Lesson+2

 Visual Grammar: Melissa Duricic

**Year ** : 4 || **Lesson ** : 3/10 **Lesson Name ** : Celebrations Posters! |||| **KLA/s ** : HSIE, English || CUS2.3- Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. || - Identifies and investigates different celebrations in two cultures in their local community. - Identifies and uses types of visual information found in a poster - Selects relevant information to use in own poster - Chooses medium for writing, by hand or by computer. - Uses powerpoint program to create a poster - Selects and inserts graphics or illustrations to enhance text meaning || Show a poster of a cultural celebration.Model and brainstorm all the aspects of visual literacy found in the poster.Include; use of context culture, symbols, use of angles, long shots, close shots, layout, and placement of images. Highlight the importance of using visual literacy in posters. How do these enhance the presentation of posters?
 * **Unit Title ** : Live Cultures |||| **Curriculum Link ** : HSIE ||
 * **Stage ** : 2
 * **Lesson Focus ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: The focus of the lesson will be for students to create poster's representing ways in which two seperate cultures identify with celebrations. The focus is sequential of the previous lesson where students used the given resource as a catalyst to further investigate celebrations of both Aboriginal and Islamic culutres. Students will use their findings to develop posters based on cultural celebrtations. Students will be divided in groups. Half of the groups will be creating posters on cardboard and the other half will be creating their posters on power points. Groups will present their posters and reasons for creating them using visual grammar. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Unit Aim or Outcome: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Outcome/s: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">CUS2.3- **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2.8- **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">WS2.9- **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Drafts, revises proofreads and publishes well- structured texts that are more demanding in terms of topic, audience and written langauge features.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">WS2.12- **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Uses joined letters when writing in NSW Foundation style and demonstrates basic desktop publishing skills on the computer. |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Indicator/s: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: Cultural celebrations poster, blackboard, chalk, cardboard, materials and resources collected (from previous lesson), colours, crayons, glue, computers, internet. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Learning Sequence ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Part/Timing **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teacher will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Introduction (10 minutes) |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"><span style="font-family: 'Times New Roman',Times,serif;">(Whole class)

- Use the modelled poster as a point of reference for students, have it visible during the lesson. - Using the previous lesson as scaffolding, suggest and ask students of ways they can use the resources they have collected to create their cultural posters. - Make reference to the selected recources( 2 images). How could you use these images in your posters?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"><span style="font-family: 'Times New Roman',Times,serif;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teaching point- //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Have visual grammar, class brainstorm and images somewhere visible as a reference point for all students during the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">As a whole class, engage in a discussion to brainstorm aspects of visual literacy found in the poster. Students will begin to think about how they will use these visual literacies to create their own posters based on cultural celebrations.

Students will be divided into their own groups to talk bout their selected culture and celebration and how they will incorporate both in a poster.

Groups will be creating posters on cardboard and using powerpoint. Group divisions were made in previous lesson. <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assumed knowledge- //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Students were split into groups in previous lesson, have some prior knowledge of selected cultures, both Aboriginal and Islamic and have investigated into celebrations and have collected resources to use on their posters. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Poster of Cultural Celebration

Blackboard

Chalk

2 images( resource) || Send students to create their posters.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Body ( 40 min) |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Remind students of their groups, and selected culutres. Before sending students off to work on their posters, ensure students know what is expected in the task . Provide explicit instruction.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">For those students who are creating their posters on powerpoints, send 2 groups to the library to use the computers. ( Assumed the classroom only has 2 computers). For students who are creating their posters on cardboard, allow srudents to use the space in the room. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Allow approximately 25-30 minutes for students to make their posters. Make observation of student participation,and the use of collected resources in the making of posters. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Teaching point- Make reference to aspects of visual grammar and encourage students to use these in the making of the posters. Ensure students are aware of the resources displayed on the board for ideas. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">For groups who finish early, talk about what the poster means to you and the people in your classroom. Do you think people from other cultures would identify with the celebration? Why? In the last 10 mintues of the lesson, allow students to present their posters. Encourage students to talk about their chosen culture and celebration, and make reference to the aspects of visual grammar they used to create their posters. <span style="font-family: 'Times New Roman',Times,serif;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Using the resources groups gathered in the previous lesson, students will create their posters. - //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Groups creating cardboard posters- //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Use the collected resources and ideas that have been collcted, brought from home, seen in books and on the intrenet to create a poster of your chosen celebration. Think about how people in this culutre act during this celebration. Dancing, singing, festivals, gatherings etc. Use the modelled poster for ideas.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Groups creating powerpoint posters- //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Use the resources gathered and saved on USB about the particular culture and chosen celebration. Students will create their posters in powerpoint using images, colours, angles, use of close up, and image and word placement. Students will only be using one slide for their posters. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teaching point- //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> print a copy of posters for assessment purposes.

Both groups will present their posters and the significance of their chosen celebration to the culture they were given, either Aboriginal or Islamic.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teaching point- during presentation, ask students about the use of visual grammar in the posters. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">

Group presentations will be short 2 min talks to the classroom. This will lead into the conclusion of the lesson. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Cardboard

Resources( collected from previous lesson)

Colours

Crayons

Paper

Work samples

Computer

Internet access || Quick share time- in pairs students talk about the importance of visual literacies. Finally, make the link to 'live cultures' unit. Ask, How do the posters apply to the unit? How is it relevant to students learning? || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Whole class// Poster presentations will lead into the conclusion session of the lesson. During this time, students will be encouraged to share their ideas of how their chosen culture and celebrations', practices and symbols apply to Australia, local community and school community. Students will identify with the aspects of visual literacy used in creating their posters. In pairs, students will talk about if and how these aspects added to the visual appeal of their posters. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Celebrations Posters || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Again, during the lesson, the teacher uses observation strategies to determine students interactions with peers, and also the use of talk to encourage student learning and participation. Teacher will also observe/ note students understandings of visual literacy at all stages of the lesson by monitoring, as well as during students presentation of posters and share pair time. All of these assessment strategies may be used as both formative and summative. || The extension activity in place may serve for gifted and talented students. To further extend the activity, these students may play around with power point features, use animation or video which may lead into the multimodal lessons. As a behaviour management strategy, specific student grouping may be reorganised. Students may be given specific roles in the group to ensure student engagement. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Were the students sufficiently engaged in this lesson? Was enough time allowed for each section of this lesson? Did any students excell at this lesson? How could I make subsequent lessons more challenging? What were students' understanding of their selected culuture/celebration. Was this significant to their learning, and community? If not, how can I modify the lesson to achieve these outcomes? What questions, concerns or interests were brought up by students in this lesson, that we could explore further? What values and attitudes have been portrayed and learnt in this lesson? ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Conclusion ( 10 minutes) |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Use the poster presentations to lead into the conclusion of the lesson. Gather students as a whole group to discusses eachothers cultural celebrations. During discussion, make reference to the use of visual literacy students used in their poster. Identify comaprisons between posters on power cardboard and on powerpoint.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: <span style="font-family: 'Times New Roman',Times,serif;">During the lesson, both formative and summative assessment processes are being undertaken. Students are using their prior knowledge to build on to their ideas of the unit. Using students assumed prior knowledge of visual literacy in the introduction of the lesson, leading onto the main body of the lesson falls under the branch of formative assessment. Furthermore, students worksamples (posters) may be used as both fromative and summative assessement for students' reports/ grading.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Modifications ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: The lesson may be accomodated for students with langauge barriers. This may be achieved by modelling processes as well as sepcific grouping of students, beneficial for multilingual students.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Evaluation ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">:
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