Unit+of+work+overview

__**Unit of Work Overview**__ The 10 lessons that make up this unit are all planned so that the unit flows in a logical manner. Initial lessons will see the students working with content that is specific to the focus outcome. By doing this, students will build a solid knowledge base about protection and prevention. As the lessons progress, students are introduced to multimodal texts and the visual and written literacy aspects of such texts. Students are given the opportunity to work with computer software that will enable them to produce a multimodal text that informs their viewers about sun protection.

The 5 lessons that have been expanded and made into full lessons follow a logical sequence also. Firstly, students are introduced to the focus outcome and the ideas surrounding it. Then, a clear focus on sun protection is established. Students then examine visual texts and identify features that make them successful. Due to multimodal texts relying on more than one mode, students then examine expositions so as to make their text persuasive and appealing. The final lessons provide students with the time to culminate all the knowledge they have and storyboard then produce their multimodal text.  __**Lesson 1: Protective measures**__ In this lesson, students will be introduced to the topic of protective measures which falls under the PDHPE strand of Personal Health Choices. The class will discuss the terms protection and prevention, and then brainstorm the measures they take in order to protect themselves from factors which can negatively affect their health. Issues to be discussed will be quite broad, including sun protection, disease prevention, personal hygiene, communicable diseases and heart disease. Students will be split into 6 groups and assigned one of the above topics. Groups will complete a KWL chart that relates to their assigned topic (See Appendix 1). The charts will be placed on the classroom wall for all to see and returned to at the end of unit where they will complete the final column. __**Lesson 2: Sun protection**__ The KWL chart from the previous lesson that related to sun protection will be placed at the front of the class. As a class, discuss any other points that need to be added to the chart. Once the chart is complete, present students with the Banana Boat sunscreen commercial via the Interactive Whiteboard (IWB). After the first viewing, have students recall anything from the advertisement that stood out for them. Watch the ad again and tell students to look out for information regarding sun protection. After this discussion, inform students that by the end of this unit, they will be required to produce a sun protection advertisement (multimodal text) of their own. They will work in teams and present their commercial to the class and teacher who will act as board members for a large advertising company. Students will also need to construct an exposition which they will read at the presentation in order to try and persuade the ‘company’ to pick their ad. To conclude the lesson, brainstorm key features of a successful advertisement on the IWB. (See full lesson)  __**Lesson 3: Slip, slop, slap campaign and overview of the cancer council website**__  In this lesson, students will be in the computer room or have the cancer website ([]) on the IWB. Students will learn that Australia has one of the highest rates of skin cancer in the world and that being //Sun Smart// is a simple and effective way to reduce your risk of developing skin cancer as they examine the slip slop slap campaign against skin cancer which began in 1981. Using the information provided by this website and the accompanying advertisement from [] students will explore how effective and persuasive they think this ad is and why as they also explain how it makes them feel and whether or not they are motivated to do the same thing. Students are then encouraged to look at other campaigns from the cancer council such as the ‘tattoo’ or ‘no tan is worth dying for’ as well as to explore other parts of the website such as ‘About skin cancer’, ‘Skin cancer facts and figures’ and ‘What puts you at risk’. At the end of the lesson students will regroup and discuss with the class some information that they have learnt today as well as any other interesting facts they would like to share from what they have discovered.  __**Lesson 4:**** Visual Grammar **__

This lesson will explore visual grammar and the use of advertising techniques to convey meaning in a visual text. The lesson will begin by examining the visual features of a **SunSmart poster** designed by the cancer council, leading to the analysis of stills taking from a television advertisement. Drawing on students prior knowledge of persuasive techniques used in advertising, students will learn how the structure of a text adds to its meaning through use of vectors, framing etc. To begin, students discuss the purpose of advertising and the different forms of visual ads, followed by a sorting game to encourage students to think about the symbolic meaning of an image. Students will then participate in a whole class deconstruction of the poster, asking them to identify the main features of the ad and what they mean to the students. Following this general discussion, the focus of the lesson will be refined to address specific features of visual grammar – vectors, colour, narrative and offer/demand. Students will again work as a whole class to apply these features to the SunSmart poster. The teacher will then play the Banana Boat ad shown in a previous lesson before dividing students into groups of four to complete a ‘jigsaw’ learning activity. This component of the lesson is designed to expand on the basic discussion of advertising features used in this commercial from lesson 2 and break it down into specific visual grammar features. Each group will be issued with stills taken from the advertisement and be assigned a specific aspect of visual grammar on which they must become an ‘expert’. Students will record their thoughts on a scaffolded worksheet then share their findings with the rest of their group to complete the knowledge ‘jigsaw’. (See full lesson)  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; margin: 0cm 0cm 10pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; margin: 0cm 0cm 0pt;">**__Lesson 5: Sun protection and persuasive language__**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; margin: 0cm 0cm 0pt;"> Using their knowledge from previous lessons, students will now be presented with a text regarding sun protection and the 5 ways to protect themselves (slip, slop, slap, seek, slide). As a class, we will read through the text and discuss what makes it so effective, paying particular attention to the language used and features of the text as student’s begin to identify how various texts differ according to their purpose and audience. Students will also study grammatical features such as how nouns, verbs, adjectives and adverbial phrases have been used to make meaning as well as how the image is used to support the text. Whilst this lesson’s focus is to get students to begin to understand some features of an exposition and its purpose it is also for them to understand how and why the writer has used these words and this text to persuade people to protect themselves from the sun. Students may wish to use this information or parts of it for their final product. (See full lesson plan)  <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lesson 6: Exploring Expositions __**  <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; margin: 0cm 0cm 10pt;">This lesson will introduce the students to the purpose of an exposition and explore the structure and use of persuasive language when writing in this text type. Students will begin the lesson by brainstorming their prior understanding of an exposition and then use dictionary definitions to assist them forming their definitions. As a whole-class, students will look at the “Writing Fun” website and explore the structure, the purpose, common language used and different examples of expositions. In small groups, the different examples will be used to get students to identify the significant aspects of an exposition and draw on the purpose and point of their particular example by writing a full sentence about what this exposition is arguing. In a joint construction, the whole class will use the “Writing Fun” website to write a summary of an exposition on sun safety. (See full lesson) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lesson 7: Writing Expositions __** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This lesson, students will be writing their own exposition in groups that will be used in their final advertisement for sun safety. The lesson will take place in the computer room so students can type up their expositions. The teacher will give each group a copy of the summary exposition they did in the previous lesson so they can follow the structure of an exposition and use some of the persuasive language and sun safety ideas that the class came up with. The students will also be given time before they start writing to explore the game “Fallon’s Quest” found at []. “Fallon’s Quest” is an interactive computer game that explores the dangers of the sun and the many preventative measure you can take in eliminating the risk of sun damage. This will give each group sufficient information to proceed in writing their exposition. At the end of the lesson students will print out a copy of their exposition.

