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The school is a religious private all-girls school located in Melbourne’s Eastern suburbs. Most of the students are from high SES backgrounds (ACARA, 2021), and a majority of the EAL students are international students from Chinese-speaking backgrounds.

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LLOs: By the end of the lesson, students will be able to… 

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LLOs: By the end of the lesson, students will be able to… 

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- Use the passive voice appropriately to describe the placement of text and imagery within an advertisement
- Construct a short ad analysis with scaffolding

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Warmer (immediate grammar focus - form) (8 mins): 

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Warmer (immediate grammar focus - form) (8 mins): 

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- Three sentences are written out on the board:

1. This advertisement was found in Vogue magazine
2. Model Karlie Kloss is positioned in the middle of the frame
3. The white stallion is used to appeal to the reader’s sense of freedom

- Students are asked: What do these sentences have in common? What language features do you notice?

- Teacher uses student suggestions to present the form of the ‘passive voice’, circling the past participle and present/past form of ‘to be’.

- Students must work together to change the above sentences into ‘active voice'.

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The class consists of 11 students, 9 of which are from Chinese-speaking backgrounds. One student is Vietnamese, and one student is from South Korea. The students are mature, motivated and speak confidently when encouraged to do so. Some students defer to their L1 during pair-work and group activities, however, they do this to scaffold one another’s understanding, therefore small amounts of L1 speaking will be tolerated. Certain students struggle especially with conventions of grammar and sentence construction - for which reason the teacher will pay extra attention to these students when monitoring, particularly during the independent construction phase.

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LLO: By the end of the lesson, students will be able to… 

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LLO: By the end of the lesson, students will be able to… 

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Construct an analysis of a visual advertisement independently, using key vocabulary terms to identify the persuasive techniques used in the advertisement, while appropriately and accurately using passive voice sentence structures.

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Language learning objective (LLO): By the end of this lesson, students will be able to…

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Language learning objective (LLO): By the end of this lesson, students will be able to…

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Use a wide range of vocabulary to identify, label and discuss emotive appeals used by advertisers in both written and visual forms.

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Warmer (establish socio-cultural significance) (10 mins):

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Warmer (establish socio-cultural significance) (10 mins):

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- Appendix 1.1 is projected on the board, students discuss the following questions with their partner:

1. What is occurring in this cartoon? (Breastfeeding, shopping centre, Victoria’s Secret, etc.)

2. What do you think the cartoon is trying to say about our society’s relationship to advertisements? (Different standards, widespread acceptance of provocative advertisements, etc.)

3. How is this persuasion different from an opinion piece in a newspaper? (Dichotomy of conscious and sub-conscious, reason/logic and emotions/instincts, etc.)

- Teacher then initiates student-centred discussion on each point, eliciting some key ideas/terms in brackets by using prompts, eg. “do you agree?” “do you have anything to add?”  Teacher ends discussion by telling students that it’s an emotive appeal, and challenges students to label the emotive appeal (appeal to sexuality, envy, vanity, etc.)

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Pre-task (language input - vocab) (5 mins):

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Pre-task (language input - vocab) (5 mins):

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- Students complete Appendix 1.2 on personal devices via a Wordwall link shared by email. Students are then given a handout of Appendix 1.3 upon completion as a reference for these terms.

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https://wordwall.net/resource/19834435

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While-task (literacy focus - identifying and labelling emotive appeals) (20 mins):

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While-task (literacy focus - identifying and labelling emotive appeals) (20 mins):

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- Students receive a handout of Appendix 1.4. One student reads the first paragraph out loud. Students then work individually to write down the three most applicable ‘emotive appeal’ words next to example text 1 and 2. Pair-checking then whole-group feedback.

- Teacher hands students Appendix 1.5 and tells them that colours are also used by advertisers to appeal to emotions. After briefly reading and discussing the list with their partner (1 min), students are challenged to think of (in pairs) another famous logo or ad that uses each of the colours (if this cannot be managed, then anything they associate with the colour). Then, as a whole-group students share their answers, also using an adjective from the list that they believe best describes the ‘feeling’ attached to that company/thing.

