Sequence+Overview

__**Lesson One:**__ This lesson acts as a starting point to the unit of work on the Great Barrier Reef. Students will be involved with brainstorming about the reef (eliciting prior knowledge) and watching a national geographic video about the reef and an overview of some human impacts. Students will complete a PMI (positive/minus/interesting) chart after watching the national geographic video, reading books and researching on the internet about the benefits and consequences surrounding the reef. This chart will span for the entire unit, as the students can add to it at various points when new information is found.

__**Lesson Two:**__ During this lesson, the focus is on introducing the students to the exposition text type that they will use as the basis for their rich multimodal text. The teacher, with the students, will model and deconstruct an example of an exposition on Uluru. The students, using this example, will write their own exposition drawing on their knowledge from lesson one - focusing on either a positive or negative impact about the Great Barrier Reef.

__**Lesson Three:**__ Advertising plays a major role in influencing people's decisions. During this lesson, students will be engaged with looking at different types of advertising used by different companies to put forward a point of view. The students will look at the different visual techniques used (vectors, given/new, ideal/real etc...) in posters, postcards and TV advertisements which either promote the reef or try to protect it from tourism and pollution.

__**Lesson Four:**__

During this lesson students are starting to explore the features of multimodal texts and the modes that are used to create meaning. Students will look at the way a multimodal text is made up of sound, visuals, text and the language used. They will view a text as a class to identify the modes and then break into pairs for a task that gives them an opportunity to create a multimodal text (given the visuals) as practice for their rich multimodal text design which they will start to work on next lesson. This lesson acts as an introduction to multimodal texts, by building on information from previous lessons, so that they will be able to complete their rich task.

__**Lesson Five:**__ During this lesson, students will be looking at how to create a storyboard for their rich multimodal text. They will be working in groups to create a series of still shots that will form the basis of their proposal to the sea guardians. The activities will involve them thinking about such things as the type of shot (long, mid, close) and the features they will use in creating their multimodal text. Scaffolding will be provided by watching two youtube videos entries on 'the best job in the world' to see what features these people used to impress their audience and put forward information as to why they would be the best people for the job.

__**Lesson Six:**__ Carrying on from lesson five, the students using their storyboard will be refining their exposition started in lesson two and teaming it with their storyboard for their video proposal. Students will allocate themselves to different roles such as presenter, director, video recorder, editor, writer and sound director to help the video proposal come together smoothly.

__**Lesson Seven:**__ Students will learn how to use iMovie to create their rich multimodal task. They will watch a video tutorial first (which is found in iMovie Help drop down menu) and then have time to create a mock proposal in response to 'the best job in the world' using pictures and video from the internet or brought in from home.

__**Lesson Eight:**__ <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">During this lesson, students will have the opportunity to put all their planning and organisation of their video proposal into action. They will have the chance to film what they have planned and/or take pictures for their proposal.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">__**Lesson Nine:**__ <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">During this lesson, students will work with iMovie to edit their video proposal and refine their filming (if needed). In the last 10 minutes of the lessons, groups will swap their video with another group for peer feedback to happen. Both positive and constructive feedback will be given.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">__**Lesson Ten:**__ <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">To finish off the unit of work, groups present their finished videos of why they should be elected into the sea country guardians committee to the class, teacher and principal. One video will be chosen by the principal and class teacher to be shown at the next school assembly and also sent off to the Great Barrier Reef Marine Authority.