Lesson+8



>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> || 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. || This lesson aims to develop students understanding of the way television advertisements are created to engage with their target audience and achieve their purpose. This lesson will focus on the techniques used in creating persuasive footage in preparation for the scripting and filming of the students own persuasive video in the coming lessons. The following activities have been designed to continue to scaffold the process of producing a multimodal text to present the importance of making the students' school canteen more healthy. This lesson will be structured around the Multiliteracies Map ( Appendix 4a) and draw upon a number of components of the 'design elements of multimodal texts' (Healy & Honan, 2004, cited in Hill, 2008 p328 - see Appendix 4b) || //PHC2.12 – Discusses the factors influencing personal health choices// || - analyses the company/group's purpose for creating the advertisements - discusses the influence of the advertisements on people's decision making process.
 * **Unit Topic:** A Push for a Healthy Canteen |||| **Curriculum Link:** PDHPE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> || **Yr Level:** Stage 2, Year 4
 * **Lesson Number:** 8/10 |||| **Lesson Topic:** Discovering the Visual Grammar of Television 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//**

- distinguishes between dialogue and monologue
 * //TS2.3 - Identifies the effect of purpose and audience on spoken texts and distinguishes between varieties of english//**
 * - discusses the effects different audiences can have on a speaker **

> > //How is this clip similar to the work they have been completing in previous lessons?// They are trying to persuade the audience to take some sort of action. In the case of the tip top advertisement - to buy the bread, and their own expositions - to see the need for a healthy canteen. Both texts are focussed on one side of the argument. During this activity encourage student to use terminology revised in the previous lesson such as target audience.
 * //TS2.3 - Identifies common organisational patterns and some characteristic langugae features of a few types of predictable spoken texts//**
 * - talks about the way context changes the language of spoken text **
 * - talks about expressive features related to spoken language such as gesture, facial expression as well as voice quality tone, volume and clarity. ** ||
 * **Resources:**
 * Interactive whiteboard or large computer screen with speakers to display video clips
 * Access to the advertisements (Resource 4)
 * Copies of Clip 3 Transcript ([|Transcript.pdf])
 * Planning Proposal Worksheets for each video group (see Appendix 4c) ||
 * **Lesson Outline** __Introduction:__
 * Begin lesson by showing students the tip top bread advertisement (Resource 4).
 * Talk with students about the purpose of the video clip: //What type of video is this? What is the aim of this clip?//
 * Focusing on the Meaning Making section (see Appendix 4a) of the Multiliteracies Map (Hill, 2008,p14), discuss with students the purpose of television advertising. 'Advertisements are created to persuade people to buy something (e.g. cars, food, clothes etc.) and/or to change their behaviour (e.g. choose a different product, stop smoking etc.)' (Thomas & Sydenham, 2007) //Do advertisements represent the positive and negative things about a product? Why not? Leaker and Knott identify this as one of the key concepts when students are learning about advertisements: 'TV food ads are not neutral. They represent particular views, silence other points of view and influence people’s ideas' (2007, p4). //
 * Talk with students about their favourite television advertisements or any they remember.
 * //What do they remember about these advertisements? What features of the advertisement made it so memorable?// ||
 * __Teaching strategy/Learning__ __Activity:__
 * Teacher will..**
 * This section of the lesson will continue to focus on the Critical Dimension of the Multiliteracies Map (see appendix 4a). On the interactive whiteboard show students the second clip - the mandarin advertisement (Resource 4). The first time you show the clip just let students view it. Discuss with students any initial reactions to the advertisement. //What do they think the aim of the ad was? > //During the second viewing encourage students to discuss the techniques that have been used to create the message, through the employment of the elements including (see Appendix 4b):
 * colour
 * movement
 * positon
 * language
 * music
 * Considering the use of these techniques: //Who do they think the target audience is?//


 * Before watching the final clip give students a copy of the script for the advertisement ([|Transcript.pdf]). //What do they notice about the language used? What language techniques does it use? Who do you think the advertisement will be aimed at? What do they think the clip will be advertising?// Play the banana advertisement for the students with students focussing on the dialogue and the language used (Resource 4).
 * //How does what they actor says grab the audience's attention?//
 * //How does what they say try to persuade the viewer?//
 * //How are they speaking formally/informally?//
 * //Who do you think their target audience is?//
 * //How did the accompanying visuals support or add to the script?//
 * Before viewing the clip for the last time encourage students to think about the separate sections/ideas portrayed in this persuasive text. What techniques are used to link the ad together to create a well connected clip?


