E)+Unit+overview

**Unit Overview**
//Related Appendices: Appendix 1, 2// || //Related Appendices: Appendix 1, 3, 4// || || //Related Appendices: Appendix 6// || //Related Appendix: 7// || , TS2.1, TS2.2 || In this lesson students will be interviewing guests who are members of various religious groups located within the community. In previous lessons students would have explored types of questions and techniques to apply within their interviews. Interviews will be no longer than 10 minutes in length and students will be allowed to conduct these outside, in the library or in any appropriate area located within the school. Recording equipment will be set up in allocated areas for filming of the interviews. Students will be applying the knowledge they have acquired on their religions, to conduct their interviews which will be a vital component for the compilation of their final multi modal text. || //Related Appendices: Appendix 8// ||
 * Lesson Number || Outcomes || Content ||
 * 1. **Information reports** || CUS2.4, RS2.8, WS2.9 || Students will be placed in ‘research groups’ to research one of the five major world religions (Buddhism, Islam, Christianity, Hinduism or Judaism), using the ‘BBC Schools Religion website’ (Resource 1) as a starting point. This lesson’s aim is to build students’ knowledge and understanding about their group’s religion by preparing to write an information report, as well as develop research and note-taking skills. It links to part 5a of the lesson sequence (per the unit outline). This lesson supports’ students to develop the multi-modal text on a specific religious celebration by providing students with a contextual understanding of many aspects of the religion before focusing in on the reli gious celebration.
 * 2. **Information reports** || CUS2.4, RS2.8, WS2.9 || Students will continue to learn about the information report text type, annotating an information report from ‘BBC Schools Religion website’ (Resource 1) and writing their report in groups. This lesson links to part 5a of the lesson sequence (per the unit outline). This lesson supports students to develop the multi-modal text by deepening their understanding of how to structure an information report, which in turn will support them to be able to gather relevant information, identifying salient information and arrange it appropriately when constructing their multi-modal text. (See Completed Lesson Plan)
 * 3. **Promoting a religious celebration** || CUS2.4, WS2.14 || Students will create a poster individually or in pairs in order to promote a religious celebration of one of the five major world religions. This will be beneficial for students in identifying with some of the reasons for religious celebration in the community, as well as allowing them to explore how and why events such as these are promoted within the community. Using this knowledge and the completed posters will work towards the making of the multi-modal text in the final three lessons. (See completed lesson plan).
 * 4. **Exploring religious symbols** || CUS2.4, TS2.1, TS2.2, WS2.9 || This lesson will provide students with the opportunity to research religious symbols and their significance, using the Woodland Junior School as a primary resource. Using the information students have already acquired about major world religions, they will be encouraged to create their own symbols representative of their assigned religion. Students will be expected to present original symbols and their own creations to the class, identifying the features of these along with descriptions. At the end of each presentation students in the class will have the chance to ask presenting groups any questions they may have about the symbols. This lesson will help students for the creation of their final multimodal text by developing students’ knowledge of world religions, while at the same time developing students speaking and listening skills. **(See completed lesson plan)** //Related Appendices: Appendix 5//  ||
 * 5. **Food & Religion** || CUS2.4, WS2.9, WS2.10 || Students explore the importance of food in religious festivals. Students will engage in discussion about what they already know regarding the relationship between food and celebrations. They will then be required to write a recipe for a dish enjoyed by people in particular religious festivals. These recipes will be based on YouTube video clips outlining the preparation of these dishes. This lesson will require students to practice interpreting a multi-modal text. This will be great practice for the final task where students will be required to create their own multi-modal text. Additionally, this lesson will see students using the procedure text type. By the end of this lesson, students will have deepened their knowledge of religious and cultural food by interpreting a multi-modal text and will be much more proficient procedural writers. (See completed lesson plan).
 * 6. **Developing interview questions** || CUS2.4, TS2.1 || Students work with their groups in order to construct a list of questions to ask the community member that they will be interviewing in their next lesson. Each group will have a member from the religious group they are studying come and speak to them. Students are encouraged to experiment with different types of questions before formulating a list of questions that sequence well and that will allow them to record the information they need for the construction of their multi modal text. (See completed lesson plan).
 * 7. **Interviewing community members** || CUS2.4
 * 8. **Creating a multi-modal text** || CUS2.4, TS2.2, WS2.9 || Students will explore the main features of the video making program, ‘Jaycut’ including how to incorporate voice-overs, music, text, images and video footage (from lesson 7) as well as how to edit their video. It links to part 5d of the lesson sequence (per the unit outline). This lesson supports students to develop a multimodal text on a specific religious celebration by providing students with the knowledge and understanding to be able to successfully use ‘Jaycut.’ In doing so, students will learn about how a multi-modal text works and the purpose of combining different modes (eg for dramatic effect or to highlight salient information), as well as the effects it has on the viewer. ||
 * 9. **Creating a multi-modal text** || CUS2.4, TS2.2, WS2.9 || Students will, in groups, create a short multi-modal film about their religious festival and the interview conducted in lesson 7. Students will be required to draw from prior knowledge and what they learned in the previous lesson about JayCut to do this. Students’ films should include a combination of video, image, text and voice-over. Films should not be particularly long simply because of time constraints. However, most importantly these films should be informative and interesting. At this time, students will also consider some supplementary aspects to their presentation in the next lesson (e.g. food, costumes, symbols, props etc.). These ideas will be discussed as a class. By the end of this lesson, each group should have almost finalized their video and know how they are going to present it to the class. ||
 * 10. **Presenting a multi-modal text** || CUS2.4, WS2.13, TS2.1 || Students make final changes to their multi-modal film. Each group then presents their religious festival to the class. This will include a short introduction, the group’s film and any other supplementary aspects students feel would help students understand this religious festival (e.g. food, costumes, symbols, props etc.). Students are invited to give each other critical feedback and will take part in a peer assessment. The teacher will go through the peer assessment process with the class to ensure all students understand the importance of this task. This will be noted by the teacher and used as part of the summative assessment process.