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Understanding by Design Unit

Title of Unit Advertisements and their persuasive nature Stage SACE Stage 1

Curriculum Area English Time Frame 4 Weeks – 3x lessons per week

1x Double (90mins), 1x Single (45mins)

Developed By Kieran Wandel

Identify Desired Results (Stage 1)

Learning Requirements
In this subject, students are expected to:
• Analyse relationships between purpose, audience, and context, and how these influence texts and their meaning
• Identify ways in which ideas and perspectives are represented in texts analyse how language and stylistic features and conventions are used to
convey ideas and perspectives in texts
• Create oral, written, and/or multimodal texts for particular purposes, audiences, and contexts
• Apply knowledge and understanding of accurate spelling, punctuation, syntax, and conventions.

Assessment Design Criteria

KU2 Knowledge and understanding of language features, stylistic features, and conventions to make meaning.
KU3 Knowledge and understanding of ways in which texts are created for a range of purposes and audiences.

An2 Analysis of how language features, stylistic features, and conventions are interpreted by readers.

Ap1 Precision, fluency, and coherence of writing and speaking.

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Understandings Essential Questions

Overarching Understanding Overarching Topical

• Language features, styles and conventions can • What makes a buyer buy? • What makes ads so effective?
be designed to capture specific interests or
• What makes a successful advertisement? • Why do celebrity endorsements help sell
audiences.
more products?
• What strategies do advertisers use to
• Language can be combined with shapes and
persuade buyers? • Why do colours encourage you to buy the
colour to influence audiences
product?
• What if we didn’t have advertising?
• Advertisement is a continually changing concept
• Why are catchy slogans more effective for
• How has advertising changed over time?
• Advertisements have a variety of purposes advertisements?
• How advertisements reflect their time and
• How do advertisements appeal to our
society
Related Misconceptions emotions through Ethos, Logos and Pathos?
• How do advertisers appeal to their audiences
• Advertisements all use the same techniques
• Advertisements are always about the product
the company is selling
• There are more features in a moving
advertisement than a still advertisement

Knowledge • How advertisements are created and the levels of language used, and how it is complimented with complex imagery and
Students will know… styles
• Advertisements engage a large variety of simple and complex persuasive techniques to influence their audience
• How advertisements have changed over time

Skills • Identify language features used within still and moving advertisements
Students will be able to…
• Identify stylistic features and choices used within advertisements
• Identify language conventions used within advertisements and the complex levels of persuasion
• Demonstrate the various techniques used within advertisement
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Assessment Evidence (Stage 2)

Performance Task Description
Summative task 1 Students will analyze two selected advertisement, either still or moving and explain the author’s use of language features,
Responding to Texts stylistic features, and conventions and how they are designed to persuade a buyer to purchase their product.

Summative task 2 Students are to create an advertisement piece, either still or moving, attempting to persuade buyers to purchase their fictional
product. Students will need to incorporate a variety of language features, stylistic features and language conventions in order
Creating Texts to demonstrate their knowledge and understanding.
Other Evidence
• Formative - Venn Diagram – Ethos, Pathos, Logos (Week 1, lesson 2 & 3)
• Formative - Advertisement analysis (Week 2, lesson 1)
• Passive assessment - 3-2-1 Exit Card
• Passive assessment - Think-Ink-Pair-Share
• Passive assessment – Class Discussions
• Passive assessment – Group Discussions
Learning Plan (Stage 3)
Lesson 1 – 45mins
Week 1
Aim: Students will be able to explain advertising, its purpose and how it reflects the social context.
Overarching Questions:
How advertisements reflect their time and
society **Hook**
The History of Advertising in 60 Seconds (1:09mins)
What strategies do advertisers use to https://www.youtube.com/watch?v=7d3VAYGnXjY
persuade buyers?
How has advertising changed over time? Introduction to Advertising Unit – Purpose of advertisement
• What is advertising?
How do advertisers appeal to their audiences? • What forms do advertising take?
o Product advertisement
o Cause promotion
Topical Questions: o Lifestyle advertisement
How do advertisements appeal to our o Corporate image advertising
emotions through Ethos, Logos and Pathos? • Where do we find advertising?
• What is their purpose?

