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					                          Richmond River High School
                      by Karen Yager, English Head Teacher

      Concept:              Cross-curriculum Content            Stage 5 Focus Outcomes

       Travel                 Literacy                         A student:
Close encounter               ICT                               2 uses and critically
with marketing and            Civics & Citizenship                  assesses a range of
advertising                                                          processes for responding
                                 Language modes                      to and composing
                           Reading/
                           writing/speaking/listening/            3    selects, uses, describes
Duration: 5 weeks          viewing & representing                      and explains how
                                                                       different technologies
                                                                       affect and shape meaning
                                        Texts
                           A range of media texts such
                                                                  4    selects and uses
                           as:
                                                                       language forms and
                            travel brochures &
                                                                       features, and structures
                               pamphlets
                                                                       of texts according to
                            National Geographic
                                                                       different purposes,
                               articles
                                                                       audiences and contexts,
                            magazine articles and
                                                                       and describes and
                               advertisements
                                                                       explains their effects on
                            extracts from TV travel
                                                                       meaning
                               shows
                            a film such as Baraka



                                             Rationale

This Stage 5 unit for a year 10 class examines the features, form and techniques of
marketing and advertising. The focus will be travel and tourist destinations. The
students will be exposed to a variety of texts such as travel pamphlets, TV and
magazine advertisements, extracts from travel documentaries, web sites, television
travel shows such as Getaway and a film such as Baraka.

The students have to form a group and market their town as a great travel destination
using a variety of texts such as posters, pamphlets, web sites, TV and radio ads, etc.
This unit draws on the students’ background knowledge and connects responding
and composing to the real world. (connectedness).




English Stage 5                            October 2005                                Page 1 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                      Stage 5 Outcomes Content                                           Quality
                                                                                        Teaching
Students learn to:
2.3  vary their use of the process of planning, drafting, rehearsing,               High
     editing and publishing to compose appropriately and effectively                Expectations:
     crafted and sustained texts in a range of modes and media                      challenging tasks
2.4  combine processes of representation to create cohesive texts
2.5  assess the achievements of their own and others’ compositions
     and responses according to specific guidelines of effectiveness
     for purpose, audience and context
3.1  respond to and compose increasingly compose texts in different                 Deep Knowledge:
     technologies considering the effects of the technology including               few concepts
     layout and design on meaning
3.2  identify and critically evaluate the ways information, ideas and
     issues are shaped by and presented through technology
3.3  use advanced word processing tools including formatting of                     High
     references and bibliographies, formatting multiple page                        Expectations: risk
     documents including weblinks, importing data from internet and                 taking rewarded
     manipulating images to compose and format texts for different
     purposes, audiences and contexts, including the workplace
3.4  evaluate the impact on contemporary society of multimedia texts                Connectedness
     and information and communication technologies and speculate
     future developments
4.2  describe, explain and evaluate the composer’s choices of                       Metalanguage
     language forms and features and structures of texts in terms of
     purpose, audience and context
4.3  use appropriate language forms and features and structures of                  Higher-order
     texts in their own compositions and describe, explain and justify              Thinking
     their choices in terms of purpose, audience and context
4.5  identify purpose, audience an context of texts through                         High
     consideration of the language forms and features, and structures               Expectations
     used
Students learn about:
 2.8 the ways that the processes of planning including investigating,               Higher-order
     interviewing, selecting, recording and organising ideas, images                Thinking:
     and information can and should be modified according to specific               synthesising
     purposes and texts                                                             information
 2.9 processes of representation including use of symbols, images,                  Deep Knowledge
     icons, stereotypes, connotations, inference and particular visual
     and aural techniques including those of camera, design and
     sound, to create cohesive texts
2.10 the ways composers, including authors and filmmakers, use                      Deep
     processes of representation in composing texts                                 Understanding
3.6  the ways in which modern technologies of communication are                     Deep Knowledge
     used to inform, persuade and entertain
4.10 the metalanguage for describing, explaining and justifying the                 Deep
     composer’s choices of language forms and features and                          Understanding
     structures of texts in terms of purpose, audience and context
4.11 the influence of purpose, audience and context on the use of                   Metalanguage:
     particular language forms and features and structures of texts                 technical
                                                                                    language terms


