pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Examining advertising in the...

OneSchoolUnit Plan

Name: Unit 2 - English Year 6 (V8)Duration: 4 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: English

Unit Plan

Examining advertising in the mediaIn this unit students read, view and listen to advertisements in print and digital media. They understand how language and text features can be combined for persuasive effect. They demonstrate their understanding of advertising texts’ persuasive features through the creation of their own digital multimodal advertisement and an explanation of creative choices.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 25

Unit Plan Plan Name: Unit 2 - English Year 6 (V8)

Year: 6Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Create a multimodal advertisement (Yr 06)Students create a multimodal advertisement and explain how it persuades the viewer.

Poster/multi-modal presentation

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Introduction to multimodal advertisements

Introduction to cross-media advertising campaigns

Creation and publication of a multimodal advertisement

Resources Attachments Plan Resource Bank

Assessment Poster/multi-modal presentation -

Create a multimodal advertisement (Yr 06)




Duration: 4 Weeks

Australian Curriculum

English - Year 6

Year 6 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Content Descriptions

Language Literature Literacy

Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Expressing and developing ideas

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ides (ACELA1522)

Investigate how vocabulary choices, including evaluative language can express shades of

Responding to literature

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary

Texts in context

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with others

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Use interaction skills, varying conventions of spoken interactions such as voice volume,




Duration: 4 Weeks

Content Descriptions

Language Literature Literacymeaning, feeling and opinion (ACELA1525)

Phonics and word knowledge

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Interpreting, analysing, evaluating

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Analyse strategies authors use to influence readers (ACELY1801)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold understanding the use of vocabulary to express greater precision of meaning and knowing that words can have different meanings in different contexts creating literary texts that experiment with structures, ideas and stylistic features of selected authors planning, drafting and publishing imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to

purpose and audience re-reading and editing student's own and others' work using agreed criteria for text structures and language features using a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)




Duration: 4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

For further information, refer to refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learning




Duration: 4 Weeks

Assessment name: Create a multimodal advertisementAssessment description: Students create a multimodal advertisement and explain how it persuades the viewer.In this unit, assessment of student learning aligns to the following components of the Achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

identifying the product, service or message being promoted by an advertisement and identifying the intended audience analysing how the specific vocabulary choices or language features enhance the persuasive purpose of advertisements in terms of intended audience explaining how the omission or substitution of words in an advertisement contributes to cohesive effect identifying similarities and differences in the use of language, text structures and images in advertisements on similar topics comparing and contrasting different aspects of advertisements on similar topics adapting aspects of familiar texts, and experimenting with word choice and layout, to enhance persuasive effect experimenting with text structures and language features when creating advertisements, including imagery, metaphor and word choice planning, drafting and publishing imaginative and persuasive multimodal text that persuades a reader giving explanations for how specific language features and text structure combine to enhance the persuasive purpose of advertisements participating in class discussions to clarify ideas and share and evaluate information interacting with peers and teachers, modifying speech to account for the formality or informality of the interaction creating spoken audio recordings using appropriate expression, voice volume, tone, pitch and pace listening for instructions listening for specific information.

FeedbackFeedback may relate to writing and creating texts. In this unit this may include students’ ability to:

using reading comprehension strategies to make inferences from multimodal advertising texts adapting, experimenting and creating texts choosing vocabulary for persuasive effect justifying choices made according to agreed criteria using ICT for specific purposes interacting with others appropriately in formal and informal situations.

Teaching Sequence




Duration: 4 Weeks

Curriculum Plan Topics

Duration Topic

4 Lessons Introduction to multimodal advertisements Lesson 1: Viewing and comprehending still image advertisements Lesson 2: Identifying text features of still image advertisements Lesson 3: Analysing the vocabulary of still image advertisements Lesson 4: Exploring cohesive devices and modality in still image advertisements

4 Lessons Introduction to cross-media advertising campaigns Lesson 5: Viewing and comprehending advertisements across different media Lesson 6: Analysing text features of advertisements in different media Lesson 7: Analysing the language of advertisements in different media Lesson 8: Experimenting with language and text structure to create a new advertisement

8 Lessons Creation and publication of a multimodal advertisement Lesson 9: Planning the audience and idea Lesson 10: Planning language features and text structure Lesson 11: Drafting the text Lesson 12: Editing the text Lesson 13: Planning the images Lessons 14-15: Publishing the advertisement Lesson 16: Explaining multimodal choices

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Introduction to multimodal advertisements Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse three print advertisements. They learn about how text features and language choices combine to create persuasive effects, and experiment with and adapt familiar texts to demonstrate and present understanding of key concepts.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Viewing and comprehending still image advertisements

Lesson objectivesStudents will:

Understand how to interpret and analyse information and ideas in advertisements.

Understand how advertisements on similar topics use features in similar and/or different ways.

