FACULTY OF ENGLISH YEAR 9 The 'Language' of Advertising Media Autumn 2 / Duration - 6 weeks Aims: To explore a variety of media texts and techniques, looking at use of language, presentational devices and impact on 'reader.' Once students have studied and analysed a range of media texts, they will produce their own leaflets, ads and storyboards and present these as part of group presentations. The reading and writing activities in this scheme prepares students for some of the reading and writing demands of the Year 9 tests. _________________________________________________ ___________ Outline of scheme: Week 1: Introduction to adverts in different forms Looking at key features of leaflets - informative and persuasive Week 2: Charity 'info - ads' making an impact Week 3: Production of own charity ad leaflet Week 4: Focus on moving image in charity ads and its effects Week 5: Producing storyboards Week 6: Presenting proposals for a new charity ad ____________________________________________________________ Resources: Main Teaching and Learning objectives: Reading: R7 - Compare the presentation of ideas, values or emotions in related or contrasting texts R8 - Analyse how media texts influence and are influenced by readers R12 - Analyse and discuss the use of rhetorical devices in a text Wd7 - Recognise layers of meaning in the writer's choice of words Writing: Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screen Wr 12 - Exploit the potential of presentational devices when presenting information on paper or on screen Wr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readers Sandringham School Faculty Of English
Transcript
FACULTY OF ENGLISHYEAR 9
The 'Language' of Advertising Media Autumn 2 / Duration - 6 weeks
Aims:
To explore a variety of media texts and techniques, looking at use of language, presentational devices and impact on 'reader.'
Once students have studied and analysed a range of media texts, they will produce their own leaflets, ads and storyboards and present these as part of group presentations.
The reading and writing activities in this scheme prepares students for some of the reading and writing demands of the Year 9 tests.
____________________________________________________________Outline of scheme:
Week 1: Introduction to adverts in different forms Looking at key features of leaflets - informative and persuasiveWeek 2: Charity 'info - ads' making an impactWeek 3: Production of own charity ad leafletWeek 4: Focus on moving image in charity ads and its effectsWeek 5: Producing storyboardsWeek 6: Presenting proposals for a new charity ad____________________________________________________________Resources: OHT RSPCA Radio Ad (Swimming) 'This is Billy' (RSPCA) Range of RSPCA leaflets NSPCC text - 'My father never laid a finger on me - Bastard' Copies of 3 Barnardos posters Video of Cancer Research UK ad 'magic mirror ad' Video of another charity ad A4 blank storyboards A3 card blank storyboards Mini whiteboards Post its
Main Teaching and Learning objectives:
Reading:
R7 - Compare the presentation of ideas, values or emotions in related or contrasting textsR8 - Analyse how media texts influence and are influenced by readersR12 - Analyse and discuss the use of rhetorical devices in a text
Wd7 - Recognise layers of meaning in the writer's choice of words
Writing:
Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screenWr 12 - Exploit the potential of presentational devices when presenting information on paper or on screenWr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readersWr 17 - Cite specific and relevant textual evidence to justify judgements about texts
Speaking and Listening:
S/L 1 - Reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvementS/L 3 - Use standard English to explain, explore or justify an idea
Sandringham School Faculty Of English
Flip Chart
FACULTY OF ENGLISH
Scheme of work Year 9 Title The 'Language' of Advertising Media Date Autumn 2
Duration: 6 weeks
Aim: To explore a variety of media texts and techniques, looking at use of language, presentational devices and impact on 'reader.' Once students have studied and analysed a range of media texts, they will produce their own leaflets, ads and storyboards and present these as part of group presentations. The reading and writing activities in this scheme prepares students for some of the reading and writing demands of the Year 9 tests.
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
OHT RSPCA Radio Ad (Swimming)
OHT 'This is Billy' (RSPCA)
Class copies of 'This is Billy' (RSPCA) for annotations
Optional - mini whiteboards for prediction task
Lesson 1 Introduction to adverts in different forms
Objectives: R7 - Compare the presentation of ideas, values or emotions in related or contrasting texts Wd7 - Recognise layers of meaning in the writer's choice of wordsKey Question: What are the similarities and differences of adverts presented through different mediums of radio and leaflets?
Starter: Brainstorm - when we listen to the radio, what else might we hear apart from music? Feedback -Draw up class list on board.
Introduction: Tell students you are going to read something that has been broadcast on radio. Students will need to predict what kind of broadcast it is and how it might end. Read RSPCA (Swimming) radio ad in sections, pausing and asking students to predict what type of broadcast it is and how it might end. Look at written transcript of radio ad. How does the ad use language to get its message across? How is the image of a helpless animal created?
Development: Move onto 'This is Billy.' Read as class. Pairs to annotate looking at impact, use of emotive language, image, repetition, type face (bold /italics), address to reader. Feedback. (Annotate class copy)
Plenary: What are the key features of both ads? Similarities and differences of presentations through different mediums?
