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Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014

Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014

Main teaching and learning activities for each lesson in the unit (over 6 weeks of 2 lessons/week)

Based on two 72-minute periods per week, over six weeks

Wk Lesson no.
/e5
Activities Resources
1 1
Engage






Explore




[ICT]

! Show Macklemore Video clip Wings

Discussion on use of language, images, mood:
how do students read this?

! Form temporary groups (of 4 6) to discuss
last purchases and what influenced their
choice.

! Questions for groups:
What is the last thing that you bought?
What influenced your decision?

! Use mind-mapping app OR
pen/paper/whiteboard in groups to record
discussion / thoughts
! Whole class discussion on group discussion
outcomes

! ICT- equipped room

! Video clip: Macklemores Wings (A rap song about children yearning
for Nike with a critical spin on consumerism):
https://www.youtube.com/watch?v=gAg3uMlNyHA





! Popplet app and at least one laptop per group
http://popplet.com/app/#/public

(If ICT unavailable use A3 sheets and markers with wheel of
influence chart see attached)

! If required: scaffolding could include offering other questions for
students to consider. [E.g. suggesting possible influences on
purchasing decisions]


2
Engage
! Show Gruen Transfer ABC-TV episode or
clip (of advertising creatives collaborating
! ICT- equipped room: projector, screen
! Gruen Transfer video clip ABC iView or DVD segment showing
Integrated Unit plan

Domains: English and Economics Year level: 10

Pre-service teachers: Alice Garner & Yacoub Djazouli Ali


Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014





Explain




Explore



on a campaign)

! Establish scenario of an advertising firm

! Outline the group task: they will be creating
an advertising campaign for a specific
product / service

! Ask for suggestions: What might be some
requirements of effective group/teamwork in
real life workplaces?

! Draw on this to outline ingredients of
respectful discussion and debate.

! Form new groups of 6 students (number off
or other group-making technique
depending on class dynamics may require
prior planning by teacher)

! Lottery (each group will pick out the
product to be advertised)

! Give groups time to consider their item and
have first tentative discussions about the
product they will be marketing.

advertising creatives devising a campaign for a particular product:
http://www.abc.net.au/tv/gruentransfer/watch.htm

! Products for lottery (teacher-devised, to present a range of challenges
including ethically compromised/ pricing problems/ narrow appeal
etc) could be written on pieces of paper or actual products could be
in the lottery
! Box for lottery
! Lottery items: on flashcards with pictures/text N.b. list is indicative
only and will depend on the teachers knowledge of how students
will respond/ be challenged:
! Islamic headscarf made of Australian-grown fine wool to be
exported to Indonesia/Malaysia? (raises awareness of agricultural exports
to Asia + requires understanding of Muslim market in those countries)
! Candied crickets for export to China (see this
website: http://milkwood.net/2014/06/12/farming-edible-insects-hello-zero-
footprint-protein/)
! Toy boomerang (made in China) for tourists visiting Australia
(raises questions about import, also authenticity and so on)
! Portable water purifier (for aid organisations) - designed in
Australia, made in Laos
! Cloth nappies made of recycled fabric - made in India from
resources gathered by child ragpickers, for Australian (alternative eco)
market
N.b. these have been selected to encourage students to consider
Australian-Asian economic/trade relations; issues relating to production
and consumption; specific and varied target markets.

2 1
Explain

Explore

[ICT]
! Recap learning from previous lesson
! Discussion about what makes an idea/ image
STICK?
! Sticky note exercise
! Recording ideas, decisions: approaches
! Demonstrate Evernote app for gathering
Economics concepts: extra information/resources (from textbook or
other sources e.g.
! Cain J, Somers G, Jeffery M, Thomas K 2014, Economics, Business,
Civics and Citizenship for the Australian Curriculum, Jacaranda: chapter
4: Factors influencing consumer choice
! 4Ps of Marketing (PPT from TES Australia) particularly the section
on Promotion

Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014


[Alice LP]

and annotating resources in digital
notebooks
! Explain Campaign Journal expectation
! Prepare for groupwork: recall agreements
(Attentive listening, Mutual respect etc)
! Groups form: allocate roles, choose
Campaign journaling method
! First group task: Begin to explore list of
concepts relevant to marketing campaigns:
4Ps of Marketing (Product, Price, Place,
Promotion), Differentiation, Target Market,
and Consumer Ethics.


! Campaign journals each group can choose whether to use paper/
notebook and or digital tool eg. Evernote or similar:
https://evernote.com/

! Have ready exercise books/blank paper for those who prefer using
hard copy
! Outline of group roles to be rotated during each session (e.g. scribe,
questioner, time-keeper etc)
! Handout: Guide to Your Campaign I-II


2
Explore

Elaborate

See full
lesson plan
[Yacoub]

! Excursion- Street walk where students
groups break up into pairs to seek out,
photograph or record and analyse
advertising and return to central point to
share findings with their group.

