, copywriting, the art department and the media
department. Students draw conclusions about the important elements in
developing a campaign. In particular market research, the demographic group
and positioning of the final product.
3. The function of an advertisement. Students create an advertisement for ‘Mum’s
Spit All Purpose Solvent’ or ‘Bully Off, the Spray-on Bully Repellent’. In class
discussion /questioning students identify the function of elements of their
advertisement. Students are introduced to A.I.D.A. (attention, interest, desire and
action). Notes given on each of these elements. Modeling of identification of
these elements in a commercially produced advertisement.
English Stages 4-5
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Curriculum K-12 Directorate
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Additional resources can be found
at:
Critical literacy in English years 810:
http://www.qtp.nsw.edu.au/qtp/files/e
lise/project3/context.html:
1. Advertising unit
2. Introduction to the grammar of
visual design
http://www.qtp.nsw.edu.au/qtp/files/e
lise/project3/grammar.pdf
Outcomes
Content
Teaching and learning activities including assessment
Resources
4. Psychological cues of advertising. In an effort to expand students’ knowledge of
elements that promote interest attention, interest and action a brainstorm of
basic needs is undertaken (power, belonging/love, safety, freedom and fun). This
is linked to A.I.D.A. and the subsequent study of language and visual text.
1.1, 1.2,
1.3, 1.4,
1.7, 1.8.
1.10
Part 3: Analysing advertising copy
Aims:
 to develop skills in identify, analysing and explaining the effect of language
forms and language structures and features
 to develop a metalanguage for discussing text.
4.1, 4.2,
4.3, 4.5,
4.7, 4.8,
4.9, 4.10,
4.11, 4.13
1. Students examine a range of advertisements and brainstorm the types of
language that advertisers use to promote product. These examples are
discussed and specific features of persuasive language are identified. For
example, imperative tone, modality and verb choice, etc.
5.1, 5.5,
5.6, 5.9
2. These observations are formalised into a set of guidelines for copy writers
utilising examples form the brainstorm.
6.1, 6.2, 6.7
3. Teacher modelling of the identification, analysis and explanation of language
forms and structures and features and their relationship to textual purpose.
Modelling of response to analytical task.
9.1,
9.2, 9.3,
9.7, 9.8, 9.9
‘How to Design Perfect Billboard
Advertisements’http://bpsoutdoor.co
m/index.php
And other links on this site, eg ‘The
Psychological Effects of Advertising’
http://bpsoutdoor.com/article.php?art
icle=psycho_effects
‘How to Start an Advertising
Campaign’
‘How to Use Colors that will Appeal
to Consumers’
‘Powerful Words in Ads’
‘Secrets of Successful Ads’
4. Students analyse a set advertisement in pairs and then individually for
assessment.
‘Winning Color Combinations’
Colour
Composition
English Stages 4-5
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Outcomes
Content
Teaching and learning activities including assessment
1.1, 1.2,
1.3, 1.4,
1.10
Part 4: Analysing advertising images in print ads
Aims:
 to develop skills in identify, analysing and explaining the effect of language
forms and language structures and features
 to develop a metalanguage for discussing text.
4.1, 4.2,
4.3, 4.5,
4.8, 4.9,
4.10, 4.11,
4.13
1.
Students revise their understanding of the features and compositional
structures of visual images.
2.
Students revise their understanding of Unsworth’s framework for analysing
visual design: Worksheet 1
3.
Teacher modelling of the application of this framework to an advertising image
and the writing of a formal analysis linking the elements of the image to the
purpose of the advertisement.
4.
In pairs students apply this information to print material. Individually students
write an analysis of an advertising image.
5.1, 5.5,
5.6, 5.9
6.1, 6.2, 6.7
9.1, 9.2,
9.3, 9.7,
9.8, 9.9
Resources
Worksheet 1: Visual image analysis
sheet from:
Unsworth, L., Teaching
Multiliteracies Across the
Curriculum: Changing contexts of
text and image in classroom
practice. Open University Press,
Buckingham, 2001
Assessment:
Students write an evaluation of an advertisement. They analyse, explain and
evaluate the use of written and visual techniques in achieving the purpose of the
advertisement.
1.1, 1.2,
1.3, 1.8,
Part 5: Advertising campaign
Aim
 to understand and participate in the process of developing an advertisement
English Stages 4-5
October 2005
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Curriculum K-12 Directorate
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Roll Over Shakespeare Hayler,
Powell, and Sadler, Holt, Rinehart
and Winston, 1978, p139 & p143
Outcomes
Content
1.10
3.1, 3.2,
3.3, 3.5,
3.6, 3.8
4.1, 4.2,
4.3, 4.5,
4.6, 4.7,
4.8, 4.9,
4.10, 4.11,
4.12, 4.13
Teaching and learning activities including assessment



to develop analytical skills and critical literacy
to explore the effect of media of communication upon the making of meaning.
to engage students with ICT as a tool for composition.
Assessment task:
In pairs students develop their own advertising campaign in line with the task below.
Students are to develop a marketing portfolio which will include: a market research
report, a print advertisement and an explanation of their advertisement. They will
also develop a four minute Multimedia presentation.
Resources
Selected ads that demonstrate
elements of visual design.
Worksheet 2: Advertising campaign
assessment task and marking
guidelines
Elements of this assessment may be completed earlier in the unit. For example, the
market research required in the task maybe completed in Part 2 of the unit.
