Unit Aim or Outcome: The unit aims for students to develop a deep understanding and knowledge of howthe various techniques that artists use provide numerous opportunities for a wide variety of interpretations by viewers. In addition, students will develop confidence in utilising visual and written grammar to portray meaning and gain an understanding of how the selected subject matter can represent different interpretations. Lesson Outcomes:
Students will be able to: -Identify visual aspects of texts -Use this knowledge effectively -Integrate visual, auditory and written text types Syllabus outcomes and indicators:
TS2.1 – communicates in formal and informal classroom activities for an increasing range of purposes on a variety of topics across the curriculum -Participates in class discussions -Give a coherent report on the construction of their advertisement
WS2.9 - Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features -Uses some effective planning strategies -Uses descriptive language effectively -Writes using mostly correct grammar and spelling -Writes short factual text
WS2.14 - Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used -Identifies an intended audience for their advertisement and has constructed the text to fit that purpose
Introduction: As a class students view and analyse several advertisements, and drawing on knowledge from previous lessons, note visual features such as: -Characters -Reading path(s) -Vectors -Framing -Cultural and situational context -Colour -Modality -Salience -Ideal vs. Real
Circle these features on the advertisement via the Smart Board markers or the white board marker for the OHP.
Give students a handout of one of the advertisement (marked in resource list). Individually students annotate this sample. Upon completion, teacher asks students to come up and annotate the same sample on the board. Once all students have contributed, teacher prompts further discussion about the effectiveness of the ad, the intended audience/market, and any other interesting factors.
Teaching strategy/LearningActivity:
INDIVIDUALLY, students will….
Teacher will….
Pretend they are the owner of The Fantasy Pet Store, and they have a fantastic rare creature for sale – this is their Insect/Dragon model created previously.
Use their knowledge of visual features to create an advertisement for selling their creature.
Draw on their knowledge from previous activities regarding invented ‘knowledge’ about their creature, and also knowledge about descriptive language.
Will need to include: -An illustration of their creature -A heading -Information on the creature
Discuss and make a list of what features and language one would expect to see on this advertisement.
Model some of these (more difficult) features being used.
Guide less able students to ensure that they have the knowledge and capability to meet the same outcomes.
Observe and monitor students to assess their progress and assist if need be.
Concluding strategy: Students present their posters to the class. Teacher encourages students to use metalanguage and to explain the visual techniques they used and why, and also the intended audience for their ad.
Assessment: -Observation of students during the introductory sequence and the creation of the advertisements o -Assessment of student work samples oHow many visual features are students able to identify on the ad sample? oIn the creation of their ad, which visual features do they use confidently? oWhich do they avoid?
-Writing Samples of student’s explanations oUse of appropriate connectives oUse of their ‘won’ connectives oAdditional connectives used? oCorrect layout for explanation text type? -Contribution to discussions and making of lists -Interacting with students to gain a deeper knowledge of what they know, understand and can do -Oral Presentation of their advertisement and techniques used oIs the student able to identify the techniques they used (or did they just make any old poster?) oDoes the student correctly identify visual techniques? oDoes the student explain why they used certain techniques? oIdentifies intended audience
How will this be recorded? -Take notes after talking to/observing students based on their understanding of connectives (and condensation). This is based on the outcomes and indicators, and compared later to the work samples. -Annotate work samples using outcomes and indicators -Students should have scrap books (for English or Visual Arts) in which they can stick their advertisement. This can be used as formative assessment and for reporting back to parents/school. Also… report back to students using the ‘2 stars and a wish’ idea, where teacher writes 2 things student has done well and 1 thing that needs improvement, based on the outcomes and indicators.
Any special considerations or contingency plans: For students who are more able: -Provide a minimum of visual techniques they need to include -Provide a minimum amount of informative text they need to include -They can create a logo for the Pet Store
For students who are less able or have special needs: -Provide an advertisement template -Have magazines from which they can cut ad features and paste these into their advertisement template -Create the advertisement in a pair or group
Self-reflection -How well did the introductory activity work? -Were students able to identify the visual techniques? -Were my behaviour management techniques suitable – did they work? -What could I modify about the lesson for next time? -Did I make it explicit what visual techniques are? Did students understand? -Did I support those with learning difficulties/disabilities? -Did I support and guide all students and provide effective feedback? -Were the outcomes and indicators appropriate compared to what was achieved?
Year 4
- English
- Visual Arts
The unit aims for students to develop a deep understanding and knowledge of how the various techniques that artists use provide numerous opportunities for a wide variety of interpretations by viewers. In addition, students will develop confidence in utilising visual and written grammar to portray meaning and gain an understanding of how the selected subject matter can represent different interpretations.