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
Class copies of range of RSPCA leaflets
Post its
Flip Chart
Optional - OHT copies of ads
Lesson 2 Looking at key features of leaflets - informative and persuasive
Objectives: R7 - Compare the presentation of ideas, values or emotions in related or contrasting texts R12 - Analyse and discuss the use of rhetorical devices in a textKey Question: What key features are essential when putting a leaflet together?
Introduction: What different types of leaflet do we come into contact with in every day life - in shops, through post, in
newspapers etc. Focus on content as well as purpose. Introduce task - small groups (3s) to look at a couple of RSPCA leaflets and discuss message, purpose and
devices used. Groups will be responsible for feedback on these leaflets.
Development: Groups issued with copies of a couple of ads. Focus of discussion should be 'How does leaflet work?' Also issue post it notes - students to note down 10
main points about layout, language, design, content etc. (Each point on a different post it.) Towards end of group discussion decide on 5 major points. Class feedback - groups explain briefly content of leaflet (use OHT version) and key presentational
devices. Post it notes placed on board after each group's presentation, teacher leads class discussion in grouping of key points on post its.
At end of presentation there should be 5 post its from each group, but grouped together in sections e.g. layout, content, type of language, presentational devices, use of particular information e.g. statistics.
Plenary: From post its class to decide on the 'top ten tips' for designing leaflets - keep class copy (flipchart to refer
back to next lesson.) This will be the criteria their own leaflets will be judged against.
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
OHT copy of NSPCC text - 'My father never laid a finger on me - Bastard'
Class copies of NSPCC text - 'My father never laid a finger on me - Bastard'
Optional mini whiteboards
Lesson 3 Charity 'info - ads'
Objectives: R12 - Analyse and discuss the use of rhetorical devices in a textKey Question: What techniques are used to 'hook the reader in' in an information ad?
Starter: Pair brainstorm on question - 'When we see ads for charity, what are we expecting?' Class feedback
Introduction: Show image of 'Bastard' ad - prediction discussion - what are we expecting? Show strapline - 'My father never laid a finger on me - prediction discuss Reveal 'Bastard' last - what impact does this have? What are we now expecting? Shared reading of Ad 5 key points from class on what ad is about (focus on content)
Development: Pairs - student annotation of own copy. Focus on use of language and how ad moves from personal
information to general information. Class feedback and discussion Class annotation of ad on language and layout
Plenary: 5 golden rules/tips for putting together a similar 'info -ad'
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
OHT copy of 3 Barnardos posters
Class copies of Barnardos posters (1 between 2)
If possible copies of real posters
Lesson 4Charity ads - making an impact
Objectives: R8 - Analyse how media texts influence and are influenced by readers Wr 17 - Cite specific and relevant textual evidence to justify judgements about textsKey Question: How does the purpose of ads affect the content?
Introduction: Issue copies of 3 Barnardos ads to students - discussion - what is purpose. Audience, impact and methods
used?
Development: Class feedback and discussion - compare with 'Bastard' ad. What are similarities and differences? Class annotation of ad on language and layout Students to write short, focused, analytical response to question 'What techniques are used on all 3
posters?' Key prompts should include use of image, use of personal details, charity logo, charity information,
personal response - which is most effective and why?
Plenary: Peer assessment - swap writing with partner - check 4 key prompts have been answered - tick to show this.
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
A4 plain paper
Optional - Designing a leaflet handout
Lessons 5 and 6Production of own charity ad leafletObjectives: Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screen Wr 12 - Exploit the potential of presentational devices when presenting information on paper or on screen Wr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readersKey Question: What are the key features of effective leaflets?
Starter: Students list key features of leaflets (image, slogan etc.) in 2 minutes
Introduction: Feedback on board (recapping learning) Explain task for this week - students are to: Create a new charity (this could be for children, dogs or anything appropriate) Design their own leaflet for this charity to encourage donations from the public They may word-process and use web images (good excuse for using IT rooms) Leaflet should contain a mixture of images, persuasive text and informative text
Development: For rest of lesson 1, students are to plan content of this leaflet using prompts on the board: What is your charity's cause and name? Slogan? What information will you include? How will you persuade the reader that this is a worthwhile cause?
Complete using next lesson and homework
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
Video of Cancer Research UK ad magic mirror ad)
Optional - extract from Harry Potter - Mirror of Erised chapter - when Harry sees his parents in the magic mirror.
Lesson 7Focus on moving image in charity adsObjectives: R8 - Analyse how media texts influence and are influenced by readers Wr 17 - Cite specific and relevant textual evidence to justify judgements about texts Key Question: What are the key features of a good TV advert?
Starter: How many different charity ads can they think of that they have watched on TV in last couple of months?List on board. Quick discussion - do we react differently to these types of ads than to product ads?
