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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Year 9

Time: Midday

Date: Week 3

Students Prior Knowledge:


-

Learning Area: Media

Basic understanding of target audience and


stereotypes
How to use Spiderscribe
Familiarity with the basic workflow of graphic
design programs

Strand/Topic from the Australian Curriculum:

Introduction to key terminology and


technologies related to selected context and
focus
(ACAMAM073)
Construction of common stereotypes and how
these are shortcuts to the meaning and values
presented (ACAMAM074)
Codes and conventions for constructing
meaning in the selected media type, genre
and/or style studied (ACAMAM073)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)


Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Produce a collage of images, all focussing on the same target audience, using the web-based graphic
design software Canva

Identify similarities in print media designed for similar target audiences

of the workflow for a graphic design project


Teachers Prior Preparation/Organisation:
-

Ensure students still have access to their


spiderscribe page for their respective groups
Collect a few example ads (backup, in case kids
forget to bring their homework from the
previous class), as hard copies
Post-it notes (for silent card shuffle activity

Provision for students at educational risk:


- Visually stimulating tutorial process in Canva keep
ADD students engaged
- Visually challenged students will have printouts of the
class task available
- Purely visual tutorial, forgiving for hard of hearing
students.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:
- Were the ads that the students brought into class sufficient for their learning, or should the teacher provide
more examples/samples? (Possibly removing the homework requirement of bringing these ads into class,
given from the previous lesson).
Teacher self-reflection and self-evaluation:
- Was the in-built Canva tutorial sufficient in teaching the students the basics of the ICT?
- The silent card shuffle and Canva tutorial activity are very similar in process and content, but were they too
similar such that students became uninterested and disengaged?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Time

5
minutes

Motivation and Introduction:

Students bring their ads (homework task from the previous lesson) to
the class

Silent Card Shuffle, using the print media ads students brought into
class, and a selection of print media ads provided by the teacher
(mainly for the students who didnt do their homework), students will
categorize the ads into the specific target audience they are aimed at,
using small post-it notes to signify the specific category. This activity
must be conducted in complete silence, and in groups of 2-3. Groups
will be assigned through pairing the students that brought their own
ads with students that didnt bring their own.

Resources/References

Print media ad examples


(substitutes for the kids
who didnt bring one in, as
per homework task)
Post-it notes, for the
target audience
categories

Lesson Steps:

30
minutes

Canva Tutorial activity; students will be directed onto Canva,


working through the tutorial, then creating their first Canva image,
individually; a collage of various images, all targeting the same target
audience (similar concept to the silent card shuffle from earlier, but
this time the students must find all of their own resources and be able
to appropriately orient and format the resources into the Canva
workspace). The intended target audience should be kept a secret to
just the individual working on the collage, to coincide with a later
activity
Upon completion of the task the students must upload their collages
to their groups Spiderscribe.

Computers that can use


Canva and have
internet access

5
minutes

After uploading their collages to their groups Spiderscribe the other


students in their group must guess the intended target audience (will
be revealed once each student has made their guess)
The information for the Canva tutorial activity (the previous three dot
points) will all be displayed on a powerpoint slide at the front of the
room, for the duration of the activity, allowing the teacher to roam the
classroom and help students individually and not have to spend too
long explaining the task to the class.

OPTIONAL EXTRA:

Culture Jam! If any students finish the main task early then they will
be offered a Culture Jam task (discussed briefly in the previous
lesson). This task simply asks the students to replace text within a
print media advertisement with sometime else (preferably different
text) to alter the originally intended meaning essentially, create their
own Culture Jam.

Lesson Closure:

Review the students progress with Canva, and if any of them require
extra time or assistance in learning the program

Transition:

Ensure the students have uploaded their collages from the Canva
Tutorial Activity onto their group Spiderscribe

Assessment: (Were the lesson objectives met? How will these be judged?)

Did the students collages (uploaded on their Spiderscribes)


appropriately employ the codes and conventions and effectively
portray stereotypes?
Were the students peers able to correctly guess the target audience
of their peers collages?