Campaign literature lesson plan

Campaign literature

Learning Objective	To identify presentational devices used in campaign literature. Compare opposing campaign literature and create their own campaign literature with a political, charitable or wartime message.
Learning outcome	Pupils will learn how to analyse campaign literature. With focus on a range of texts over time and from different genres.  Political campaigns, charity and war literature. They will have used language techniques and conventions of campaign literature on an audience in their own work. Differentiation resources: G+T level 6 (Challenging political literature pictures) Mixed ability (American literature and charity) Lower ability level 4 (war time literature pictures) Choice is offered when creating own campaign literature depending on range of stimulus to challenge pupils.
Key words	Presentational devices, headings, font, slogan, subheadings, logos, capitals, standfirst, pull-quote, campaign literature, Alliteration, rule of 3, sentence types- interrogatives question, Declaratives- info, imperative- command. Direct address.
Starter 5 mins	Identify lesson objective and learning outcomes. Identify assessment focus. Modelling- Identifying the features used in presentational devices: campaign literature. Who is it aimed at? Class, age, gender?
Introduction (10 mins)	Conflicting campaigns. In pairs look at the difference in two opposing campaigns give examples. In pairs discuss and note in book: Discuss comparisons activity: What is the intended effect? What techniques have been used to convince the reader against the other party? What messages are being explored and why? Who is it aimed at (target audience)? What are the differences /similarities in the presentational devices used?
Development (10 mins planning) (25 mins) Word processing	Using stimulus and presentation devices design your own advertising campaign. Design on paper then word process finding images online to compliment campaign. Choose what type of campaign literature to create political, charitable or wartime, using stimulus ideas and personal preference (ensure variety). Remember other conventions including presentational devices: Alliteration, rule of 3, sentence types- interrogatives question Declaratives- info, imperative- command. Direct address.
Plenary (10mins)	Once printed. Think about where your campaign would be shown. E.g. on the side of buses, on television or leaflets through doors to meet target audience. Feedback in groups ideas and show campaign literature.
Resources	Handouts. White board for modelling. Books. Internet research and work processing.
National curriculum:	Key stage 3- year 9 2.1a, 2.1f, 2.3a,b,d &p. 4.3 p, d & f.
Assessment Focus:	WAF5- Vary sentences for clarity, purpose and effect. WAF7- Select appropriate and effective vocabulary. RAF5- Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. S&LAF2- Listen and respond to others, identifying main ideas, implicit meanings and viewpoints and how these are presented. Handouts: