MoonMate Space Explorer Kit

Learning intention

I am learning to analyse how advertisers can convey a sense of authority through the use of persuasive techniques so that I can create my own persuasive text.

Success criteria

I can:

• read and respond to a persuasive piece of writing
• identify and describe the effect of persuasive techniques
• discuss the audience and purpose of a text
• plan and compose my own persuasive piece of writing

Essential knowledge

For more information about authority view the Authorityungroup video and the textual concepts authority posterungroup.

Introduction

Read the text as a whole class, or listen to the audio recording if you have a digital subscription. After reading, ask the class to identify the text type of The MoonMate Space Explorer Kit! (Answer: Advertisement or Print advertisement). Ask students to complete a Think, Pair, Shareungroup in which they brainstorm what makes a good or effective advertisement. After sharing ideas, explain to students that this lesson focuses on what makes an advertisement effective and how advertisers can convey a sense of authority.

Teacher modelling – 10 minutes

Provide the class with the following list of persuasive techniques often used in advertising. Explain each one and discuss examples from advertising students may have seen on television, in print media or on billboards or public transport.

Guided practice – 10 minutes

Organise the class into pairs. Instruct pairs to use the list provided in the previous activity to locate one example of each persuasive technique in the text ‘The Moonmate Space Explorer Kit!’ Sample answers:

After locating the examples, bring the class back together for a whole class discussion around the effectiveness of this advertisement. Use the following prompts:

• If you were an astronaut, would this advertisement convince you to buy the ‘MoonMate Space Explorer Kit’? Have students raise their hands for ‘yes’ then raise their hands for ‘no’ to indicate their thoughts. (Suggested answer: Most students will say ‘no’)
• Most of you say ‘no,’ but this advertisement uses all the persuasive techniques on the list – what didn’t work? What is wrong with the advertisement? (Suggested answer: Students may point out that the products themselves do not seem like they are high quality – eg. foodpaste, the testimonials indicate problems such as the forget-me-not cord causing a the ‘Solar Orbit incident,’ The fine print at the end indicates that the products do not necessarily do what they have said earlier in the text, for example the rhinos were asleep when they tested the cord)
• The authority of a text is how trustworthy, valid or reliable a text is. How would you rate the authority level of this text? Why? (Suggested answer: Low level of authority. The product is deeply flawed, does not do what it says it will do and the customer testimonials suggest that the text and the product are not trustworthy at all).
• Did the author of this text make the product look silly or of poor quality on purpose? Why? (Suggested answer: Yes, this was a deliberate choice. The text is designed to be humourous and the goal is to make the reader laugh. The tone is non-serious, the statistics and customer testimonials are funny and the product is of little use. The clues that this is not a real ad are not immediately noticeable, but when added together, it makes a fun and non-serious text)

Independent activity – 15 minutes

Explain to students that they are going to make their own advertisement for a nonsense product. Each student will plan and create a persuasive text in the style of ‘The MoonMate Space Explorer’ model text based on a bizarre invention. Students will use at least three persuasive techniques from the list provided at the start of the lesson.

Provide the following steps for students to work through:

• Develop a product idea. The product needs a name and a clear, although somewhat unnecessary, purpose.
• Choose whether your persuasive piece will be written with a high level or authority, or whether it will be written in a way that readers will not trust what has been said about the product.
• Choose three techniques to use in your persuasive piece. Brainstorm two or three sample sentences for each regarding your product.
• Compose your persuasive text, using the three techniques chosen in the previous step.
• Create a final, published advertisement with illustrations and visual features.

Differentiation

Students requiring additional support with developing a product idea may use one of the following ‘inventions’ as the basis of their persuasive writing:

• A left-handed shampoo bottle, with accompanying left-handed comb
• A miracle detergent designed specifically for washing school socks
• A pen that converts into a sponge for sticking postage stamps onto letters and postcards

Students who require support organising their writing may use the following scaffold:

Assessment

Display the finished advertisements for students to complete a gallery walk. When students complete the gallery walk, provide them with some sticky notes.

Instruct students to write at least one comment for three peers. Provide the following sentence starters on the board to guide students in how to give useful feedback.

• I really like your use of (insert persuasive technique here)
• My favourite thing about your advertisement is…
• I think you could add…
• I really like the (insert description of visual feature here)
• I would like more…