Evidence of learningCan the student:

Identify the main idea and intended audience of an advertisement?

Identify different elements that make up an advertisement? Compare advertisements on similar topics, giving a personal

opinion as to their persuasive effect?Example learning sequence

Understand the unit Comprehend two still image advertisements Compare two still image advertisements Justify a personal response

SpellingRefer to unit spelling overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

two print advertisements on a similar topic that represent ideas/events in different ways, and that demonstrate a range of text features and language devices suitable for your school context and class

Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Helpful information Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-

library.aspx (Note: prior to using any of these advertisements, review the content to ensure suitability for your school context and class.)

Supporting learning resource - Introduction to the unit: Examining advertising in the media https://learningplace.eq.edu.au/cx/resources/items/70f70012-1936-41f5-8ab7-887003835054/0/Eng_Y06_U2_SLR_UnitIntro.docx

Supporting learning resource - Common advertising techniques https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx

Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/f66ad9e5-52ec-4bf2-9c71-7f8f8ad49632/0/Eng_Y06_U3_SLR_SuggAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx




Duration: 4 Weeks

Teaching Sequence




Attachments Lesson plan

Lesson 2

Identifying text features of still image advertisements


Understand how advertisements on similar topics use text structures and images in similar and/or different ways.

Understand how authors experiment with text structures to create advertisements.


Compare the effects of text features in two advertisements? Experiment with and explain how text features are used to

change the meaning or emphasis of an advertisement?Example learning sequence

Review prior understanding of still image advertisements Understand elements of still image advertisements Adapt the text features of an advertisement


Resources two print advertisements on a similar topic that represent ideas/events in different ways,

and that demonstrate a range of text features and language devices suitable for your school context and class









Lesson 3

Analysing the vocabulary of still image advertisements


Understand and analyse the effect of vocabulary choice in advertisements.

Evidence of learning



an additional print advertisement on a new topic that demonstrates a range of text features and language devices suitable for your school context and class




Duration: 4 Weeks

Teaching Sequence




Can the student: Analyse and explain the way vocabulary choices express

feeling and opinion in an advertisement?Example learning sequence

Comprehend a still image advertisement Understand the effect of language choice in advertising Analyse the effect of language choice in advertising Adapt the vocabulary of an advertisement










Lesson 4

Exploring cohesive devices and modality in still image advertisements


Understand how cohesive links can be made in advertisements, including the omission or replacement of words.

Understand how choices in narrative voice and modality influence viewers’ responses to advertisements.


Annotate an advertisement to show cohesive devices, including noting the omission and replacement of words?

Identify narrative voice and modality in advertisements for persuasive effect?







library.aspx (Note: prior to using any of these advertisements, review the content to




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review prior understanding of cohesive devices Extend understanding of cohesive devices Analyse cohesion in an advertisement Review understanding of modality in advertising


ensure suitability for your school context and class.) Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-

c9a3-705d-dbbdd9a7c32a/0/page1.html Supporting learning resource - Common advertising techniques

https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx







Duration: 4 Weeks

Teaching Sequence

Topic Introduction to cross-media advertising campaigns Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse print and digital advertisements that belong to the same campaign. They learn about how text features and language choices change according to the medium, and continue to experiment and adapt familiar texts to demonstrate and present understanding of key concepts.


Lesson 5

Viewing and comprehending advertisements across different media


Understand how to interpret and analyse information and ideas in campaign advertisements.

Understand how different media affect the use of different language features, text structures and images.


Interpret and compare advertisements on similar topics, giving a personal opinion as to their persuasive effect?

Identify different elements that make up advertisements in different media?

Example learning sequence Comprehend advertisements from a campaign Compare advertisements from a campaign Justify a personal response


Resources a still image and moving image advertisement that belong to the same campaign and

demonstrate a range of text features and language devices, suitable for your school context and class



Helpful information Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-

4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-

bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Supporting learning resource - Common advertising techniques





Lesson 6

Analysing text features of advertisements in different media


Understand and analyse how campaign advertisements use text features in similar and different ways.


Analyse and explain the effect of different media on the way








Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcestext features can be used or combined?

Example learning sequence Compare text features of campaign advertisements Write a short comparison of text features in campaign

advertisementsSpellingRefer to unit spelling overview for suggested focus area.



bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Supporting learning resource - Common advertising techniques





Lesson 7

Analysing the language of advertisements in different media


Understand how campaign advertisements use language in similar and different ways.


nalyse and compare language choice and features in campaign advertisements?

Example learning sequence Compare the effects of language features in campaign

advertisements Write a short comparison of language features in campaign

advertisementsSpelling







bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-


https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/




Duration: 4 Weeks

Teaching Sequence




Refer to unit spelling overview for suggested focus area. Eng_Y06_U3_SLR_CommonAdvertTechniques.docx Sheet - Question-answer relationships

https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx



Lesson 8

Experimenting with language and text structure to create a new advertisement


Understand how to experiment with text structures, language features, images and digital resources in order to persuade an intended viewer.


