Lesson+Plan+4?+-+Sam

WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. PHS2.12 Discusses the factors influencing personal health choices ALS2.6 Discusses the relationship between regular and varied physical activity and health || Show students a variety of images displaying healthy and unhealthy things (see appendix 1). Discuss with students the reasons for why they think they show something healthy or un healthy. Remind students that we are going to be creating an information booklet on healthy living, ask them to discuss what images they might use in their booklet and why? Can they use unhealthy images? Why? || Have students display their pictures to the rest of the class and get the class to guess the message they were trying to portray. What was it about the picture that made it easy or hard to interpret? What visual features did they use and why? Students display and guess the meanings of each others’ mini posters discussing what visual features they have used and why. For example “ We showed that fruit and vegetables are good for you with a thumbs up symbol” or “We used bright happy colours to show people exercising being healthy and having fun and dark gloomy colours to show people not exercising being miserable and boring” ||
 * ** Unit Topic: ** Healthy living |||| ** Curriculum Link: ** English, PDHPE || ** Yr Level: ** Stage 2 ||
 * ** Lesson Number: ** 6 |||| ** Lesson Topic: ** Visual literacy ||  ||
 * ** Syllabus Outcomes: **
 * ** Lesson Outcome: **
 * Understand that visual elements are an important part of certain types of texts
 * Use visual elements in creating a whole class healthy living poster on the interactive whiteboard
 * Think about and discuss different ways of leading a healthy lifestyle
 * Creates a mini poster that shows a message of healthy living using visual features to get this message across without relying on words ||
 * ** Resources: **
 * IWB
 * Images of healthy and unhealthy things (appendix 1)
 * Class poster example (appendix 2)
 * Mini poster example (appendix 3)
 * Pencils, textas, craft materials and old magazines
 * A4 paper ||
 * ** Lesson Outline ** ||
 * __ Introduction: __
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Teacher will …… ** |||| ** Students will… ** ||
 * **__ Activity 1 __** (whole class)
 * Using the IWB start with a blank page explain that as a class we will be making a whole class poster showing ways to be healthy and what to avoid to be healthy using no words (text and the visual features of this text will be addressed and added to the poster in the following lesson)
 * This poster needs to be visually appealing to get the interest of younger students in the school, what would you include, how would you include it and why?
 * What ways might you get your meaning across without words?
 * Show example of a poster you made (see appendix 2 for example)
 * Discuss with students colour, layout, images, size, symbols, angles, action qualities, participants etc while creating the poster
 * Use ‘Google Images’ to find appropriate images for the poster and discuss which images are best for this purpose and why? For example you wouldn’t use a picture that glorifies bad habits and you would only show pictures that show healthy habits in an appealing way (NOTE: Make sure the ‘SafeSearch’ setting is on ‘strict’ before using the site so inappropriate images do not come up!)
 * __ Activity 2 __** (pairs)
 * Group students into pairs and ask them to choose one thing that contributes to a healthy lifestyle. For example eat fruit and vegetables, exercise regularly or don’t smoke etc
 * Explain they will be creating an mini poster (A4 size) that shows what they have chosen without using words. Show example (see appendix 3 for example)
 * The images need to be able to be interpreted by the other class members so think about the visual elements you would use to get your message across. Students will be guessing what each others’ poster means at the end of the lesson so don’t tell each other what you’re doing!
 * Students can draw or collage these images using pencils, textas, various craft items and old magazines
 * Circulate group discussing the visual elements they are using and question student’s choices to assess their understanding. |||| **__ Activity 1 __** (whole class)
 * Students offer suggestions as to what contributes to a healthy lifestyle
 * Students select images that use visual features to get the healthy living message across giving reasoning for their choices
 * Students discuss what different visual features can communicate
 * Students work together and with the teacher to create a healthy living poster
 * __ Activity 2 __** (pairs)
 * Students select one thing that contributes to a healthy lifestyle
 * Without using text students create a mini poster that communicates their healthy living message through the use of the visual features discussed
 * Students discuss within their pairs and with the teacher the reasons for using certain visual features to convey meaning. ||
 * __ Concluding strategy: __
 * ** Assessment: **
 * Students show an understanding of what contributes to healthy living through what they include in the class poster and mini poster
 * Students can select visual features as a class and give reasoning for their choices to create a class poster to communicate their understanding
 * Students show understanding of how different visual features can be used to convey different meanings through discussion of their mini posters ||
 * ** Any special considerations or contingency plans: **
 * Consider individual feelings and monitor that no one makes personal comments about other people. For example “Jenny’s mum smokes so she’s bad” Use protective interrupting to attempt to avoid this and mention at the beginning of the lesson that there is to be no personal comments made about anyone. ||
 * ** Self-reflection **
 * Were students engaged in the lesson?
 * Were there personal comments made? How might this be addressed, dealt with and avoided in the future?
 * Did students achieve the outcomes?
 * Were students able to complete the tasks and show understanding of visual literacy through their finished products? ||