Responding and Reflecting

Year Level

Years 2-3

Duration

60 minutes

Unit

Protecting Imaginary Places Lesson 3 of 5

Lesson Title

Responding and Reflecting: Writing Our Comparison

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Learning Area

The Arts — Visual Arts Incorporating Literacy to support writing and reflection on persuasive techniques in media

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Australian Curriculum Alignment

Content Descriptions

• AC9AVA2C03: Use visual arts language to describe artwork ideas and artworks they create and others’ artworks, using relevant arts terminology.
• AC9AVA2E01: Investigate where, why and how visual arts are created or presented, and explore ideas and themes in artworks.
• General Capability — Literacy: Create simple written texts to communicate ideas and preferences, including explanations and reflections relevant to the arts context.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and explain persuasive techniques used in two television advertisements previously studied, using key vocabulary such as slogan, audience, logo, and call to action.
2. Write a concise comparative response (30–200 words) outlining similarities and differences between persuasive techniques in the two advertisements.
3. Reflect in writing on the persuasive techniques they plan to use in their own collaborative television-style advertisement and explain why they have selected these techniques.
4. Demonstrate higher-order thinking skills: analysis, evaluation, and reflection related to visual and multimodal texts.

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Materials

• Projector/Screen to display TV advertisement clips
• Worksheets with guiding questions and vocabulary sheet (slogan, logo, audience, call to action)
• Writing materials: lined paper or writing journals, pencils
• Whiteboard and markers
• Timer

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Key Vocabulary

• Artwork: A picture or object made by an artist.
• Observe: To look carefully at something.
• Respond: To say or do something after seeing or hearing something.
• Reflect: To think carefully about something.
• Feelings: Emotions you have when you see or think about something.
• Details: Small parts that make up the whole picture.
• Technique: A special way of doing something in art.
• Colour: The way something looks because of light, like red, blue, or yellow.
• Texture: How something feels or looks like it would feel.
• Composition: How all the parts of an artwork are arranged.
• Symbolism: When something in art stands for an idea or feeling.
• Improve: To make something better.
• Artist’s Intention: What the artist wants to show or say with their artwork.

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Lesson Sequence

Introduction (10 minutes)

• Briefly review the two television advertisements the class has previously analysed in Lessons 1 and 2 of the unit.
• Display key vocabulary on the board: slogan, audience, logo, call to action. Clarify meanings and provide quick examples from familiar commercials.
• Explain the purpose of today’s lesson: to write an individual comparison of the persuasive techniques used and then reflect on which techniques students want to use in their own advertisement project.

Activity 1: Writing the Comparison Response (30 minutes)

• Distribute a worksheet that prompts students to compare the two advertisements focusing on persuasive techniques.
• Scaffold the writing task for students with sentence starters and questions such as:
• “Both advertisements use the slogan ____ to attract their audience.”
• “One advertisement uses a logo to…”
• “The call to action in this advertisement is…”
• Circulate the room to assist students with writing and clarify vocabulary or concepts.
• Encourage students to aim for 30 to 200 words, appropriate to their writing levels.
• Timekeeping: At 15 minutes, remind students to start wrapping up their first draft.

Activity 2: Reflective Writing (15 minutes)

• Once the comparison is complete, prompt students to think about their upcoming collaborative advertisement project.
• Using another worksheet or journal prompt, ask each student to write a short reflection on:
• Which persuasive techniques from the advertisements they analysed do they want to use in their own group advertisement, and why?
• Encourage use of key vocabulary and full sentences.
• Allow sharing of a few volunteer reflections with the class to inspire peer ideas.

Conclusion and Assessment Instructions (5 minutes)

• Recap the importance of considering persuasive techniques in advertising, linking back to how this analysis prepares them for the creative "making" phase of the unit.
• Collect students’ written responses for assessment Part A as outlined in the unit plan.
• Preview the next lesson’s focus: planning and creating their collaborative television-style advertisement.

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Assessment

• Formative Assessment: Teacher observation during writing, questioning to check understanding of persuasive techniques vocabulary and concepts.
• Summative Assessment Part A: Students’ individual written responses comparing persuasive techniques in the two advertisements (30–200 words).
• Reflection Writing: Considered part of formative assessment demonstrating students’ ability to apply understanding to their own creative process.

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Differentiation and Support

• Provide vocabulary sheets with visuals for students needing additional language support.
• Allow use of scribe or voice-to-text tools for students with writing difficulties.
• Pair students with stronger literacy skills with peers who might need support during scaffolding.
• Offer extension tasks for students who finish early: creating their own slogan or logo idea for their collaborative project.

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Cross-Curriculum Priorities and General Capabilities

• Literacy: Writing, vocabulary development, using texts to inform creative practice.
• Critical and Creative Thinking: Analysing and evaluating the techniques used in advertisements to inform artistic choices.
• Personal and Social Capability: Reflecting on own preferences and decisions for group work, communication in a collaborative task context.

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Teacher Reflection Notes

• Monitor students’ use of key vocabulary in their writing to inform reteaching if needed.
• Note engagement and effort during reflective tasks to support ongoing motivation for collaborative project.
• Plan to use these written responses to tailor scaffolding and feedback in following lessons focused on media arts/art making.

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This lesson supports students in deepening their understanding of visual and persuasive communication within a playful yet disciplined arts context aligned with the Australian Curriculum (v9) for early primary years, integrating literacy and higher-order thinking to prepare for creative production phases. The lesson balances individual reflective writing with group creative application, making persuasive techniques tangible and relevant to young learners.