1. Tuning in: students brainstorm all possible forms of advertising they think they are exposed to. What is their purpose? Which ads to they remember most and why? Write a general definition of what the term advertisement means.

2. Examine travel brochures. Look at the information that is stated and that which is implied. Pay attention to layout, the highlighted features, illustrations, and the style of the included text. (http://www.readwritethink.org  - go to lesson plans travel brochures) Students work with a partner to critically analyze travel brochures.  Students use this knowledge to develop their own brochure on Adelaide.

3. Look at travel ads in newspapers and magazines. Point out that many exposition texts use commands in order to maintain authority and direct readers to a point of view or action.  Highlight the use of the mood system used in advertising e.g. commands, explanations, questions & statements. How do they affect you? Use De Bono's six hats to analyze the ads. How honest are they and what language choices are used to influence the reader?

4. Watch travel commercials based on theme parks that are located in cities e.g. Movie World. Complete family travel advertisements looks like/feels like/sounds like. Discuss target audience and how they have used certain images and sounds that children/families might connect to. Make a diorama based on key images featured on these television commercials.

6. Children view TV ads at home and identify a range of features used by completing a guiding pro forma. Following they work in a small group and select a style which they feel best suits the advertising of a fictional city. Together they script and rehearse a one minute ad. Performances are videotaped and peer assessment given.

Computing Task:

Create a package using a mathematical net
created on the computer.
Consider the graphic design aspects
of colours, text, graphics and layout
(see Assessment Criteria)