Overview

=Overview of a Unit of Work =

The first lesson will support students to develop their conceptual understanding of the topic, "Healthy Food Choices". Students will recognise the implications of their own food choices, by engaging in an Interactive Quiz about the nutritional choices they make on a daily basis (See Resource 1). In this way, students will begin to grasp that their own food choices are directly linked to their health and wellbeing. In order to further develop an appreciation of this concept, pairs of student will be each be provided with a different fact sheet to read (See Resource 1) which details factual information about healthy food choices. Students will then partake in a jigsaw activity in which they will either act as "Fact Finders", who must gather information from the other pairs about their healthy eating fact, or a "Fact Teller" who must provide information about their healthy eating fact to the "Fact Finders". In their pairs, discuss the factual information ascertained, and the information which they believe were the most helpful, or provided the most interesting insight into making healthy food choices.
 * LESSON ONE**

Lesson two aims to explicitly teach the function, schematic structure and grammatical patterns of an expository written text. Students will have the opportunity to read and sequence an exposition text taken from the 'Writing Fun' website (Resource 2) and discuss how effectively text features are used to persuade the audience. Based on this discussion, and using their knowledge of healthy foods from lesson one, students will jointly construct an exposition text on an issue related to making healthy food choices at school.
 * LESSON TWO**

In Lesson Three, students develop their visual literacy skills as they evaluate the Australian media campaign ‘Go for 2 and 5’ (Resource 3) which promotes eating at least two pieces of fruit and five vegetables every day. As a class, students will examine the persuasive power of images and how they can engage an audience and offer a particular point of view. Then, in small groups of three, they will collaborate to create a poster promoting the concept of ‘Crunch&Sip’ which will be placed around the school.
 * LESSON THREE**

Highlighting the many layers of a multi-modal text, Lesson Four introduces Resource 4 to students by asking the class to consider the units that make up a video feature. The chosen news report is broken down into topic categories for student observation and discussion. By working in small groups, students will combine class understandings to examine the importance of video/music/written/spoken text within the sample news report.
 * LESSON FOUR**

Combining aspects of Lessons One, Two and Four, Lesson Five begins to fuel student creativity through the development of advertising storyboards. Starting in pairs and progressing to small groups, students will create fruit-based slogans for health eating, before leading into discussions and brainstorms related to the creation of a class advertisement. Moving towards the features of the final Rich Task, the lesson emphasises the importance of information content, visual support, written text and advertising techniques for developing an effective campaign. Here, students will balance group discussion, concept mapping and whole-class presentations to outline a possible direction for the creation of a multimodal text promoting healthy food choices.
 * LESSON FIVE**

Written grammar skills are further developed in Lesson Six as students expand their knowledge on adjectives and adjectival phrases. The lesson will begin with students sitting in their table groups and assigned a particular Mystery Bag which contains several objects related to nutrition and a healthy lifestyle (such as an apple and skipping rope). In each group, one student will have a turn to reach inside the bag and without looking, describe one of the items to their fellow team members. Once all the items have been identified, each group will compete against one another to list many words which describe their items as possible, using only their prior knowledge and a thesaurus. Using the word bank, each group will then select one item or activity related to the item, and create a short jingle about it. Some simple musical instruments including triangles and tambourines will be provided when the students are ready to perform it in front of their classmates.
 * LESSON SIX**

Drawing on prior learning experiences in Lesson Two which introduced the text type Exposition, Lesson Seven will further reinforce students’ understanding of features such as structure, and use of persuasive language. Through a selection of activities which involve role play and performance, students will have the provide opportunity to utilize their skills of persuasion and apply their knowledge and interests to a particular goal. Distribute a post-it to each member of the class and ask them to write an outrageous statement on the topic of Healthy Lifestyles, such as ‘Soft Drinks Should Be Illegal’ or ‘Everyone Should Exercise for 10 hours a Day’. Collect all the post-its and then redistribute amongst the class. Students must then write three linked arguments which support their allocated statement and also a tagline which sums up their argument. Randomly pair up students who must then try to convince one another of their point of view. Allow students to choose whether they are a politician, teacher or actor, when making their point. In those same pairs, students must then create one solid argument for ‘Eating At Least Two Pieces of Fruit Every Day’ along with a suitable tagline. Once all the pairs have an idea, combine three pairings together to create a group (these will be used again later in the learning sequence). Encourage each pair to share their ideas with the other group members.
 * LESSON SEVEN**