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Pre-task (meaning and use of passive voice) (15 mins):

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Pre-task (meaning and use of passive voice) (15 mins):

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- Appendix 3.1 is projected onto the board. The example sentences are linked by students to the reasons.

- Tell students: ‘When we analyse an advertisement, we don’t usually know who created it. Therefore, we can use passive voice to talk about how text and imagery are used’.

- Students must complete appendix 3.2, students are handed appendix 3.3 for reference. Pair-checking followed by whole-group correction.

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Post-task (apply knowledge/identify visual techniques) (20 mins):

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Post-task (apply knowledge/identify visual techniques) (20 mins):

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- Students are handed around visual advertisements to analyse (appendix 1.6, 1.7 & 1.8). They will spend a few minutes with each, identifying and discussing in groups of three as many ways in which the advertiser uses text, colour and visuals to appeal to emotions as they can. As an extension, students may also choose to consider how lighting and the positioning of components are used to impact the audience.

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- Time permitting, one or two groups will discuss their findings in front of the whole class, with other groups encouraged to respond to and build upon ideas presented.

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LLO: By the end of this lesson, students will be able to…

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LLO: By the end of this lesson, students will be able to…

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Use relevant vocabulary to identify persuasive techniques used by advertisers and inquire about their intended effect.

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- Show students two video commercials (Toyota & Cadbury). Students discuss in pairs:

1. Are these ads directly persuading people to buy cars and chocolate?

2. If not, what do you think they are trying to do?

- Whole-group discussion proceeds

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https://www.youtube.com/watch?v=ZII8TyXnBHs&list=PLxn1OlCmaTy7A4fEHFTiwNbO4znXPTFmS&index=15

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Toyota - Legendary Moments - Alex Jesaulenko

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https://www.youtube.com/watch?v=TnzFRV1LwIo

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Pre-task (literacy focus – identifying advertising techniques and their purposes) (20 mins):

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Pre-task (literacy focus – identifying advertising techniques and their purposes) (20 mins):

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- Students are given a printed handout with the slides next to lines for note taking.

- Teacher presents PPT containing key information such as other purposes of ads, visual techniques, language techniques, target audience, logos, pathos, and ethos. References are frequently made to the Toyota and Cadbury ads. Students are kept involved with checking questions throughout (eg. Can you think of a company slogan? Etc.)

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Source: South Australian Department of Education (n.d.) (see references for link)
- Condensed version

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While-task (identifying features in an authentic text) (20 mins): 

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While-task (identifying features in an authentic text) (20 mins): 

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- Teacher projects appendix 2.1 onto the smartboard. Students take it in turns to come forward and circle one aspect of the ad that is worthy of analysis. Teacher repeats ‘every element is there for a reason’.

- In pairs, students write down what they believe is the intended effect of each identified aspect of the ad. Teacher monitors and guides struggling students with prompting questions (eg. What does ‘the best or nothing’ suggest?)

- A class discussion occurs, with the teacher playing a facilitating role – occasionally challenging students by questioning or probing their analysis. Students continue to add to their notes.

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Post-task (Writing about context) (10 mins): 

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Post-task (Writing about context) (10 mins): 

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- The teacher tells the students that this advertisement was in Vogue magazine, and that when they write their analysis, they will begin by commenting on the context of the advertisement, as well as the intended audience. After this they may choose to analyse the features (layout, images, slogan, text, logo) in any order they wish. Students now must find out what Vogue magazine is about and who reads it. They add this to their notes.

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- Students are told to bring their notes next class as they will use them to write an analysis of this ad.