English Stage 5                            October 2005                                Page 2 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                  Week 1: Let’s take a trip…

Content                   Learning and teaching activities                              Quality
                                                                                      Teaching
4.10         Spelling – look, cover and write. Use the                              Metalanguage
             metalanguage used for advertising & find the meaning
             of 5 words.
4.11         Introduction to the unit:                                              Connectedness
              Outline focus and content
             Discussion questions:
             1. Where have you travelled to and what made you go
                 there?                                                             Background
             2. Where would you like to travel to and why? Give at                  Knowledge
                 least 5 reasons.
             3. Have any advertisements or TV shows or other
                 media texts influenced your choice? Describe one
                 of these texts.
             4. If you were marketing a place what media texts
                 would you use? Justify your choice of texts.
             5. Using the place you live, list four features that you
                 could use to persuade tourists to visit your place.
             6. Compose a brief paragraph using some or all of
                 these features to persuade tourists to visit your
                 place.
4.2          Revisit the metalanguage:                                              Metalanguage
4.5           Notes on the metalanguage of marketing and
4.10             advertising.
4.11          Guided response to a travel advertisement or a                       Deep
                 pamphlet focusing on the purpose, audience,                        Understanding
                 context and use of language forms and features
                 and structure.
4.2          Group responses:                                                       Metalanguage
4.5          Your group has to respond to a travel advertisement,
             pamphlet, postcard or poster using the response sheet
             provided. The group will have 20 minutes to respond
             and complete the evaluation sheet. The groups will
             then present the text and discuss their responses.
4.2          Revision:                                                              Metalanguage
4.5          You will be given two travel advertisements or
             pamphlets to respond to in this lesson. Ensure that
             you remember to discuss the purpose, audience,
             context and the language features and form, and
             structure.

             A response sheet will be provided.




English Stage 5                            October 2005                                Page 3 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                         Week 1: Spelling derived from unit focus

Select 15 or 20 words from the metalanguage words used for advertising. Write them
in the first column and then do a ‘Look, Cover, Write’ in the remaining columns.

        Word                      Look                     Cover                       Write




                                                                              Total correct:




English Stage 5                            October 2005                                Page 4 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                              Week 1: Group evaluation sheet

Complete the following:
1. Target audience: ……………………………………………………………………….
2. How do you know this is the target audience? Give three reasons:
      a. ………………………………………………………………………………………
         ……………………………………………………………………………………..
      b. ………………………………………………………………………………………
         ……………………………………………………………………………………..
      c. ………………………………………………………………………………………
         ………………………………………………………………………………………
3. Describe the images and graphics using the image decoder:




4. Describe the language features. Give examples and explain their impact on the
   audience. (See the metalanguage sheet) Refer to at least four features:
       a. ………………………………………………………………………………………
          ………………………………………………………………………………………
          ………………………………………………………………………………………
          ……………………………………………………………………………………..
       b. ………………………………………………………………………………………
          ………………………………………………………………………………………
          ………………………………………………………………………………………
          ………………………………………………………………………………………
       c. ………………………………………………………………………………………
          ………………………………………………………………………………………
          ………………………………………………………………………………………
       d. ………………………………………………………………………………………
          ………………………………………………………………………………………
          ……………………………………………….
5. Is the advertisement, postcard, pamphlet, etc. effective? Why or why not?

………………………………………………………………………………………………….
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..

