Lesson+8+(Patricia)

Sun Protection |||| **Curriculum Link:** PDHPE, English and Science & Technology || **Yr Level:** 3/4 Stage 2 ||
 * **Unit Topic: **
 * **Lesson Number:** 8/10 |||| **Lesson Topic:** Using ‘Jaycut’ a Multimodal Resource and Storyboarding. || **Learning Area:** Preventative Measures ||
 * **Unit Aim or Outcome:** This lesson will involve explicit teaching of how the multimodal text ‘Jay cut’ works (See Appendix B). Students will be provided with extensive scaffolding to complete the task by equipping students with the knowledge and tools to create their multimodal text (See Appendix E)﻿. Students will work in teams to plan their ‘Sun Protection Advertisement’ on a storyboard (See Appendix A). This task will demonstrate student’s knowledge of sun protection and the importance of employing preventative measures which is the focus for this unit. The storyboard will aid students to create their Jaycut advertisement which they will present to the boardroom (the class) at the end of the unit (See Appendix C).


 * Focus Outcome: **

PHS2.12 - Discusses the factors influencing personal choices. ||
 * **Lesson Outcomes **

PDHPE · PHS2.12 - Discusses the factors influencing personal health choices

English · 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.

· 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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Science & Technology <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· UT S2.9 Selects and uses a range of equipment, computer based technology, materials and other resources with developing skill to enhance investigation and design tasks. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Smart Board <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· USB <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Internet – Jaycut website http://jaycut.com/video-editor-demo <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">– Google Images (Sun Protection) (See Appendix D) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">http://www.google.com.au/images?hl=en&source=imghp&q=sun+protection&gbv=2&aq=f&aqi=g7g-m1&aql=&oq=&gs_rfai= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">- Pics for Learning [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">- Free Play Music http://freeplaymusic.com/ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">- Advertising Agency Storyboard Example (See Appendix E)http://www.artlex.com/ArtLex/s/images/storyboard_seniorcorps.jpg <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· White board and markers <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· ‘Sun Protection Advertisement’ Handouts-Storyboard, Brief and Jaycut User Guide (See Appendix A, B and C) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Student’s Sun Protection Expositions || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Introduction: (10 minutes)
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Resources: **
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Lesson Outline **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Place ‘Sun Protection Advertisement’ brief on the board. Explain to students that they are to create this advertisement with the group they wrote their Expositions with using Jaycut. Brainstorm with students what a multimodal text is. Provide student’s with a definition and write examples on the board such as a movie and a picture book for example. Show students the Jaycut website inform them that this is the multimodal video editing resource they will use to create their own rich multimodal ‘Sun Protection Advertisement’ text. Play student’s the demonstration video. Inform students that they will need images and music to create their persuasive advertisement about the importance of sun protection based on their expositions. Select students to upload images and sounds from the teacher’s USB. Inform students that they will be provided with time at the end of the lesson to find their own images and sounds. Select students to drag the images and sounds into the timeline. The students can preview the video and edit the length of the clip and place transitions, special effects and text. Show students websites they can collect images and music from such as Google Images and [|www.pics4learning.com] and [|www.freeplaymusic.com] for sound clips. Show students an example of a persuasive image promoting sun protection.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Inform students that prior to creating their persuasive advertisement on Jaycut Advertisers write a plan of their advertisements on storyboards. Show students an example of an Advertising agency storyboard. Show students the ‘Sun Protection Advertisement’ storyboard and the Jaycut timeline which is similar to a storyboard. Inform students that this will aid them to see what their video will look like, slide by slide. The students are to write a description of the text that will be used, the image and the music that will be played underneath each slide in their advertisement. Remind students that they will also need to create a catchy slogan to accompany their advertisement. Provide each group with a ‘Sun Protection Advertisement’ pack containing; the brief, a storyboard and a User’s Guide to Jaycut. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Teaching Strategy/Learning Activity:** (30 minutes) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students will.... |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Teacher will... ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Sit on the floor in front of the Interactive Whiteboard which is displaying the ‘Sun Protection Advertisement’ brief. Students are selected to read out a part of the brief.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students are encouraged to provide their ideas about multimodal texts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students engage in discussion on previous advertisements they have viewed. Students ask any questions they might have about the advertisement brief.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students view the Jaycut website demonstration video.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students look at the various pictures they can use for their advertisement on Google images and ‘Pics4learning’. Students examine music they can add to their advertisement by exploring <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|www.freeplaymusic.com].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students observe, listen and actively engage in discussion about the image.
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students look at the video timeline and how it is formatted as a series of frames/slides. Students are selected to try Jaycut.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students listen and ask questions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">One student from each group collects the ‘Sun Protection Advertisement’ brief containing the storyboard. Students sit with their groups and map out their advertisement using the storyboard. |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Place the ‘Sun Protection Advertisement’ brief on the board and discuss the guidelines with students. Inform students that they will make their own advertisement using the Expositions they wrote in their groups.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Brainstorm with students what they think a multimodal text is. By posing questions like; ‘What are some examples of multimodal texts?’ ‘What are some key words related to multimodal texts?’ Provide students with a definition of a multimodal text such as one that incorporates audio, visual and text. Examples include; a picture book, a movie and a website for example.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Remind students of Sun Protection advertisements they have examined in previous lessons such as ‘Banana Boat’ and ‘Slip Slop Slap, Seek, Slide’. Discuss with students what aspects of the Advertisement made it persuasive such as combining music to image and text. The teacher answers any questions the students have.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Go to the Jaycut website and play the demonstration video. Ask students if they have used a video editing tool before. Inform students that next lesson will be spent composing their advertisement on Jaycut.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Show students where they can obtain their images from. Type in ‘Sun Protection’ into Google images to reveal to students potential images they can use. Explore ‘Pics4learning’ for more free images and [|www.freeplaymusic.com] for sound clips students can use in their advertisement.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Show students an image of a boy going to the beach []. Inform students that they need to look for persuasive images like this one that emphasize to the viewer the importance of sun protection.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Demonstrate to student’s how to upload these images into Jaycut. Select a few students to type in text, add audio, images, transitions, special effects and modify the length of the video. Highlight to student’s that Jaycut is compiled by a series of frames or slides.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Inform students to create a persuasive video they need to storyboard as this will allow students to see what their video will look like, slide by slide. Show students an example of a storyboard created by an advertising agency http://www.artlex.com/ArtLex/s/images/storyboard_seniorcorps.jpg