Lesson Outcomes:
Students will be able to:
- Identify visual aspects of texts
- Use this knowledge effectively
- Integrate visual, auditory and written text types
Syllabus outcomes and indicators:
TS2.1 – communicates in formal and informal classroom activities for an increasing range of purposes on a variety of topics across the curriculum
- Participates in class discussions
- Give a coherent report on the construction of their advertisement
WS2.9 - Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features
- Uses some effective planning strategies
- Uses descriptive language effectively
- Writes using mostly correct grammar and spelling
- Writes short factual text
WS2.14 - Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used
- Identifies an intended audience for their advertisement and has constructed the text to fit that purpose
- Several advertisement posters
o www.stormh2o.com/assets/archives/sw0603_10bb.jpg
o http://pretselcam.files.wordpress.com/2009/06/bug-ad-2a.jpg
o http://stickypix.net/up/files/43112_vzpvd/Baygon.jpg
o http://www.tanoryland.com/images/beast_animal_testing.JPG
o http://www.merseyworld.com/interfest/Tiny%20Trees/images/insect-week-poster.jpg
- Smart Board or overhead projector to show these pictures
- White board marker
- Student’s Insect/Dragon clay/wire creations from previous lesson
- A4 paper – 1 piece per student minimum
- Colours, lead pencils, textas
- Scissors and glue
- Coloured paper
- Advertisement templates for less-able students
As a class students view and analyse several advertisements, and drawing on knowledge from previous lessons, note visual features such as:
- Characters
- Reading path(s)
- Vectors
- Framing
- Cultural and situational context
- Colour
- Modality
- Salience
- Ideal vs. Real
Circle these features on the advertisement via the Smart Board markers or the white board marker for the OHP.
Give students a handout of one of the advertisement (marked in resource list).
Individually students annotate this sample. Upon completion, teacher asks students to come up and annotate the same sample on the board. Once all students have contributed, teacher prompts further discussion about the effectiveness of the ad, the intended audience/market, and any other interesting factors.
Use their knowledge of visual features to create an advertisement for selling their creature.
Draw on their knowledge from previous activities regarding invented ‘knowledge’ about their creature, and also knowledge about descriptive language.
Will need to include:
- An illustration of their creature
- A heading
- Information on the creature
Model some of these (more difficult) features being used.
Guide less able students to ensure that they have the knowledge and capability to meet the same outcomes.
Observe and monitor students to assess their progress and assist if need be.
Students present their posters to the class. Teacher encourages students to use metalanguage and to explain the visual techniques they used and why, and also the intended audience for their ad.
- Observation of students during the introductory sequence and the creation of the advertisements
o
- Assessment of student work samples
o How many visual features are students able to identify on the ad sample?
o In the creation of their ad, which visual features do they use confidently?
o Which do they avoid?
- Writing Samples of student’s explanations
o Use of appropriate connectives
o Use of their ‘won’ connectives
o Additional connectives used?
o Correct layout for explanation text type?
- Contribution to discussions and making of lists
- Interacting with students to gain a deeper knowledge of what they know, understand and can do
- Oral Presentation of their advertisement and techniques used
o Is the student able to identify the techniques they used (or did they just make any old poster?)
o Does the student correctly identify visual techniques?
o Does the student explain why they used certain techniques?
o Identifies intended audience
How will this be recorded?
- Take notes after talking to/observing students based on their understanding of connectives (and condensation). This is based on the outcomes and indicators, and compared later to the work samples.
- Annotate work samples using outcomes and indicators
- Students should have scrap books (for English or Visual Arts) in which they can stick their advertisement. This can be used as formative assessment and for reporting back to parents/school.
Also… report back to students using the ‘2 stars and a wish’ idea, where teacher writes 2 things student has done well and 1 thing that needs improvement, based on the outcomes and indicators.
For students who are more able:
- Provide a minimum of visual techniques they need to include
- Provide a minimum amount of informative text they need to include
- They can create a logo for the Pet Store
For students who are less able or have special needs:
- Provide an advertisement template
- Have magazines from which they can cut ad features and paste these into their advertisement template
- Create the advertisement in a pair or group
- How well did the introductory activity work?
- Were students able to identify the visual techniques?
- Were my behaviour management techniques suitable – did they work?
- What could I modify about the lesson for next time?
- Did I make it explicit what visual techniques are? Did students understand?
- Did I support those with learning difficulties/disabilities?
- Did I support and guide all students and provide effective feedback?
- Were the outcomes and indicators appropriate compared to what was achieved?