G)+Lesson+3

 Community |||||| ** Lesson Topic: Promoting a religious celebration ** || ** Stage: Stage 2, Year 4  ** 25 Students || English, HSIE || -gathers information about one of the 5 major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism) -examines the key features/elements of one of the 5 major world religions in groups (eg key teachings/beliefs, celebrations, food, history)
 * ** Unit Topic: World Religions In Our **
 * ** Lesson Number: 3 of 10 ** |||||| ** Curriculum Links: ** Creative Arts || ** Learning Area(s): **
 * ** Unit Aim: ** ||
 * To support students’ development of the skills and knowledge required to successfully create a multi-modal text which explores one specific religion. Skills and knowledge are developed in conjunction with learning about key text types, namely information reports, explanations, procedures, as well as questioning techniques to support interview skill development. The students will develop background knowledge on one specific religion; develop an understanding of visual literacy; specific written literacy related to the key text types, as well as practical skills required to create a video using computer software. ||
 * ** Prior Learning: ** ||
 * The students have had in depth experience with exploring visual grammar in earlier units. The students have limited knowledge of the religions they are studying following the first two lessons in the sequence. This lesson builds on the students’ field of knowledge of the religion they are studying, particularly familiarising them with a specific religious celebration. This class is accustomed to working in groups and have shown to work effectively this way. ||
 * ** Lesson Outcomes: ** ||
 * ** // HSIE: // **** CUS2.4: ** Describes different viewpoints, ways of living, languages and belief systems in a variety of communities (FOCUS OUTCOME)

** // Engish: // **** WS2.14: ** Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the text type they have used.  ×  Uses visual grammar to structure their poster.  × Can justify their use of visual grammar in structuring their poster.

** // Other KLA: // **** Creative Arts: VAS2.1 ** : Represents the qualities of experiences of things that are interesting or beautiful by choosing amongst aspects of subject matter. <span style="margin-bottom: 0cm; margin-left: 37.7pt; margin-right: -5.4pt; margin-top: 0cm; mso-list: l1 level1 lfo4; tab-stops: list 19.7pt; text-indent: -18.0pt;"> × Creates a poster to promote a religious celebration. || <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">5 pictures representing the religious celebrations of the major world religions. <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Pictures for students to use to make their posters/collages. <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Scissors & glue <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Textas, pens & pencils <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Coloured paper/cardboard. || Examine the 5 pictures on the SMART board representing the five celebrations of the major world religions.
 * ** Resources: ** // (List what you will need to have on hand for your lesson and organisational matters) // ||
 * <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo2; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">SMART board.
 * ** Students will … ** |||| ** Teacher will… ** ||
 * ** Introduction: 10 minutes ** ||
 * ** // Activity 1: Visual representations of religious celebrations. // **

View the list of photo captions (separated from the photos). Students work collaboratively to match the photos to the correct captions. |||| Set up SMART board so students can see the 5 pictures.

Reveal photo captions. (This activity will encourage students to look at the photos critically and challenge their assumptions about different religions). ||
 * ** Body: 40 minutes ** ||
 * ** // Activity 2: Analysis of photographs (10 minutes) // **

As a class brainstorm the ways in which the various photographers have used visual literacies to represent the religious celebration. Briefly discuss language that would be appropriate to use in promoting an event.

** // Activity 3: Poster making (30 minutes) // **

Students are to separate into groups to sit with students who examined the same religious group as them for the information reports. They may work at tables or on the floor.

Students will be using the resources provided to make their own poster promoting the religious celebration of their chosen religion.

Students may work individually or collaboratively depending on their preferences.

They may use the paper, cardboard and drawing resources made available to them, as well as the prints of the five original pictures they examined and any other appropriate and accessible resources. |||| Scaffold student discussion & record brainstorming on the board. Students have a sound understanding of the elements of visual grammar from previous units, however they may need to have some parts of their knowledge refreshed.

Divide students into groups and resources amongst students.

Supervise students’ poster making.

Intervene with questions to make them consider their use of visual literacy, for example:

‘What do you think the salient image should be?’

‘How are you using text to persuade your viewer?’ or

‘What type of colours are you using to promote your celebration and why?’

Remind students of time constraints throughout the lesson. ||
 * ** Concluding activity: 15 minutes ** ||
 * ** // Activity 4: Art Alphabet // **

Students remain in their groups, but swap their posters with members of another group.

As a group, students will nominate a poster with which to play the game ‘Art Alphabet.’ The premise of the game is that students draw up an alphabet scaffold, and must take turns going around the group and naming a technique or feature of the poster that begins with the letter of the alphabet they are up to. |||||| Students self-regulate this activity.

They are given the opportunity to nominate which artwork they analyse as well as to pick the elements they wish to discuss.

This game is useful in encouraging them to critically examine each others’ posters using the elements and principles of design and visual grammar. || ** Alphabet Scaffolds ** - reflect this group of students’ ability to work collaboratively and use critical skills to evaluate and peer assess other students’ work samples. ||
 * <span style="margin-left: 1.7pt; margin-right: 1.65pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">** Assessment: ** ||
 * ** Work samples ** – students completed posters are a valid assessment of what elements of visual grammar students are proficient in, as well as what areas require more assistance.
 * ** Special considerations or contingency plans: ** ||
 * -Photocopies of the initial five pictures are available in case the SMART board is not working. Separate photocopies would need to be made of the captions in order to play the matching activity.

-Poster making demands may be reduced if adequate resources are not available.

-Student with ADHD who may require ‘time out’ to relax and be able to complete task with group members; reduce task demands for this student if required || <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l3 level1 lfo3; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were students able to use their knowledge of visual grammar to construct a persuasive poster? <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l3 level1 lfo3; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were students able to use text effectively to promote the celebration? <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l3 level1 lfo3; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were time constraints appropriate? <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l3 level1 lfo3; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Was the provision of resources appropriate? ||
 * ** Reflection questions ** ||
 * <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l3 level1 lfo3; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were students able to apply their knowledge of visual grammar to the 5 pictures at the beginning of the lesson?