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Lesson 1 (1 of 10)
Lesson 2 (4 of 10)
Lesson 3 (6 of 10)
Lesson 4 (7 of 10)
Lesson 5 (8 of 10)
Lesson 6 of 10
Key Learning Area:
This lesson forms part of an integrated unit on human’s impact on the environment, and as such, students have a developing understanding of the ways in which many of our practices and industries affect a variety of natural environments and wildlife. They have researched and analysed the efforts of a number of different conservation organizations, and understand the important role that such organizations play in the sustainability of many natural environments.
To introduce elements of visual grammar to the students, to be developed in subsequent lessons, and to consolidate their understanding of conservation and environmental organizations.
Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
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.
Discuss features of visual texts with reference to audience response and purpose of the author.
Select and research a conservation organization of their choice.
Create a promotional poster for the organization, taking into consideration the features of visual texts.
Discuss and analyse the features of their own and their peers’ visual texts.
Facilitates and monitors discussion, taking note of any significant responses.
Observes and notes student progress and participation throughout lesson.
Analyse and mark completed posters according to given criteria and application of given information about visual grammar.
Teaching and Learning Sequence
Show students the two environmental advertisements on the IWB (Appendix A-B).
Discuss meaning, features, techniques, effects, etc. Ask students
what do you think the image is trying to say? Why do you think that? What is the first thing you notice (salience)? Where do you look next (reading path)? What colours are used? What effect do they have? What types of images are used - photos, drawings, diagrams?
Etc. As students suggest things, annotate the text on the IWB, introducing the correct names for the key elements (metalanguage), and drawing attention to the purpose of their use.
Explain that students will be using some of these features of visual texts to construct their own promotional poster for one of the conservation organizations they learnt about in the previous lesson.
Look at visual advertisements and determine meaning (either intended or inferential.)
Begin to analyse texts in terms of their visual features, elements and techniques.
Share ideas/contribute to class annotations.
Stylus pen (if not touch-screen)
Environmental advertisements (Appendix A-B):
Provide each student with a criteria sheet (Appendix C), containing information on what needs to be included on their poster, some key points to remember about visual texts, and an explanation of some of the meaning making devices introduced during the beginning of the lesson.
Explain that students are to, with reference to their criteria sheets, design and create a poster that explains and promotes a conservation or environmental organization of their choice. They must include:
At least 3 images;
A catchy slogan; and
A brief description of the organization (2-3 sentences).
Provide sufficient time for students to select and research their organization.
Provide adequate resources and materials for students to create a creative, informative, meaningful visual text.
Assist and support students as needed while they create their posters.
Read over criteria sheet.
Select an organization they are interested in and research in order to determine the key information to be included on the poster.
Design and create a poster as per the criteria.
Apply their knowledge of visual grammar, features of visual texts, and the chosen organization in order to create a meaningful promotional poster.
Seek assistance from teacher or peers if needed.
Criteria sheets (1 per student) Appendix C
Information about organizations (pamphlets, newsletters, advertisements, etc)
Students’ workbooks (to plan/draft)
A3 paper for each student
Variety of materials (images, magazines, pamphlets, paper, textas, etc.) for students to create posters.
Instruct students to finish their posters, or the part they are working on (can be completed in subsequent lesson if needed), and bring them with them as they some back to sit on the floor.
Select students to share their posters with the class. They are to describe the organization they chose, what they wanted to achieve with their poster, the visual techniques they used to achieve this, their effectiveness, whether they found the task hard/easy, etc.
Encourage other students to then share some ‘warm’ feedback of what the student did well and what they like about the poster, as well as some ‘cool’ feedback about what could be developed/improved in order to make the poster more effective.
Display posters the room, school or community centre when completed in order to promote environmental awareness and establish the connectedness of the learning activity.
Complete their posters and return to the floor to share them with the class.
Present poster if they feel comfortable to do so, explaining its meaning, purpose, features and the techniques used, as well as feelings about the task.
Contribute to class discussion, commenting on peers’ posters and sharing ideas.
Assist in the displaying of posters.
Create a poster that advertises a conservation organization of your choice. In your poster you must include:
At least 3 images
A catchy slogan
A brief description of the organization (2-3 sentences).
Remember that your poster must be engaging, catch the viewer’s eye, provide only important information, leave the viewer wanting to know more and get involved.
When creating you poster, remember to consider the different features and techniques you can use to make meaning:
help on how to format text
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