Experiment with text structures and language features when creating advertisements, including imagery, metaphor and word choice?

Example learning sequence Adapt the features of an advertisement Adapt the language features of an advertisement Adapt the narrative voice and modality of an advertisement Present the adapted advertisement








bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-








Duration: 4 Weeks

Teaching Sequence








Duration: 4 Weeks

Teaching Sequence

Topic Creation and publication of a multimodal advertisement Topic Duration 8 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and then publish a multimodal digital advertisement.


Lesson 9

Planning the audience and idea

Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequenceCan the student:

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment


Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2


Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx


Lesson 10

Planning language features and text structure

Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence












Duration: 4 Weeks

Teaching Sequence




Lesson 11

Drafting the text










Lesson 12

Editing the text













Duration: 4 Weeks

Teaching Sequence




Lesson 13

Planning the images










Lessons 14-15

Publishing the advertisement




SpellingRefer to unit spelling overview for suggested focus area









Duration: 4 Weeks

Teaching Sequence




Lesson 16

Explaining multimodal choices




SpellingRefer to unit spelling overview for suggested focus area

Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling unit post-test Year 6 Unit 2








Duration: 4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Introduction to multimodal advertisements

Lesson plan - Eng_Y06_U2_LP01.docx




Sequence - Introduction to cross-media advertising campaigns





Sequence - Creation and publication of a multimodal advertisement






Lesson plan - Eng_Y06_U2_LP14_15.docx


Sequence a still image and moving image advertisement that belong to the same campaign and demonstrate a range of text features and language devices, suitable for your school context and class




Duration: 4 Weeks



Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-c9a3-705d-dbbdd9a7c32a/0/page1.html

Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx

Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx

Sheet -Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx

Spelling - Spelling unit post-test Year 6 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling overview Year 6 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/f66ad9e5-52ec-4bf2-9c71-7f8f8ad49632/0/Eng_Y06_U3_SLR_SuggAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx



Supporting learning resource - Teacher tips: Examining advertising in the media Supporting learning resource - Introduction to the unit: Examining advertising in the media https://learningplace.eq.edu.au/cx/resources/items/70f70012-1936-41f5-8ab7-887003835054/0/Eng_Y06_U2_SLR_UnitIntro.docx

two print advertisements on a similar topic that represent ideas/events in different ways, and that demonstrate a range of text features and language devices suitable for your school context and class

Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-library.aspx

Assessment Planner - Create a multimodal advertisement

Assessment task - Eng_Y06_U2_AT_MR_MultimodalAd.docx

Assessment task - Eng_Y06_U2_AT_MR_MultimodalAdvertisement.pptx Assessment task - Eng_Y06_U2_AT_MultimodalAd.docx




Duration: 4 Weeks


Assessment task - Eng_Y06_U2_AT_PlanForTask.docx

Assessment task - Eng_Y06_U2_AT_PlanForTask_Sample.docx

Assessment Assessment task - Plan for task: Create a multimodal advertisement

Assessment task - Plan for task: Create a multimodal advertisement - Sample response

Assessment task - Create a multimodal advertisement: Model response

Assessment task - Create a multimodal advertisement: Model response (slideshow)

Assessment task - Create a multimodal advertisement




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Create a multimodal advertisement (Yr 06)Type Poster/multi-modal presentation

Date

Description Students create a multimodal advertisement and explain how it persuades the viewer.

Learning Area English

Knowledge and understanding (Productive) Creating texts (Productive)

Understands how language features and language patterns are used for emphasis.Explains how choices of language features and images are used.

Creates a detailed text elaborating on key ideas for purpose and audience.Makes considered vocabulary choices to enhance cohesion and structure.Makes and explains editorial choices based on criteria.

A ◄Manipulates repetition, modality and narrative voice to persuade an audience.Justifies choice of language features and images to influence an audience.

◄ Experiments with multimodal features such as text structure, language, images and audio effects for emphasis and persuasion.

B ◄ Selects evaluative language to create shades of meaning, feeling and opinion through careful choice of vocabulary for persuasive effect. ◄

Uses cohesive devices such as omission or replacement of words for emphasis.Uses salient placement, size, contrast, underlining and italics to emphasise key ideas.Combines multimodal elements, including audio, according to purpose and audience.

C ◄Uses language features and language patterns for emphasis.Explains how choices of language features and images are used.

◄Creates a detailed text elaborating on key ideas for purpose and audience.Makes considered vocabulary choices to enhance cohesion and structure.Makes and explains editorial choices based on criteria.

D ◄ Identifies nouns and noun groups used to describe features of the advertisement. ◄ Constructs a multimodal text based on a key idea.

E ◄ Identifies vocabulary choices. ◄ Makes an advertisement.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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