Teacher Anne Girven
| Year |
Level |
Duration |
|---|---|---|
| 7-8 | 4 | 2-3 weeks |
| Achievement Objective Being Assessed |
Learning Outcomes |
|---|---|
| Viewing | Discuss meanings, ideas, and effects, and identify the purposes for which the verbal and visual features are used in advertisements. |
| Processes | |
| Thinking Critically | Identify and discuss the ways in which verbal and visual features are combined in an advertisement for a particular purpose and audience. |
| Exploring Language | Identify the important features of verbal and visual language in advertisements and use them to create an original advertisement. |
| Supporting Achievement Objective |
Learning Outcomes |
| Presenting | Combine verbal and visual features to communicate information through posters, photographs and video. |
| Speaking/Listening | Discuss in groups ideas, information, opinions. Interact with others to clarify understanding of the purpose of an advertisement. |
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Advertising is often aimed at young people and research shows that not only do they spend billions a year but they also have a huge influence on their parents' purchases.
Students could move to the next stage of advertising, "Moving Images", - design and create their own television advertisement to video and share with others in the class/group.
Students, in groups of three or four, invent a product and design an advertisement for a magazine/newspaper aimed at the 10 - 14 age group. In groups, describe and discuss the features of their advertisements, assessing the meanings and effects of each other's advertisements in terms of the combination of visual and verbal features that have been used and the audience the product is aimed at.
group_assessment (RTF 371KB)
peer_assessment (RTF 6KB)
Assessment schedule (12 kB)
Published on: 06 May 2009
