Overview

This next lesson sequence helps students build on their understanding that representations are purposefully constructed and reflective of audience and purpose. It builds on the skills and knowledge developed in the previous lesson sequence. Prior learning and activities from earlier lessons will be referred to throughout this sequence.

In this lesson sequence students will analyse a text by drawing on their prior knowledge of metalanguage which they learnt in the glossary activity in lesson three. They will experiment with composing a text for a specific audience. In the last lesson they will reflect on their understanding of representation in advertising drawing on this lesson sequence and the previous one.

Students will learn how to:

• use prior learning of vocabulary to articulate their understanding  

• apply their understanding of language, form and features of visual texts to analysing a text 

• demonstrate understanding that representations are purposefully constructed for a particular purpose and audience  

• experiment with creating a text for a specific audience

• reflect on their learning.

These lessons address the following outcomes: 

• • • EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

    • EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.

Students will analyse an advertisement to identify purpose, audience, language, form and visual features. They will view the video clip of the advertisement, analyse it and select specific examples from the clip to demonstrate their understanding of representation. During this lesson they will draw on prior learning from the Cornell note-taking activity in lesson one and the glossary of terms activity in lesson three. They will also add their understanding of persuasive texts to their glossary.

Students will:

• analyse a visual text conveying their understanding of purpose, audience, language form and visual features

• use prior knowledge of vocabulary to articulate their understanding

• demonstrate their understanding of representation of travel in Australia.

Outcomes 

• S401UA03: analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication 

• S401UA05: use increasingly sophisticated verbal, aural, visual and/or written techniques, for example imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4. 

Students will explore two advertisements of the same product developed for different audiences. They will identify the similarities and differences between two advertisements in order to demonstrate their understanding of target audience.  

Students will: 

• demonstrate their understanding that representations are purposefully constructed for a particular target audience and purpose in order to persuade

• work collaboratively to experiment with composing commentary and adding music to an advertisement to appeal to a specific audience.

Outcomes  

• S401UA03: analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

• S401RC01: respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure

• S405RC13: discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4. 

Students will reflect on their learning about representation in advertising across the two sequences of lessons. They will write a paragraph response demonstrating their understanding of how language, form and visual features are used to appeal and persuade. This lesson will provide scaffolding and a sample response to support student writing.

Students will: 

• reflect on their learning 

• demonstrate understanding through reflection of how analysing, experimenting and composing create learning opportunities.

Outcomes

• S401UA06: recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues  

• S401UA05: use increasingly sophisticated verbal, aural, visual and/or written techniques, for example imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure 

• S405RC13: discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4. 

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