Brainstorming Collab

Overview

Lesson 3 builds the “making” part of the unit: teams decide their target audience, persuasive message, and the key media elements they will use in their ~30 second collaborative advertisement. Students also begin noticing persuasive techniques from sample ads to support their design choices.

Learning intentions

Students will:

• create and share ideas for an advertisement to persuade people to protect an imaginary place
• decide on a target audience (who the ad is for) and a clear message (what they want the audience to do/think)
• choose key elements (images, sounds, text, short scene plan) that match their message
• practise responsible media talk: listen, take turns, and contribute ideas

Success criteria

Students can:

• name their target audience using sentence starters (e.g., “We are persuading ___”)
• state a clear message using “We want them to…”
• identify 2–3 persuasive techniques they will include (e.g., catchy slogan, before/after, problem/solution, “call to action”)
• contribute one equal segment idea to the group plan and explain how it supports the message

Curriculum links

• AC9AMA4D01: develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements
• AC9AMA4E01: explore where, why and how media arts is created and/or distributed across cultures, times, places and/or other contexts (purpose, audience, meaning)
• AC9AMA4P01: share media arts works in informal settings considering responsible media practice (collaboration and sharing respectfully during planning)
• (Unit skill focus) storyboard planning and suspense/genre-style conventions are used as students prepare for filming in the next lessons

Lesson structure ({total minutes})

1. 0–5 min · Hook (Look & Notice). Teacher shows a 30–60 second children’s advertisement clip (offline if needed) and asks: “What is the ad trying to make people do?” Students turn-and-talk, then one student shares the “goal” of the ad.

2. 5–15 min · Mini-teach: Persuasion choices. Teacher explains: persuasive messages usually include (1) target audience, (2) problem/why it matters, (3) solution/protecting action, (4) call to action—then links this to media elements (words, images, sound). Students join a whole-class brainstorm on the board: “How can we show ‘a problem’ using images/sound/text?”

3. 15–35 min · Teams brainstorm (I do–We do). Teacher models using an example imaginary place (“Protect Coral Bay”) and demonstrates filling in a “Team Brainstorm” sheet: target audience + message + 4 key elements. Students help the teacher choose: one image idea, one sound idea (voice/Foley/music), one text idea (slogan/call to action), and one short scene purpose for their collaborative ad.

4. 35–50 min · Teams plan their equal segments (You do). In groups of 4–5, students complete their own brainstorm and assign each student a 4–7 second role/segment idea. Teacher circulates using a quick prompt checklist: “Who is it for? What’s the message? What will we see/hear in your segment?” Students write/draw one scene idea each and practise saying their segment’s “call to action” line.

5. 50–58 min · Share & refine (Gallery walk fast). Each team does a 2-minute share with another team and gives one helpful suggestion: “Try adding/clarifying…” focusing on audience, message clarity, and one persuasive technique. Students record one improvement note for next lesson.

6. 58–60 min · Exit ticket. Students answer: “Our target audience is… Our message is… Our key persuasive element is…” Teacher collects tickets to guide which teams need more support.

Resources

• “Team Brainstorm” printable (target audience, message, 4 key elements, segment roles)
• Imaginary place cards (e.g., “Rainforest Treehouse,” “Beach Glow Garden,” “Cloud Park”)
• Sample advertisement clip (1–2 minutes max) and a short backup still-image set
• Video planning folders (one per team)
• Sentence starter strips:
• “We are persuading…”
• “We want them to…”
• “In our ad we will show…”
• “We will use sound/text to…”
• Marker pens, sticky notes
• Teacher prompt checklist for conferencing
• Optional: simple timeline strip for ~30 seconds

Assessment

• Formative checks during conferencing: target audience and message must be stated clearly (teacher tick/coach)
• Listening check during Gallery walk: students give a suggestion tied to “audience/message/media element”
• Exit ticket: evidence that each student can name audience + message + one key element (used to plan next lesson groupings)

Differentiation

• Support:
• Provide filled-in example brainstorm icons (audience icon, action icon, sound icon) for students who need modelling
• Use sentence starters and word banks (“kids”, “families”, “tourists”, “school community”; “save”, “protect”, “look after”, “don’t litter”)
• Extension:
• Challenge teams to include a “before/after” idea and describe one sound contrast (e.g., “quiet worry” vs “happy action”)
• EAL/SEN:
• Allow drawing instead of full writing for segment planning; students can record their voice ideas in the next lesson
• Pair learners strategically so each student has a clearly defined, low-load contribution

Key vocabulary (student-facing)

• target audience
• message
• persuade
• call to action
• protect / look after
• problem
• solution
• slogan
• image
• sound
• text
• segment
• storyboard (introduced briefly as “scene plan” for the next lesson)