Strategies Used:
• Teacher led presentation Advertising in a social context
• Class discussion • Advertising tells us a lot about the society of the time it was produced in
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• Small group discussions • Advertising responds to influences and values that people have at the time and place of
• 3-2-1 exit card production

** Activity**
Greens 3D Model As a whole class examine still advertisements from the 1950s and 1960s.
• Cultural As a whole class watch the video below:
• Critical 1950's & 60's TV Commercials (9:38mins)
https://www.youtube.com/watch?v=PFbCGT_AWBI
• In small groups (2-3 people) discuss the social contexts of the advertisements.
Bloom’s Taxonomy • How does society differ to society now? What differences do you notice? Would these
• Comprehension advertisements work in a modern society? Why/why not? What social or cultural
• Evaluation groups and values are represented and from what perspective? What cultural knowledge is
• Analysis assumed?

** Activity**
Students to get into small groups and look at advertisements over time from 1950s to 2010s and identify
the societies represented within the advertisements. What kind of social identities do the advertisements
invite us to take up?

3-2-1 Exit Card

At the end of the lesson give students a 3-2-1 exit card to determine their readiness and interests with
advertisement. This will be used to tailor advertisements based on interests and will give an indication of
what type of advertisements they will use for Assessment 1

Lesson 2 & 3 – 90mins

Aim: Students will be able to explain pathos, logos and ethos and apply the understanding to a range of
advertisements

**HOOK**
Apple 1984 Super Bowl Commercial Introducing Macintosh Computer (1:03mins)
https://www.youtube.com/watch?v=2zfqw8nhUwA

Rhetoric, Ethos, Pathos, Logos

Explain the following terms:
• Rhetoric: The art of persuasion.
• Rhetor: The speaker or writer who is attempting to persuade the audience.
• Ethos: Credibility or trust; The rhetor cites credible sources or establishes own credibility through
professional tone or title.
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• Logos: Reason or logic; The rhetor uses logical organized arguments by referencing studies,
statistics, or logical analogies.
• Pathos: Emotions or values; The rhetor sways the audience's emotions using stories, vivid
imagery, and inspirational quotes.

TED-Ed: How to use rhetoric to get what you want - Camille A. Langston (4:29mins)
https://www.youtube.com/watch?v=3klMM9BkW5o

**Activity**
Give the students a list of both still and moving advertisements that demonstrate the uses of Ethos,
Logos and Pathos. Students are then to separate advertisements Ethos, Logos or Pathos and categorise
them on a Venn diagram. Bring class back together and discuss the answers.

**Activity**
Students are to individually select their own advertisements, one for each type. They are to justify why it
is using Ethos, Logos, or Pathos, or argue why it is a combination of more than one. Is the acting or
argument skillful, or convincing?

Assessment 1 Introduction:
Introduce students to the requirements of Assessment 1. Explain that the next two weeks will provide
them the foundational information to complete Assessment 1 and will be useful for Assessment 2. This is
where the task sheet and rubric would be given to the students so that they can begin to prepare and
ask questions where necessary.

Think-ink-pair-share:
Students are to complete a think-ink-pair-share sheet which will assess their understanding and
readiness for the terminology and techniques that will be introduced over the next week. This will be
used to differentiate in the coming weeks as needed.

**Closing video**
2014 Chevy Commercial – Maddie (1:13mins)
https://www.youtube.com/watch?v=3t6bLugtJkQ

**Homework**
Was the closing video Ethos? Logos? or Pathos? What was it promoting?
Students are also to start looking at what advertisements they will be using for Assessment 1. These are
to be recorded by the teacher at the start of Lesson 1, Week 2.
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Lesson 1 – 45mins
Week 2
Aim: Students will be able to understand and breakdown techniques used within advertising.

Overarching Questions: **Hook**

What strategies do advertisers use to Burger King | BIG KING XL (0:23mins)
persuade buyers? https://www.youtube.com/watch?v=2niDCK8y2Rc

How do advertisers appeal to their audiences? Homework discussion:

Discuss answer of closing video from previous lesson.
Topical Questions: Teacher to record the advertisements that students will be using for Assessment 1.

