Lesson+1+out+of+10

**ENGLISH** //Talking and Listening// TS 2.1 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. - j//ustifies a point of view with supporting evidence// - //discusses and reflects upon a variety of responses and views//  - c//hallenges a point of view with supporting evidence// 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. - a//ttempts to persuade to a point of view, presenting a few reasons// - //gives considered reasons for opinions and listens to those of others//
 * **Key Learning Area:**English, PDHPE ||||||  **Curriculum Link:**Creative Arts  ||   ||
 * **Year:** Stage 2 - Year 4 (20 Students )  ||||||  **Unit Topic:**“Don’t Quit It, Switch It!” Healthy Choices  ||   ||
 * **Lesson Title:** Introduction to Health & Wellbeing ||||||  **Lesson:** 1 of 10  ||   ||
 * **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:** This lesson will introduce the unit to students and begin to equip them with the skills of critically analysing the features of a video clip that make it engaging and effective. It aims to evoke prior knowledge regarding healthy lifestyles and foster within the students their own critical opinion regarding various aspects in the topic. ||   ||
 * **Outcomes and Indicators:**

__ Reading __ //Language Structures and Features//   RS2.8: Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. - //recognises simple present tense in the brochure// - //identifies action verbs in the brochure//

**PDHPE** __Personal Health Choices__ PHS2.12: Discusses the factors influencing personal health choices. - //explains the need for good health practices//  - //discusses and justifies their opinion in promoting healthy lifestyle//   - //identifies and discusses what factors involve leading to a healthy or an unhealthy life//

** Creative Arts (other KLA link) **  __ Drama __   DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. - //participates in role play activity using persuasive voice and gestures// DRAS2.3 Sequences the action of the drama to create meaning for an audience. - //demonstrates confidence in gesture, movement and voice skills//  - //organises the space to devise and present their drama//  ||   || Explain the activity to students. Reinforce that there is no right or wrong answer, and that students can move after listening to other people’s opinions.
 * **TEACHING SEQUENCE** ||
 * **Teacher** ||||  **Students**  ||  **Time**  ||||  **Resources**  ||
 * **INTRODUCTION (10 mins)** ||
 * //Strongly Agree – Strongly Disagree Continuum//

Statements:
 * 1) The more money you have, the healthier you would be.
 * 2) Technology is the reason we are becoming unhealthier.
 * 3) You are the only person responsible for your own health. ||||  When a statement is read by the teacher, students (individually) have to decide whether they strongly agree/agree/disagree/strongly disagree to the statement and move to the corner with the sign.  ||  10 mins  ||||  Moving around the classroom to different corners each time a statement is read out by the teacher.  ||
 * Monitor and observe students during group discussion.

Listen to the selected speaker’s reasoning and justification. |||| Students discuss amongst themselves in their corner, explaining and justifying their opinion. One member of each group is selected to report back to the teacher. ||^  ||||  sitting on the floor in their corner groups  ||
 * **BODY (45 mins)** ||
 * Show students the campaign advertisement released by the Australian Government on IWB.

//Whole-class discussion:// What is the message behind this campaign advertisement? |||| Watch video.

Contribute to class discussion. //Possible answer: it is easy to swap things you love to something else to enjoy a healthier, more active lifestyle.// ||  5 mins  ||||  //[|How to Be a Swapper][|YouTube Clip]//

IWB. ||
 * Watch the clip again and ask students to take notes this time paying attention to some of the features in this advertisement that makes it catchy and engaging for the audience.

Write students’ answers on IWB with pen. |||| Watch advertisement again and take individual notes. Answers could include: - use of repetition: “…//swapping// big for small, //swapping// sitting for moving, //swapping// watching for playing, //swapping// often to sometimes.” Catchy phrase: “I’ve become a… //__SWAPPER!__//” - bright and cheerful music - pleasant and optimistic tone of voice ||  10-15 mins  ||||  IWB, IWB pens. || If you are the executive director for an ad company, what might you change in this advertisement and how will you change it in order to gain more attention from the audience? |||| Talk to their partner, take notes in pairs and contribute to class discussion. Answers could include: //To persuade the audience to buy a product, change their lifestyle and/or do something that it wants the audience to do.// ||^   ||||^   || Explain the activity to students and monitor and observe students as they participate. Divide class in half and select one student to be the decision-maker.
 * //Think-pair-share:// Is it important to use descriptive and persuasive language in an advertisement? Why or why not?
 * //Conscience Alley//

First topic: Pizza and/or fast food.

//Modification of activity//: give different topic to students and play the activity another two times. Second topic: fizzy drinks. Third topic: playing games on computer. |||| Students stand in two lines facing each other. The decision-maker needs to walk down the middle aisle and listen to both sides convince them. One side needs to convince the decision-maker why eating pizza/fast food is not a healthy option, and the other side must convince them it is okay. The decision maker needs to decide which side to join when they have reached the end. || 10-15 mins  ||||  Standing in two lines facing each other.

The decision-maker walks down the middle. || Explain the task to students.
 * Assign students into groups of 4.

Guide students in using body gestures and expression, different angles, facial expression, etc. to have maximum effect on the audience. |||| Groups can choose one of the 3 topics in the //Conscience// Alley activity. Groups work collaboratively to produce a catchy rhyme/jingle to persuade the audience to swap that particular unhealthy habit and promote a healthy lifestyle. || 10-15 mins  |||| Each group can find a space to work together. ||
 * **CONCLUSION (5 mins)** ||
 * Each group takes turns in presenting their catchy rhyme/jingle to the class, assessing whether they have made reference to audience, purpose, and persuasive language, as well as using their body language in an engaging and effective manner.

Explain to students that they will be expected to produce a video advertisement at the end of the unit as a class in order to promote healthy lifestyle. || 10 mins  ||||  Listening when other groups are presenting. || **Observation:** Informally and formatively assessing their interaction and participation during collaborative activities to see if students are engaging in active discussion around task at hand. Furthermore, assessing if students are showing explicit and critical thinking in supporting their own ideas and opinions and see if they have understood what makes an effective advertisement through their group jingles/rhymes at the end of the lesson. ||
 * **ASSESSMENT STRATEGIES** ||
 * **Questioning:** Activating student’s prior knowledge on effective features of an advertisement and connecting to new knowledge through series of content appropriate questions.
 * **EVALUATION** ||
 * Did all students have the chance to present and critically justify their opinions in the lesson content?  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.//  ||