Travel Campaign Planning

Overview

In this final stage of the unit, students begin planning their comprehensive travel advertising campaign across print, video, and social media. Students choose a destination and target audience, then draft a clear campaign message and media plan, responding to how context shapes ideas and language.

Learning intentions

Students will:

• select a travel destination and describe who the campaign is for, based on research and context
• plan key messages and media content (print, video, social media) so the campaign communicates a consistent idea

Success criteria

Students can:

• name a destination and target audience and explain one key reason it matches their audience
• write or dictate a campaign slogan/theme and 2–3 supporting points for the message
• outline what will appear in each media format and who will do/produce it
• identify one way context (audience/location/time/money/values) changes the language used

Curriculum links

• EN-LS-06: Students respond to a range of ideas and experiences in texts (using travel texts/research to shape planning)
• EN-LS-07: Students identify ways context influences responses (linking audience needs and setting to language choices)
• EN-LS-04: Students use a range of strategies to engage with texts (researching and using information for planning)
• EN-LS-03: Students read, view, represent or respond to texts in familiar contexts (using travel ads and audience examples)

Lesson structure (60 minutes)

1. 0–5 min · Warm-up connection. Teacher displays three example “campaign messages” (short slogans) and asks: “Which audience might this be for, and why?” Students choose one slogan and write one sentence explaining the audience using a frame: “I think it is for ___ because ___.”

2. 5–15 min · Destination and audience choice. Teacher briefly revises what students did in previous lessons (idea collection and research) and models how to make a decision. Students choose one destination from a shortlist (teacher-provided or previously agreed), then fill in a planning sheet: destination + target audience (e.g., families, students, backpackers, retirees) + one matching reason.

3. 15–25 min · Research quick-check. Teacher provides travel text samples (short extracts from brochures, reviews, or ad captions) and prompts students to find useful details. Students highlight or circle: (a) 2 features that suit the audience (e.g., accessibility, activities, cost) and (b) one phrase that uses persuasive language (emotion, safety, adventure, comfort).

4. 25–35 min · Direct teach: consistent message across media. Teacher explains and models a “campaign message” structure: Slogan/theme + 2–3 supporting points + call-to-action, showing how the language can shift by media. Students complete their own “Message Box” using sentence starters:

• Slogan/theme: “Come to ___ for ___.”
• Supporting point 1: “You can ___.”
• Supporting point 2: “It feels ___ / It is great for ___.”
• Call-to-action: “Book/Visit today for ___.”

5. 35–50 min · Plan across print, video, social media. Teacher demonstrates a simple multi-media storyboard/outline with sections: Hook, Key message, Proof/feature, CTA; and notes audience-focused language choices. Students create a 3-column plan (one column each):

• Print (e.g., poster/flyer): headline + one image idea + 3 short lines
• Video (e.g., 30–45 seconds): 4 scenes in order with one line of dialogue or captions per scene
• Social media (e.g., 2 posts + caption): one post idea + caption tone (excited/safe/budget-friendly) + one hashtag idea Teacher circulates to check that the same theme appears in all three.

6. 50–57 min · Context influence check. Teacher asks: “How would the language change if the audience changed?” and gives an example (e.g., “family” vs “backpacker”). Students complete a short reflection: “If the audience was ___, I would change ___ because ___.”

7. 57–60 min · Exit ticket and tidy-up. Teacher collects planning sheets and uses an exit ticket prompt. Students submit: (1) destination + audience, (2) slogan/theme, (3) one media format they will create next.

Resources

• Campaign planning sheet with destination/audience table and message box
• Short travel text samples (brochure extracts, ad captions, review snippets)
• Highlighters or coloured pencils
• Storyboard template (4-scene video plan) and 3-column media planner
• Timer and projector/teacher slides (for examples)

Assessment

• Formative: teacher observation during destination/audience selection and message box completion (correctness and clarity)
• Formative: check highlighted persuasive language and audience-matching features from research samples
• Exit ticket: destination + audience, campaign theme/slogan, and one identified context-driven language change

Differentiation

• Support:
• Sentence starters and framed responses for audience reasons, supporting points, and reflection
• Word banks (e.g., safe, affordable, adventure, relaxing, family-friendly, accessible)
• Visual templates for message box and multi-media planning
• Access:
• Allow verbal dictation to scribe/teacher support for storyboard lines if needed, then students select from options
• Use colour-coding: one colour for “message,” one for “audience,” one for “CTA”
• Extension (for those ready):
• Add one “proof” detail (fact/experience) and one “tone choice” for each media format
• Communication (autism/mild intellectual disability):
• Keep instructions in small steps, check for understanding after each section, and use consistent planning headings throughout the unit