English Stage 5                            October 2005                                Page 5 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                       Week 1: Individual Response Sheet 1
Complete the following:
1. Target audience: ……………………………………………………………
2. How do you know this is the target audience? Give TWO reasons:
       a. ………………………………………………………………………………………
          ………………………………………………………………………………………
       b. ……………………………………………………………………………………….
          ……………………………………………………………………………………….
3. Purpose: ………………………………………………………………………………
4. Context: ……………………………………………………………………………….
5. In 150 words, discuss whether the text is effective.
   In your discussion refer to the graphics, colour, layout and language features and
   form.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
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…………………………………………………………………………………………………

English Stage 5                            October 2005                                Page 6 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                         Week 1: Individual Response Sheet 2
Complete the following:
1. Target audience: ……………………………………………………………
2. How do you know this is the target audience? Give TWO reasons:
          a. …………………………………………………………………………………
               ………………………………………………………………………………..
          b. …………………………………………………………………………………
               …………………………………………………………………………………
3. Purpose: …………………………………………………………………………………
4. Context: …………………………………………………………………………………..
5. Imagine you are a representative of the company the advertisement has been
   produced for and you are critically evaluating the text and its effectiveness.
   In your evaluation, refer to the graphics, layout and language features and decide
   if you will continue to use the text to promote your product or holiday destination.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………
…………………………………………………………………………………………………..
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…………………………………………………………………………………………………..
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…………………………………………………………………………………………………
………………………………………………………………………………………………..
…………………………………………………………………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..




English Stage 5                            October 2005                                Page 7 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                      Week 2: Say cheese!

Content                  Learning and teaching activities                           Quality teaching
3.2          Viewing an extract from a travel show:                                 Deep
3.6          Discuss:                                                               Knowledge
4.2               the use of different technologies and form to
2.9                 persuade an audience                                            Metalanguage
2.10              the intended audience
                  the presenter and his or her language
                  the images and aspects of the place the show
                    featured
                  the filmic techniques
                  the persuasive techniques used.
             Respond:
             Imagine you and a friend are interested in travelling to
             this destination; compose an email to this friend
             discussing your decision based on the information in
             the travel show.
             Spelling: look, cover & write. Select 15–20
             geographical location names.
4.10         Revision:                                                              Metalanguage
                  Revisit filmic techniques through close
                    examination of an extract from a travel film or
                    documentary.
                  Notes on filmic techniques.
3.2          Viewing an extract from a travel documentary or                        Deep
3.4          film: (2 lessons)                                                      Understanding
3.6          Discuss:
4.2               the intended audience
2.9               the context                                                      Connectedness
2.10              the images and aspects of the place the show
                    featured                                                        Higher-order
                  the filmic techniques                                            Thinking
                  compare and contrast the approach and
                    techniques of this text with the persuasive travel
                    show extract
             Assessment 1: 10%
             Compose an imaginative text inspired by the place/s
             presented in the extract.
             Suggestions:
                  compose a journal entry as an early explorer
                    who was the first person to visit this place
                  send a postcard to a friend describing the place,
                    your response to the place and what you did
                  compose a proposal for an ad campaign to
                    persuade tourists to visit this place
                  use your imagination!



English Stage 5                            October 2005                                Page 8 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                        Week 2: Spelling – Geographical locations

Select 15 or 20 geographical location names that interest you. Write them in the first
column and then do a ‘Look, Cover, Write’ in the remaining columns.

        Word                      Look                     Cover                       Write




                                                                              Total correct:




English Stage 5                            October 2005                                Page 9 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                Week 3: Marketing campaigns

