Lesson Series Students will identify and describe how authors,

Goal/Outcome illustrators and other multimedia sources influence

information and impression.

Stage/Year Stage one/Year two

Lesson Number 4 of 4

Date and Time Thursday 10:00am

Overall duration 1 hour

Curriculum Links Use comprehension strategies to build literal and

inferred meaning and begin to analyse texts by drawing
on growing knowledge of context, language and visual
features and print and multimodal text structures -
ACELY1670

Individual Lesson Students will produce a creative work that influences

Objectives reader concepts and opinions

Student prior Foundation: Use comprehension strategies to

knowledge understand and discuss texts listened to, viewed
or read independently - ACELY1650

Year One: Use comprehension strategies to build literal

and inferred meaning about key events, ideas and
information in texts that they listen to, view and read by
drawing on growing knowledge of context, text
structures and language features - ACELY1660

Materials & Resources Reflective journals

Key Terminology Multimedia, creative work

Learning and Teaching Strategies and Activities

Introduction (5mins) Explain to students that we will be creating a piece of
individual work in our reflective journals. Before this we
will start with a 3-2-1 activity to warm up.

Ask students to write down in their reflective journals,

three things they remember from the last three lessons,
two questions they have about the lessons and one
statement they feel sums up the lessons

Development (35mins) “In your reflective journal individually create a short

story, advertisement, comic strip, news article etc that
uses emotive language, marketing strategies and/or
illustrations to change the perception of the
reader/viewer.”

Using explicit teaching methods to break down the

instructions, start by asking students to decided upon
the type of creative piece they wish to create and the
message they wish to deliver. Record a reflection that
identifies what has been selected and why.

Ask students to recall the media used in lesson three,

how did these examples use emotive language?

Move between students to perform scaffolding

throughout the lesson

This activity utilises the “You do” model of explicit

teaching as well as Vygotsky’s scaffolding and zone of
proximal development.

Concluding (20mins) Students asked to share their work with the class and
give a brief explanation about their creative piece. Why
they chose it and what strategies they used.
Differentiation Observation of students, use of positive behaviour
techniques, quiet reminders of behaviour expectations.

Key Questions What message do you want to give to the audience?

Why do you want to give this message?

What will your audience think before/after

reading/viewing the work?

What can you use to best change their mind?

Assessment of student This creative writing piece can be used as a summative

learning assessment for the lesson and the reflective journal
can be used as a summative assessment for the
lesson series.

Relationships Quiet behavioural reminders, if needed, to ensure

students are not made to feel embarrassed.

Praise for good behaviour to promote positive

behaviour for learning model.

Reflection Where learning outcomes achieved?

What worked well? What needs improvement?

What additional theories could be employed