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Source: Latham-Koenig & Oxenden, 2014, p. 146

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Source: Latham-Koenig & Oxenden, 2014, p. 146

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While-task (scaffolded text construction) (35 mins): 

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While-task (scaffolded text construction) (35 mins): 

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- Students must now use their notes to construct a short analysis of the Mercedes Benz advertisement, working individually (dialogue encouraged). Teacher will monitor and assist struggling students. Students will introduce the context and state the target audience in the initial paragraph, then write approximately 2 additional paragraphs focusing on the aspects of the advertisement they deem most important/persuasive, labelling the appeals appropriately.

- Students are given a ‘Feature, Technique, Effect’ model by the teacher to help them structure their body paragraphs.

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- Students hand in their writing (for formative assessment). Students are assessed on their analysis skills as well as their use of vocab terms and passive voice. Students are given optional homework in preparation for the next lesson.

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Optional homework: Analyse a billboard advertisement

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Optional homework: Analyse a billboard advertisement

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https://www.canva.com/learn/billboard-advertising/

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50 brilliant billboard ads that will stop you in your tracks (and what you can learn from them)

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Billboard advertising could be considered old school but it’s keeping up with modern times. Here are unconventional billboard ads for your inspiration.

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- Teacher shows the students a series of advertisements (appendix 4.1) they may choose to analyse in the lesson, pointing out the significant features of each advertisement (eg. Layout, slogan, image). Students are also told where each advertisement featured.

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Students are given appendix 1.9. At home, they must find a visual ad which uses one of these appeals and write two sentences describing how it is being done. This is compulsory and is used for formative assessment.

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Identifying and analysing persuasive techniques

“Students consider a range of texts where the primary purpose is to convince an audience to share a point of view”

“Identifying and discussing the impact of argument and persuasive language used to influence an audience”

Key knowledge:
- an understanding of arguments presented in texts
- the ways authors construct arguments to position audiences, including through reason and logic, and persuasive use of written, spoken and visual language
- the features of written, spoken and multimodal texts used by authors to position audiences, such as appeals, repetition, and vocabulary choice

Key skills:
1. Identify and analyse:
• features used by the writers and creators of texts to position or persuade an audience to share a point of view
• the impact of texts on audiences by considering the similarities and differences between texts
• the way in which persuasive language use and argument complement one another and interact to position the reader
2. Apply the conventions of discussion and debate
3. Use textual evidence appropriately to support analytical responses

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- Students work independently to construct an analysis. Teacher is mindful to aid confused students but not to do the analysis work for the students.

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LLOs: By the end of the lesson, students will be able to… 

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LLOs: By the end of the lesson, students will be able to… 

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- Make progress towards improving upon vocab/grammar/analysis issues which arose during the independent construction phase.
- Recall the various aspects of persuasion in advertising which were studied during the unit

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- Students submit their writing and express what they may have found difficult about the task.

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- Students are offered feedback based on the overall ability of the class to identify and analyse persuasive techniques within the ads. The five images from appendix 4.1 form the basis of the discussion.

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- Students receive back their writing with language mistakes underlined. Students must make the corrections themselves.

- A targeted language intervention takes place. Depending on their weaknesses, students can either do:
a) A Wordwall vocab activity for persuasive techniques (see Appendix 5.1)
b) An exercise correcting incorrect grammar (particularly use of the passive voice) found in students' writing.

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- Students work in groups of 3-4 per whiteboard to construct a mind map detailing the various features and techniques we can identify/analyse within a piece of visual advertising. Students take a photo of this and can use this as a reference during the following unit.

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- Reading and creating texts

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- Analysing and presenting argument – focus on written texts (eg. newspaper articles with an image/cartoon)

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By the end of the unit, students will have the ability to write a short analysis piece, with appropriate use of key vocabulary terms and the passive voice, which identifies and describes the context, intended audience, important features, persuasive techniques and intended effects of a visual advertisement.

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Teaching and learning cycle –an adaptation of model proposed by Derewianka & Jones (2016) with inspiration from the Victorian Government Department of Education and Training (DET) (2021).