**__Lesson 8: Exploring Jaycut and Storyboarding a Sun Protection Advertisement__**

The teacher will begin the lesson by showing students their new advertising account, a ‘Sun Protection Advertisement’ on the Interactive whiteboard or Overhead projector (See Appendix A). The students are informed that ‘Jaycut’, a video editing software tool will be used to create their own multimodal advertisement about sun protection. Students will briefly discuss what a multimodal text is this discussion will highlight that it is the combination of audio (music), visual (images). Students will be provided with examples of multimodal texts such as a picture book, a website and even a movie. The teacher will explore the ‘Jaycut’ website with the whole class using an Interactive whiteboard in the computer room. The students will be shown a short demonstration video explaining to them how to use the various tools such as uploading images and sounds, adding text and editing the length of the video.

The teacher will also demonstrate to students how to obtain Sun protection pictures from Google Images and __www.pics4learning.com__ and sounds from __www.freeplaymusic.com.__ The teacher will show students an example of a persuasive image students should include in their advertisement (See Appendix D). Students will be allowed to take turns adding text, uploading images and editing the video to enhance student’s understanding of the tool. The students will be shown an example of a storyboard used by an Advertising agency to highlight the importance of mapping out the sequence of their video (See Appendix E). This will allow students to discuss with their group what types of images, music they would like to use and formulate their slogan for the campaign. The teacher will allow students to sit with their Exposition groups and together they will create a storyboard of a ‘Sun Protection Advertisement’ based on their exposition. The students will be issued with their Advertising account handouts including the brief, storyboard and a user’s guide to ‘Jaycut’ (See Appendix A, B and C). Students will be given time towards the end of the lesson to find their own images and sounds to create a persuasive advertisement about sun protection for the next lesson. Students with Internet access should also be encouraged to obtain images and sounds from their home computer and save these resources on their USB to be used in the next lesson. (See full lesson) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> __**Lesson 9:****<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> Using Jaycut to construct advertisements **__

In this lesson students begin to construct their advertisements using images and sound clips sourced in previous lesson or brought from home. Students have been given time in the previous lesson to access these materials to ensure all students have materials to work with for the next lesson. Students will work in their groups in the computer room. Before students begin working the teacher must make sure each group has completed their story board from the previous lesson and has obtained a collection of appropriate images and sound files - each group must have completed their storyboard before they use the Jaycut software. The teacher will recap with students the campaign brief and display the advertising account on the Interactive Whiteboard/Overhead Projector. The brief will be displayed to ensure students adhere to the Advertisement requirements. As students work, the teacher will move between groups and request one member from each group to briefly describe their storyboard, enabling him/her to assert whether all students have understood the requirements of the task and are on task. Students will work in their groups to assemble their advertisement for the remainder of the lesson. For groups that are slower in completing their task, make available the classroom computers to them during any free time in the classroom once other required work has been completed, if possible, to ensure each group has a finished product by the conclusion of lesson 10. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **__Lesson 10: ‘Sun Protection Advertisement’ Presentations to the Boardroom__**

This lesson will involve students placing the finishing touches on their Jaycut ‘Sun Protection Advertisement’ in the computer room. The teacher will have the Advertising account displayed on the Interactive Whiteboard/Overhead Projector. The brief will be displayed to ensure students adhere to the Advertisement requirements. Group numbers are drawn out of a straw hat to order the presentations. The teacher explicitly outlines the procedure for voting which will occur at the end of the presentations. The rules for voting include a group must not vote for themselves and students can only vote once. Students take turns presenting their Advertisements to the boardroom (students in the class). Once each group has presented their proposal each member of the board makes an anonymous vote for the most persuasive advertisement which best adhered to the task guidelines. The teacher collects the votes in a small box labeled ‘Sun Protection Advertisement Boardroom Ballot Box’. The teacher tallies the votes on the board and the winning team is announced. The teacher can discuss with the students what made the multimodal text persuasive such as the music corresponding to the images.