Lesson+Overview

**Lesson Overview:**

The focus for this lesson is to begin to build the field of knowledge in relation to the HSIE outcome Cultures. For this lesson students explore what culture means and what is means to have a cultural identity. Students will be asked to bring in an item they have that represents a culture (e.g. they may have travelled overseas and bought a souvenir). Students will explore their personal cultural identity and things that have influenced this.
 * Lesson 1: General Introduction to Cultural Identities**

In this lesson, students will investigate different perceptions people have of different cultural groups in Australia over the years. Using videos from the Australian Screen website, in particular, the segment on Multicultural Australia, the class will work in mixed ability groups to analyse a short clip depicting perceptions towards different cultural groups including Aboriginal, Turkish, Lebanese, Asian and Sri-Lankan groups. Students will also be given the opportunity to develop their own spelling lists by writing down unfamiliar vocabulary that are encountered in the videos. These words will be generated into class spelling lists, ensuring that spelling is learnt in a meaningful context.
 * Lesson 2: Introduction of specific groups**

In the first of the two lessons on written grammar, students look at expositions and letters to the editor to investigate written texts that portray one point of view. Students will discuss and write about the social purpose, presentation (how they appeal to an intended audience), structure, audience, text type. Students will explore the effect that emotive language of varying degrees have on the reader by replacing words that are less emotive with those that are highly emotive to evoke a bigger reaction.
 * Lesson 3: Written Grammar**

As students have looked at a variety of expository written texts and the common and differing features in them, this lesson will focus on the persuasive language that is impertinent to all persuasive texts. In particular, students will explore the effectiveness of modal verbs and adverbs to enhance their understanding of the importance of word choice- the higher the modality, the stronger the argument or point of view is. Students will also experiment the effects that words of different modalities have on an audience through dramatisation. The purpose of this lesson is to expose students to the techniques that writers use to convince readers to accept their point of view (see detailed lesson plan).
 * Lesson 4: Written Grammar**

In this lesson students will engage with visual texts to explore aspects of Australian culture and identities as they decode images using visual literacy skills. This lesson gives them the chance to shift through many quality images in order to find something that is respresent something special to them as an Australian. Each student is likely to choose different images given the vast choice and this will help the class to realise the diversity of experince and meanings of Australian identity that exist amoung them (see deatiled lesson plan).
 * Lesson 5: Visual Grammar**

This lesson introduces students to multimodal texts, combining their learning from written and visual grammar, exploring how different modes can work together to create meaning. Students will examine a variety of multimodal texts and explore how the combined modes create meaning. Students will also consider the effect of removing a mode from a text, and how this can change the meaning for the viewer (see detailed lesson plan).
 * Lesson 6: Multimodal Texts**

This lesson focuses on the multimodal text that the students will be creating: advertisements. In particular they will be analysing the structure of advertisements and what makes it successful. Students will work in small groups to analyse a variety of fictional sample advertisements, created by Admongo - a government initiative to educate students about advertisements. Students will analyse the ads using the AIDA formula as well as identifying the type of language used with particular reference to emotive and persuasive language that were taught in Lessons 3 and 4. Following this, the class will convene to create a class chart that highlight general rules or points to remember when creating their own advertisement. This will be on display so that students will be able to refer to it in subsequent lessons.
 * Lesson 7: Scaffolding for Rich Task**

Following directely from students learning in the previous lessons, students will move straight into their Rich Task groups to beginning planning and scripting their advertisements. This lesson will be conducted in the school library providing all students will computer access and books. Groups will delegate roles to each group member and students will beginning scripting and rehersing their advertisment campaigns. Members who are not presenting will be responsible for the visual images in the campaign as well as the accompanying music. During this lesson the teacher will continually monitor the progress of each group and ensure all students are working on task.
 * Lesson 8: Begin making Rich Task**

This lesson is dedicated to providing students with an opportunity to film and record their advertisement campaign. This lesson will also be conducted in the library so that all groups have access to video editing software.This will take up a whole lesson providing groups with rehersal and organsiational time. Students will be provided with scaffolding along the way and continually be encouraged to consider how they are utilising all modes in their advertisements. Students need to consider how multimodality is used throughout their advertisement to convey their message effectively.
 * Lesson 9: Filming**

During this lesson, students will be provided with time to complete and last filming and editing for their Rich Task. Students will also be provided with the opoprtunity to record and upload any music they would like to add to their advertisements. Students will also be provided with a time of reflective journalling, where students are required to reflect upon their learning throughout this unit and their involvement in developing the Rich Task. Students regroup as a class and discuss highs and lows of the unit. To conclude students learning throughout this unit, students will participate in a class viewing time to watch the advertisements of each group. Parents may also be invited into the class to view students work.
 * Lesson 10: Editing, Completing Rich Task**