Lesson+4+(Sophie+Reid)

// Sun Protection // |||| ** // Curriculum link: // ** // PDHPE/English // || ** // Yr level: // **// 3/4 - stage 2 // || Visual gramar || ** Learning area: ** Preventative measures || Students will learn about sun protection and the importance of using preventative measures against the risks associated with the sun damage. Students will work in teams to create a multimodal advertisement about sun protection which they will present to the class at the end of the unit.
 * ** // Unit Topic: // **
 * ** Lesson number **: 4/10 |||| ** Lesson topic: **
 * ** Unit aim or outcome: **

Students will jointly construct an exposition and learn about the importance of using persuasive language. They will also learn about images and sounds and how they can be used to influence the viewer in a multimodal text.

** Focus outcome: ** PHS2.12 - Discusses the factors influencing personal health choices ||
 * ** Lesson outcomes/indicators: **

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

__English__  · 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.  · TS2.4 – Identifies common organisational patterns and some characteristic language features of a few types or predictable spoken texts.  · WS2.9 – Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ||  · SunSmart poster (original)  · SunSmart poster (photocopy)  · IWB  · Banana boat stills  · Blank cards 5x10cm  · Worksheet/analysis scaffold  · Hoola hoop x 4  · Images for sorting activity || ** Introduction: (10 mins) **
 * ** Resources **
 * ** Lesson outline **

In the previous lesson students began looking at examples of advertisements used in the Slip Slop Slap SunSmart campaign, in addition to the Banana Boat sunscreen ad ([]).

Drawing on exploration of the nature of these advertisements begun in lesson 3 // (i.e. what are they for? Are they effective? How do they make you feel?), //discuss the purpose of advertisements and ad campaigns. Class discussion should address the different types of advertising that require visual literacy (magazines, billboards, television commercials).

Students participate in a class sorting activity to begin exploring the connotations and meanings found in visual texts. With students seated in a circle on the floor, the teacher lays three hoola hoops on the floor. In the centre of each hoop is a category written on a piece of card – ‘summer’, ‘happy’ and ‘dangerous’. Scatter an assortment of images ** (see appendix for sample images) **on the floor around the hoops. As a class, students sort the images into the hoop they think each belongs and explain why they think they belong in each category. Teacher should encourage students to discuss whether some images could belong in more than one category ||
 * ** Teaching strategy/learning activities: (30mins) ** ||
 * ** Students will… ** |||| ** Teacher will… ** ||
 * Seat students in a semi circle facing the whiteboard and ** Slip Slop Slap poster ** display.

Observe the poster and in a one word description, students write the first thing they see in the image on a piece of cardboard e.g. words, sun, snowman, t-shirt.

Students read out their responses, raising their hand if their answer is repeated.

Students describe what the objects identified mean (‘symbolise’). In this task, students will draw on prior knowledge gained in lessons 1-3 about the importance of sun safety.

Students discuss the use of vectors, colour, offer/demand and narrative in the poster.

Students work in groups of 4 (minimum) studying stills from the ad (screen captures) to describe narrative, colour, offer/demand or vectors which appear in the ad. The group examining narrative will be seated at the classroom computers so they may view the ad while they work.

Students decide who will be responsible for learning about each aspect of visual grammar, i.e. vectors etc. Once topics are assigned, students leave their ‘home’ group to create an ‘expert’ group. As a team, students work to study their still images and each record information on a scaffolding sheet. l |||| Display the original copy of the** Slip Slop Slap poster ** at the front of the class. Alongside, display a photocopied version that may be written on/annotated.

Have students read out their responses and record them by annotating the photocopied poster using a coloured marker.

As each response is read out, ask students to indicate if they had the same response – this will help determine the most prominent visual features of the advertisement.

In turn, ask students what each object reminds them of/what the object means to them e.g. Sun: summer, hot, sunburn, UV rays. Lead student discussion about how advertisers use symbols to sell ideas and products through persuasive language and imagery.

Now a basic understanding of the poster has been established, discuss what can be seen in the image through structured questioning to reveal specific visual features:  - ** Vectors **: What do you notice first in the image? Can you see any strong lines in this image? Do they make you look to a certain spot in the picture?  - ** Colour **: What colours are used in this image? How do they make you feel? Happy? Sad? Cold?  - ** Demand/offer **: Is the person in the image looking at you? Does this involve you in the image?  - ** Narrative/Story **: What do you think is happening in this image? Who are the people?

This task encourages students to look carefully and closely at the images, negotiating how each image draws their attention.

Play the Banana Boat commercial shown in previous lessons on the IWB. Revisit what the ad is for and how it relates to the topic of sun safety. Organise a ‘jigsaw’ activity. Each student is assigned a home group of at least four students and provided with a worksheet relating to each separate aspect of visual grammar. Each group will focus on the colour, narrative, offer/demand or vectors within their image.

Provide each 'expert' with a colour copy of a still image most appropriate to their visual feature, plus a worksheet to help scaffold their analysis (** see appendix **). After students have assigned their roles and moved to their ‘expert’ groups, walk between groups as students work to ensure students are on task and understand the technique they have been assigned. Students may use the initial analysis of the Banana Boat commercial conducted in lesson 2 to supplement their answers. ||
 * ** Concluding strategy: (15mins) **

Once each member of the expert groups has completed their scaffold sheet, students return to their home group. Each ‘expert’ then takes turns to tell their home group what they found out about their topic/area, allowing students to fill in the rest of their worksheets until they have completed all four areas of visual grammar.

Following the completion of the jigsaw activity, students may revisit the images used in the sorting activity in the lesson introduction. Add an extra hoop and change the categories to the four visual areas (vectors, demand/offer, colour, narrative). This will consolidate students understanding of the techniques used in visual texts to create meaning. || Formative assessment through observation and work samples will determine whether <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l5 level1 lfo4; text-indent: -18.0pt;"> · Students contributed to discussion throughout the lesson <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l5 level1 lfo4; text-indent: -18.0pt;"> · Students were actively and cooperatively involved in the group deconstruction of a visual text <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l5 level1 lfo4; text-indent: -18.0pt;"> · Students understood how certain visual features create meaning to persuade an audience || <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 1.7pt; margin-top: 0cm; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -18.0pt;"> · For students who were absent in any of the previous lessons, ensure they are assigned to a group with members who have participated in required lead up tasks for added support. <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -18.0pt;"> · If the IWB is not accessible to view the banana boat commercial, groups may rotate throughout the lesson to view the ad on the classroom computers so that each group has viewed the ad at least once while exploring their visual feature. || <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l4 level1 lfo6; text-indent: -18.0pt;"> · Did the lesson provide enough support for students to gain a concrete understanding of certain visual features? <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l4 level1 lfo6; text-indent: -18.0pt;"> · Was enough support provided when modelling the visual grammar analysis to allow students to the carry out the same tasks independently? <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l4 level1 lfo6; text-indent: -18.0pt;"> · Was the transition between each activity achieved smoothly? <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l4 level1 lfo6; text-indent: -18.0pt;"> · Did students understand the relevance of the activities to the overall topic of sun safety? <span style="line-height: 115%; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l4 level1 lfo6; text-indent: -18.0pt;"> · Did student worksheets support and engage students effectively? ||
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