Hook, Sell, Persuade!

Curriculum Links

• Learning Area: Social Sciences – Business Studies (Commerce strand)
• Level: Level 4 of the New Zealand Curriculum
• Key Competencies:
  • Thinking – generating and refining ideas to solve problems
  • Using language, symbols, and texts – selecting persuasive language and visual elements
  • Relating to others – understanding consumer needs
  • Participating and contributing – collaborating in small groups and class discussions

Lesson Overview

In this creative and student-centred lesson, Year 7 students will explore how to persuade consumers using posters. They will analyse existing advertising techniques and apply this to their own product concept they’ve developed. The session lays the foundations for creating a powerful visual advertisement that blends both business thinking and design.

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Learning Intentions

By the end of the lesson, students will:

• Understand what makes a poster persuasive in a business context
• Learn how language and design influence consumer behaviour
• Begin designing a poster that promotes their own product

Success Criteria

Students will:

• Identify persuasive techniques used in poster advertising
• Use at least two persuasive strategies in their own poster concept
• Explain how their design choices target a specific consumer audience

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Materials Needed

• A3 paper (or large sheets)
• Coloured markers, magazines for cutting, glue sticks, scissors
• Whiteboard or digital display
• Printed examples of persuasive posters (local NZ ads if possible)
• Student devices (if available) for research or image sourcing
• ‘Poster Power Planning Template’ (provided by teacher or created on the board)

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Lesson Breakdown (45 Minutes)

1. Kickstart – Hook the Students (5 mins)

Activity: Show students 2-3 bold, effective NZ advertisement posters (e.g., from Whittaker’s, Pak’nSave, Air New Zealand).
Discussion Prompt: “What grabs your attention first? Who do you think this is made for? Why does it work?”

Purpose: Activate curiosity and prompt analysis of visual language.

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2. Mini Lesson – Persuasion 101 (10 mins)

Teacher-led Input: Use the board to unpack three key persuasive techniques:

• Slogans – Short, catchy phrases (e.g., “Good honest chocolate” – Whittaker’s)
• Emotional appeal – Images or ideas that make the viewer feel something
• Call to action – Tells the audience what to do (“Buy now!”, “Limited offer!”)

Collaborative Challenge: In pairs, students analyse a new example provided and present back on which strategies they spotted.

Purpose: Build vocabulary and make students more critical observers of visual texts.

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3. Concept Creation – What’s Your Product? (8 mins)

Task: Students briefly revisit their product idea (this can be an existing project or a quick 30-second improv if new). They must define:

• What the product does
• Who it’s for (target market)
• Why it’s helpful or cool

Support: Display guiding questions at the front of the room to keep students focused:

• Who would want this?
• What problem does it solve?
• Why is it better than similar products?

Optional extension: Students may give their product a name if they haven’t already.

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4. Poster Planning – Drafting Ideas (15 mins)

Task: Students begin sketching a draft version of their persuasive poster using the “Poster Power Planning Template” or blank paper. Encourage:

• Catchy slogans
• Use of bold colours and visuals
• Persuasive language
• Focused message targeting their audience

Teacher roams: Offer sentence starters, brainstorm with groups stuck on ideas, and push students to think outside the box.

Music Option: Play upbeat instrumental music for a creative vibe!

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5. Gallery Walk – Feedback Round (5 mins)

Set up: Students pin or place their draft posters around the room.

Silent Gallery Walk: Students walk around with post-it notes, writing one thing they liked on a poster and one idea to improve it.

Note: Ensure these are constructive. E.g., “Love the colours!” or “Maybe add a slogan at the top?”

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6. Wrap Up & Reflect (2 mins)

Quick class kōrero:

• “What was tricky about making your poster persuasive?”
• “What’s one idea you’re excited to finish next time?”

Remind students that in the next session, they’ll refine and finalise their posters for a Shark Tank-style pitch or a classroom showcase.

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Extension / Homework (Optional)

• Students take their draft home and ask family/whānau for feedback: “Would you buy this?”
• Begin sourcing physical items (recycled goods, magazine cut-outs, etc.) to include in their final poster next session

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Teacher Tips

• Use Ki hea rā? posters or local New Zealand examples to show links between subjects and future careers in marketing or entrepreneurship
• Emphasise that business is creative – you get to mix ideas with impact
• Link the concept back to employability skills: communication (Whitiwhiti kōrero), positive attitude (Waiaro pai), and thinking skills (He hiahia ki te ako) as identified in the NCEA changes

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Assessment for Learning (AFL) strategies used:

• Peer feedback through gallery walk
• Success criteria clearly displayed
• Teacher questioning during guided support
• Self-reflection at the end of the lesson

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Next Steps

In the following lesson(s), students will:

• Refine their posters using peer feedback
• Prepare a short pitch to present their advertisement
• Reflect on what makes them effective communicators and marketers

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This lesson offers a lively, visual doorway into business thinking, combining literacy, creativity, and commerce in one engaging hook. Perfect for Year 7 students ready to sell their ideas with spark!