Finalise Ads

Overview

In this final lesson of “Persuasive Media Mastery”, students edit their filmed advertisements and prepare a short presentation. They will practise combining visual choices and audio effects to strengthen persuasive messages before sharing their work with the class.

Learning intentions

• Students will edit their advertisements by trimming, arranging scenes, and improving audio/visual clarity.
• Students will add simple audio and visual effects (e.g., sound effects, voice clarity, on-screen text) that match persuasive techniques.
• Students will present their advertisement confidently, explaining how choices make the message more convincing.

Success criteria

• I can trim and rearrange my film so it makes sense and shows my persuasive message clearly.
• I can add or improve audio (voice or music/sound effect) so the audience can hear and understand.
• I can add simple visual supports (captions/text/graphics) that link to my persuasive technique.
• I can present my advertisement and give a simple explanation of how my edits help persuade the viewer.

Curriculum links

• Visual Arts: creating and presenting artworks/media, using ideas, planning, and experimenting with techniques.
• Media Arts: producing and editing media that communicates meaning, using story ideas, shots, and audio/visual elements.
• Responding: describing choices and effects, using basic media vocabulary to reflect on impact.

Lesson structure (60 minutes)

1. 5 minutes — Warm-up and goal check Teacher briefly revisits the unit focus: “What makes an ad persuasive?” Students share one editing idea they used earlier (e.g., clearer voice, better ending).

2. 10 minutes — Model: quick edits that improve persuasion (I do) Teacher demonstrates, using a projector or screen recording, a short before/after edit: trimming extra footage, changing order, adding captions, and boosting voice volume. Teacher models linking each edit to a viewer effect (clear message, stronger interest).

3. 15 minutes — Editing stations: planned work (We do) Students follow a checklist while the teacher leads the group:

• Trim the start and end so the key message happens early.
• Ensure each persuasive claim is shown (a relevant shot or on-screen text).
• Check audio levels: voice first, sound effects second, music not overpowering.

4. 20 minutes — Independent editing & adding effects (You do) Students edit their advertisements. Teacher circulates using quick prompts:

• “What persuasive technique does this part support?”
• “What would the viewer miss if this clip stayed untrimmed?”
• “Is your voice clear for the whole sentence?”

5. 5 minutes — Audio/visual final check Students do a “watch it like a viewer” check: quick playback once to confirm message clarity, readable text, and balanced audio.

6. 5 minutes — Prepare presentation notes Students write 2–3 dot points: “My message is… / My best edit is… / My audio/visual effect helps because…”

7. 0 minutes — Showcase setup (wrap-up for next step) If presenting must happen immediately due to class schedule, swap with Step 6 and shorten checks to 3 minutes. Otherwise, pack files ready for the next class presentation session.

Resources

• Student filming files (saved in a clearly named folder: group name + ad name)
• Devices with an age-appropriate editing app (e.g., simple timeline editor) and headphones
• Teacher projector/screen for modelling edits
• Editing checklist (trim, order, captions/text, sound balance, export settings)
• Example ad clips for prompts (1–2 minutes, children-focused)
• Library of safe royalty-free sound effects/music (teacher-provided, no internet searching)
• Prepared text/caption templates (large font, high contrast)
• Marking rubric summary sheet (one-page class version)
• Headphone adapters/backup headphones as needed

Assessment

• Observation during editing (teacher notes against success criteria: trimming/order, audio clarity, added visual supports).
• Review of final edited ad using the success criteria checklist.
• Brief oral explanation from each group/individual using the 2–3 dot points (evidence of understanding effect of edits).

Differentiation

• Support: provide a partially completed timeline template (start/end prompts and placeholders for captions). Offer sentence starters for presentation notes: “I improved my ad by… so the viewer…”.
• Support: reduce choices—students choose from 2–3 approved sound effects and 2 caption styles.
• Extension: students add one “persuasive emphasis” technique (e.g., quick title card before the main claim, or a targeted sound effect timed to a key moment) and justify it.
• EAL/SEN: allow students to record their explanation with voice or show with picture cards; use simplified vocabulary and allow extra processing time during modelling and checks.

Key vocabulary words

• edit
• trim
• order / sequence
• timeline
• audio
• voiceover
• sound effect
• music
• volume
• caption
• title card
• persuasive
• audience / viewer
• presentation
• clarity
• effect (impact on the viewer)

Answer key (teacher use)

• Trimming/order: the ad begins with a clear hook early, includes the main claim(s), and ends with a strong call to action; no long irrelevant gaps.
• Audio: voice is audible; music/sfx support meaning and do not cover speech.
• Visual supports: captions/text are readable and appear at key moments (claim, reason, call to action).
• Presentation: student(s) can name at least one edit and connect it to a viewer effect (clear message, more interest, stronger persuasion).