Unit+of+Work+Overview

to nutrition ||= PHC2.12 TS2.1 || The aim of this lesson is to introduce the topic of nutrition to the students, identify expositions as the text type and mention the multimodal text to be produced at the end of the unit. This lesson will demonstrate the students prior knowledge of nutrition and inform future lessons. Students will be told that we will be using expositions as a basis for our persuasive class video to be presented to the school committee board (comprised of the principal, canteen representatives, P&C, SRC) as to why we need to implement a healthy canteen in our school. During this lesson students will brainstorm, as a class, ideas for why it is important to be healthy and develop clines around persuasive language to be used when exploring exposition texts, which will be displayed in the classroom. Students will then split into video subgroups and discuss why we need a healthy canteen to be implemented into the school, incorporating some of the persuasive language previously covered in the cline activity. Students will come together as a class and list their ideas on the IWB, this will be saved and used for the following lesson (ensure that importance of a balanced diet, policy and positive effects on the body are covered as these will be the three umbrella arguments of the exposition). This will contribute to the final multimodal video as students will begin to gain an understanding of the topic nutrition and also use persuasive language to convey their arguments for the implementation of a healthy canteen. || RS2.6 WS2.10 || This lesson will aim to build up the students' field knowledge surrounding nutrition and healthy canteens, while also developing their reading strategies. It will help scaffold the students understanding of how to navigate around a website to locate specific information for the future research lesson (lesson 4). Firstly, students will explore meaning-based word families as a class related to nutrition and then elaborate on them in their 'clunk detectives' worksheet later, which will be useful when constructing their expositions. Students will then work collaboratively as a class to navigate around the 'Healthy kids association' website **(**Resource 1) on the IWB to locate specific information. The class will then engage in a 'Detecting clunks' activity to identify and decode the unknown words and the meaning of certain words, before splitting up into their video subgroups to complete the same activity to do with a healthy canteen/nutrition sub-topic (appendix 1- worksheet). Students will finish up with a 'Clunk heads' game where students will be able to demonstrate their comprehensive understanding of specialised vocabulary surrounding nutrition and healthy canteens. This is will link to the multimodal video and the exposition writing as students are developing their knowledge and technical vocabulary to be used in the video and their expositions. || Exploring Expositions ||= TS2.2 RS2.7 RS2.8 || In this lesson, students will be introduced to the structure and social purpose of an exposition as a basis for their arguments surrounding healthy canteens. The lesson will begin with a drama game which will explore the idea of persuasion. Expositions will then be introduced as a text-type with this very social purpose. Through looking at the exposition 'Why hats should be worn in the playground' (Resource 2a) the structure and key grammatical features of an exposition will be explored as well as other important stylistic features being highlighted. The students will then have the chance to work with an elaborated version of this exposition (Resource 2b) in order to understand the importance of using facts to support opinions in order to persuade an audience as well as the idea of modality. The students will then report back to create as a class, a list of the key features of an effective exposition, highlighting in particular the need to find facts. This will lead on to the next lesson where students will be finding facts to support their opinions, and even uncover new ones. || Researching the Arguments ||= PHC2.12 RS2.5 || In this lesson, there will be a focus on exploring the facts about healthy canteens so as to gauge what may be the three main arguments in writing their exposition. The lesson will take place in a computer lab so that all students have access to the internet and students will be working individually at this stage. To ensure productivity during this lesson the teacher will set up a webquest which directs the students to useful websites and resources. The teacher will also provide the students with books borrowed from the library that cover the topic of nutrition and its importance. To support the students learning they will complete a proforma where they must answer set questions and record additional information so as to decide on the three main arguments of the exposition and collect facts and evidence to support their opinions. || WS2.10 WS2.13 WS2.14 || This lesson will focus on the whole class construction of the 'bare-bones' of the exposition. Firstly, the students will report back on the information that was researched in the previous lesson, writing the newly researched ideas into the existing document from the first lesson. The class will then revisit the structure of effective expositions, so as to think about the need for a persuasive statement of position and strong arguments. From this, the whole class will construct a persuasive statement of position, using the grammatical features previously discussed. Revisiting the ideas that students gained from their research, the __teacher will guide__ the students in creating three umbrella arguments that help reinforce their position. The key ideas that were researched will then be grouped under these paragraph previews so as to order and structure the exposition in an effective manner. Students will be allocated their key argument in their video subgroups so as to prepare for the next lesson with a discussion in their groups of any more key research they may need to do to support for their arguments (if anymore is needed). || WS2.9 WS2.10 WS2.13 WS2.14 || This lesson will focus on students constructing persuasive and supportive paragraphs under their video group's umbrella heading. To begin with, the structure of the exposition created as a whole class in the previous lesson will be reviewed and the key features of an effective development of an argument will be revised. In their allocated groups, students will then work on constructing the paragraph which supports their main argument, with each students allocated a role to play within this group (roles will be allocated to ensuring that a particular feature of a good exposition is used). Each group will then present their paragraph to the class, with each member explaining how their feature has been used well. The exposition will be put together as a whole with the process of editing being modeled by the teacher. The students will then