Lesson+7+of+10

Table of Contents << Lesson Plans

** L E S S O N P L A N ** // SLS2.13: //// Discusses how safe practices promote personal wellbeing. // // INS2.3: Makes positive contributions in group activities // // RS2.7: //// Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. // // DRAS2.3: Sequences the action of the drama to create meaning for an audience. // // VAS2.2: Uses the forms to suggest the qualities of subject matter. // || - Compares the features of different texts and the meanings it conveys. - Students plan out a draft and consider how texts can be organized to meet their purposes. - Students are able to distinguish the different interpretations between written and visual texts. - Students consider the symbolic use of music, images and clips and how it can be used to enhance or detract from meaning. - Students are able to produce and use a variety of techniques to convey meaning. || ? // Printer // ? // Design Brief // ? // Scissors // ? // Interactive Whiteboard // ? // Internet // |||| ? // Blu-tac // ? // A4 paper // ? // Checklist // ? // Computer // ? // Optical Illusion image // ||
 * ** Unit Topic: ** Drug use |||| ** Lesson Topic: ** Resources and the development of ideas. || ** Stage: ** 2
 * Year Level: ** 3 ||
 * ** Lesson Number: ** 7 |||| ** Time: ** 1 hour ||
 * ** Links to other KLAs: ** English and Creative Arts ||
 * ** Lesson Focus: ** To select, plan and assess resources that can be used to support students written information reports when developing their visual presentation. ||
 * ** Lesson Outcomes: **
 * PDHPE **
 * English **
 * Creative Arts: **
 * ** Indicators: ** ||
 * - Students organize their information report into different sections to achieve their purpose which expresses the importance of safe living.
 * ** Resources: See Lesson 7 Resource ** ||
 * ? // Cardboard //