Why do colours encourage you to buy the

Classroom Resource:
product?
Have a large colour poster print out of a Hungry Jacks or McDonalds advertisement that features as
Why do celebrity endorsements help sell more many techniques as possible. As the techniques are explained in detail add the descriptor pointing to the
products? technique used on the advertisement i.e. if the advertisement has a slogan ‘the burgers are better’ then
connect the descriptor to the technique. At the end of the technique lessons the poster should be
What makes ads so effective?
complete with all techniques and can be used as a resource for students to refer back to in later lessons.

Techniques Part 1:
Explain the following terms:
• Slogans
• Captions
Strategies Used: • Persuasive Language
• Sound Devices
• Teacher led presentation
• Class discussion **Activity**
• Small group discussions As a class discuss the used of slogans, captions, persuasive language and sound devices used within
• Individual tasks Burger King advertisements. Students are then to get into small groups and compare these to
• 3-2-1 exit card McDonalds. Are they the same or different? Which company would you prefer based on the
advertisements?

Greens 3D Model – **Activity**

Students are to individually locate and examine a still advertisement which contains a combination of
Bloom’s Taxonomy slogans, captions, persuasive language and sound devices. Generally fast food advertisements are a
• Comprehension good recommendation to students. Perform an analysis of the advertisements and highlight their use of
• Analysis the techniques. Students are to upload this as a Google Doc and share with the teacher.
• Evaluation
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Lesson 2 & 3 – 90mins

Aims: Students will be able to understand and breakdown techniques used within advertising.
Students will understand why celebrity endorsements are a powerful too of advertising.

**Hook**
Tourism Australia Dundee Super Bowl Ad 2018 w/ Chris Hemsworth and Danny McBride
(Extended) (1:30mins)
https://www.youtube.com/watch?v=NNJKWVmK-GM

**Activity**
Students will discuss in small groups the combination of a story with a tourism advertisement. “It’s not a
movie, it’s a commercial”. Note the use of actors used in the advertisement, what impact would they
have? Why is Chris Hemsworth important to it? What values, dispositions and political interest are taken
for granted here? No indigenous representation?

Classroom Resource:
Ensure the large colour poster is out from last lesson. Include the descriptors for these lessons onto the
poster.

Techniques Part 2:
Explain the following terms:
• Position
• Image
• Market
• Design
• Colour

**Activity**
Students are to look at the Mercedes-Benz activity and look for position, image, market, design, colour.
In small groups students will discuss the points and explain how they’ve used the techniques. Who was it
marketed at? How can you tell? Once students have determined the techniques they are to report back
in the whole class discussion. What special effects are used? What is the intended impact of this
advertisement?

Mercedes-Benz presents: King of the City Jungle | S-Class Commercial (1:32mins)

https://www.youtube.com/watch?v=mQLK6c5vOHM

**Activity**
Give students a worksheet with a variety of colours on it i.e. blue, green, red, yellow. Students are to go
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around to their peers and ask what the colour means to them. What feelings do they associate with the
colour? How does the colour make them feels? What images come to mind? Positives/Negatives?
Students are then to compare how the feelings affect people.

Colour Association:
Presentation on colour association wheels. Explanation that colours are used for association. Explain
McDonalds trademark red and yellow as an example.

Celebrity endorsement:
Funny Amazon Alexa Commercial 2018 ★ All Alexa Loses Her Voice in One (3:37mins)
https://www.youtube.com/watch?v=aJETzUVSlNs

What credibility do celebrities give to advertisements? Do they contribute to ethos in the advertisement?
Does the producer/author use a specific celebrity to give support of the product or idea?

**Assessment Work Time**

Students will be given time to work on their assessments for the remainder of the lesson. Questions may
be asked if needed and clarification of assessment can be provided.

3-2-1 Exit Card

At the end of the lesson give students a 3-2-1 exit card to determine their readiness on techniques and
the language information which will be introduce next week.

