Persuade to Protect

Overview

In this first lesson of the unit “Persuade to Protect”, students begin to understand persuasion in everyday media. They explore how images, sound and text work together to influence an audience to think or feel a certain way, linking this to their later goal: planning and making a short persuasive, collaborative TV-style advertisement.

Learning intentions

Students will be able to:

• identify when media is trying to persuade an audience
• describe how images, sound and text can influence feelings and actions
• compare two examples of persuasive media by noticing techniques (e.g., close-ups, bright colours, music, slogans)
• use simple filming language to prepare for a repeated filming routine in later lessons

Success criteria

I can…

• explain what the media is trying to make the audience do/think/feel
• name at least two persuasive techniques I notice (images, sound or text)
• use sentence starters to compare: “In example A…, but in example B…”
• follow the class filming routine safely and responsibly (listen, speak clearly, retake rules)

Curriculum links

• Media Arts: use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning
• Media Arts: develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements
• Media Arts: share media arts works in informal settings considering responsible media practice

Lesson structure (60 minutes)

1. 0–8 min · Hook (see & wonder). Teacher shows a 60–90 second child-appropriate advertisement clip (teacher-chosen, no student-created content yet) and asks: “What is this trying to get us to do or feel?” Students turn-and-talk, then share one idea.

2. 8–18 min · Mini-lesson (what is persuasion?). Teacher charts 3 message tools: Images, Sound, Text. Teacher retells the clip scene-by-scene using prompts: “What do you notice with the camera? What do you hear? What words appear?” Students add 1 sticky note each for what they noticed.

3. 18–32 min · Guided comparison (I do, we do). Teacher shows a second short clip (same audience age, different persuasive approach). In pairs, students complete a simple comparison sheet:

• “Example A: Audience wants us to…”
• “Techniques: Images… Sound… Text…” Teacher uses “Look-Find-Explain” to model: “The close-up helps me feel… because…” Whole class shares 3 examples of techniques.

4. 32–44 min · Make meaning with media tools (you do). Students work in small groups to create a 3-box “persuasion map” on paper for an imaginary place: Box 1 (Images): What would we show (e.g., rubbish-free park, happy animals)? Box 2 (Sound): What would we add (happy music, cheering, soft voiceover)? Box 3 (Text): What words/slogan would persuade (e.g., “Protect our place!”). Teacher circulates, using prompts: “How will this influence the audience?”

5. 44–55 min · Filming routine practice (for next lessons). Teacher demonstrates the repeated filming routine:

• Framing: “Face and title in view.”
• Acting: “One clear gesture or line.”
• Audio capture: “Volume 1 step away, speak to the camera.”
• Retake rules: “Record 3 takes, then choose best; no blaming.” Students practise as “Presenter + Camera + Sound watcher” with a one-sentence slogan about protecting an imaginary place.

6. 55–60 min · Exit ticket (check understanding). Students complete: “The media persuades us by using (image/sound/text)… so the audience feels/does…” Teacher collects quickly.

Resources

• 2 short, child-appropriate persuasive video clips (1–2 minutes each)
• Projector/speakers and classroom device for showing clips
• Persuasion comparison sheet (Example A vs Example B)
• 3-box “Persuasion map” template (Images/Sound/Text)
• Sticky notes or mini-cards for noticing techniques
• Filming routine reference card (Framing / Acting / Audio / Retake rules)
• Device or phone/tablet with camera and microphone access (teacher-controlled if needed)
• Slogan sentence starters strip (e.g., “Please protect…”, “Join us to…”)

Assessment

• Formative: teacher listens during pair sharing and checks for accurate identification of “what it’s trying to get us to do/feel”
• Formative: students’ sticky notes and comparison sheet show whether they can name techniques across images, sound, text
• Exit ticket: one completed sentence using at least one persuasive technique

Differentiation

• Support: provide sentence starters and a word bank (Images: close-up, bright colour; Sound: music, voice; Text: slogan, big letters)
• Support: offer a “choose from options” version of the persuasion map (picture icons for park, beach, forest; sound icons for music/voice)
• Extension: invite students to add “because…” reasoning (e.g., “The loud music makes me feel excited, so I want to…”)
• EAL/SEN: allow drawing instead of writing for one section; pair students strategically; rehearse response orally before recording practice
• Responsible practice: reinforce consent and respectful roles during filming (no recording outside agreed classroom tasks)

Key vocabulary

• persuade, audience, message, technique
• image, colour, camera, close-up, framing
• sound, music, voice, volume
• text, slogan, title, words
• storyboard, shot, filming, retake, sound recording