Lesson+6+of+10

English and Creative arts || Yr Level: Stage 2, year 4 ||
 * ** Unit Topic: ** Under the Sea (THE GREAT BARRIER REEF) //HUMAN IMPACT// |||||| Curriculum Link:
 * ** Lesson Number: ** 6/10

Duration: 50 minutes |||||| Lesson Topic: Analysing visual texts || ** Learning Area(s): ** Promoting ways to help maintain the Great Barrier Reef. || To introduce students to the components (visual and written) of a campaign poster that aims to promote the sustainability and management of the Great Barrier Reef. || Reaching their 6th lesson in the Great Barrier Reef unit, students have already grasped a sound knowledge of Australia’s Great Barrier Reef. They have researched information regarding the environmental and human impacts on the Great Barrier Reef, and have had the chance to experience first hand, reef viewing on their excursion to the Imax Theatre, where they were also presented with a film exploring the reef’s current state and management. Following the excursion, students have partaken in a lesson which explored preventative strategies and ways in which the community and/or even the school (through a whole school approach) can act upon and thus assist in the issue. In the lesson prior to this, students have had an opportunity to write an information report on the Great Barrier Reef, which enables the focus on this particular lesson to be on visual literacy. || ** ENGLISH ** // V4 shows confidence in using language in a variety of contexts. // RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. **RS2.6** Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. ** 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 ** TS2.2 ** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
 * **Unit Aim or Outcome:**
 * **Background Knowledge/ Prior learning relevance:**
 * **Lesson Outcome/Indicators:**

**HSIE** **ENS 2.6** Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

//Links to other KLA’s://

Creative Arts VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible. //**Creative Arts VAS2.4** Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.// |||| - // Obtains information to understand meaning of visual texts -Retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts. // // -Relates information in text to accompanying graphics. // // - //// Uses terminology relevant to visual grammar i.e. vectors, angles, symbols, abstract, framing etc. to identify features of the given visual texts // // -Discusses the intention of the composer and the way in which this is executed // // -makes a ‘poster presentation’ using a prepared poster to guide talk. // // -performs, giving some consideration to use of voice and gesture, e.g. in drama. //

-//identifies issues about the care of places in the community or places of importance to them// //-plans and implements a strategy for caring for a particular feature or site// || Reef Beat Poster Website: [] IWB Slide show (images of campaign posters ranging from Government elections to music concerts advertisements etc.) Materials for campaign posters: Textas, pictures, text, A3 paper, glue, scissors etc. ||
 * Resources:
 * Lesson Outline ||
 * __ Introduction (15 minutes): __

SHARING THE PEN Students sit on the floor in front of the IWB and watch a slide show of images that the teacher has prepared earlier. The slide show contains images of different campaign posters (e.g. ranging from Government elections to music concert advertisements etc.) The teacher then shows students the Reef Beat poster on the IWB and students participate in a collaborative sharing-of-the-pen activity whereby as a whole class, the students analyse the poster in terms of its visual attributes. The teacher instigates discussion surrounding the image’s representational, interactive and compositional meanings, and students highlight these by individually coming up to the IWB and annotating the poster. The teacher asks the students what they think the aim of these posters are, and informs them that the focus of the lesson will be on creating their own campaign poster. || Having discussed the notion of the Reef Beat image being a campaign poster, the teacher brainstorms with students the features of campaign posters, as well as their purpose; being, to persuade, present a notion etc. In groups of 4, students are to create their own campaign poster based on saving the Great Barrier Reef from the effects of human pollution and waste. Students are to consider things such as motifs, the placement of images, text, tag lines, and fonts etc. The teacher provides the materials for the students. It is their choice as to what they decide to include on their poster. NOTE: the teacher reinforces the fact that the main idea of this activity is not which group has the most images or text, the importance lies in the deliberation as to the positioning of the images and text etc to ensure it most engaging. || In groups of 4 collaborate, and plan their campaign poster. Each student will individually choose the materials for their group’s poster: 1 student will be assigned to collect images 1 student will be assigned to collect text 1 student will be assigned to collect the 1 A3 piece of paper 1 student will collect the scissors, glue and textas for their group Students make their campaign poster, paying close attention to the placement of images, text and titles etc. Once finished, students plan their 1-2 minute presentation. |||||| Teacher will… The teacher explains that the images they have looked at send out a special message about a group or individuals relationship to an environment or place, and that they use many visual techniques to get the audience thinking a certain way; in the Reef Beat poster’s case, to protect their special place. The teacher tells the students to allocate themselves 4 roles in their groups to collect the materials, and then calls up these students one at a time to avoid mess. The teacher allows time for students to complete their poster, observing and asking them questions about their process, and alerts them to the fact that once they have finished, they are to plan a 1-2 minute presentation in the context of a community meeting, to promote their campaign. ||
 * __ Body: Teaching strategy/Learning __ __Activity (25 minutes):__
 * Students will…
 * __ Concluding strategy (10 minutes): __

OUR CAMPAIGNS The students re-group, sitting on the floor and join the teacher in front of the IWB. The teacher asks each group to orally present to the class their completed campaign posters. The teacher conducts a ‘Teacher in Role’ dramatic activity (SEE APPENDIX B) whereby each group is given 1-2 minutes to present the main features of their campaign poster and the reasons for their design etc. in the context of them being at community meeting. Each group member is to contribute in the presentation by mentioning at least one point each. Once each group has presented, the rest of the class/audience is given an opportunity to ask the group (in the context of their campaign) questions regarding their campaign and clarify ideas and/or offer suggestions. The class then anonymously votes on a piece of paper for which campaign they believe would be the most effective in regards to persuading and promoting the sustainability of the Great Barrier Reef. NOTE: this concluding activity has links to the Creative Arts learning area, in the sense that it has a //Drama// focus. ||
 * The teacher will reveal this next lesson, to increase the anticipation of the students.
 * Assessment:

**Metacognitive analysis (i.e. observations, interviewing and discussion) of students during group work (McCormack and Pasquarelli, 2009, pp.246-247) ensuring students:** -understood the important features of a visual text // -Visual/written terminology has been used appropriately when discussing the posters // -could listen attentively to the ideas of other members within their group and class during introductory and concluding activities -each student was actively involved in the group work -could identify the major impacts and ways in which to promote, visually, necessary prevention strategies noted throughout the unit -//The standard to which each has been completed// -Whether the purpose and intentions of their poster are explicit through the visuals and written text on their poster, as well as during their oral presentation. -The//campaign poster shows evidence of higher order thinking and collaborative ideas// //-Evidence of the key features of a campaign poster.// || In the case of student clashes, the teacher has already organised which students are in each group. The teacher has also mixed students in regards to their abilities, to ensure some students are not struggling with the activity. The teacher has also made it clear that each student is to at least mention one point about their poster in the concluding activity, to ensure each student has a turn and to avoid students taking control etc. || REFERENCES: Ewing , Robyn, and Simons, Jennifer (2004) Beyond the Script: Drama In the Classroom Take Two. New South Wales : Primary English Teaching Association. GBRMPA (2010) The Great Barrier Reef Marine Park. Retrieved September 29, 2010 from []
 * Teacher will also collect each groups’ campaign posters at the conclusion of the lesson and will assess:**
 * Any special considerations or contingency plans:
 * Self-reflection: **
 * What worked well in the lesson?
 * What did not work as well in the lesson, and why?
 * What would you change to improve the lesson?
 * Were the students engaged?
 * Was there sufficient resources?
 * Did you manage time well?
 * Will you re-use this lesson? ||