Language and literature

Style Audience imperatives

Purpose
Factual How do advertisements persuade people? What different kinds of advertisements are there?
Factual What do we call advertisementsthat appear in
magazines?
What are print ads?
Factual What is mass media? How are we affected by mass media?
Conceptual How are people infuenced by advertising? What strategies do advertisers employ to infuence people?
Debatable What kinds of still advertising images do we
see?
Why advertisements placed in certain locations like billboards and magazines?
Debatable How does the timing of Tv ads affect their
effcacy?
Why are some ads on when people are awal\ke and others are on when people are asleep?
Teacher(s| Julie Clarke, David Marrinson Subject group and d|sc|p||ne Language A: English
Un|t t|t|e Advertising MYP Year Grade 8 Un|t durat|on 5 Weeks
Inqu|ry: Estab||sh|ng the purpose of the un|t
Key concept Re|ated concept(s| G|oba| context
Communication Creativity
Ident|t|es and
re|at|onsh|ps
Statement of |nqu|ry
Advertising is employed to persuade people through the manipulation of text and images to buy products or embrace an idea.
Inqu|ry quest|ons
Object|ves Summat|ve assessment
A: Ana|ys|ng
identify and explain the content, context,
language, structure, technique and style of text(sj
and the relationships among texts
Students employ the strategies they have observed and
analyzed to create their own advertising campaign.
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identify and explain the effects of the creator's
choices on an audience
B: Organ|z|ng
employ organizational structures that serve the
context and intention
organize opinions and ideas in a coherent and
logical manner
use referencing and formatting tools to create a
presentation style suitable to the context and
intention.
C: Produc|ng text
produce texts that demonstrate thought,
imagination and sensitivity while exploring and
considering new perspectives and ideas arising
from personal engagement with the creative
process
make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating
awareness of impact on an audience
select relevant details and examples to develop
ideas.
D: Us|ng |anguage
use appropriate and varied vocabulary, sentence
structures and forms of expression
write and speak in an appropriate register and
style
Approaches to |earn|ng (ATL|
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Act|on: Teach|ng and |earn|ng through |nqu|ry
Content Learn|ng process
Describe how you will differentiate teaching & learning for this unit?
Reect|on: Cons|der|ng the p|ann|ng, process and |mpact of the |nqu|ry
Pr|or to teach|ng the un|t Dur|ng teach|ng After teach|ng the un|t
Before the start of the unit, teachers made sure to
spend a signifcant time researching current
advertisements and seeing how manipulative,
persuasive language was used in order to convince
the product, idea, or philosophy's audience into
buying in. The process of doing this is to collect print
Student responses to particular text were used as a
pivot for ongoing lessons.
Communication was used more than most, for
students were asked to collaborate with their peers in
The unit went well, but grades seemed to be infated
during the frst quarter because of this. The oral,
summative task had little to do with "stereotypical"
English class skills but had plenty to do with language
usage, prompting students to be very creative. Many
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ads, view television commercials, and analyze
language. As we continued to collect print ads
(advertisementsj and commercials on television and
radio, we found more and more opportunities for
students to also eventually share ads that they found
in order to make the unit more inquiry-based.
small groups so they could form convincing ad
campaigns.
students did well on this task, but could not handle
the written aspect of many of the other year's tasks.
Students were able to demonstrate their learning in
an oral performance. ln the future, collecting the
written script and marking it as a valuable tool for the
"creating text" criteria is recommended.
The data collected was from the oral presentations.
Feedback was given after these performances were
presented. Students used this data in order to
improve their oral performances in future
presentations.
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