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LESSON PLAN FORMAT

Lesson Topic:

Toy Factory


Date:

16/10/2012


VELS Domain(s):


Information and Communications
Technology
English


Grade(s)/
Year Level(s):



Grade 3

VEL Dimension(s) or Religious
Education Guideline:



ICT for creating


Duration
of
Lesson:



50 mins





Learning Outcome(s)/Standard(s):

Students will learn and use different persuasive techniques that the media uses to grab
audiences attention to create an attractive advertisement poster for their designed toy. Student
will use Glogster.com to create this.


Indicators (2 or 3)

Use persuasive features, when designing advertisement for their toy.
Use and explore Glogster.


Assessment:

Students will be assessed on their creativity and use of persuasive features on their
poster to grab audiences attention. Such as flashy headings, large text, colours etc.
Observation: Students are able to locate and explore different tools in Glogster to create
their desired drawing. Such as add text, change colours and fonts, create shapes,
borders and pictures.



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Teaching Focus:

A. Chosen by Associate Teacher

Have better classroom management by reminding children of the classroom rules at the
beginning of the lesson.


B. Your personal choice of skill development
Manage childrens behavioural problem, by setting clear classroom rules and the consequences
when misbehaved.


Background to the learning:

A. Teacher
http://www.classzone.com/cz/books/ml_lit_gr12/resources/pdfs/media_analysis/HS_15_Ad_
Techniques2.pdf , Accessed 16th October 2012

B. Pupil

Students have been learning about Toys for a week. They have discussed about design features
of their toys and how some of the mechanics work to make the toy fun. Students have created a
draft copy of their designed toy in their exercise book.
Students have used Glogster once.


Lesson Resources:
Photos taken of poster ads around
the streets or bus stops
Smart board
Printed out advertisement posters
on A3
Large paper
Textas
Computers
Students draft copy of their
designed toy
Students Login details to Glogster,
username and password included
cut up individually.
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Content of Lesson:

A. Introduction Approx. 5 mins

Show photos that you have taken of poster or billboard advertisements on the smart board.

Yesterday when I was going home from school, I saw lots of big posters and billboards that
had big pictures of food, drinks, Universities, movies and lots of things

Introduce the word Advertisement

These are called advertisements. It is trying to persuade me to buy their product. Does it
make you want to buy it?

B. Development Approx. 20 mins

Step 1: Stick up on the board the first poster
Question: Can anyone tell me what is being advertised here? Do you know what it is?

Step 2: Talk about the product.
Question: What is it? Does it make you want to buy it?

Step 3: Discuss with students what makes a good advertisement.
Question: How does it make you want to buy it and have one? Whats the first thing that you
see?

Step 4: Discuss features that are important in advertisements. Point out the importance of
large text, large pictures, the colours, the headings and what the text says. Develop a list on
A3 paper, with the students of the key features in advertisements that grab consumers
attention and persuade them to buy it.
Question: Why do many advertisements have these features?

Step 5: Using the Smart board, demonstrate to students how to get into Glogster and Login.
Recap and demonstrate how to add text, change colour, add images and add stamps.
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Emphasize to students that they can explore the tools sections to find more awesome effects
and stamps.
Question: Do you all know how to use Glogster now?

Step 6: Give instructions to students. Emphasize to students that they need to have these
persuasive features in their advertisement poster.
Hand out to students their Login slip.
Question: Do you all know what you need to do?


C. Consolidation and Practice Approx. 20 mins

Step 1: Students go on a computer each, open up Glogster.com and login using their login
slip.
Step 2: Students use Glogster.com to create their advertisement poster.
Step 3: When completed, students can save their work.
Step 4: With the teachers approval, students can print out their poster in colour.


Early Finishers Extension Activities

Students can play an online game about advertising.

http://www.funenglishgames.com/writinggames/advertising.html



D. Closure Approx.5 mins

Select some students to show the class their advertisement of their toy and discuss the
persuasive features they had.

Display all posters up on the classroom wall.



Post Lesson Review and Evaluation:

Pupil Achievement

Generally students worked well in class and were very attentive.
Most students participated in class discussion, discussing the different persuasive features that
stood out in the advertisement poster.
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Students were able to login and use Glogster successfully. Some students used a wide range
of tools and explored the software to create large flashy headings of adjectives and a variety
of persuasive vocabulary to gain consumers attention and needs.
Students enjoyed doing this task, and learnt a lot about the persuasive techniques in
advertisements.

Teacher Effectiveness

From this lesson, I felt that students were captivated seeing the photos that I took of the
advertisements. They were able to relate to the posters because they had seen the posters
outside of school before. This allowed students to be more aware of all the advertisements
that surround our inner suburbs and learn why these advertisements are put in place and why
they appear in that way.

Students were well behaved during class discussion. I found that asking a number of
questions about the persuasive features on the IPOD touch advertisement poster, kept students
especially the boys, on task and allowed them to think and focus on advertisement features
because they were interested in the product. This prevented them from misbehaving.

When demonstrating and recapping how to use Glogster, majority of the students remembered
how to use Glogster and lost focus as most of them were eager to go on the computers and
start their work. So I didnt get the opportunity to demonstrate most of the tools, instead I
allowed more time for them to create their poster.

When students began using Glogster to create their advertisement poster, I felt that more girls
enjoyed this activity than the boys. Many boys rushed this task and put little effort into
creating and exploring Glogster, so they could play the online game on computer.

Generally, all the students did this task very well and enjoyed using Glogster to create an
advertisement. Next time I teach a similar lesson, I would, before I send students out to the
computers I would show some examples of posters made using Glogster. That way, they
could have a rough idea on the creativity of a poster and with what Glogster is capable of
doing.