5.1, 5.2,
5.6, 5.8
Other assessments:
Copy writing guidelines.
6.3, 6.4,
6.5, 6.6
Formal analysis of advertising copy.
Formal written evaluation of an advertising image.
9.1, 9.2,
9.8, 9.9
11.1, 11.3,
11.5, 11.9,
11.12,
11.14,
11.16
Marking guidelines for:
 Market research report.
 Print advertisement.
 Explanation of advertisement.
 Multimedia presentation.
Students complete Worksheet 3: Unit reflection sheet
English Stages 4-5
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Worksheet 3: Unit reflection sheet
Worksheet 1
Visual image analysis sheet
Features
Representational
Processes
Presentational
processes
Techniques
Actional
Reactional
Speech
Conceptual processes
Classificational
Analytical
Symbolic
Interactive
Compositional
Mood
Gaze
Perspective
Camera angles
Social Relations
Shot length
Modality Markers
Abstraction
Orientation
Left to right
Top to bottom
Salience
Size
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Effect
(visual weight)
Colour
Light
Sight lines
Vectors
Framing
Unsworth, L: Teaching Multiliteracies Across the Curriculum: Changing contexts of text and image in classroom practice, Open University
Press, Buckingham, 2001
English Stages 4-5
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Worksheet 2
Gilgandra High School
Stage 5 English
Advertising Campaign Assessment Task
Stage 5 Focus Outcomes
A student:
3
selects, uses, describes and explains how different technologies affect and
shape meaning
4
selects and uses language forms and features, and structures of texts
according to different purposes, audiences and contexts, and describes and
explains their effects on meaning
6
experiments with different ways of imaginatively and interpretively transforming
experience, information and ideas into texts
8
investigates the relationships between and among texts
9
demonstrates understanding of the ways texts reflect personal and public
worlds
Criteria for assessment:
 effective use of language structures and features for a specific purpose and
audience
 effective analysis of text and data
 appropriate use of technology.
English Stages 4-5
October 2005
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Task
74 Freshwater Place WESTHAVEN NSW 2827 telephone 07 6654 2311
Email: recycleplus@wastesolutions.com.au
Student Advertising Agency
Profit St
WESTHAVEN NSW 2827
Dear Sir or Madam,
I am in a position to offer you a lucrative account with our company RecYcle Plus, a
subsidiary of the organisation, Waste Solutions International. We have decided to
extend our promotional activities into the youth market (13–16 years). We would like
you to put together an advertising campaign to be evaluated by the Board of
Directors.
Your Marketing Portfolio should include:
 a market research report detailing your research methods, results and
conclusions in relation to the targeted demographic. Your research methods
may include: interviews, surveys and analysis of other advertising campaigns
(approximately 400 words)
 a print advertisement suitable for publication in an appropriate youth focused
newspaper or magazine
 a written explanation of your advertisement in which you detail your reasons
for the selection of graphics and text. This explanation should make reference
to the conclusions that you have reached in your market research
(approximately 400 words).
You will also have the opportunity to present a four (4) minute sales pitch of your
concept to the Board of Directors. You will be expected to utilise technology in this
presentation. Your pitch should summarise the contents of your Marketing Portfolio.
We have put aside time on the ____/____/____ to receive your portfolio. You should
be prepared to present your pitch on this date. If you have any questions please
consult our regional coordinator, A Teacher on telephone 7765 4433.
We eagerly anticipate your submission.
Yours sincerely
Wettham Selwonk
Director of Marketing
16 October 2005
English Stages 4-5
October 2005
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NSW Department of Education and Training
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Advertising Campaign assessment task
Marking guidelines
Student: _______________________________________________________
Place a tick in the appropriate box
Criteria:
Sophisticated
5
1. Market research report
Developed
4
Competent
3
Effective use of language
structures and features for a
specific purpose and
audience
Effective analysis of text and
data
Comment
2. Print advertisement
Effective use of language
structures and features for a
specific purpose and
audience
Comment
3. Explanation of advertisement
Effective use of language
structures and features for a
specific purpose and
English Stages 4-5
October 2005
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Class: __________________________
Generalised
2
Elementary
1
Non attempt
0
Criteria:
Sophisticated
5
Developed
4
Competent
3
Generalised
2
Elementary
1
Non attempt
0
audience
Effective analysis of text and
data
Comment
4. Multimedia presentation
Effective use of language
structures and features for a
specific purpose and
audience
Appropriate use of
technology
Comment
Overall comment:
Teacher:_____________________________________________
English Stages 4-5
October 2005
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Date: __________________________
Worksheet 3
Student reflection sheet
Name: ___________________________________ Class: ___________________
Unit title: ___________________________________________________________
1. Tick the following activities that you have participated in during this unit:
Library research
Collaborative talk
Group work
Individual drafting
Individual editing
Factual writing
Word processing
Internet research
Individual work
Peer drafting
Peer editing
Imaginative writing
Multimedia composition
2. What activities did you complete in this unit?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What technologies did you use and learn about?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. In what ways did you find the topic helpful to your learning about text and its
construction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
English Stages 4-5
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5. What did you learn that was new or a development upon previous knowledge?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. How did the classroom activities and lessons help you to complete the major
assessment task?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. In the space below briefly respond to the units focus question.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
English Stages 4-5
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8. In what way can the unit be improved so that the aims and outcomes are better
met?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. What areas of learning have you identified as personal improvement targets?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. What other comments would you like to make about the unit?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
English Stages 4-5
October 2005
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NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au