Lesson+7

>>>>>>>>>>>>>>>>>>>>>>>>>> || To provide students with appropriate knowledge and skills to successfully create a multimodal text to persuade the school board to adopt a healthy canteen. As a class the students will discuss the concept of healthy eating and nutrition and in small groups they will conduct research of a focus area within this broad topic. The students will build on their understanding of persuasive writing by having an in depth look at the structural and grammatical features of expositions. To further enhance this idea, students will study key concepts of visual literacy to understand at how the idea of persuasion is translated to both still and moving images. || The aim of this lesson is for students to understand that images hold meaning by building students knowledge of visual grammar to help them unpack, analyse and then manipulate aspects of visual images in order to alter the meaning of a text. Students will be involved in the deconstruction of print advertisements and using this knowledge will create their own poster/image that persuades the viewer to consider why a healthy canteen should be implemented. || //PHC2.12 – Discusses the factors influencing personal health choices// || - Research and examine the issues surrounding the need for a healthy canteen - Understand how an advertisement will advocate these ideas - Explore how media such as advertising can influence decision making
 * [[image:Lesson_7.png align="center"]] ||
 * **Unit Topic:** A Push for a Healthy Canteen |||| **Curriculum Link:** PDHPE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> || **Yr Level:** Stage 2, Year 4
 * **Lesson Number:** 7/10 |||| **Lesson Topic:** Exploring Visual Grammar of Print Advertisements || **Learning Area(s):** Literacy and PDHPE ||
 * **Unit Aim or Outcome:**
 * **Lesson Outcome:**
 * **Focus Outcome:**
 * **Lesson Outcomes and Indicators**
 * //PHC2.12 – Discusses the factors influencing personal health choices//**

- Understand that images hold meaning - Identify elements of visual grammar - Justify how element of visual grammar are/aren’t effective at portraying the intended message
 * //RS2.8 – Discusses the text structure of a range of text types(including visuals) and the grammatical features that are characteristic of those text types//**

- Create a visual text which supports key arguments from previous exposition - Incorporate elements of visual grammar effectively into their groups visual image
 * //RS2.6 – Uses efficiently an integrated range of skills and strategies when reading and interpreting written (and visual) texts//**

- Justify why the visual text appears as it does referencing various aspects of visual grammar in relation to own group text - Contribute to class discussion about the effective aspects of other classmates visual texts || > //What is the aim of the game?// > //How do you ensure that the other person will know what you are trying to show?// > //What strategies does the drawer employ?// > //Is it easy, will they get the answer first go?// > //What do you do when they don’t get it?// __Representational__ //Setting// > > //Line and Shape and Symbols//
 * //WS2.14 – Discusses how own text have been structured to achieve their purpose and the grammatical features characteristic of the various text types used//**
 * **Resources:**
 * Pictionary cards
 * Large sheet of paper
 * Marker
 * Smartboard
 * Images to illustrate key concepts of visual grammar (appendix 3a)
 * Avocado image (resource 3)
 * Other ads (A4) x 3 for group deconstruction (resource 3)
 * Proforma for deconstruction outlining the various aspects of visual grammar (appendix 3b)
 * Blank paper to sketch ideas
 * Materials to embellish their sketch such as markers, pencils etc.
 * Access to computer and printer
 * Post it notes ||
 * **Lesson Outline** __Introduction:__
 * Students are seated on the floor by the whiteboard. The teacher explains that to begin this lesson the students will play a short game of Pictionary. The rules are explained to the students:
 * One student will be chosen to come up to the front of the class and on the whiteboard must draw a picture/pictorial representation of the word/phrase written on the card.
 * Student have 2 minutes to draw the image using no words/symbols and must not speak or gesture
 * Whilst the student is drawing the rest of the class must guess the word/phrase by calling answers out
 * The student who correctly guesses the answer is the next one in to draw in front of the class
 * The teacher ends the game after a few rounds and asks the students to explain the game as if they were telling someone who had never played before;
 * The teacher must then conclude the questions by making it clear to the students that we can communicate effectively without any words and that pictures and visual images aren’t just for visual appeal but they too contain powerful messages and convey meaning to the viewer (Unsworth, 2001). ||
 * __Teaching strategy/Learning__ __Activity:__ **Teacher will..**
 * Formally introduce the concept of visual literacy as the ability to interpret, negotiate and make meaning from information presented in the form of an image. Explain that just like written texts which we read in order to make meaning and that there is a way we read visual texts.
 * Introduce concepts of visual grammar by illustrating each (Unsworth, 2011)
 * Where is the image set? What information does the location tell us? Why might this location have been chosen?
 * What lines and shapes are in the picture? Are these symbolic/do they represent something else?

