Ad Production Workshop

Context

Unit: Lights, Camera, News!
Lesson: 16 of 25
Duration: 60 minutes
Class size: 8 Year 11 Drama students
Curriculum: New Zealand Curriculum Refresh (The refreshed national curriculum for New Zealand schools)

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WALT (We Are Learning To)

• Create engaging advertisements that effectively pitch ideas.
• Collaborate creatively to produce a short advertisement as part of a news segment.

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Success Criteria

Students will be able to:

• Develop a clear, persuasive concept for an advertisement.
• Use drama techniques (voice, gesture, timing) to engage an audience.
• Work collaboratively to brainstorm and plan the advertisement.
• Produce and perform a short advertisement integrated in a news segment style.
• Reflect on their advertisement’s effectiveness against a rubric with clear examples.

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Curriculum Links

Learning Areas and Achievement Objectives

• The Arts - Drama (Level 6 - Year 11):
  • Explore and develop ideas creatively to communicate understanding of the world through Drama.
  • Use drama techniques to engage and influence an audience (New Zealand Curriculum Refresh).
  • Use and adapt roles effectively in cooperative drama contexts.
• Key Competencies:
  • Managing Self: Planning and carrying out tasks; showing resilience in developing ideas.
  • Relating to Others: Collaborating and contributing to group work.
  • Participating and Contributing: Engaging actively and responsibly in group activities.

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Resources

• Advertising rubric (dyslexia-friendly format with examples)
• Storyboarding templates
• Drama space suitable for performance
• Recording device (optional, for playback)
• Props or costume items (simple, optional)
• Whiteboard and markers for brainstorming

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Lesson Plan

1. Introduction and Activation (10 minutes)

• Recap previous learning in the unit about news segments and drama techniques.
• Introduce WALT and success criteria visually and verbally.
• Briefly discuss what makes an advertisement engaging, referencing familiar local and school examples.
• Present the rubric clearly, highlighting expectations and what “good” looks like.

Teacher Tips: Use visual supports and simple language to ensure accessibility for dyslexic learners. Provide printed rubric sheets with examples.

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2. Creative Brainstorm and Plan (15 minutes)

• Divide class into two groups of 4 or one group of 8 (depending on space and preference).
• Groups brainstorm ideas for their short advertisement related to the news segment theme. Encourage creativity and original ideas.
• Use storyboarding templates to plan the ad’s key messages, characters, and pitch techniques (e.g., catchphrases, persuasive language, humour).
• Circulate to scaffold ideas, offer prompts, and support all learners to participate (inclusive of varying abilities).

Differentiation:

• Provide sentence starters and phrase banks for students who need support constructing slogans or pitches.
• Extend learners can be challenged to create ads aimed at a new target audience, e.g., the school canteen (extension task).

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3. Performance Creation and Rehearsal (20 minutes)

• Students rehearse their advertisements using drama skills: voice modulation, eye contact with imaginary audience, gestures, and timing.
• Encourage inventive use of props or costume elements if available.
• Teacher supports groups to refine ideas and delivery for maximum impact.
• Optionally, record rehearsals for playback.

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4. Group Peer Presentations and Feedback (10 minutes)

• Groups present their advertisements to the class, as if part of a news segment.
• Peers use the rubric to give positive, specific feedback focusing on engagement, clarity, and creativity.
• Teacher reinforces success criteria and offers constructive next-step feedback.

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5. Reflect and Consolidate (5 minutes)

• Whole class reflection discussion: What worked well? What could be improved?
• Link back to key competencies and drama objectives.
• Set the extension challenge: Start planning an advertisement for the school canteen to be produced later in the unit.

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Differentiation Strategies

• Provide rubrics and instructions in dyslexia-friendly formats: clear fonts, bullet points, examples.
• Use peer support and flexible grouping to match student strengths.
• Allow choice in roles (scriptwriter, actor, director) to cater to varied interests and talents.
• Use visual supports like storyboards and prompt cards.

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Extension Activity

• Students write and produce a creative advertisement for the school canteen.
• They apply skills developed in the lesson, including pitching, engaging performance, and purposeful scripting.

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Assessment

• Formative assessment through observation of group collaboration, creativity, and use of drama techniques.
• Peer and teacher feedback using the advertisement rubric to assess engagement and clarity of pitch.
• Reflection contribution showing understanding of what makes an advertisement effective.

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Alignment to New Zealand Curriculum Refresh Highlights

• Encourages creativity, collaboration, and communication through drama (arts learning area).
• Builds key competencies integral to the curriculum, such as managing self and relating to others.
• Uses authentic, meaningful tasks linked to current unit theme and broader learning goals.
• Supports inclusion with scaffolded language and multiple ways to participate and demonstrate learning.
• Provides opportunity for students to engage in future-focused learning by creating persuasive media texts relevant to their context and community .

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This detailed, scaffolded lesson plan is designed to captivate Year 11 Drama students, support diverse learners, and align precisely with the refreshed NZ Curriculum, ensuring meaningful and effective learning in creating and pitching advertisements.