Media message magic

Create a Year 2–3 Art (Australian Curriculum v9) lesson plan focused on Media Messages. Use ideas from a “Media Messages Worksheet” to guide a short filming routine (students create and film a short media message). Include a clear lesson structure with: Learning Intention, Success Criteria, and an “I do, we do, you do” teaching sequence. Include key vocabulary list. Provide a short filming routine script students can follow (plan–shoot–review) and a simple storyboard/template description. Include formative checks and an exit ticket. Add answer key/model responses where appropriate. Add an explicit success-criteria checklist students can use during filming and reflection. Include classroom management notes for filming (roles, camera handling, safety, ethical filming). Ensure activities are suitable for Years 2–3 combined (differentiation suggestions for early finishers and those needing support). Use 60-minute format and include printable worksheet/handout components within the lesson plan text (e.g., what students would write on the “Media Messages Worksheet” and storyboard).

Overview

Students learn that media messages communicate meaning using media languages (images, framing, sequence) and media technologies (simple filming and sound). They plan, film, and review a short persuasive or informative message using a simple plan–shoot–review routine.

Learning intentions

Students will collaboratively create a short television-style advertisement that persuades a specific audience to protect an imaginary place.
Students will use simple shot types and sequence to clearly communicate their persuasive message.
Students will include a clear call to action to encourage their audience to protect the place.
Students will review their work using the success-criteria checklist and improve it.

Success criteria

I can plan a persuasive media message about protecting an imaginary place and identify my target audience.
I can film at least 3 short shots that follow my storyboard and show the persuasive purpose.
I can use framing (close-up/mid/wide) to help the audience understand the message.
I can include sound with a clear voice and end with a strong call to action.

Curriculum links

AC9AMA2C01: use media languages and media technologies to construct representations (sequence, shot types).
AC9AMA4C01: use media languages, media technologies and production processes to communicate ideas and meaning.
AC9AMA10C02: apply production processes and use media arts concepts to construct representations that communicate ideas and match audience expectations.

Lesson structure (60 minutes)

0–5 min · Hook with example clip. Teacher shows a 1-minute child-focused persuasive ad and asks: “What is the message? Who are they trying to persuade? How do they show it without explaining everything?”
5–12 min · Key vocabulary + “Media message worksheet” unpack. Teacher shows the worksheet and models filling one example sentence: “My message is to protect Rainbow Lagoon. It is for children who love nature. I want the audience to save the lagoon.” Students repeat the sentence with a partner and choose a simple persuasive message idea (e.g., “Save Rainbow Lagoon”, “Protect the Forest of Fireflies”).
12–20 min · I do · Plan (Media Messages Worksheet). Teacher completes a quick plan on the board using the worksheet prompts and demonstrates the storyboard template with 3 boxes. Students copy onto their worksheet.

Printable prompts (what students write):

Media message title: ____________________
Audience (who?): ____________________
My message (one sentence): ____________________
My main “call to action” (what should they do?): ____________________
Shot list (quick notes): Shot 1 ________ Shot 2 ________ Shot 3 ________

20–30 min · We do · Storyboard + filming routine script. Teacher leads a group storyboard:

Box 1: Introduce the place (wide shot)
Box 2: Show the problem / why it matters (close-up on face/prop)
Box 3: Call to action (mid/wide shot) Students draw their 3-box storyboard and write 1–2 words for what happens in each box.

Short filming routine script (Plan–Shoot–Review):

PLAN: “Read my message. Choose my shots. Check: clear framing + clear voice + clear call to action.”
SHOOT: “Start recording. Hold steady. Say the line. Do the action. Stop when done.”
REVIEW: “Watch once. Tick checklist items. Decide: fix one thing and reshoot if needed.”

30–48 min · You do · Film (in roles) + teacher support. Students film in small groups (teacher assigns roles). Teacher circulates to coach framing and voice clarity. Students use the success-criteria checklist during filming.

Classroom management notes for filming (roles, safety, ethics):

Roles: Director, Actor/Speaker, Camera operator, Sound/Clapper. Students keep roles consistent within groups.
Safety: move slowly, keep cables off floors, don’t run; lens facing away from eyes; hold devices with both hands.
Ethical filming: film only with class permission; avoid filming other students’ faces without consent; no recording in private areas (toilets/change rooms).
Camera handling: hold steady with elbows tucked; do short takes; speak loud and clear; stop recording when students finish speaking.

Success-criteria checklist (students tick during filming + review):

My audience is clear (I mention who it’s for).
I used at least 3 shots in order.
I used framing (wide / mid / close-up) to help the message.
My voice is clear and loud enough.
My action matches my words.
I end with a clear call to action.

48–55 min · Review and one improvement. Teacher plays back 1–2 groups (or fast “share-outs” if time). Students complete the review sentence on their worksheet:

“Our message was clear because…"
“Next time we will improve…” (choose one: voice louder, redo a shot, add call to action)

55–60 min · Exit ticket. Students hand in the exit ticket:

Circle: Our best shot was Shot 1 / Shot 2 / Shot 3 and explain one reason: __________
Write one improvement: __________

Resources

Media Messages Worksheet (1 per student) with prompts and review lines updated for protecting an imaginary place
3-box storyboard template (can be on the same sheet) with persuasive purpose labels
Simple devices: tablet/phone/camera + headphones (if available)
Tripod or stable surface (books/box) option
Success-criteria checklist (print small) including call to action
Optional: basic props (hat, sign, tidy items) and a visible “I can act” cue card
Teacher device/projector/TV for showing 1-minute persuasive ad clip
Data handling reminders and filming consent list for the class

Assessment

Formative check during planning: teacher listens for a clear audience + call to action.
Formative check during filming: teacher observes shot order, framing choice, and voice clarity using the checklist.
Summative-for-today evidence: exit ticket + worksheet (plan + storyboard + one review improvement).

Differentiation

Students needing support: provide sentence starters with protect/imaginary-place language (e.g., “This message is for…”, “Please protect…”, “Save our…”) and use a simplified storyboard with persuasive labels only (introduce, problem, call to action).
Early finishers: add a short extra shot (e.g., close-up of a symbol of the place) and include a simple sound cue (one sound effect or a short jingle related to protection).
EAL support: allow non-writing options for planning (draw icons for audience and action; teacher confirms lines verbally).
SEN support: assign fewer filming tasks (e.g., focus on one line and one shot), and use visual role cards with role names (Director, Actor, Camera, Sound).

Key vocabulary (students see and use)

persuade, protect, imaginary place
problem, call to action, target audience
media message, audience, idea
sequence, shot, framing
wide shot, mid shot, close-up
action, voice / sound
storyboard, plan, shoot, review

Teaching Instructions