Content               Learning and teaching activities                            Quality teaching
             Spelling – look, cover and write.                                    Metalanguage
             Select 15-20 adjectives to describe Queensland.
3.6          Marketing campaigns: (3 lessons)                                     Deep
4.5                                                                               knowledge
4.11         Examine the Gold Coast marketing campaign by
             analysing the following:
                 The Gold Coast Tourist Bureau web site:                         Deep
                    http://www.goldcoasttourism.com.au/ – in                      understanding
                    computer room or a print out of the web pages
                    if the computer room is not available
                 pamphlets and brochures
                 ‘Schoolies’ ads
                 a newspaper or magazine ad
                 atelevision ad
             Questions:
             1. More than 23 million tourists visit the Gold Coast
                every year. Give 5 reasons for its popularity as a
                tourist destination.
             2. What locations and features of the Gold Coast are
                emphasised by the marketing campaign?
             3. What audience are they targeting and how do you
                know this?
             4. Which media product most effectively promotes
                the Gold Coast? Justify your choice.
             5. Critically compare one of the ads with the
                ‘Schoolies’ ad using the response sheet provided.
2.4          Assessment 2:
3.1          Creating an advertisement: 10 % (See model                           Connectedness
3.3          provided)
4.3          Design an advertisement for ‘Schoolies’ for a                        Higher-order
             newspaper, magazine or web site using a computer.                    thinking
             This can be done individually or in pairs. You must
             import images for your advertisement. Include a brief
             that analyses:
                 your target audience
                 reasons for choosing to advertise in a
                    newspaper, magazine or web site
                 your choice of images and text
                 the success or failure of the advertisement.




English Stage 5                            October 2005                               Page 10 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                       Week 3: Comparative response sheet
Critically compare one of the ads with the ‘Schoolies’ ad using the response sheet:

1. Compare and contrast the colours, graphics and layout of the two advertisements:




2. Compare and contrast the language features and form of the two advertisements.
   Refer to at least four features.




3. What do you conclude from this comparison of the visual features and the
   language features?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….




English Stage 5                            October 2005                               Page 11 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                Week 3: Spelling – Adjectives

Select 15 or 20 words adjectives to describe Queensland. Write them in the first
column and then do a ‘Look, Cover, Write’ in the remaining columns.

        Word                      Look                     Cover                       Write




                                                                              Total correct:




English Stage 5                            October 2005                               Page 12 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                Week 4 - 5: Come to Lismore!

Content                 Learning and teaching activities                            Quality teaching
             Spelling – look, cover and write. Select your own                      Metalanguage
             words.
2.3          Assessment task 3: Marketing campaign:                                 Connectedness
2.4          Background information:
2.5          Form a team to create a persuasive marketing                           Background
2.8          campaign to attract tourists to your town. Before you                  Knowledge
3.1          form your team we will analyse and consider the
3.3          following:                                                             Higher-order
4.3               the local tourist bureau’s pamphlets on the town                 Thinking
                    and surrounding tourist attractions
                  the local museum’s brochure                                      Social Support
                  the local features that would attract tourists
                  the media texts your group could create                          Inclusivity

             The campaign:
             Consider before you start to design your marketing
             texts:
                  What aspects of the town will you focus on?
                  Who are you targeting and what why?

             Now allocate a media text to individuals in the team.
             Your team could create a:
                 pamphlet
                 poster
                 tv advertisement
                 radio advertisement
                 newspaper or a magazine advertisement
                 postcard
                 web page or advertisement
                 free choice.
             Present the marketing campaign to the class. You
             could be creative and use PowerPoint or handouts of
             your media texts.

             Peer and self-assessment
             Outcomes to be assessed: 2, 3, 4
             Date due: beginning of Week 6
             Value: 20 %
4.2          Assessment task 4: Across the board test                               Deep
4.5          During one of the last lessons of this unit you will be                Understanding
             given an advertisement or a pamphlet and required to
             complete a response sheet analysing the purpose,
             audience and language features and form.
             Value: 10 %



English Stage 5                            October 2005                               Page 13 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                                           Week 4: Spelling

Select 15 or 20 words you find challenging. Write them in the first column and then
do a ‘Look, Cover, Write’ in the remaining columns.

        Word                      Look                      Cover                       Write




                                                                               Total correct:




English Stage 5                             October 2005                               Page 14 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                         http://www.curriculumsupport.education.nsw.gov.au
                           Decoding images in an advertisement

When you are decoding an image or graphic you could refer to some of the following
features or techniques:

   Composition: What is included in a visual is usually deliberately placed there or
    included. This also applies to what the composer has omitted. Therefore, consider
    all inclusions and omissions such as: surroundings, objects, clothing, etc. For
    example, young, attractive people scantily clad having fun at the beach suggests
    that the Gold Coast is a young person’s place where you will find attractive people
    and have fun in the sun.

