Lesson+Plan+Sequence

ENS2.6 Describes people's interactions with environments and identifies responsible ways of interacting with environments.
 * Focus Outcome**
 * HSIE**


 * Overview:** Stage 2 students will be learning how to write and produce persuasive arguments. This will be explored through a variety of multimodal tasks and focus on the real life issue of Global Warming. At the completion of the unit the students will create a blog/webpage that will clearly show their ability to persuade, identify and respond to the topic.

Initial Activities** || Building on the previous lesson, students will move on to talk about the greater effects of recycling in terms of Global Warming. They will learn about what Global Warming by watching a documentary and picking out the key issues and concerns that surround Global Warming. || Documentary: Artic Tale (2007) || - video/commercial - exposition text || Global Warming by Angela Royston. || - 5/6 Cardboard frames (1 per group) || - "Hamburger" Activity sheet || -images -scales -two expositions -CD of songs -worksheet ||
 * **LESSON:** || ** DESCRIPTION: ** || ** RESOURCES: ** ||
 * ** 1 - Global Warming Initial Activities** || This lesson is focused on investigating recycling and its harms/effects to our planet. Students will participate in a "Recycling Day;" where they be active members of society and recycle any rubbish that can be. They will conclude by discussing the importance of recycling, where our paper comes from (trees) and how that can impact the Earth. It aims to address the outcome by asking students to see how individuals and the environment interact with one another. ||  Active Participation in Recycling Day ||
 * ** 2 - Global Warming
 * ** 3 - Introduction ** || Student's will be given a modeled & guided lesson on text structure and language features of persuasive writing. They will also be responding to the topic of Global Warming and its future impact on our society. There will be use of a KWL chart & the deconstruction of stimulus commercial during this lesson. || - stimulus
 * 4**. Written Grammar** || Student's will recap on the language features discussed in Lesson 1. In groups, they will use a non fiction text on Global Warming to write up an Exposition that encompasses the vital language features. Along with the information provided in the text, the stimulus images presented in the introduction will help student's to think about the concerns in regard to Global Warming. || - Cartoon Images
 * ** 5 - Visual Grammar ** || Using student’s knowledge of global warming from the previous lessons, students will examine a video on global warming paying special attention to  the components of visual grammar used. Students will be given the opportunity to experiment with their understanding of the visual components demonstrated in the video with a cardboard frame group activity that will prepare students for the rich task. || - Computer with access to the internet to play the video clip  
 * ** 6 - **** Multimodal text ** || Building on previous lessons​ about visual and written language, this lesson will analyse how both aspects combine with audio design to create rich meaning. The multimodal analysis of a movie trailer also links directly to the focus outcome by exploring how humans have caused climate change, and also discusses responsible ways of interacting with environment. || Movie trailer "An Inconvenient Truth"
 * **7 - Written/Visual: Advertisement** || Using their knowledge from previous lesson on how to visually present information in a persuasive manner, students will be required to design their own advertisement on Global Warming. The must think about including succinct persuasive words, types of strong colors, the layout and size and what type of visual imagery that they will place on it. This will then be advertised around the school. || Examples of Advertisements on Global Warming ||
 * **8- Scaffolding for rich task** || This lesson builds on student’s knowledge obtained earlier of an exposition, visual grammar and how multimodal texts work. This lesson focuses on how students would use the design elements to effectively ‘persuade’ people to be environmentalists and be apart of the solution for Global Warming. The students will actively constructing their own understandings of effective persuasion through comparing and contrasting resources that are clearly persuasive and resources that are not persuasive. || -short film
 * ** 9 - Website** || This will be a computer lesson dedicated to navigating around a website. Students will learn the techniques of how to add images, links, text, film clips and sound and create a "blog" of any topic they like. || Computer access. ||
 * ** 10 - Rich Task** || This is the final lesson where students will bring together their knowledge on Global Warming and computer/design skills to put together a blog/webpage that informs the wider community on the issues and concerns that surround Global Warming and environmentally practices that can help combat this. The aim for students is the //way// in which they present their information, so that is is persuasive and engaging. || Computer access. ||

The unit topic Global Warming and human impact on our environment is a strong current and emotive topic for students to respond to (satisfying HSIE OUTCOME ENS2.6). Using this topic together with rich and varied multimedia tasks and activities engages students and promotes higher order thinking and problem solving. Using the genre of Exposition throughout the unit will serve as a complementary text to the issue of Global Warming, as it gives students good written practice to present their arguments on Global Warming. The structure of the lessons are sequenced so students are scaffolded in using multimedia and upon completion are able to independently produce a blog which is persuasive and explores the issues of Global Warming. The first few lessons focus primarily on giving students a good foundation knowledge around the isuses and concerns on Global Warming using written, visual and multimodal text (film). Students focus is then brought to the techniques of written, visual and multimodal texts which will then be used to develop the final Rich Task. Students will be engaging with the English Outcomes WS2.9, TS2.2, RS2.5 AND RS2.7 throughout the sequence of lessons. The use of formative and summative assessment throughout provides teacher and student feedback on progress. The students are given a rubric at the beginning of the unit which supports the rich task for a summative assessment. This gives the students a clear indication of what they need to successfully achieve for the unit.
 * Justification & Summary**