**Closing Video**
Dear Kitten (2:57mins)
https://youtu.be/G4Sn91t1V4g?t=3

Lesson 1 – 45mins
Week 3 Aims: Students will be able to understand language techniques and strategies used in advertising

**Hook*
Overarching Questions: McDonalds - Big Mac - Australian Ad 2012 (0:30mins) – rhyming and sound
What strategies do advertisers use to https://www.youtube.com/watch?v=bje8LEdJKco
persuade buyers?
Language:
How do advertisers appeal to their audiences? Explain the following terms:
• Weasel claim
Topical Questions: • Unfinished claims
• Different/unique claims
Why are catchy slogans more effective for • Vague claims
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advertisements? • Scientific or statistical claims
• Compliment the consumer claims
• Rhetorical questions
• Hyperbole
Strategies Used:
• Teacher led presentation **Activity**
• Class discussion Students will examine print media to analyze claims and language features used within the
• Small group discussions advertisements. They are to question the claims and criticize their legitimacy. What language do you
• Individual tasks need in order to understand and talk about these advertisements?

Greens 3D Model –
Lesson 2 & 3 – 90mins
Bloom’s Taxonomy
• Application Language:
• Analysis Explain the following terms:
• Neologisms
• Testimonials
• Colloquial language
• Alliteration
• Rhyme
• Rhythm
• Association
• Glamorisation
• Slogans
• Jingles
• Facts
• Voice-overs

**Activity**
Students will play a game of Quizlet using the language features, stylistic features, and conventions
discussed throughout the unit to demonstrate their understanding of the information.

Submission of draft – Assessment 1

Students will need to have a draft of Assessment 1 submitted to the teacher by the end of Week 3. The
Submission of the final piece is end of Week 4

Introduction to Assessment 2
Students will be introduced to Assessment 2 including the rubric and assessment task sheet.
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Lesson 1 – 45mins
Week 4 Aims: Students will be able to understand how advertisements target their audiences

Overarching Questions: **Hook**

What makes a buyer buy? Ribena Advert – You Can’t Get Any More Ribenary
https://www.youtube.com/watch?v=HTOP6TOJwOI
What if we didn’t have advertising?
Target Audience:
Explain the following terms:
• Age
Strategies Used: • Gender
• Teacher led presentation • Sexuality
• Class discussion • Income level
• Small group discussions • Occupation
• Individual tasks • Nationality/race/ethnic group
• Interests or concerns/sub-culture/lifestyle
Greens 3D Model –
**Activity**
Bloom’s Taxonomy In pairs students will have 15 minutes to produce a rough print ad for a product that is designed to
• Application appeal to a target audience given by the teacher. It must contain a slogan for the product and feature a
• Evaluation range of colours and design features that appeal to the targeted audience. The pairs are then to
evaluate their choices and justify them to the class in a small presentation. Who is the target audience?

Video
What if there was no advertising? |George Nimeh|TEDxVienna (14:45mins)
https://www.youtube.com/watch?v=01PUSrLCvcM

**Activity**
Students are to predict what the world would be like without advertising. Could this be possible or is it
too late to go back from what we already know? Imagine being back in 1994 when the first banner ad
appeared on the internet, contrast this to popup ads today.

Lesson 2 & 3 – 90mins

Assessment 1:
Students will use the double lesson to complete their Assessment 1

Assessment 2:
Students who have completed Assessment 1 may use the remaining time to begin
Assessment 2
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Justification of theoretical framework

Throughout this unit plan Bloom’s Taxonomy has primarily been utilised for the activities as this provides a varying level of higher order thinking skills.
A combination of Comprehension, Evaluation, Analysis and Application have been used to assess students’ abilities and provide an opportunity to
passively assess their abilities and comprehension of the tasks. These have been highlighted within the lesson plans and a key has been provided in the
left column.

Green’s 3D model has also been implemented in some activities as guiding or thought-provoking questions however Bloom’s Taxonomy has been the
primary theoretical framework used. These have also been highlighted within the lesson plans and a key has been provided in the left column.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk
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Year 11 – English

Assessment 1: Responding to Texts

Task:
You are to select two advertisements from different time periods for example 1950s and
1990s.

