SCHOOL OF EDUCATION

FORWARD PLANNING DOCUMENT

SCHOOL: University of Notre Dame Australia
Weeks

Week
One/
Lesso
n One

Learning Area
Outcomes

Explore and
explain the
combinations of
language and
visual choices that
authors make to
present
information,
opinions and
perspectives in
different
texts (ACELY1745)

Links
to
other
LAs

YR: 9

TOPIC: Creating Persuasive Texts

Teaching & Learning

Objectives/Experiences/Content

2.The lesson will then go on to explain to students

that advertisers very carefully construct their ads to
make them memorable and appealing to
consumers, and that the ways in which they try to
convince them to buy products are similar to the
ways they have been taught to write persuasively,
using certain techniques and aiming toward a
particular audience. The students will then watch
the Coca-Cola advertisement on YouTube.
3. After watching the Coca- Cola advertisement
students will be introduced to the concepts of
pathos, logos, and ethos in persuasive advertising.
Students will also be made aware of conventions
such as target audience, Appeal, language
features, character, Action, setting and
effectiveness. This information will be distributed to
groups of four in a paper hand out.

FPD week 1 to week 3

Resources

Assessment

What will they use?

How will
achievement be
judged?
How will results be
recorded?

What students are

doing/learning/demonstrating/engaging/activities?

1.Begin the lesson by engaging students in a brief

discussion about their experiences with and the
effects of advertising. Ask the students: Where do
you encounter advertising? Which specific
advertisements "stick in your head?" What makes
these advertisements memorable?

Student Name & ID: Cassandra McLeod (20134565),

Chalise Eeson, Arun Kundu
Learning Area: English and Health

Bubbl.us
YouTube
Wordle

1. Were students
able to create
mindmaps that
clearly showed
understanding of
key points and
ideas?
2. Did the
students present
the ideas to the
class in an
informative way?
3. Did the
students
participate in
classroom
discussions?

4. In groups of four the students will create a

bubbl.us to mind map and brainstorm the
conventions ie: target audience who is the target
audience? Be specific. Appeal- what is the
advertisement saying to the target audience? Etc.
5. The ideas will be presented to the class in groups
and the key points and words will be put into a
wordle created by the teacher. Each groups
contribution in the wordle will be made into a poster
to remind students of key words and learning points
for the next lesson.

Lesso
n1
One/
Week
Two.

1. ACELY1745
2. ACELY1746

A whole-class Google Docs will be projected.

This doc will be a table with the following
questions that each student must answer on
this doc before they progress to the next step.
1. Who are you designing to? Who is the
target audience?
2. What do you want them to know or do?
3. Why should they care? Why should
they pay attention?
4. Where can the target audience get
more information?
5. When should the target audience
respond or take action? And,
6. How should the target audience
respond or take action? What is the
desired effect of your ad campaign?
On https://www.canva.com/create-a-design
students are to apply visual and persuasive
conventions they have learnt throughout this
course to make their own poster advertisement
on a topic of choice.
Poster not expected to be finished in this
lesson. The following lesson will be used to

https://docs.google.com/document/u/0
/
https://www.canva.com/create-adesign

Summative
Assessment: to
evaluate skill
acquisition
(application of
persuasive
conventions):
whether or not
students have
understood the
purpose of
persuasive
conventions and
can apply them
effectively to
create a desired
response.
Students answers
on the Google
Doc will display
their
understanding/s
and will also be

complete this advertisement. Students will then

peer-assess each others posters to see if the
advertisement has achieved its creators
desired reaction.
Week
Two/
Lesso
n
Three.

Health: Learn key

information about
major health
issues which are
relevant to
adolescents.

Students will learn to navigate and use ICT

tools including google slides, and online
resources such as Britannica
encyclopaedia.
Students will learn fundamental information
about relevant health issues (Alcoholism,
Smoking and sexual health).
Students will learnt to work collaboratively
with peers in a group setting to achieve
goals

recorded via this

ICT Tool.

ICT tools: Google slides, Britannica

encyclopaedia, Scootle

-student
achievement will
be judged on
whether the
activity was
completed in time,
on whether all
questions were
answered and
based upon the
feedback
gathered from
students

Kahoot

Week

ACELY1746 -

Health

The teacher will introduce the lesson and

demonstrate how google docs will be used
to facilitate learning
Students will team up with other students in
groups of 3-4.
Students will complete three google slides,
each with six questions relevant to a
particular health issue.
Groups will navigate google slides and
utilize resources provided to answer all
questions relevant to the health issues.
Students to work collaboratively and under
self-direction while the teacher facilitates
learning.
At end of session all groups will discuss
answers to all questions.
At end of sessions teacher will gather
feedback on effectiveness of ICT tools used
and student engagement
1. Introduce lesson goals: create a multimodal

Assessment

Three/
Lesso
n One.

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.
ACPPSO96 - Plan,
implement and
critique strategies
to enhance health,
safety and
wellbeing of their
communities.

and
English

ad campaign using Pixton

2. Kahoot Quiz to assess prior knowledge.
Each student is to complete quiz
individually
3. Assess and discuss answers from the quiz
4. Give 30 seconds for students to separate
into groups of 3.
5. Students have 2 minutes to decide health
issue they will focus on and the desired
effect/message of their ad.
6. Plan, design and create storyboard using
Pixton https://www.pixton.com/schools/mycomics/not-posted
7. Students circulate room in their groups and
evaluate other students storyboard using
the following questions
What do you think was the message of the
storyboard?
Identify 3 persuasive conventions/techniques
used:
How is the ad persuading you? Ethos, Pathos
or Logos?
8. Conclusion and evaluation: class engages
in discussion about effectiveness of using
Pixton as an ICT Tool in relation to our
lesson outcomes. This is to be done using
a survey on Google Docs.
Do you think Pixton as a tool met the outcomes
presented?
What other ICT Tool/s would you have used in
this lesson and why?
Do you think Pixton is engaging and age
appropriate for Year 9?
Can you list three pros and three cons of Pixton
Did you enjoy this lessons activity? What would
you have done differently?

Pixton:
https://www.pixton.com/schools/mycomics/not-posted
Google Docs
-

of prior
knowledge
though
Kahoot Quiz.
Student
evaluation.
Survey
Student
engagement
in producing
the
storyboard
though Pixton