In Lesson Eight, students work independently to draft a letter to a local TV station arguing why their commercial on healthy eating should be aired. Within the session, students have the opportunity to apply their knowledge of persuasive language within a real life context outside of the classroom and incorporate skills developed in the previous lesson focusing on how to correctly structure an exposition. In pairs, students will then swap their letter with their partner and read it through thoroughly. Prompt the studets to choose one persuasive argument from their partner's letter to share with the class, explaining why they believe it was particularly persuasive e.g. the language, tone etc. This will allow for students develop a vast repetoire of persuasive language techniques, which they will be able to draw on when creating their multimodal text.
 * LESSON EIGHT**

Students are reallocated into their teams of six to brainstorm ideas for a short 2-4 minute commercial encouraging school-age children to include at least two pieces of fruit in their daily diet. Roles such as director, cast and video editor will be designated according to preference and skills/ability. However, all members of the group will be expected to actively contribute within each portion of the project. Allow an initial period of time in the Library for each group to research relevant information for inclusion within their advertisement. Then provide Story Map layouts on A3 paper, so that groups can outline frame-by-frame the plot of the commercial, dialogue, text, images and required footage. When a mini-conference has been conducted with the classroom teacher who must approve each group project, each team must then draft a script for their commercial.
 * LESSON NINE**

Finally, in Lesson Ten students will work in their small groups to film a short video commercial using a digital handheld camera and the computer program //Jaycut//. In preparation for the lesson, students can bring in props and costumes from home to enhance the performance, however it is essential that the focus of the commercial remains on the message promoting healthy eating. Students will be provided with ample opportunity to rehearse their piece until confident, before conducting filming in either the classroom or a chosen setting within the school. Once filming has been completed, students will edit their footage and add special effects such as voiceover, music, text overlay, titles and credits to complete their group project. Explicit instruction by the teacher will be required to assist students as they complete the editing and finalising process.
 * LESSON TEN**

=Sequence Justification: =  The lessons have been designed and sequenced in a logical and coherent manner, in order to support students to progressively develop their understanding of how ‘healthy food choices’ represent a fundamental type of personal health choice (PDHPE, PHS2.12). Relevant aspects of literacy have also been integrated appropriately throughout the unit to support students work towards achieving this outcome. **Lesson 1** will support students to develop their conceptual understanding of the topic, "Healthy Food Choices". Students will recognise the implications of their own food choices by engaging in an Interactive Quiz, and will also study factual information about healthy food choices to gain further insight into the key concept. **Lesson 2** builds on students' conceptual understanding of healthy food choices by utilizing their new knowledge in the context of a writing task. This lesson introduces students to the structure and grammatical features of an exposition text and discusses how these elements work together to create a cohesive argument. In **Lesson 3**, students will develop their visual literacy skills by evaluating the Australian media campaign ‘Go for 2 and 5’. Students will examine the persuasive power of images, and will draw on what they have learnt to create a poster promoting the concept of ‘Crunch&Sip’. **Les** **son 4** exposes the many layers of a multimodal text, whilst delivering additional PD/H/PE content to students. The news format frames creative thinking for the unit’s multimodal text, whilst also incorporating key advertising features to link with Lesson 3. Finally, **Lesson 5** draws on students' written and visual literacy skills to deconstruct advertisements from television and magazines, noting the persuasive elements in the language and images used. In this lesson students are challenged to think of their own creative slogan, and begin to plan the written and visual components of their own advertisement, thus scaffolding the final multi-modal task.