__Interactive__ //Participants// > > //Offer/Demand// > > //Angles// > > //Colour// > > //Modality// > > __Compositional__ //Salience// > > //Vectors// > > //Reading Path// > > //Layout// >
 * Who is the main focus of the image? What are they doing? How are they dressed? What does their facial expression/body language tell us?
 * Is there anyone in the image that is making eye contact? What effect does this have? Where do you look?
 * How is the image shot (high, eye level, low)? What message does this give the reader about power?
 * On the interactive whiteboard simply make the screen a solid colour (yellow/green/black). ask students to write down the first 3 words that come to mind when they see the colour. After all three colours have been revealed share answers with the class noting similarities.
 * Explain that colour is symbolic and is often used to represent a feeling or concept.
 * How real is the image? Can it be considered reliable?
 * What image grabs your attention? Why, Colour? Size? Position?
 * These are the lines which move your eyes around the image
 * How do you read the image? Follow how your eyes move around the picture, which vectors are aiding this?
 * Does the image follow the structure of given on the left and new on the right? Ideal at the top and real at the bottom?
 * Before looking at a particular ad, ask students to think pair share by thinking about the following questions, sharing their ideas with the person next to them and then with the class. //What do advertisements do? Where do we see them? What ones can you remember? Why?//


 * Using the Avocado advertisement (resource 3), again ask students //What is the purpose of this advertisement?//
 * As a class jointly deconstruct the advertisement to understand the techniques that have employed referring back to the aspects of visual grammar which have just been introduced.


 * Break up the students into the same groups which they have been working on their expositions. Provide each group with a new advertisement and individual worksheets (appendix 3b) and as a group allow students to deconstruct the advertisement.

> >  >  >  > >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >>  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  >  > //NB. Due to restricted time the students are only able to plan out their posters. Using the constructive criticism given at the end of the lessons students can adapt their ideas before creating their final poster when time permits.// ||
 * Students are then asked to think about how they might translate their key points from their expositions (written previously) to a poster/visual image.
 * Inform students that they are allowed to incorporate words, captions and catch phrases.
 * Remind students to incorporate aspects of visual grammar in an effort to make their image more effective at ‘selling’ the idea of a healthy canteen |||| **Students will...**
 * Be seated on the floor at the front of the classroom by the whiteboard.
 * Listening to the teacher explain the component of visual grammar. Responds to questions regarding images when asked to.
 * Students write down the first three words that come to mind after each colour has been displayed.
 * Students share answers with the class
 * Discusses the purpose of advertisements with a partner
 * Contributes to a class discussion
 * Answers questions about the purpose of advertisements
 * Contributes to a class discussion of the features of the advertisemens
 * Break up into exposition groups
 * In these groups students will work together to unpack the features of the advertisement given by writing their ideas on the worksheet.
 * In groups using worksheet of key points from the previous lesson brainstorm/sketch what their poster will look like ||
 * __Concluding strategy:__
 * Students return to the floor by the whiteboard. The teacher will have collected the poster plans from each group. One by one the teacher will display the groups poster anonymously and will ask the class to determine what they think the main message of the group was. What were they trying to convince readers of?
 * The students whose poster it is will then describe their actual purpose, seeing how close it was to the class’s suggestion.
 * On a post it note each student must write their name on the back and then write down one effective technique that the group used and what meaning it contributed as well as one way in which to improve the poster.
 * These are collected and read to the class anonymously by the teacher
 * **Assessment:** The students knowledge and understanding of the content of the lesson should be assessed both informally and formally (Winch, Johnston, March, Ljungdahl & Holliday 2006). In the first part o the lesson the teacher must observe student participation in class and call upon students to contribute to class discussions by answering questions and justifying their answers. A more formal assessment is conducted as students are sent off to complete group tasks, where successful completion relies on students applying their knowledge. Although these tasks are completed as a group and do not definitively tell the teacher what individual students do and don’t understand they provide a good starting point and must be coupled with informal assessments strategies such as observation of group work and discussions and individual questioning. In an effort to overcome this issue students individually assess their peers, allowing the teacher to determine which students have grasped the concepts of visual grammar. ||
 * **Any special considerations or contingency plans:**
 * Ensure that groups are organised to account for the diverse range of abilities in the classroom. Place the student with a speech impediment and the ESL student in a groups with a capable other student who will be able to help them. Grouping structures should be based on mixed ability in order to support each other’s learning development and to capitalise on social learning.
 * Observe students whilst working in groups and provide support to those who require additional assisstance assistance. Students may require one on one support or a small group may be pulled out and additional reinforcement can be provided.
 * If students are finding it difficult to apply the concepts just learnt to their own ideas it may be necessary to spend a bit of time with each group on the floor brainstorming ideas together. ||
 * **Self-reflection**
 * Were the learning objectives met? Were students able to identify, and apply the elements of visual grammar?
 * Was the lesson effective? Did it achieve intended outcome? If not why not?
 * Was the planning adequate?
 * How did the students respond to the lesson? Were they engaged and enthusiastic?
 * What problems arose? Time Management/ Behavioural/ Difficulty understanding the concepts?
 * Why did they arise? And how did you deal with them?
 * What aspects of the lesson were particularly successful?
 * What might you change for next time? ||