Introduction: Watch Cancer Research UK 'magic mirror' ad.Students to give initial response to ad.
Development: Watch ad again. This time look at content / impact / intended emotive response. What are the main images from the ad? Optional - Harry Potter extract. What does Mirror of Erised do? Watch ad one more time - this time use pause to focus on camera shots and filming techniques - students to
note down key techniques and features Write a quick summary of the ad for someone who had never seen it, explaining basic narrative, hidden
narrative, key features and general response from viewers.
Plenary: If you were producing a new TV charity ad, what could you learn from 'Magic Mirror' ad?
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
Video of another charity ad
Class copies of storyboard of NSPCC TV ad with pictures
Optional NSPCC ad with explanation of how commentary works
A4 Storyboard blanks
Lesson 8 Focus on moving image and its effects in charity adsObjectives: R8 - Analyse how media texts influence and are influenced by readers Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screen Key Question: What devices do TV charity adverts use to influence the viewer?
Introduction: Introduce NSPCC ad as storyboard. (Explain storyboards and how they work) Look at storyboard (one with pictures on) Students to discuss impact of storyline, explain choice of camera shots and other techniques used. (Why
use of cartoon child and then real child?) They should also look at notes, which are intended to explain the impact of the ad. How do these add to
our understanding?
Development: Feedback ideas form group discussion. Optional use of annotated commentary showing how the notes and storyboard have impact on reader of
hard copy. (This kind of commentary alongside storyboard will be expected from them at the end of the scheme.)
Watch other charity TV ad. Students to produce quick storyboard and commentary of this ad.
Plenary: Using ideas from ads studied - what key features would you include if you were designing a new charity ad?
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
Teacher prompt sheet (moving image)
Mini whiteboards
A4 blank storyboards
Lesson 9 Producing storyboardsObjectives: Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screen Wr 12 - Exploit the potential of presentational devices when presenting information on paper or on screen Wr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readersKey Question: What makes a good TV advert?
Starter: Students brainstorm answer to key question on whiteboards (use teacher prompt sheet for ideas)
Introduction: Feedback on flipchart Explain task for this week: In groups of 3, students are to design a TV advert for a charity campaign They should: Decide which charity they wish to focus on for TV campaign (this should be one of the charities a member
of the group has produced a leaflet for previously. They will need a leaflet for the final task so they should not choose a completely different charity.)
Brainstorm ideas for the TV ad for the charity Create a storyboard of 8 -12 frames which provides Pictures/sketches of camera shots and scenes A narrative, explaining music and effects, action, voice over and text on screen A commentary explaining how the advert works (like the NSPCC commentary)
Development: For rest of lesson 9, students are to work on storyboard and commentary
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Sandringham School Faculty Of English
A3 card blank storyboards
Lesson 10Producing storyboards continued…with a twistObjectives: Wr 4 - Choose, use and evaluate a range of presentational devices, on paper and on screen Wr 12 - Exploit the potential of presentational devices when presenting information on paper or on screen Wr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readers
Key Question: What makes a good TV advert?
Introduction: Recap features of TV storyboards Now explain task for next week : In their groups of 3, students are to imagine they are an advertising company and have been approached by
their charity. They have been asked to prepare a leaflet and a TV advert to raise cash for this charity(As a group they should have the leaflet and should have begun the storyboard last lesson)
Next week they are to present their ideas to the charity, explaining how they will be effective and try to persuade the charity to adopt the proposed campaign.
They will need to: Give details of their leaflet and storyboard (using A3 card storyboard) Explain how they will engage the reader / viewer Explain they will be assessed for S & L as well as the content for their group's written work.
Development: For rest of lesson prepare - completing storyboard and commentary and thinking about how they will
present their ideas
Sandringham School Faculty Of English
RESOURCES ACTIVITIES
Final leaflets from students
Final A3 storyboards from students
Blu tak
Lessons 11 and 12Presenting proposals for a new charity adObjectives: S/L 3 - Use standard English to explain, explore or justify an idea S/L 1 - Reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvement Wr 13 - Present a case persuasively enough to gain the attention and influence the responses of a specified group of readersKey Question: Can we persuade a charity to use our new campaign to help raise funds?
Introduction: Remind students of task - presenting proposal of new charity campaign to the Charity's Board of Directors Essential ingredients are leaflet, storyboard, commentary and explanatory / persuasive presentation.
Development: Students to prepare the delivery of their presentation thinking about how they explain the content, design,
impact and why they believe their campaign will be successful. Students to make notes and rehearse presentation. Presentations may begin in lesson 11 and continue into lesson 12. Presentations should be followed with
some discussion of best bits of campaign, effective elements of presentation (how were they persuasive) but also a couple of targets for improvement
Class might enter into secret ballot for best presentation with notes of justification - they shouldn't be allowed to vote for their own!
Prizes for best presentations - teacher's impression and student vote