** Lesson Sequence **

- Students comment on //Prezzi//: - Advise students that when putting together a presentation, it is useful to make a plan of how it is going to look and where information will be placed. - On the interactive whiteboard, model and scaffold a way in which information might be organized. Show students that there are multiple ways to organize information and that students need to consider the purpose and audience of their presentation. - Provide each group with a sheet of cardboard to use to plan out their presentation. - Teacher should walk around and monitor each group’s progress. Encourage creativity and prompt students to think about their overall purpose and audience (e.g. warning people about the effects of smoking/alcohol, teaching people about what it is). || - After teacher scaffolding and modeling, students can experiment and reorganize the information in a different way (on interactive whiteboard). - The class should provide suggestions and ideas of how it could be done. - Students break off into their groups. - Students cut up a word-processed version of their information report (size of text could be enlarged and paragraphs can be spaced out to allow for easier reading and organizing). - Students discuss and organize the layout of their information. - When students are happy with their draft layout, blue-tac the information onto the cardboard. This will allow for further editing. || - Recap on last lesson were students watched some videos, visited sites, read pamphlets and looked at images. - Teacher provides ideas in regards to visual literacy or text, which can be used in their //Prezzi//. - Teacher re-reads the design brief out to students. Remind students about what needs to be included and for them to mark off their checklists (students would have received these in lesson 1 or see Appendix 1). - As students are sourcing out resources, teacher should speak to each pair or group to ensure that they are on the right track. Teacher can also provide suggestions in regards to what resource they could use to support their text. || - Students individually reflect on what they heard from the campaign. Consider: - Students once again reflect, but this time on both the image and sound: - Students look at what ideas they brainstormed last lesson in regards to visual literacy and text. - Groups now analyse their draft plans. Students should discuss and write down ideas in regards to what visuals they could use to support their text. - They should consider and ask themselves: - As a group, divide into pairs. Allocate each pair with a specific visual resource they have to find that will support their text. When it has all been found, the group should view and then discuss the suitability of it. Allow for changes if required. - When the group is happy with the visual resources, either write or stick them under the text onto their cardboard. - Look at the plan as a whole and make changes if necessary. Ensure that resources enhance rather than retract meaning. || - Share this with students and see if they can see both pictures. - The purpose of using this picture is to emphasise the notion that different people will see and interpret things differently. Therefore it is important for students to ensure that their ideas are clear and that the visual resources relate directly to the text, otherwise there may be miscommunication. || - Students tell the person next to them what they see in the image. - Students try to see both people within the one image. - Students think, pair, share: - After the discussion, allow students time to write down any notes or changes to their plan that they can amend in the next lesson.
 * ** Teacher: ** || ** Student: ** ||
 * ** Introduction – 10 minutes ** ||
 *  - Show YouTube clip on the interactive whiteboard of what //Prezzi// is. This should captivate and provide students with an understanding of how students can use the program and about what the program can be used for (See appendix 10) . Teacher may even create their own //Prezzi// to show students which could make it even more engaging and personal. - Introduce //Prezzi// as an online program that students will use to present their information. || - Students are seated on the floor watching the pre-made //Prezzi//.
 * Did you like the program? Why/why not?
 * List some ideas of what they could present using //Prezzi//
 * What is the difference between reading an article __to you__ and presenting it on //Prezzi//? ||
 * ** Activity 1 – 20 minutes ** ||
 * - Explain to students that they will be using their information reports about smoking/alcohol as the content for their //Prezzi//.
 * ** Activity 2 – 25 minutes ** ||
 * - Show an anti-smoking campaign video (Appendix 11) . Do not disclose what the clip will be about. Show this to students with only the sound (no image). - After students’ reflection, re-show the campaign, now with the sound and image. Advise students that this clip is about anti-smoking and that some images are confronting. Allow students to reflect again. After their reflection, talk about how the use of both images and sounds enhances the represented meaning and provides the audience with a clearer understanding of what is happening.
 * Diagrams, pictures, tables, sound effects, voice-overs, music, film clips, illustrations, links to websites etc.
 * Students can also develop their own visual resources (sound recordings, photos, short films, virtual models, blogs).
 * How did it make you feel?
 * What do you think this campaign is about? (purpose)
 * How did seeing and hearing both image and sound differ to only hearing it?
 * How does the music support what was happening?
 * Did this trigger more emotions?
 * How did they do this and how did it make you feel?
 * How will the visual support and enhance the text
 * Is this visual appropriate for the audience?
 * Stereotypes in images or visuals in regards to certain groups or individuals
 * How accurate is this source?
 * What was the original purpose or message of this resource?
 * ** Conclusion – 5 minutes ** ||
 * - Show students the optical illusion. Ask students what they see ( Appendix 12 ). - Some people will see an old lady and some people will see the back of a young girl.
 * Why do you think interpret things differently?
 * How does this impact on how you will present your information?
 * Consider whether their draft plan is suitable for their target audience. ||

**__ Extension __** If students have allocated their texts with visual resources, allow them to play with the idea of images. Students can be given a digital camera where they can take photos that relate to the topic. Have them think about props, who is in the photo, angles, shots and what message the picture delivers.

**__ Assessment __**
 * Students showed the ability to utilize knowledge from the prior lesson into their selections of resources.
 * Students were able to understand that there are multiple ways of conveying messages and that they explicitly evoke certain feelings and emotions.
 * Students are able to work as a group to organize information and images sequentially.
 * Students discussed and were able to see the importance of audio and visuals when expressing ideas and how people interpret it differently.
 * Groups collaborated and selected suitable resources that enhanced their information.
 * Each group jointly collected, organized and prepared a draft plan of their //Prezzi//.

**__ Self Evaluation __**
 * Were students participating in the activities?
 * Was there enough time allocated for students to work on the tasks?
 * Did the activities support and provide a clearer understanding that resources can either enhance or detract meaning?
 * Did groups complete and produce a plan for their //Prezzi// that they can use for the next lesson?