Lesson+4+out+of+10

Personal Development, Health and Physical Education || **PHS2.12** //Discusses the factors influencing personal health choices// || __PDHPE__ **PHS2.12** //Discusses the factors influencing personal health choices// - discusses and presents ways to create awareness about the importance of healthy food and lifestyle choices.
 * **Key Learning Area:** PDHPE, English |||||| **Curriculum Link:**
 * **Stage:** 2 (Year 4) – 20 students |||||| **Unit Topic:** ‘Don’t Quit It, Switch It!’ – Health Choices ||
 * **Lesson Title:** Promoting Healthy Choices || **Lesson:** 4 of 10 |||| **Duration:** 65 minutes ||
 * **Unit Aim:** To facilitate students’ development of the skills and knowledge necessary to create a multimodal text through learning about the relevant content in brochures, posters and video clips. Students will research their component of a healthy lifestyle while developing an understanding of visual literacy, written grammar and a text’s audience and purpose. ||
 * **Lesson Aim:** In this lesson, students will learn about ways to stay healthy through food choice and active lifestyles, promoted by government organisations. The content taught within this lesson will integrate literacy components which focus on how audience, purpose influences visual grammatical features and language within a text. ||
 * **Focus Outcome:**
 * **Lesson Outcomes and Indicators:**

__ENGLISH__ **RS2.7** //Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.// - identifies the purpose and audience of the poster advertisements - recognises elements used within advertising to create meaning and to influence the audience - shows basic knowledge of the visual features such as salience and colour are used within a advertising poster **TS2.2** //Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.// - works collaboratively to prepare spoken explanation, identifying the main ideas or information to be presented - uses correct terminology to explain the aspects of visual literacy **WS2.9** //Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.// - writes an explanation to accompany a visual text that includes information about the different visual grammatical features. || - YouTube clip ‘Go for 2 & 5: [] - Interactive Whiteboard (IWB) - Coloured markers - Blank white paper - 5 health choice promoting posters (Resource 3) - 1 health choice promoting poster (Appendix 4) || Students respond to questions about the audience, purpose and persuasive language of the poster and justify their answers. Students discuss about how visual grammatical features such as salience, layout and colour can affect the way posters influence people’s actions. || 25 minutes || Students read about information on visual grammar and study examples to help identify them. Students write a short explanation about their findings on the poster and present it to the class. One person from each group is to be nominated by members in their own group. || 25 minutes || **Observation:** Informally and formatively assessing their interaction and participation during collaborative activities to see if students engaging in active discussion around task at hand. **Questioning:** Activating students’ prior knowledge and connection to new knowledge through series of content appropriate questions. || Were all students engaged? Were activities challenging, adequate and catered for different learners? Did the sequence of activities allow students to learn and achieve the outcomes? Did the lesson allow students to appreciate the work of others? How well did the students understand the content and outcomes? //If I observe that students did not understand something, then modifications need to be made and new teaching strategies developed to target the area of difficulty. // ||
 * **Resources:**
 * **TEACHING SEQUENCE** ||
 * **Teacher** |||||| **Student** || **Time** ||
 * **INTRODUCTION** ||
 * Show YouTube clip: //Go for 2 & 5// and get students to think, pair, and share: Ask students to talk to the person next to them what type of video this is, who this video is made for and what it is trying to do, any descriptive words the video mentioned. Select some students to share what they have talked about with their partners. Explain the terms ‘audience’ and ‘purpose’ and how advertising uses these terms and persuasive language to help them promote things (purpose) to certain people (audience). |||||| Watch YouTube clip: //Go for 2 & 5.// Shares ideas from think, pair and share activity. || 5 minutes ||
 * **BODY** ||
 *  On the floor:1.On the IWB, show ‘Catching a rainbow everyday’ poster (see Appendix 4) and ask students to examine the poster carefully. Ask who they think the poster is targeted, what the poster is trying to show to them and what descriptive words they can see. Ask questions like: //What on this poster makes you believe that it is aimed at that specific group of people? Why do you think that it is promoting this? What words did they use to persuade us to do something?//Then proceed to discuss how the poster is aimed at children to promote the nutritional value that many fruits and vegetables have on their daily diet.Discuss and explain sections of the poster which demonstrate to the following visual grammatical features:- Composition: layout, ideal/real and given/new, salience, reading path- Interactive: colourAsk students if these features have been used effectively to influence people to take action and how. |||||| Students view and examine the ‘Catching a rainbow everyday’ poster.
 * At their tables: 2.Divide students into groups of four. Each group is given one out of five poster advertisements that links to the topic about healthy eating and living (see Resource 3) . Explain that they are asked to work together and identify the audience, purpose and visual grammatical features within their visual posters using coloured markers to annotate.  Before they start, ask students read information on recognising each visual grammar aspect previously discussed and examine examples of this feature which is placed on each table.Instruct each group to prepare and write a brief explanation, on blank paper, of their poster’s audience, purpose and visual grammatical features to be presented. The group needs to nominate a speaker. They must justify their annotations to show that they have understood all elements. |||||| In groups, students work collaboratively to identify audience, purpose and visual grammatical features found on their given poster.
 * **CONCLUSION** ||
 * Each group takes turns in presenting their brief explanations to the class, assessing whether they have made reference to audience, purpose, persuasive language and visual grammatical features. Their explanation must be justified with valid reasoning. Stress once again that to make an effective advertisement, specifically a poster, visual grammatical, audience, purpose and persuasive language needs to be a part of the equation. Also adding that government organizations have been using these techniques in order to encourage national health and personal well being. || 10 minutes ||
 * **ASSESSMENT STRATEGIES** ||
 * **Work Samples:** Marking individual group annotated posters, making sure that visual grammatical features are noted correctly with justifications.
 * **EVALUATION** ||
 * Did all students have an opportunity to demonstrate their understanding of both the grammatical and content knowledge?