Lesson+4+of+10

Once all group members have had an opportunity to share their ideas, students will organise the notes by connecting ideas under the heading provided by the teacher à music, speech, written text, interviews, photographs, video clips. As a class discussion, students can briefly note an example for each heading. || The teacher will facilitate the organisation of the video clip and suggest ideas for students to focus on. Following the clip viewing, the teacher will direct the formation of student groups, monitor discussion and moderate class reporting. || 10 minutes. || Post-it notes. Pens for recording. IWB and internet access for video. 1 x cardboard sheet per student grouping. || When developing their answers, each group will ONLY suggest how their focus element adds meaning in the text. Hence, the question can be changed to suit each group – i.e. How does the music add to the meaning of the clip? Post-it notes can be used again to help note-taking. In their groups, students can develop a collective response and record their answers using the coloured cardboard. Once complete, groups can appoint a reporter to present their ideas back to the class. This will help to explore how meaning is shaped through the combination of elements. || Here, the teacher will allocate a focus element for each group and help to frame the questions for investigation. Once again, the teacher will facilitate the viewing of the video clip and direct student discussion. In parallel with this, the teacher will help to display group posters and collect student work-samples to frame assessment. || 20 minutes. || IWB and internet access for video. 1 x cardboard sheet per student grouping (same as previous). Post-it notes. || To explore this idea, students will position themselves along a yardstick line with different responses in relation to the effectiveness of the text (e.g. extremes of ‘highly effective’ to ‘not effective’). Depending on their position, students will be asked to justify their response. What made the text more/less effective? Which elements did you find most important for communicating meaning? || The teacher will pose a central question for class exploration - How effective is the text at communicating the main news ideas about junk food advertising? Following this, the teacher will create the yardstick line and explain the positions. Once students have chosen a spot or ‘degree’, teacher will facilitate further questioning to prompt justification of ideas. || 10 minutes. || Line or string. Cards with text identifying the 'degree of effectiveness' to create a scale (e.g. highly effective, effective, not effective). || Using the dividing line from the previous activity, students can choose a side for the debate (i.e. affirmative/‘agree’, or negative/‘disagree’). With a peer from their respective group, students can share the reasoning behind their choice. Following this, students will once again stand up and the teacher will reframe the debate topic: The BTN clip shows a balanced view of the junk food advertising debate (See Resource 4). Students will make a second choice and side with the argument which fits their understanding. Once again, students can share their ideas with a fellow peer. Additionally, to sum up – student can be asked a final on the spot question – Did the video clip influence your opinion on junk food advertising? Here, students can stand up where they are in they agree, or remain seated if they disagree. Again, class reasoning (How? Why? What elements were convincing?) will be used to frame the final discussion. || 10 minutes. || Line or string. || Student **post-it note work-samples and group cardboard sheets** will be collected to gauge insight into how well students were able to note features and respond to aspects of the video resource. Here, the teacher will explicitly look for: - The ability to watch and listen to a diverse multimodal text. - Ideas which suggest how an element of a multimodal source (e.g. music/video/text) may work to influence the viewer. Additionally, the **final debate discussions** have an individual focus – highlighting an opportunity to seek out student understanding. Here, the teacher will explicitly look for the student’s ability to: - Make decisions at an individual level. - Apply lesson content to themselves as a member of the community – i.e. an understanding of how a media source can influence personal health decisions. - Suggest ideas which supporting the need for good health practices. || The lesson has a high focus on talking and discussion. As such, questioning and concept exploration can be easily reinforced through the use of visual flashcards (e.g. supporting images for the photograph/video/music/spoken task elements). By equipping students with tangible learning tools – the learning focus is increasingly tightened. This will assist the whole class spectrum of learning abilities, whilst the open ended nature of teacher questioning will promote higher order thinking for students in need of a challenge. ||
 * **Unit Topic:** Healthy Food Choices. || **Curriculum Link:** PD/H/PE. |||| **Yr Level:** Stage 2, Year 4. ||