You are to analyze and consider the ways in which the authors, readers, and viewers of texts
use language and stylistic features to make meaning and influence opinions at their time of
production.

You are to demonstrate a comprehensive knowledge and understanding of ways in which texts
are created for a range of purposes and audiences.

A high-level assessment will insightful analysis of how language features, stylistic features, and
conventions are combined in advertisements to influence readers.

You are also to demonstrate fluent, precise and coherent writing/speaking.

You may present your responding to text using the following multimodal media:
- Oral Presentation
- Video recording
- Poster presentation

A written response should be a maximum of 800 words; an oral response should be a

maximum of 5 minutes; a response in multimodal form should be of equivalent length.

Assessment Criteria:
KU2 Knowledge and understanding of language features, stylistic features, and conventions to make meaning.
KU3 Knowledge and understanding of ways in which texts are created for a range of purposes and audiences.
An2 Analysis of how language features, stylistic features, and conventions are interpreted by readers.
Ap1 Precision, fluency, and coherence of writing and speaking.
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Performance Standards for Stage 1 English 2019

Knowledge
- and Understanding Analysis Application

A Detailed knowledge and understanding of ideas Perceptive evaluation of the complex Fluent and precise writing and
and perspectives explored in a diverse range of relationship between purpose, speaking.
texts. audience, and context and how they
shape meaning. Sophisticated use of appropriate
Extensive knowledge and understanding of the language features, stylistic features,
variety of language features, stylistic features, Insightful analysis of how language and conventions for a range of
and conventions authors use to make meaning. features, stylistic features, and audiences and purposes.
conventions combine to influence
Comprehensive knowledge and understanding readers in various text types. Detailed and appropriate use of
of ways in which texts are created for a range of evidence from texts to support
purposes and audiences. Analysis of complex intertextual conclusions, with textual references
connections between different texts. integrated into responses.

B Knowledge and understanding of ideas and Effective analysis of the relationship Mostly fluent and precise writing and
perspectives explored in a range of texts. between purpose, audience, and speaking.
context and how they shape meaning.
Knowledge and understanding of a range of Use of accurate language features,
language features, stylistic features, and Analysis of how language features, stylistic features, and conventions for a
conventions authors use to make meaning. stylistic features, and conventions range of audiences and purposes.
influence readers in various text types.
Knowledge and understanding of ways in which Accurate use of evidence from texts to
texts are created for a range of purposes and Analysis of intertextual connections support conclusions, with textual
audiences. between different texts. references incorporated fluently in
responses.

C Knowledge and understanding of ideas and Description, with some analysis of Generally fluent and accurate writing
some perspectives explored in a range of texts. purpose, audience, and context and and speaking.
how they shape meaning.
Knowledge and understanding of some Use of language features, stylistic
language features, stylistic features, and Description, with some analysis, of features, and conventions appropriate
conventions authors use to make meaning. how language features, stylistic for familiar audiences and purposes.
features, and conventions influence
Knowledge and understanding of ways in which readers in some text types. Use of evidence from texts to support
texts are created for familiar purposes and conclusions, with some textual
audiences. Description, with some analysis of references incorporated in responses.
intertextual connections between
different texts.

D Reference to simple ideas explored in texts. Identification of the purpose, audience, Some control and fluency of
and context of texts. expression.
Knowledge and understanding of a narrow
range of language features and conventions Reference to some ways in which Use of some language features and
authors use to make meaning. conventions and language features conventions appropriate for audience
influence readers in some text types. and purpose.
Knowledge and understanding of a restricted
range of ways in which texts are created for Recognition of similarities and or Limited use of evidence from texts to
limited purposes and audiences. differences between texts. support conclusions, with limited
textual references to support
responses.

E Identification of an idea in a text. Reference to the purpose and Emerging development of control of
audience of a text. expression.
Recognition of a restricted range of language
features used by authors. Recognition of a way in which Emerging use of some language
language features influence readers in features appropriate for audience
Acknowledgment of one or more ways in which a text type. and/or purpose.
texts are created for a purpose or an audience.
Recognition of a connection between Restricted use of evidence from a text
texts. to support conclusions.