Lesson+5

- names and locates natural, built and heritage features in their local area and evaluates their significance. - describes people, places and things in detail. - justifies a point of view with supporting evidence. **RS2.5** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. - interprets basic maps, charts, diagrams, graphs, photographs, other still graphics. - obtains information from selected Internet/computer sites and other computer graphics and texts. - selects print and non-print material on an increasing range of topics from school and community libraries, the Internet. **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. - recognises how different factual texts are organised according to their purpose. - talks about different interpretations of written and visual texts. - makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning. - recognises the structure of a range of more complex text types. - identifies types of visual information, eg map, chart, table, animation. - uses other texts as models for aspects of writing such as text organisation, grouping of information under headings. - uses computers to draft and edit writing. - uses illustrations and diagrams where relevant. - writes fuller descriptions of places. - writes for a chosen audience. - understands purpose and stages of the organisation of texts. - identifies audience of a text and adjusts writing accordingly. || Students have previously explored elements of visual literacy and the way these can be used to construct meaning. In the previous lesson they have constructed (in pairs) a description of a chosen place, in the style of a travel brochure. Students have also previously used the internet to carry out research and are familiar with this procedure. Electronic copy of selected advertising images Selected advertising image with visual features highlighted A selection of travel brochures used in the previous lesson SMARTboard with internet access One computer with internet access per pair || Open the selected advertising images on the SMARTboard. Ask the students to describe a particular image. What does it make you think or feel? Would you like to travel to that destination? Why do you think the author of the image has constructed it in that way? What is its intended purpose? Do you think it fulfils these objectives? How does it do this? Remind students of the various elements of visual literacy. Ask students to identify which of these the author has used. Have individual students mark the various elements on the image (projected onto the SMARTboard ). As the student does so, ask the other students what might be the intended effect of this aspect upon the viewer. Tell students that they will be working in the same pairs as the previous lesson to create a travel brochure. The subject should be that chosen in the previous lesson, and the students will be using the text that they previously constructed. Students must use the internet to find suitable images for their brochure. These images should make use of the aspects of visual grammar discussed in the introduction, and students will be required to talk about these features at the conclusion of the lesson. Using the SMARTboard, b riefly model a search for suitable images on the internet. || Students create a storyboard of their travel brochure. They may base their layout from any of the travel brochures they have seen in class, or may design a new layout. The storyboard should include such things as the location and type of images and text, as well as how the brochure will fold. Using the storyboard and the description that they created in the previous lesson, students find the desired images from the internet. Using Microsoft Word or a similar presentation tool, students create their brochure layout, inserting text and images according to their design. When finished students ask the teacher to check their design before printing. Students that finish early may use the rest of the allocated time to practice their presentation. |||| Move around the pairs to offer assistance as required.
 * **Key Learning Area:** HSIE / English || **Stage:** 2 (Year 4)  ||
 * **Lesson Number:** 7 of 10 |||||| **Lesson Topic:** Focus on visual literacy/grammar  ||
 * **Lesson Aim:** The lesson will centre on exploring visual features used in travel brochures and advertising, and how these are used to affect the viewer. Students examine the visual features of travel advertising and the way that the layout and visual grammar is used to communicate a specific message. Students then use this knowledge to create their own travel brochure. ||
 * **Syllabus Outcomes and Indicators:**
 * HSIE**
 * ENS2.5** Describes places in the local area and other parts of Australia and explains their significance.
 * English**
 * 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.
 * RS2.8** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
 * WS2.9** Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.
 * WS2.13** Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
 * **Prior student learning:**
 * Resources:**
 * **Lesson Outline** ||
 * __Introduction:__
 * __Main Body:__ ||
 * **Students will …** |||| **Teacher will…**  ||
 * Students work in their pairs from the previous lesson.

Ensures students remain on task. While moving around the room use questioning to highlight potential problems with design Teacher checks students work before allowing them to print || Students sit on the floor at the front of the classroom. Each pair has one minute to present their brochure. Presentations should focus on the following criteria: place, brochure design, images chosen, features of visual grammar employed, intended effect of these features. Ask student pairs to read their descriptions to the class, showing the page of the travel brochure as well. Ensure rest of the class listens attentively and should observe presentations for assessment purposes. || Make copies of students completed brochures for assessment and reporting purposes. Features of visual grammar may be annotated as each pair presents. Teacher also assesses the extent to which each student is able to describe the visual features employed in their brochure. Teacher should also make note of student contribution to class discussion on visual grammar. || Ensure that students are not able to access inappropriate material on the internet. || Were students engaged in the lesson? Did students understand the concepts of visual grammar? Was the timing given to each section sufficient for students’ learning? Did the lesson cater for all students’ needs and abilities? Were the aims of the lesson made clear to the students?
 * __Conclusion:__
 * **Assessment:**
 * **Any special considerations or contingency plans:**
 * Self reflection: **
 * Self reflection: **