Lesson+7+out+of+10


 * **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:** Storyboards |||||| **Lesson:** 7 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 : ** In this lesson, through the process of creative thinking and visual expression students will learn basic means of composing a story in groups to create imagery to contribute to the final product being a computer animated film [video advertisement] of their original art work.  ||   ||
 * **Outcomes and Indicators:**

**PDHPE** **__Personal Health Choices__** **PHS2.12: Discusses the factors influencing personal health choices.- //explains the need for good health practices//** - //discusses different ways of making good health choices such as exercise and nutrition// - //explains the need for good health practices//

**English** **__Talking and Listening__****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.**- //communicates their own ‘healthy food/activity’ in the introductory game//- //contributes to class discussion with own ideas and answers//- //justifies their answer of why some people may not choose healthy choices// - //discusses in pairs about how to write 3 healthy tips for their audience// **__Reading__** 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 **//in the brochure//**- Recognizes the different features of a website and how the writers have used techniques to convey a certain message**-** Identify the words and phrases used to persuade **__Writing__****WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.**- //demonstrates self-editing skills//- //contributes to joint text-construction activities//- //writes for a particular audience// ** 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 real or imagined situations. ** - //participates [adopts the role] in the introductory game// ** DRAS2.3 Sequences the action of the drama to create meaning for an audience. ** - //Organises the space to devise and present their drama// ||   || Students create a set of 3 frames on how they will spend their Saturday, keeping in mind //making healthy choices//. Positioning themselves to convey the meaning of each frame. When the teacher says stop the students have to freeze and the audience [rest of the class] are asked to decide what is happening in the scene [frame]. The teacher can also touch a student [in the frame] and ask him/her what is happening? And what is their purpose in the scene. |||| Students work in their groups and collaborate to create a set of frames. Students are actively engaged, participate and pay-attention to each group’s performance. || 15 mins |||| * Sitting in a circle on the floor Show to students YouTube clips: [|Eat Healthy] "Greens Day" Storyboard ask students to watch the video carefully. Discuss with the class what is the purpose of this video? What is it trying to convey? Who is the target audience? – Explain that before a video is completed, a storyboard is made to plan what will be included in the video. //Where to go from here:// - A storyboard is a series of pictures and words that help the creator to visualize the end product [film]. It is set-up by a group of pictures drawn in frames, where basic shot details and dialogue are included. Show Appendix 5 for students to have a visual representation of what a storyboard is. **Questions:** //( Students are familiar with language features from lesson 4 - // //scaffolding)// Show the class the Healthy Kids website on the IWB, thinking aloud as you navigate the pages to show the students the types of thought processes that they should go through when viewing a source such as a website. Highlight the words, phrases and visual aspects that the students identify as persuasive elements of the site. //**Questions:**// Create a list as a class of persuasive words or images that students can later use as a reference for their storyboard [next activity] |||| Students make connection with their prior-knowledge from 3 lessons ago, they understand how language is used to explain the need for good health practices Through discussion they share ideas of how multimodal texts are used effectively to persuade an audience || 25 mins |||| * IWB Provide a storyboard template for students. The template should have several blocks that are large enough for students to draw pictures with room for captions below. Students use the information they’ve gathered from the previous lesson [lesson 6], to create their storyboard along with new information and knowledge they’ve gained in this lesson.  Emphasize the relationship between text and images and how both compliment each other, for the creation of a multimodal text, students are to think outside the square and be creative. Such as the YouTube videos shown earlier.  Walk around; monitor, observe and assist students where necessary. Informally record notes of assessment for specific students when observing them in dialogue. |||| Students are to work in their groups, they work collaboratively and delegate roles e.g. writer, illustrator, etc. ||^   ||||^   || **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. // ||
 * **TEACHING SEQUENCE** ||
 * **Teacher** |||| **Students** || **Time** |||| **Resources** ||
 * **INTRODUCTION (15 mins)** ||
 * //Drama: Freeze-Frames:// Write on the board //“How will I spend my Saturday? Making healthy choices”// break students into their groups of 4 and explain the activity.
 * Students are in their groups, teacher monitors ||
 * //Class discussion//: What are the healthy choices that were common in each group’s frames? Why are they important? //E.g. outdoors sport [soccer]: staying active is important to keep our bodies healthy.// |||| Students put up their hands when they wish to contribute to class discussion. Students are engaged and involved in the discussion – share ideas. ||^  |||| * Sitting on the floor in their groups ||
 * **BODY (40 mins)** ||
 * **//What is a storyboard?//**
 * Is it necessary to create a storyboard before making a video? E.g. //helps to manage thoughts//
 * What visual features can you identify in this storyboard? E.g. //close-up of the product//
 * Apart from visual features, what else is important to consider when making a storyboard? E.g. //language features such as persuasive language that accompanies/compliments visual// |||| In their seats students watch video.Contribute to class discussion and share ideas.  || 10 mins |||| * IWB
 * YouTube video clips: Eat Healthy& "Greens Day" Storyboard
 * Appendix 5 ||
 * **//Identifying persuasive language://**
 * //How is language used effectively to persuade or convince?//
 * //What visual aspects are used to help convey the message?//
 * IWB pens.
 * Healthy Kids website
 * Storyboard template print outs
 * pens, colour pencils
 * gathered/researched information from each group ||
 * **//Creating a storyboard://**
 * **CONCLUSION (5 mins)** ||
 * Each group briefly presents an overview of their storyboard [if not finished, what they have so far and what their end product may look like] to the class, teacher is to assess whether they have made reference to audience, purpose, persuasive language and visual grammatical features. Their explanation must be justified with valid reasoning [chosen aspect of healthy lifestyle]. Stress once again that to make an effective advertisement, specifically a video advertisement; visual imagery, audience, purpose and persuasive language are all vital for a successful advertisement. Make reference to the Healthy Kids website, which is a government run website, which schools, parents and students frequent for healthy lifestyles information. || 10 mins |||| Listening when other groups are presenting. ||
 * **ASSESSMENT STRATEGIES** ||
 * **Work Samples:** marking each group storyboards, making sure that visual grammatical features are noted correctly with justifications along with text annotations.
 * **EVALUATION** ||
 * Did all students have an opportunity to demonstrate their understanding of both the grammatical and content knowledge?