Protect Persuasion

Overview

In this second lesson of the 6-lesson unit “Persuade to Protect”, students watch two short advertisements and analyse how images, sound and text persuade an audience to care about protecting an imaginary place. They use simple media vocabulary to compare techniques and explain why they work.

Learning intentions

Students will:

• identify persuasive techniques used in advertisements (images, sound, text)
• describe how different parts help persuade a target audience to protect something
• practise respectful viewing, discussion and responsible media habits during analysis

Success criteria

Students can:

• name at least 2 persuasive techniques from each ad (e.g., colour, catchy slogan, loud music, repeating message)
• compare the two ads using words like “in the first ad…” and “in the second ad…”
• explain at least one “why it works” idea (e.g., “the music shows it is urgent”)
• use media vocabulary appropriately in partner and class discussions

Curriculum links

• AC9AMA4D01: experiment with ways media elements communicate meaning; explore sequencing images/sounds/text and how representations affect an audience
• AC9AMA4E01: compare media arts works by identifying features and using appropriate language to describe meaning
• AC9AMA4P01: share/discuss media arts works responsibly with attention to audience and respectful classroom practices

Lesson structure (60 minutes)

1. 0–5 min · Hook (View with a purpose). Teacher shows Advertisement A (1–2 minutes) without pausing and asks: “What do you think this ad wants you to do or feel about the place?” Students turn-and-talk, then share one idea.

2. 5–15 min · Guided analysis: Advertisement A (I do → we do). Teacher replays Ad A and pauses at 3–4 key moments (beginning, problem, solution, ending), modelling a “technique + effect” sentence frame. Students help complete the sentence frames as a class (e.g., “The ad uses ___ to make us feel ___.”).

3. 15–25 min · Independent check (You do, short). Students complete a quick “Technique Hunt” for Ad A: tick 2–3 techniques they notice (colour, slogan/text, character expressions, music/sound effects, repetition). Teacher circulates and checks vocabulary use.

4. 25–35 min · View with a purpose: Advertisement B. Teacher shows Advertisement B and repeats the first question: “What do you think it wants you to do or feel?” Students record one technique they notice right away (one-word notes allowed).

5. 35–48 min · Compare the ads (I do → we do → you do). Teacher leads a whole-class comparison using a simple Venn diagram or “Compare 3” prompts:

• “In Ad A, the persuasive idea is…”
• “In Ad B, the persuasive idea is…”
• “Both ads do/don’t…” Students then complete a partner comparison sheet using the frames “In the first ad… / In the second ad… / This works because…”

6. 48–55 min · Class share: ‘Persuasion jury’. Each pair shares one technique and one “why it works” statement. Teacher captures answers on the board under headings: Images, Sound, Text.

7. 55–60 min · Exit ticket + tidy. Students answer: “One persuasive technique I noticed was ___ and it persuades because ___.” Teacher collects tickets for next lesson planning.

Resources

• Two teacher-selected, child-friendly advertisements (1–2 minutes each)
• Projector/speakers and device for replay
• Printed “Technique Hunt” sheet (Ad A) and “Compare 3” sheet (both ads)
• Timer (for viewing and discussion)
• Venn diagram template (whole class or student-size)
• Whiteboard/markers
• Sentence starter strips for discussion (e.g., “The ad uses… to make us…”)
• Media vocabulary cards (teacher-made)
• Class agreement reminder poster: respectful viewing and no recording without permission

Assessment

• Formative check during circulation: students can name techniques and connect them to an effect
• Partner comparison sheet: evidence of “compare” language and at least one “why it works”
• Exit ticket: individual statement combining technique + reason

Differentiation

• Support:
• Provide sentence starters and an option to circle/tick instead of writing
• Offer a word bank for “effect” (e.g., happy, worried, excited, curious, scared, helpful)
• Pre-teach vocabulary by showing quick examples from the ads (teacher points, students repeat)
• Extension:
• Ask students to identify the target audience (e.g., “kids who play outside”, “families”, “school community”) and say how the ad speaks to them
• Challenge: “Which ad is more persuasive for you and why?”
• EAL/SEN:
• Use visual icons beside vocabulary cards (music note, speech bubble, camera/colour swatch)
• Allow responses orally recorded by teacher/peer scribe on the sheet if needed
• Pair students strategically for partner work

Key vocabulary (teach explicitly and reuse)

• advert (advertisement)
• persuade
• audience
• technique
• colour
• text / slogan
• sound (music, voice)
• sound effect
• mood (feeling)
• problem and solution
• repeat / repetition
• slogan (short message)

Teacher notes for model responses (use during discussion)

• Example “technique + effect” responses:
• “The bright colours make the place look special, so we want to protect it.”
• “The loud music is fast, so it feels urgent and important.”
• “The repeating slogan helps us remember the message.”
• “The sad or worried face shows there is a problem, so we feel like helping.”

Student notes handout (1-page idea)

Include two sections:

• “My technique hunt (Ad A)” with tick boxes for Images / Sound / Text
• “Compare 3” prompts with sentence frames:
• In Ad A, it persuades by…
• In Ad B, it persuades by…
• Both ads… / One difference is…

(Handout can be printed as part of the unit pack; Lesson 3 will build on students’ best techniques to plan their own ad.)