Lesson+8


 * ﻿ Lesson Plan 8 **


 * ====**Lesson Topic** ==== || ====**Year Level** ==== || ====**Lesson Number** ==== || ====**KLA Links** ==== ||
 * ====Campaign trail- Part 2 ==== || ====4 (Stage 2) ==== || ====8/10 ==== || ====HSIE (Social Systems and Structures) ====

 (Expositions)
||

====The last lesson saw students in groups, researching Graithwaite Park and what potential benefits it would bring if it were to remain a community park. Each group was allocated of viewpoint of four different key stakeholder in the Graithwaite Park community to address this issue. By then end of the previous lesson students were to have formulated their research around a particular standpoint on the issue of selling Graithwaite Park. Lesson 8 aims to consolidate the knowledge students have developed from Lesson 5 on persuasive language, Lesson 6 on visual literacy and the previous lesson of research, in order to draft a persuasive storyboard that puts forward their argument in the form of a multimodal text. *It is important to note that students have had previous exposure to the literary features of a multimodal text in the past year and hence this lesson will simply be building on student's prior knowledge to help scaffold the lesson's aim- how to use multimodal features to persuade an audience through a multimodal text. Students will only have enough time in this lesson to develop a storyboard for their multimodal text as developing the actual text will take place over a further two lessons. By the end of the lesson students should have developed an annotated storyboard that specifically incorporates aspects of visual literacy and persuasive language to persuade the audience of their particular viewpoint. ====

**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. ==== -Students work well to brainstorm and draft a storyboard together, adhering to the use of group roles allocated to share the responsibilities of the task. ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**TS2.1.** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum ==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Students contribute to 'think, pair, share' in class discussion to demonstrate their understanding of multimodal features and what impact they have on the audience in Resource 4. ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**WS2.9** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Student shows knowledge and understanding in developing a persuasive text by drafting a storyboard that condenses their understanding of the HSIE SSS2.8, ENS2.6 in relation to Graithwaite Park ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**RS2.8.** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. ==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Students contribute to 'think, pair, share' in class discussion to demonstrate their understanding of multimodal features and what impact they have on the audience in Resource 4.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**HSIE:**
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SSS2.8.** Investigates right, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**ENS2.6.** Describes people's interactions with environments and identifies responsible ways of interacting with environments.
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-gives reasons why a specified feature, place or site should be cared for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- identifies issues about the care of places in the community or places of importance to the

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Outline (Teaching Strategies/Learning Activities):**

 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**INTRODUCTION** ==== ||
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 1 –__ 5 mins ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Explain to students that during this lesson they will begin drafting their multimodal text for the campaign of ‘Saving Graithwaite’ ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- As a revision of prior lessons on the textual features of a multimodal text, teacher questions students on their current understanding of multimodal features. ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Ss... that are selected, are asked to write their responses on strips of of paper to be stuck on the board at the front of the class. ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-T... explains to students that the reason why that exercise was done was because the Ss... will be watching an example of a multimodal text and they will need to be looking out for these features during the playing of the text so that they can report back after. ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Teacher directs student attention to the first 30 seconds of the video.
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Point out to students the use of written text that is superimposed over either visual movement(video) or still visual images. The written text always compliments or explains the visual image underneath. ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">*Think, pair, share.
|| ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">T… explains that with the knowledge students gained from the visual literacy, persuasive language, and the prior research lesson on Graithwaite Park, students are now going to be designing a storyboard for a video clip. The storyboard will put forward their argument from the point of the view of the group they have been researching in lesson 7. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**BODY** ==== ||
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Teachers will…** ==== || ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Students will…** ==== ||
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 –__ //(10 minutes)// ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Using their research and points of argument completed in the previous lesson, students must brainstorm ideas of possible sequences for their video that best illustrate their argument. ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Ss.. are to look at the criteria of the storyboard on the blackboard to make sure they have completed it correctly.
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Ss.. are then to annotate their storyboard to show the teacher how they have made each shot persuasive, either through visual or written language. ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Explain to students that they must allocate group roles before they go away to begin working (writer, director, spokesperson).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> - Students begin working in their groups. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 –__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss... are sitting on the floor

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss... form into their groups from the previous group

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss.. one student from each groups collect the drafting process sheet

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss... follow teachers explanation on the process sheet.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss... listening on the floor

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ss... move off into their groups to begin working on the storyboard. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Class Meeting** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Once students have completed their final draft storyboard they are come back to the floor.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**CONCLUSION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 5 –__ //(10 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- The ‘Spokesperson’ for the group must present their storyboard to the class. During their short presentation they must:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Explain what each shot entails. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- How they have made it persuasive

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- As a group, the students will be asked questions from the rest of the class about their design and any suggestions they could do to help improve their design.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- The group presenting must take down any recommendations.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- The recommendations will be taken on board for the next lesson where everyone’s storyboard will be put together to make one whole campaign. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Observation:__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Students will be assessed on their contributions to class discussions on the purpose of the interaction of multimodal text features. (**TS2.1**)**(RS2.8)** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Students will be assessed on their ability to work in a group, appearing engaged and on task during the construction of the storyboard ( TS2.2)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Drafting Process sheet__ (**WS2.9**) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Students show their understanding of the rights and responsibilities of community stakeholders to the conservation of Graithwaite Park in the brainstorming of a possible video sequence in which, should highlight the rights of the chosen community stakeholder. (**SSS2.8, ENS2.6**)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Annotations of final draft storyboard-__ Students show understanding of visual literacy and persuasive language through the annotation of how they have used such literary features to persuade their target audience.(**WS2.9**)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Extension Assessment Tasks/Activity Ideas for Further Lessons:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">For students who have finished their storyboard early, they may look for backing tracks that could be applied to their storyboard and possible images to be used in the next lesson.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Any Special Considerations or Contingency Plans:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Students with special needs:__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">may be partnered with a student of higher capabilities to help alleviate the workload through the project. They may also be given a sheet with the particular multimodal features in it and examples to help further understanding.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__ESL Students__: Depending on the level of capability, ESL students may be excused from taking on the speaker role when presenting to the class to avoid any pressure or frustration. In the grouping of students, ESL students may also be paired with students that speak the same language as the ESL student's first language.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Self-Reflection:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Once the lesson has been completed, self-reflection questions will include:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Were all students engaged in the tasks?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Were all students contributing towards the discussion?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Did students have enough information to complete their storyboard?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Did students require more scaffolding for developing a storyboard?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. Were students able to successively work collaboratively in a group? Would future activities require extra scaffolding for group work?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. Did the lesson take up the allocated time? Did students require extra time for the body of the lesson?