 * **Lesson Number:** 4 of 10. || **Lesson Topic:** Multimodal Texts & Advertising. |||| **Learning Area(s):** Personal Health Choices. ||
 * **Lesson Aim:** By examining a healthy-eating news report (PD/H/PE), students will be introduced to the layering of multimodal texts and the influence that each element (e.g. visual/written/spoken/musical) has on the viewing audience. The focus content for discussion is the role of the media on nutrition and healthy eating practices. Video techniques will be broken down under headings to promote manageable units for student thinking. Furthermore, students will use the viewing material to reflect on their immediate understanding of healthy lifestyle practices. ||
 * **Lesson Outcomes & Indicators:** **Focus Outcome: PHS2.12 Discusses the factors influencing personal health choices.** - Explains the need for good health practices. - Identifies their responsibility to think proactively about a healthy environment. - Identifies how cultural influences (e.g. advertising and news reports) impact upon people’s health choices. **﻿Literacy Link: TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.** ﻿- Listens and responds to more diverse literay texts - including the layers of a multimodal text. - Discusses and reflects upon a variety of class responses and views. - Participates in class discussions on a variety of topics and justifies individual opinion. ||
 * **Resources:** Interactive Whiteboard and internet access, sheets of cardboard for group work, post-it notes (class set x 2), pens for writing, string to create a class dividing line and cards with text identifying the ‘degree of effectiveness’ (e.g. highly effective, effective, not effective). ||
 * < **Lesson Outline** ||
 * **Student** || **Teacher** || **Time** || **Resources** ||
 * < **Introduction** ||
 * **Introduction:** Building on from both the visual and written grammar exercises of Lesson 2 and Lesson 3, students will brainstorm sources of food or health advertising. To frame the task, the teacher will pose the questions – Where would you see an advertisement for a healthy food product? Are all food advertisements healthy? Where might you find an advertisement for food snacks or treats that should be eaten in moderation? To help initiate ideas – the activity will adopt a think, pair, share approach. Here, students can start by thinking of an example advertisement (Where did you see it? What was it advertising?) Following this, students will turn to a partner to share their thoughts, before offering ideas to the teacher for the class brainstorming bank. || 10 minutes. || IWB or access to whiteboard markers for brainstorming. ||
 * < **Teaching Strategy/Learning Activity** ||
 * **Multimodal Viewing:** To introduce the class to the notion of multimodal texts, students will watch the assigned clip via interactive whiteboard – Behind the News (ABC): Kids Advertising (See Resource 4). Whilst watching, students will record something that interested them within the clip (E.g. a piece of music, a visual image or a fact presented by the journalist) on a post-it note. At the conclusion of the video segment, students will collect in small groups (of approx. 4-5 students) to share their ideas. As a visual reinforcement, coloured cardboard will be provided to each group. Once a student has voice their point of interest, they will then add their post-it note to the group sheet.
 * **Text Participant:** Each group will be assigned an individual layer of the text to focus on (E.g. music/speech/interview/photograph/video clip – commercial advertising and everyday people). The class will rewatch the clip (See Resource 4) and work to answer the questions – What is the message of the text? How does the music/spoken text/written text/video segments add meaning in the report?
 * **Text User:** Following this, the class will examine the elements as an entire collection (See teacher questioning).
 * **Concluding Strategy** ||
 * **Concluding Strategy:** Individually, students will consider the debate topic: There should be tougher rules on junk food advertising during kid’s television.
 * **Assessment:** During the lesson, **responses to questioning and student discussions** will facilitate an understanding of student progress and engagement with the core multimodal text elements.
 * **Any special considerations or contingency plans:** Student groupings will be targeted to promote peer assistance and support. Here, the formation of learning teams will be directed by the teacher to promote active engagement from all learners. The reduced focus on immediate individual reporting allows for students to communicate their ideas in small groups prior to whole-class discussion. This will support student confidence, particularly for students from an ESL background.
 * **Self-reflection:** //What worked well and why? Were the lesson aims clear to the students?// //What additional scaffolding could be included to promote an understanding of multimodal texts?// //Did the lesson suit the flow of the unit? Were students able to make connections with prior learning?// //Were there sufficient opportunities included within the lesson frame for students to show their understanding?// ||