   Intertextuality: some images appropriate images or ideas from other texts to
    make an important point.

   Colour and tone: In a black and white image examine the use of contrast, light
    and darkness. In a colour image, colours are used to signify feelings and evoke a
    response, e.g. red conveys passion, anger, hell, vitality, etc whereas blue
    conveys peace, harmony or even coldness. Advertisements for ‘Schoolies’ are
    bright and multi-coloured suggesting fun and excitement.

   Framing: The same camera shots and angles relevant to film are applicable to
    visuals. Close ups, extreme close ups, medium shots, long shots, tilted up or
    down shots and so on are relevant, e.g. a long shot of teenagers enjoying a water
    slide at Wet and Wild encompasses the teenagers looking happy and excited and
    includes the fun water slide.

   Body language and gaze: examine facial expressions, gestures, stance or
    position as these features can convey the attitude, feelings or personality of the
    individual being drawn or photographed. Take note of the direction of the
    subject’s eyes.

   Rule of thirds: used by the great Dutch painters, the rule of thirds can be useful
    for some images. Divide an image into thirds from the top and sides and look at
    the placement of people and/or objects. Anything in the top third is empowered
    whereas anything in the bottom third is disempowered.

   Vectors: this refers to the line that our eyes take when we look at a visual, e.g. if
    all of the subjects are tall, long and upright our eyes follow straight vectors that
    lead to the top of the frame. This could make the subject seem powerful or
    inflexible.




English Stage 5                            October 2005                               Page 15 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au
                       Metalanguage of marketing and advertising

Second person: when the advertiser directly addresses the audience using the personal
pronoun ‘you’, e.g. You will love the exciting night life at Surfers.

Imperative voice: forceful use of verbs to persuade the audience to do what is commanded,
e.g. Come to Queensland and enjoy summer all year round.

Alliteration: repeating the consonant letter at the beginning of two or more words to attract
attention, beautiful beaches.

Cliché: an overused (hackneyed) expression to sound friendly and appeal to the general
public, e.g. Our motel will be your home away from home.

Hyperbole: gross exaggeration to make a product or place sound even better, e.g. If you
don’t come to Schoolies’ week you will die of boredom.

Colloquial register: informal language that is simple, sounds warn and friendly and appeals
to the general public, e.g. Cruising with us is a real blast.

Jargon: technical terms used to impress or let the public make the connection that this is a
travel ad.

Tone: the feelings conveyed by the advertiser’s word choice, such as a warm, caring tone,
e.g. At the Marriott we will attend to your every need and make your stay as pleasant as
possible.

Word choice: the type of words used in the advertisement; they could be forceful,
persuasive, warm, friendly, informative or factual.

Similes: a comparison using ‘as’ or ‘like’ used to help the audience visualize the location or
the service, e.g. You will be treated like royalty at Jupiter’s.

Metaphors: a comparison used to transform one thing into another – visually links a place or
a service with a desirable thing, e.g. Dunk island is the jewel of the Pacific.

Adjectives: describing words used to enhance the attractiveness of a location or a service,
e.g. New Zealand has glistening sands, crystal waters and spectacular coastlines.

Verbs: doing, being or having words that are forceful or enable an audience to imagine what
they could be doing at a certain place, e.g. “When you step onto our shores your senses will
become attuned to the rhythm of the ocean and your mind will drift to thoughts of
discovering even more secluded beaches.

First person pronouns: The advertiser will use the first person usually in the plural, to make
the audience believe that the management or the travel agent personally care about the
place and you, e.g. We will attend to your every need. This is our slice of heaven and we
want you to join us.

Superlatives: comparative adjectives to make the place or the service sound better than its
rivals or any other place, e.g. superior service; unique location; rare opportunity.



English Stage 5                            October 2005                               Page 16 of 16
NSW Department of Education and Training
Curriculum K-12 Directorate                        http://www.curriculumsupport.education.nsw.gov.au

				
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