! Excursion permissions

! Local shopping strip, within walking distance of school

! Campaign journals (for groups to record their findings)
! Evernote app: Students to download

3 1
Engage
Explain
Explore



Elaborate
Teacher introduces persuasive language
techniques
! Show a persuasive speech by Barack Obama
! Groups reform
! Analyse newspaper and magazine ads from
resource pile (including non-English
language resources)
1

! Tick off persuasive techniques for list
! Each group divided into 3 pairs of students,
! Barack Obama clip analysis of campaign around Hope:
https://www.youtube.com/watch?v=OFPwDe22CoY

! Newspaper- magazine pile (including publications/media material in
other languages, eg Chinese, Arabic brought in by
students/teachers from home/community)

! Scissors


1
ICU - Intercultural understanding

Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014

See full
lesson plan
[Yacoub]
plan the campaign and allocate specific
media/ task to each pair (ie. Each pair will
create one element of the campaign; 3
different media must be used by the group)

! Persuasive techniques list/ table for students to check against their
resource/ad selection

! Campaign journals
3 2
Explore
Elaborate
! Teacher facilitates and observes
! Pair work on campaign+ optional guided
enquiry sheet
! Pairs report back to their group (last 15 min)

! Resources as required by students for creation of ad campaigns art
materials; apps (eg iMovie, iCreate etc);
4 1

Engage

Elaborate


__


Explain

Explore




! Set up a dilemma based on product choice
that raises consumer ethics questions for
students to analyse

! Present 2 T-shirts; one ethically produced
and more expensive than the other which
was produced in Asia


Cross-curricular priority Asia
(developed/developing countries; labour costs;
import/export dilemmas; offshore production
etc)

Questions: How do we make ethical decisions as
consumers; what information do we need? To
what extent do ethical choices require
disposable income? Cheap labour: employment
cf exploitation how can we know?

* Groups to submit their Campaign journals
for peer assessment by other groups (to help
determine readiness for presentations in week
5)

! Two T-shirts (one ethically produced and priced accordingly; the
other a mass-produced cheap one) if possible aesthetically similar
eg both plain white.

! Asia Australia Education Foundation curriculum resource on Where
are clothes and shoes manufactured? a useful place for
links/information on this topic including BTN ep:
https://tinyurl.com/pwfaeuc


! Textbook : Cain J, Somers G, Jeffery M, Thomas K 2014, Economics,
Business, Civics and Citizenship for the Australian Curriculum, Jacaranda:
esp. chapter 4: Factors influencing consumer choice






Campaign journal formative (peer) assessment rubric

2
Part I of lesson: ! Poems to draw out themes/discussion points:

Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Elaborate
Evaluate

! Poetry analysis drawing out themes of
persuasion, buying and selling
! Capitalising on previously taught unit on
poetry

Part II: Groupwork continues:

! Group work finishing campaign to present
next lesson


Suggestions:
1. Khalil Gobrans poem Buying and selling
2. Peter Porters Poem - A consumers report at
http://www.poetrylibrary.edu.au/poets/porter-peter/a-consumer-s-
report-0287122
3. Opportunity Cost rap by G-Eazy
https://www.youtube.com/watch?v=SElxG058v9w

! Art and design materials; internet connection;
! Laptops/iPads; apps etc.
! Journals

5 1-2

Engage
Explain
Elaborate


Evaluate


[ICT]

See full
lesson plan
[Alice]
Half-day excursion

Part I:
Presentation by each group


Part II:
Feedback on presentations

! These presentation sessions to be held in an alternative setting off
campus eg. in a boardroom or conference room in local civic or
commercial building

! ICT enabled room for multimodal presentations (internet
connection; screen or other requirements)


! Audience: to include people from local business and
advertising/marketing firm(s) invited to give feedback to student
presenters.

! Feedback sheets and Socrative quiz with guiding questions
(responses to be submitted for assessment) - eg. Would you buy this
product? If so, why? If not, why not? What were the strongest elements of
the campaign? Which were the weakest? And why?)
6 1

Evaluate



! Reflection in groups

The groups will reform to read and discuss the
feedback received from their presentation and
reflect on their learning; what was more
effective; what they might do differently; the

! Campaign journals





Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Draft Integrated Unit Djazouli Ali and Garner Inclusion and Diversity 2 - 2014
Elaborate challenges of designing a campaign as a group.

! Reflections as individuals
An opportunity in class to write down &/or
communicate verbally their own responses to
the various campaigns, and to the process of
devising a campaign in their group.




! Individual reflection sheets and Socrative results (Excels)


2

Evaluate
! Reflection discussion by whole class
following on from last session
! Each group reports on responses to
feedback
! Unit recap / overview of marketing
concepts, strategies, ethical questions

Submission by groups and individuals of:
! Campaign Journals (one per group)
! Campaign outcomes (ie hard or digital copy of advertising materials
used in presentation)
! Written reflection (individual) on process, outcomes, feedback