 * The next activity flows from this idea of connections and transitions as it moves into the Transformative dimension of the Multiliteracies Map. In the following lessons students will be working in their separate video groups, before bringing the clips together in editing to form one cohesive and persuasive video text. However before breaking into these groups, students need to decide as a whole what they want their multimodal text to be like. What will be the tone? Will there be background music or a jingle? What language do they think will effectively connect with their target audience? Formal or informal? Rhyming or lyrical?


 * In order to allow more people to contribute to the brainstorming of ideas students will discuss their vision for this text in their video groups. The Planning Proposal worksheet (see Appendix 4c) provides a scaffolding structure to help students plan for the overall mood and purpose of their multimodal text. |||| **>**
 * Students will…**
 * To begin the lesson students are seated on the floor in front of the interactive whiteboard. Students view the ad making and commenting on their observations.


 * After viewing the advertisement again students will be encouraged to comment further on the techniques used in the advertisement.


 * When viewing the third clip students will read through the script from the advertisement, commenting on the language features used in the text. Next they will view the clip discussinf the language and dialogue use in the advertisement. //Does this language choice link to the target audience? How would it engage with the audience?//


 * In their smaller video groups students discuss their ideas about the mood and techniques that they will use to engage with their target audience in their own multimodal text to persuade the school committee that their school canteen should be more healthy.

Students' whole/small group discussions and presentation to the whole class will demonstrate their:
 * Students brainstorm these ideas recording them on the scaffolded planning proposal worksheet, ready to present their proposal for the overall plan of the text to the class. ||
 * __Concluding strategy:__
 * To conclude this lesson students should come back to the floor are as a whole class. Each group will present their ideas for each section to the rest of the class, explaining why they think the text should be created in a particular way.
 * After all the groups have presented, the planning proposal from each group should be pinned to a notice board in the classroom for students to look at before the following lesson. In the next lesson students will be deciding upon the final ideas for the video as a whole: creating a story board to piece together the different arguments and techniques that will be used, before breaking into their video groups to further plan their smaller components. ||
 * **Assessment:**
 * ability identify the language used in the television advertisements
 * ability to determine the purpose of a television advertisement
 * understanding of the key concepts and techniques used in advertising and their purpose - through their choices and reasoning for their own multimodal text
 * understanding of the potential to persuade people through the use of visual text
 * //NB. These areas can also be assessed through the written evidence of each groups Planning Proposal. This evidence will indicate the understanding of the key concepts as they seek to effectively use them to create their own multimodal text.// ||
 * **Any special considerations:**
 * During this lesson students spend time in their 'video groups'. The students have been placed in these particular groups to allow for supportive and collaborative rich learning. For as Winch and Holliday write smaller groups: 'provide opportunities for students to develop collaborative learning and social interaction skills' (Winch et al, 2007, p167).
 * This collaborative learning format has also been selected because of the security and support a group can provide for students with additional needs. This learning style allows students with additional needs to 'interact with other students on a less formal level than occurs in the normal classroom learning enviroment…providing opportunities to use student langauage…and participate in the successful outcome of the group' (Conway, 2008, p229).
 * As well as group work, this lesson involves extensive group discussions. During class discussions allow time for all students to think through the question before responding.


 * Contingency plans:**
 * For this activity technology is critical as this lesson is focussing on the use of television advertising and examples are used throughout the lesson. For these examples to be effective it is important that this class is conducted in a space which has access to an interactive whiteboard with speakers. If this is not possible then a computer can be used that is connected to an projector. If this technology is unreliable or not effective the clips could be burnt to a disc to be played on a television as a back up plan. ||
 * **Self-reflection**
 * Has this lesson further equipped students to meet the requirements of the mulitmodal task?
 * Were the television advertisements an effective and appropriate resource for this lesson?
 * Are the group structures working effectively?
 * Did this lesson engage students as well as provide opportunities for the learning outcomes to be met?
 * What could be changed to improve this lesson in the future? ||

 References