construct as a whole class the 'reinforcement of position' as a summary to the lesson. || RS2.6 RS2.8 WS2.14 || In this lesson students will gain a deeper understanding of the notion that images hold meaning. This idea is explored through the introductory game of Pictionary. Students will then be introduced to the elements of visual grammar and using these will contribute to an oral whole class deconstruction of a food advertisement,(See Resource 3) noting how the author has effectively considered these aspects. Students will then break up into their topic groups to have a turn at analysing their own advertisement (see Resource 3) as a group, this time writing answers on a proforma. Still in groups students can then move on to drafting a poster which visually portrays the groups key idea or main message from their expositions. This provides students with an opportunity to put into practice the concepts which they have just learnt. To conclude the lesson the class comes together to view and critique each other’s drafts to both showcase understanding and to improve the work of their peers. || TS2.1 TS2.4 || In this lesson students continue to explore visual grammar, this time through the multimodal television advertising texts (see Resource 4 ). This lesson aims to develop students knowledge of the techniques and elements used in creating these advertisements for two reasons: 1. To help prepare students as they work to create their own persuasive multimodal task and 2. To disucss the influences of media on the process of decision making (PHC 2.12). In this lesson students will view three video clips that are advertisements for healthy food. After the first, students will focus on the purpose of advertising, //What is the company’s goal? What do they want the audience to do?// After the second, students will be guided to consider the techniques and elements that are employed to achieve this purpose, while in the third advertisement students will be encouraged to focus on the language and dialogue contained in the clip, using a script. //How would the mode of language engage with the target audience? What benefits does it argue the product has? How is the script supported by visual images, footage and text?// Applying the knowledge to their own multimodal task students will then break up into their smaller groups to discuss and plan the way they think their multimodal text should use the techniques, elements and language to create their healthy canteen persuasive text. Before moving into these groups students should revisit their target audience, purpose and content. After planning in groups students will present their planning proposals to the class, explaining why the techniques they have chosen would support their argument. Once presented these proposals should be displayed in the classroom so that students can observe them before the following lesson. || TS2.2 WS2.9 || To begin the lesson students will need to decide on the overall structure and mood for the whole class multimodal text, referring back to the Planning Proposals from the previous lesson. To guide students through the process a larger version of the planning proposal can be used to give students a structure for their discussion (see Appendix 4c). Students should be encouraged to use ideas developed in the planning proposals. As a whole class students should discuss: the order of ideas presented (important to refer back to the exposition created in lesson 6), the key techniques that will be used to engage with their audience, any music that might be used and language mode that will be used. These decisions should be recorded on the interactive whiteboard and displayed for the rest of the lesson. This document will also need to be kept until the following lesson when it will be used again. Students will then need to break up into their video groups and, based on the scripts studied in the previous lesson and the content from their exposition paragraph in lessons 3-6, students will need to write a short persuasive script for their groups area that covers the key arguments. Students should be encouraged to think about the aspects covered in lesson 3, 5 and 6 in this process so that the key language features of an exposition are effectivly used. Once this is completed students should begin to add what will be happening visually during the script. //How will they use still images, video footage, acting?// //What will the camera angle and distance be?// During this time the teacher will be moving among the groups supporting and questioning the planning process. Encourage students to think about //why// they are using a particular technique. After this students will come back together as a whole class where they will learn about how to use the camera technology effectively, before starting to film their small group scripts. || WS2.9 || In the final lesson students will work initially in their small groups, on computers, to finish filming and editing their group's section of the video. Once completed, these clips can be loaded onto the main computer and displayed on the interactive whiteboard. Before beginning to edit the video as a group, on a large piece of butcher’s paper/ cardboard write three headings: // Audience, Purpose // and // Key points to convey //. As a class, discuss these headings, revisiting the task they set out to complete. Then using the video editing program, the class as a whole can contribute to the editing process. This is the time for music tracks to be added, any transitions between clips to be inserted and any further text overlaid. After changes have been made review the multimodal text with the students – // Does it fulfill the requirements they just listed? // // Are there areas that should be changed or improved? // Once students have completed the editing process, the class should reflect on the multimodal text they have created, evaluating whether the visual techniques they selected were appropriate and effective to achieve their purpose. // What might they change if they were to repeat the process? //The class will then exhibit their video to the school committee board in hope of persuading them to implement a healthy canteen in their school.
 * = **Lesson** ||= **KLA outcomes** || **Description** ||
 * = 1 Introduction
 * = 2 Building up field knowledge ||= PHC2.12
 * = 3
 * = 4
 * = 5 Guided Writing Outlining the Exposition ||= TS2.2
 * = 6 Constructing Arguments Collaboratively ||= TS2.2
 * = 7 Exploring Visual Grammar of Print Images ||= PHC2.12
 * = 8 Discovering the Visual Grammar of Television Advertisements ||= PHC2.12
 * = 9 Scripting and producing small group videos ||= PHC2.12
 * = 10 Individual and Collaborative Editing process ||= TS2.2

//NB. It is important that when completing a me////aningful and contextualized task such as this multimodal task, where students have been preparing a text for a real situation, that students are informed of the pro////cess and decisions that develop based upon their work////.// ||