Activity Introduction
Quick summary: In this lesson, students will learn new skills that will allow them to critically consider the messages conveyed in visual advertising. They will note their first impressions of a printed advertisement, then take part in a jigsaw classroom activity to build their knowledge of persuasive techniques used in advertising. Students will then apply their new understanding to their analysis the printed ad. They will use their new skills to subvert the message of a printed advertisement using words or images, then engage in a reflection activity to consider how applicable the learning in the lesson is to their everyday lives.
Learning intentions:
- Students understand how printed advertisements use visual language to persuade.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 9 English
- Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Year 10 English
- Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
Syllabus outcomes: EN5-1A, EN5-2A, EN5-8D.
General capabilities: Literacy, Critical and Creative Thinking.
Relevant parts of Year 9 achievement standards:
Year 9 English: Students analyse the ways that text Commstructures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Relevant parts of Year 10 achievement standards:
Year 10 English: Students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. Students create a wide range of texts to articulate complex ideas.
Topic: Consumption.
This lesson is part of the wider unit of work SugarByHalf – English – Years 9-10.
Time required: 90 mins.
Level of teacher scaffolding: Medium – facilitate student movement around the classroom and guide class discussions.
Resources required:
- Student Worksheets – one copy per student
- Class set of magazines or newspapers that feature advertising of food products
- Example advertisement – printed in colour, one copy per student
- Visual language factsheets:
- Web-enabled devices (optional).
Keywords: Critical literacy, metalanguage, visual text, visual meaning, language analysis, advertising, SugarByHalf, marketing, graffiti.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
