Lesson+5+of+10

** Unit Topic/Aim: ** To recognise and appreciate people’s relationships with special places and environments in Australia.  · // Acknowledges that the environmental activist images are used to convince people to act in what the group deems a responsible manner. // || · // Obtains information to understand meaning of visual texts // · // Contributes to a class summary after viewing a text // · // Makes some inferences about ideas implicit in a text // || || · // Uses effective planning strategies to produce texts // · // Creates a text on a researched topic // · // Creates a text for a chosen audience // || || · // Uses terminology relevant to visual grammar i.e. vectors, angles, symbols, abstract, framing etc. to identify features of the given visual texts // || Creative Arts VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible Creative Arts VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. || 
 * Key Learning Area – HSIE **
 * Lesson Number: **** 5 of 10 ****  Stage:  ** 2 ** Year:** 4
 * Lesson Focus: ** To examine visual texts from environmental and activist websites. To explore the techniques (representational, interactive and compositional) they use to create meaning and show their relationship to the environment or special place. Students then create their own visual texts in groups to be used in their documentaries.
 * Background Knowledge/ Prior learning relevance: ** Students have spent a lesson researching their topic areas (overfishing, mining in Kakadu, wind farms and saving Ningaloo). Students have had multiple lessons on understanding that people have different and sometimes opposing viewpoints on how land should be used. In past topics students have had lessons on visual grammar i.e. examining picture books and movie advertisements.
 * **OUTCOMES ** || **INDICATORS ** ||
 * ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments || · // Understands that each image represents a person’s interaction with a place. //
 * RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· // Interprets photographs and other still activist images //
 * 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: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
 * ** Links to other KLA’s: ** English (as above) and:

<span style="mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">1. Observe that student contributes to class discussion and class annotation of sample visual grammar <span style="mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">2. Observe that student works effectively in group situation by watching and collecting annotated samples of images. <span style="mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">3. Collect groups visual text to assess if they use effective planning for a text and that they use correct visual grammar terminology <span style="mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">4. Observe from created image collected that students understand that different people have different relationships to the environment. <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;"> || = ** Lesson Evaluation: ** = <span style="font-family: Times New Roman; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-size: 12.0pt; msoansilanguage: EN-AU; msobidifontsize: 12.0pt; msospacerun: yes;"> <span style="font-family: Times New Roman; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-size: 12.0pt; msoansilanguage: EN-AU; msobidifontsize: 12.0pt;">
 * **<span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">Assessment Strategies: **
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">Were the students engaged in the task?
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">Did the students work productively and efficiently in their groups?
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">Was there enough time/too much time to complete the set tasks?
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">Are students now able to label the visual grammar of a text or do they need more lessons on topic?
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; msoansilanguage: EN-AU; msobidifontsize: 10.0pt;">How would I improve this lesson for next time? ||
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-size: 12.0pt; msoansilanguage: EN-AU; msobidifontsize: 12.0pt;">Resources: **
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msobidifontweight: bold;">Advertisement Images (Appendix E)
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msobidifontweight: bold;">Uluru Image – Have some Respect (Appendix F)
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msobidifontweight: bold;">Visual Text Worksheet (Appendix G)
 * <span style="font-family: Times New Roman; mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msobidifontweight: bold;">Images for Rich task (Appendix H)

<span style="font-family: Times New Roman; font-size: 11pt; mso-ansi-language: DE; mso-bidi-font-size: 12.0pt; msoansilanguage: DE; msobidifontsize: 12.0pt;">
 * **Teacher** || **Student** || **Time** || **Organisation** || **Resources** ||
 * **Introduction -** ||
 * Explain that visual texts are often used to persuade people to think or act a certain way, for example an ad in a magazine may try to convince you to buy a kind of shampoo or clothing or car (show Appendix E ads on overhead).

Explain that the images you will be looking at today send out a special message about a group or individuals relationship to an environment or place. Similar to advertising these images use many visual techniques to get you to think a certain way often to protect their special place.

Put up visual image of “Have some respect, Uluru” (Appendix F) on overhead/smartboard and use checklist (context, representational, interactive and compositional) from worksheet “Visual Text” (Appendix G) to prompt discussion and ask students to annotate sample in front of class. || Listen to teacher and watch overhead.

Listen to teacher

Students take turns contributing to discussion and annotating the visual image || ** 2mins **


 * 2mins **


 * 8mins ** || Students on classroom floor

Students on classroom floor

Students on classroom floor || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Images of magazine adds Overhead projector

none

<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Visual image “ “ html ||
 * ** Body - ** ||
 * Ask students to get into their groups and hand out copies of the relevant visual image (Appendix H) to each group and copies of worksheet “Visual Text” (Appendix G) to each group

Explain that the students in their groups are now going to use some of the visual grammar techniques they’ve identified to create another image that will eventually be used in their news reports. As they will be showing different peoples perspectives in the documentary, explain that the visual text they create also needs to be from group that has a different relationship to the land than the one they’ve explored.

Note: Have conclusion questions on board (a, b and c) and remind students to think about these as they will present their image to class || Students form groups, stick image in middle of cardboard and annotate visual text using outline on sheet (see Appendix F).

Students create their own visual stimulus on the same place from a different groups perspective. They do this by using visual grammar techniques on the “Visual Text” sheet and sketching their design onto a piece of cardboard/butchers paper <span style="font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: #0400; msoansilanguage: EN-US; msofareastlanguage: #0400;">

<span style="display: block; font-family: Times New Roman; msoansilanguage: EN-US; msofareastlanguage: #0400; text-align: right;"> || ** 18mins **

|| Students move to desks or allocated areas with their assigned groups
 * 20mins **

Work in assigned groups at tables || Large pieces of cardboard x 4 Worksheet “Visual Text” x 24 A4 copies of Images “Overfishing” “Kakadu” “Ningaloo” and “Wind energy” with context information on back of images

Cardboard/ Butchers paper, pencil, textas scizzors crayons etc. || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">a) Who’s perspective is image from? <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">b)   What is happening in text <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">c) What visual techniques have you used to convince audience to see issue from this perspective <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">d)   How might you use this image in your news report || To share with class the example the new poster they’ve designed and to explain the visual grammar techniques used. || ** 12mins (3min per group) ** || Class in circle on the floor and present to peers || Poster of images and students designs. ||
 * ** Conclusion – ** ||
 * Ask students to come and share their poster of a visual image they have created and ask them to answer the following questions when presenting to the class