Lesson+3+of+10


 * **Unit Topic:**The Great Barrier Reef || **Curriculum Link: **

Human Society & its Environment || **Yr Level: ** Stage 2 ||
 * **Lesson Number: **

3 {90 mintues) || **Lesson Topic: ** Visual grammar: Examining visual grammar within advertisements and

creating posters/flyers that support an exposition. || **Learning Area(s): ** Human Society and its Environment

English || **ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.** Indicators - examines the advantages and disadvantages of various land uses of the Great Barrier Reef through research identifies issues about the Great Barrier Reef (for example, coral bleaching) and the need to care for the region through the use of an advertisement to promote the issue - Discusses, researches and presents ways to care for the Great Barrier Reef through an advertisement campaign - identifies some organisations concerned for the care of the features, places and envrionments within the Great Barrier Reef and identifies ways to promote the care of the region with more reasonable ways of interacting with the environment
 * __**Lesson Aim: **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The aim of this lesson is for students to analyse and interpret visual images through advertising and to consider the impact on meaning. Students will be involved in constructing their own posters/flyers that incorporates this knowledge, and aims to persuade the public to take action and consider the concerns for the Great Barrier Reef or to promote sustainable tourism within the region. ||
 * __ **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Focus Outcome: ** __ ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**ENS2.6** //Describes people’s interactions with environments and identifies responsible ways of interacting with environments.// ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Outcomes & Indicators **__

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">TS2.1 Communicates in informal and formal classroom activities in school and classroom situations for an increasing range of purposes on a variety of topics across the curriculum

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Indicators <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Participates in group discussion offering opinions about TV advertisments, and poster advertisements, elaborating on other students' comments, and reflecting on prior experience of advertising <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Challenges/ provides evidence for a certain point of view in discussion of an advertisement <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Presents and discusses a created advertisement, providing justification for their choices.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">RS2.7 Discusses how writers relate to their readers in different ways, how they create a varity of worlds through language and how they use language to achieve a wide range of purposes.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Indicators <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Suggests and supports verbally reasons to argue the purpose of advertisements <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Identifies the indended audience of the advertisements <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Suggests the features used within advertising to create meaning and to influence the audience <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Demonstrates an understanding of the visual features such as salience, vectors, colour, line, reading path that are used within a advertising poster to convince the audience to take action ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Resources: **__ ||
 * * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Access to computers and printers (1 computer per group of students)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">IWB
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Websites :
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Youtube clips:
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Keeping Australia Beautiful campaign image (resource 3)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Materials for constructing poster (textas, coloured paper, glue, scissors)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Direction arrows and labels for the features of visual grammar ||
 * **__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Sequence: __** ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center;">**__Introduction {10 mins}__** ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students view the following two clips on the IWB:
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students view the following two clips on the IWB:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Queensland tourism adverstising campaign

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Earth's Choice 'don't torture our sea life advertising campaign'

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">It is explained that advertisements are like visual expositions as they present a particular point of view and argument.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are asked to Think, Pair and Share about the following questions: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What was the purpose of each advertising campaign?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What is similarity and difference between the advertisements// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What is a technique used within these clips to influence the veiwer?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- How did the advertisments influence you, for instance, positively or negatively?//

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are asked to about their experience of advertising and can be asked the following: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- Where do you see advertising or campaigns?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What types of advertising or campaigns have you seen?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What do you think is the purpose(s) of advertising and compaigns?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What techniques have you seen in advertisments to get people to buy or take action?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- Have you been influenced by an advertisment? If so, why?//

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are asked to think of other types and forms of advertisment they may have seen/know of. ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities {70 minutes} __ ||
 * **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">TEACHER **

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">1. Students are shown images of other visual advertisments that promote tourism or environemental awareness (see appendix 3.1). As a whole class, students jointly deconstruct resource 3 (the Keeping Australia Beautiful campaign image) in terms of visual grammar which will be place on the IWB. The focus will be on the elements of:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Composition <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Interactive <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Representational
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">layout
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">ideal/real and given/new
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">salience
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">reading path
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">colour
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">modality
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Action qualities
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Conceptual qualities