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Inform students that underneath each slide the students are to write a description of the text that will be used, the image and the music that will be played. Remind students that they will also need to create a catchy slogan to accompany their advertisement.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students are given their ‘Sun Protection Advertisement’ pack and work in their groups to complete the storyboard. Teacher aids students to stimulate their thinking about their advertisement by asking questions like; ‘How can you use image, audio and text to create a persuasive advertisement?’ ‘What types of images do you need?’ ‘What will be your catchy slogan?’ ‘Who will voice record the slogan on Jaycut’. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students are provided with computer time to find their images and audio as a group and save them onto their student file on the computer. Students with Internet access should be encouraged to look for pictures at home and save them onto their USB’s to complete their Jaycut advertisement in the next lesson.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Concluding Strategy:** (15 minutes)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students return to the floor to play an Advertising game called ‘Sell this’. This game involves students in their Advertising teams selling a sun protection product handed out by the teacher. Products include; a beach hat, umbrella, sunscreen, sunglasses and a rash vest. Groups are each given a piece of paper, a pen and 5 minutes to compose their enactment which should persuade the audience to purchase the product. Students each perform their group’s advertisement. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Assessment:** Learning will be assessed through teacher observation and completion of storyboards to determine whether;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students were actively involved in group discussion and the sharing of ideas.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students had a firm understanding of the brief.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students knew where to retrieve images and audio to put into their advertisement.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Students completed their storyboard incorporating text, images and ideas for music. ||
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Any special considerations or contingency plans: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Whole class and group work: Students will work in groups for the majority of the lesson to complete their story boards. These groups are mixed ability groups thus, allowing the more capable students to assist the less capable.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Teacher: The teacher will be assisting students by discussing the brief with groups to ensure each student in the group has a firm understanding of the purpose of the advertisement. The teacher will also aid the student’s learning by asking open ended questions that will stimulate student’s thinking on the topic. Questions like; ‘Why have you decided to begin the advertisement with that image?’ ‘How will you make your advertisement as persuasive as your Exposition?’

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Interactive Whiteboard/Internet: The teacher should book in the computer room to allow students who do not have a computer at home to find their images and save their sounds onto the desktop for the next lesson. ||
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Self-Reflection: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Were the students actively engaged in the lesson?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Were the lesson activities sequential, progressive allowing students to enhance their learning about how a multimodal text works?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Did the student’s achieve the set outcomes?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· Were the activities suitable for students in Stage 2, Year 3/4?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">· What improvements can I make to enhance the success of this lesson next time? Such as time allocation, use of resources, use of grouping for example. ||