Lesson+7+of+10

** Unit Topic/Aim: ** To identify people’s interactions with their environments and identify responsible ways of interacting with environments. ** Lesson Number: **** 7 of 10 ****  Stage: 2 Year: 4 ** ** Lesson Focus: ** To provide students with comprehensive scaffolding that will support them in completing their rich task. Students will have previously completed five lessons that focussed on recognising people’s relationships and interactions with place and their environment, and identifying responsible ways of interacting with the environment. Whilst students have been developing their skills in the written grammar of a discussion, as well as visual grammar and multimodal texts, they have also been exposed to a variety of contentious issues related to peoples’ interactions with environments such as saving Ningaloo Reef, and the pros and cons of wind farming. As students are required to make a short news video about some of these contentious issues for their rich task, this lesson is designed to model the steps required to begin designing and making their video using an ABC news report on one environmental ramification of climbing Uluru as an example. ** OUTCOMES  ** || ** INDICATORS  ** || ** ENS 2.6 ** Describes people’s interactions with environments and identifies responsible ways of interacting with environments || · // identifies issues about the care of places in the community or places of importance to them  // · // identifies environmental impacts of people’s interactions with environments  // || **WS2.12** Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer. || · // Explores ways of publishing a multimedia text using audio and graphics using computer software // || **RS2.6 ** Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. || · // Identifies a range of compositional elements in a multimodal text and explains how they affect meaning // || Observe students during group work and check that they: ·  Could contribute to discussion on multi-modal features ·  Could listen attentively to the ideas of others ·  Could work together to complete graphical organiser ·  Can identify environmental impacts of human interaction with the environment 2. Collect graphical organisers and storyboards and check: ·  Organisers are complete and show good grasp of topic ·  Group roles identified and allocated ·  Storyboard shows understanding of discussion grammar as well as visual grammar <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Storyboard shows evidence of groupwork and planning  || = ** Lesson Evaluation **  = Were the students engaged during the entire lesson? Was it too easy or difficult for some students? Were my instructions clear for all students? Did all students feel as though they had an opportunity to contribute to class discussion? Were all the students challenged? Was the timing accurate? Which parts of the lesson were longer/shorter than expected? || <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **  ABC News clip on Uluru -  ** [] <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **  Graphical Organiser – See Appendix L  ** <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **  Storyboard Template – See Appendix M  ** **Teacher** || **Student** || **Time** || **Organisation** || **Resources** || **Introduction – Setting the task Expectations** || Play students the news report featuring the story of the loss of a rare shrimp species due to people climbing Uluru. Explain to students that throughout the next 5 lessons, they will be working towards creating their own short film like the one they have just seen which is based on a discussion of their assigned issue. E.g. Ningaloo reef, wind farms etc. Engage students in discussion about the news clip and ask them to identify any prominent features that they noticed, techniques used etc which will draw on their knowledge of multimodal texts covered in the previous lesson. Questions could include: Which voice described the issues? What was the impact of the interview? How was credibility/believability established? How did the visual images add to the weight of the arguments? Did they compliment what the narrator was saying, or were they showing you something different? || Watch news clip on Uluru Participate in discussion about film techniques, multimodal features of the text and how they contribute to meaning etc || Students sitting in a group where they can all clearly see the short video. Students sitting in a circle on the floor as a whole group to foster equal contribution during the discussion. || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">1. Copy of ABC news report on Uluru || ** Body – Using Uluru as an example, model the completion of Graphical Organiser and Storyboard, then allow students to complete their own ** || Display the Grpahic Organiser (See Appendix L) where all students can see it e.g. on a smart board or blown up and displayed on a wall/board. Explain to students that in order to complete such a rich task, they need a way to organize their information, set out what they already know, decide what extra information they need, think about resources needed etc. Break students into their groups and give each group an A3 copy of the organiser with their own topics filled in. Working with the students using Uluru as an example, discuss each section of the organiser, provide students with an opportunity to share their thoughts and ask questions and then model on the board how students may like to complete their organiser. || Observe Graphical Organiser and listen to explanation. Students form groups that they will be working in for the final task so as to begin to form good group relationships and skills Students participate in discussion and may volunteer to add their ideas to the graphical organiser on the board || || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Graphic Organiser (See Appendix L)  || Give students their information packs on their topics that they have been working with in previous lessons. Instruct students that they can use these to complete their graphic organisers in their groups. Provide scaffolding and answer any questions students may have. When students have finished, display the storyboard template (See Appendix M) and model for students how they might fill it out using Uluru as an example. Explain that this will help them structure their own news stories. Give each group a copy of the story board to use to design how their news story will progress. E.g start with newsreader introduction, some points from each side and a conclusion as modeled. ||  Work with groups to review the information in their packs and complete graphic organiser. Participate in discussion and contribute to modeled completion of storyboard Work in groups to complete storyboard for their topic. || Students working in small groups Whole class seated where they can see the storyboard template Students working in small groups || Graphical Organiser (1 for each group) Information packs on each topic. Storyboard template (blown up) Storyboard template (A3 size) || ** Conclusion – Assigning group roles and preparing for the next lesson ** || Explain that in order to complete the rich task, group roles will have to be delegated so that everyone knows their responsibilities and what they should be doing. Suggest that some good ideas for group roles would be: Script writers Camera operators News readers Interviewees Image/set designers Once students have assigned themselves roles, explain that a good place to start is writing the script. Direct students in their groups to decide who their characters are and what their point of view is (referring to their graphical organisers), and then have some goes at some impromptu interviews. Explain that this will give the script writers some ideas and inspiration to start writing the script next lesson. || Students discuss and delegate group roles Students decide on characters and points of view and practice expressing their point of view in an interview form. Script writers can take notes and prepare for next lesson || Students working in small groups Students working in small groups || Completed graphic organisers. ||
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 * Links to other KLA’s: English  **
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