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Before the class deconstructs the image, students are divided into 3 groups that will represent the 3 ways to anaylse an image: composition, interactive and representational. Students will move to their tables and will read information about their aspect of visual grammar and will examine examples of this feature.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students then come back to the IWB and are to choose 2 representatives from each group that will share with the class about the aspect of visual grammar their table was learning about. Each group then decides on where there labels and arrows belong on resource 3.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">During this activity, students can be asked:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- How can we interpret this image?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- Is the image effective in portraying meaning?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- Why has the image be designed this way?// <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//- What do you think is the effect of each of these visual elements on the viewer?//

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">2. Students are directed to move into groups, as arranged by the teacher that will form their multimodal groups. Each group should create roles that will assist them in their group work. For instance, students can become:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Visual layout coordinator <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Researcher <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Interactive specialist

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">It is explained that because students are working towards their multimodal text, this lesson will not only help to provide skills they can use to create persuasive campaigns through visual grammar, but students can also use the posters/flyers to support their campaign.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Their own poster/flyer should support a chosen exposition from the previous exposition lesson and focuses on an environmental concern for the Great Barrier Reef that aims to raise awareness of the issue and to convince the public to take action and to consider voting for their committee to assist in the issue. This issue must come under one of the four areas of management: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- waste management <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- water management <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- community engagement <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- land management

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are to use the following websites to focus their research into the issue, obtain images/diagrams that relate and to gain ideas as to how to layout their poster/flyer:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Websites: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- [] <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- [] <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- []

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students can print related information to use on their posters/flyer.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are to use the knowledge each group member has obtained and to consider the following when designing the poster/flyer:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Layout (salience, reading path and Framing) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Modality (colour) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Action (vectors, participants) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Vertical and Horizontal placement (Given/New, Ideal/Real <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Slogan/phrase <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Use of persuasive language to convince the auidience

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//Note: In this lesson, students may aim to create a draft and may be given added time// || **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">STUDENT ** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students veiw images and consider other forms or types of advertisements they may have come across.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">In their groups, students move to their table and read the information about their aspect of visual grammar. Students then come back to the IWB and share with the class what they have learned and how their aspect of grammar relates to resource 3. Representatives from the group will move labels and arrows onto the IWB to show each element.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Throughout the remainder of the lesson, students are to research their focus for their poster/flyer using the information gathered from the 3 internet sites provided and any other resources available from the previous 2 lessons.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are to construct a poster/flyer using all 3 aspects of grammar, including at least one element from each and must use an appropriate phrase or slogan, persuasive language and factual information to support their advertisment. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This criteria is displayed on the IWB and is discussed with the students. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students present their final advertisement poster/flyer to the class, describing the visual features they have used and are to justify their choices. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students must then write a joint desription and explanation of their poster that highlights what visual features they have used and why they chose them and what aspect of concern they have focused on and why it is important. || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Observation.
 * Conclusion: ||  ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">After completing their posters/flyers, each group presents their poster/flyer and are to discuss how they used each of the elements of visual grammar (composition, interactive and representational) and are to justiy their choice of each element to convey meaning to the class. ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe how students partcipate in whole class and group activities according to the TS2.1 indicators of learning and in response to questioning throughout the lesson (see key question within lesson plan). <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe students conducting their group research into their chosen concern for the Great Barrier Reef, ask students:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- why have chosen this particular concern, why is it a focus for their campaign?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- How will you use the information they find to create into a advertising poster? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe students creating their poster, ask students:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- How are you going to layout the information and images you have selected?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- What visual features will you select to gain the most attention and effectively communicate their advertisement campaign?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- What language will you use to convey your message and persuade your audience?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Work and presentation samples <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Oberve how students present their advertising campaigns to the class and consider: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Students choice of concern for the Great Barrier Reef in relation to the EN2.6 indicators <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Students use of visual and written features within the advertisement poster <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Students understanding of the visual features used and the effect they are indended to have on an audience <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Students udnerstanding of the purpose of an advertisement poster <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Collect students joint descriptions of the advertisement to evaluate the achievement of the RS.2.7 indicators. ||