Understanding Representation

Unit: Persuasive Power Unleashed

Lesson 2 of 20
Duration: 50 minutes
Class size: 28 Year 7 students
Location: Christmas Island
Curriculum: Australian Curriculum, Western Australia (AU_WA)
Subject: English

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Lesson Overview

This lesson introduces Year 7 students to the concept of representation in texts, focusing on how different groups are portrayed within various media forms and the impact these representations have on audience perception. Students will develop critical thinking and analytical skills aligned with the Australian Curriculum (WA) English outcomes.

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Learning Objectives

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

• ACELY1727: Identify and explain how texts (including media texts) represent groups, events and issues in particular ways.
• ACELY1733: Analyse how language features, images and vocabulary are used to create representations in media texts.
• ACELY1728: Reflect on their own and others’ perspectives when interpreting representations and their potential effects on audiences.
• Use subject-specific vocabulary related to representation confidently (e.g., portrayal, stereotype, bias, perspective).

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Curriculum Alignment (AU_WA)

Curriculum Strand	Codes	Relevant Descriptors
Language	ACELA1544, ACELA1550	Understand how language and images in media texts can influence opinions and perspectives.
Literature	ACELT1625	Analyse texts from different viewpoints and how they represent groups.
Literacy	ACELY1727, ACELY1733	Identify how texts represent groups and analyse the effect on audiences.

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Resources Required

• Projector and screen for video/image presentation
• Copies of short media excerpts (newspaper ads, film stills, social media screenshots) representing various social groups
• Whiteboard and markers
• Student workbook or sheets for guided notes and activities
• Sticky notes
• Differentiated worksheets (scaffolded and extended)
• Reflection journals

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Lesson Structure

1. Warm-Up & Engagement (10 minutes)

• Activity:

  • Write the word "Representation" on the board.
  • Ask students to brainstorm what the word means and how it might relate to texts/media they consume. Write key ideas from students on the board.
  • Show a brief montage of diverse media clips (30 seconds each) portraying different groups (e.g., families, genders, cultural communities).

• Teacher Talk:
  — "Representation in media means how people, groups, or ideas are shown or portrayed. Today, we'll explore how these portrayals shape how we think about the world and people around us."

• Differentiation:

  • Provide sentence starters on the board for EAL/D or lower literacy students (e.g., “Representation means...”, “In this clip, the group is shown as…”).
  • Challenge higher ability students to consider why media makers might represent groups in certain ways.

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2. Guided Activity – Analysing Representation (20 minutes)

• Task:

  • In small groups of four, students receive different media extracts representing various social groups (e.g., gender roles in adverts, ethnic representation in social media posts).
  • Each group uses a guided worksheet to answer:
    • Who or what is represented?
    • What words and images are used?
    • Are there stereotypes present?
    • How might an audience feel or think after seeing this? Why?

• Teacher support:

  • Circulate to prompt deeper analysis with questions like “Why do you think this group is shown this way?”, “Can you find words or images that suggest a positive or negative view?”

• Differentiation:

  • Scaffolded worksheets with guiding questions for students needing extra support.
  • Extension: Challenge higher ability students to suggest alternative representations or discuss the impact on different demographics.

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3. Class Discussion & Reflection (15 minutes)

• Groups share their findings with the class, focusing on one key insight about representation they discovered.

• Teacher facilitates discussion on:

  • How representation can influence attitudes and beliefs.
  • Why media creators might choose particular portrayals (e.g., to persuade, entertain, inform).
  • The responsibility of creators to represent fairly.

• Reflection prompt:

  • Individually, students write a short journal entry describing how representation in media might affect someone’s views or feelings about a group.
  • They can also describe how they might challenge unfair or stereotypical portrayals in their own writing.

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4. Plenary – Exit Ticket (5 minutes)

• On a sticky note, students complete:

  • “One thing I learned about representation today is…”
  • “One question I still have is…”

• Collect these notes for formative assessment and to tailor future lessons.

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Differentiation & Inclusion Strategies

Learner Type	Strategies
EAL/D Students	Visual supports; simplified language; sentence starters; bilingual glossary if needed.
Students with Learning Difficulties	Scaffolded worksheets; peer support; clear instructions; extra processing time.
High Achievers	Extension tasks: evaluate multiple perspectives, create alternative media descriptions, lead group discussions.
Cultural Diversity	Use culturally relevant examples from Christmas Island where possible; encourage sharing of different cultural viewpoints.

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Assessment for Learning

• Informal formative assessment through group discussions and teacher questioning.
• Observation of group work using a rubric focused on understanding of representation criteria.
• Exit ticket responses to gauge learning and clarify misconceptions.

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Homework / Extension

• Students find an example of representation in a media text at home (TV, online, magazine) and write a paragraph answering: Who is represented? How? What message might this send to viewers?

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Teacher Reflection Notes (Post-Lesson)

• Did students engage with the concept of representation meaningfully?
• Were all students able to recognise stereotypes and bias?
• Which group work strategies worked best for mixed-ability collaboration?
• What improvements can be made to differentiation for the next lesson on persuasive techniques?

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This lesson plan aligns with AU_WA Curriculum standards ensuring purposeful, meaningful engagement with an essential literacy skill for Year 7 students, especially considered within the cultural context of Christmas Island. The lessons encourage critical thinking, multicultural awareness, and empower students to be aware media consumers and ethical creators.