Unit+of+Work

Table of Contents

===Lesson 1 & 2 - Learning PDHPE Drug Use Content see lesson plan] ===

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Lesson one and two will be an **introduction to the topic of ‘drug use‘ in PDHPE **. The class will be focusing on the issues of **tobacco and alcohol ** separately in the first two lessons provided for the students to explore content knowledge. Each of the two lessons will begin with a mind-mapping task where students’ prior knowledge of the particular subject will be reviewed and a class discussion will be encouraged. Then, after being presented with an extensive amount of information on tobacco and alcohol through the use of various resources (e.g. websites, youtube videos, non-fiction textbooks, pamphlets, powerpoints). Students will participate in an activity where they organise information according to the different issues associated with the two topics in an 'Information Tree ' activity. The information will be left hung up on the wall throughout the unit for students to be able to reflect back to it anytime. =====

Lesson 3 - Conducting research on chosen topics
The goal of this lesson is for students to **conduct research on their chosen topics in preparation to write an information report**. The class will be divided into 4 groups, and groups are to select the topics of either alcohol or tobacco to do their information report on. Within their groups, students are required to work in pairs or individuals to gather their information and come back and piece their research together, thus students are to allocate tasks or questions for each individual or pair to work on. Students will be given a criteria in which they must use at least 4 different sources to obtain their information (e.g. newspaper articles, internet, books, documentaries, posters, interviews). The classroom will be set up with different workstations (e.g. computers, books, magazines, portable DVD players / iPads) to better organise students and sources.

===Lesson 4 - Grammatical patterns of an Information Report see lesson plan] ===

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Students are familiar with information reports from earlier stages. This lesson will revisit the purpose and structure of an information report. =====

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Students will **focus on grammar (grammatical patterns)- construction of subheadings and topic sentences or Theme to add organisation and structure to their writing** to improve the overall quality of their information reports. Students, working in their pairs from lesson 3, will now use their research to write a draft information report about a specific section/topic/aspect of their general topic (which should be drawn from the questions they were researching in lesson 3). Students will work in their large groups to combine sections cohesively and in a logical sequence to create their teams information report. =====

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Remaining in their groups, students **begin to put their information report together**. Teachers will help students focus on understanding the use of simple present tense in information reports and look into the role of noun groups. With their drafts, students will need to edit them to ensure that their information is clear and regularly revised to eliminate any spelling or grammatical mistakes. Once students have finalised their information reports they will have to give them to another group to read for peer assessment. =====

Lesson 6 - Visual Literacy see lesson plan]
This lesson the students will focus on **the purpose of visual literacy and how it can be used to support text**. The task of producing an engaging multimodal text to inform their peers on either alcohol or tobacco will be introduced to the students. Students will be given a 'design brief' where their final product will have to incorporate text and visuals and at least one video and audio. Using and IWB activity Appendix 8.1, students are able to explore Visual grammar and how components are put together to generate a meaningful and coherent representation through various modes of texts. Students will be provided with different types of multimodal text (e.g. magazines, online magazines, pamphlets, advertising campaigns) and explore how elements are put together to achieve its purpose.

===Lesson 7 - Introduction to 'Prezzi' - An online multimodal tool see lesson plan] ===

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<span style="color: #130101; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**To engage and put learning into context, students will be introduced to “Prezzi”** through an example. This example will be used to scaffold and model the purpose and idea of what “Prezzi” can do. Groups will be provided with a cardboard where they are to plan a draft their “Prezzi”. The focus will be for students to organize their written information in a way that is appealing and sequential. Within their groups, students will have the opportunities to discuss and then source out resources that can be used to support their information, keeping in line with the design brief. The final goal is for each group to have a draft plan of their “Prezzi” layout which displays where text and visuals will be positioned. =====

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<span style="color: #130101; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Teachers will model and scaffold how to use “Prezzi”. Teachers will show how to insert clips, audio, edit and preview their slideshows. The whole class will jointly construct a “Prezzi” on an electronic whiteboard. When students are confident with the process, allow groups to get together and make any alterations to their “Prezzi” plan, as they may have new ideas to incorporate. Teachers provide groups with their logins and allow them to play around and construct their “Prezzi”. Teacher should monitor, make suggestions and encourage creativity. These two lessons should be sufficient for students but note their ability levels as they may require extra time. =====

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<span style="color: #130101; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">In their groups, students plan their presentation and write palm cards to support what they will say about their Prezzi. Students are to talk about WHAT text and visuals etc they used and WHY they chose what they chose. This should take about half the lesson and the rest of the time will be spent viewing each groups work, Question and Answer time about the features and choices of the Prezzi and warm and cool feedback from their peers. This lesson may need to be divided into two lessons depending on student ability and length of presentations (e.g. Presentation Planning and Presenting). =====