Lesson+3

** HSIE ** ENS2.6 - Describes people’s interactions with environments and identifies responsible ways of interacting with environments. - //Identifies issues about the care of places in the community or places of importance to them // ENGLISH ** TS2.2  - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.  - // Plans spoken descriptions and identifies the main ideas or information to be presented // - // Performs, giving some consideration to use of voice and gesture, e.g. in poetry, drama, improvisation, Readers Theatre. //  || · Whiteboard and whiteboard markers · Computer with access to the internet to play the video clip · Video clip ( http://www.youtube.com/watch?v=oJAbATJCugs) · 5-6 Cardboard frames (1 per group) || Introduce the lesson with a quick game. Present the statement "Cars should be banned" and get half the class to stand on one side (A- FOR) and the other half to stand on the other (B - Against). They are to present arguments (built from the first two lessons) and the aim is for Side A is to persuade students from Side B to go over. Present video clip to students. After watching this, ask students to name some of the features used to make a film i.e. camera angles, shot type, colour, salience, realism and overall composition of the clip. Leave the list on the board so students can refer back to them when needed throughout the lesson. || show them the “Global warming” film clip. ** * After the viewing, ask students to ** list the effects human have on the environment. Ask students how these images are enhanced through the features listed in the introduction. Share and discuss thoughts and refer back to the board when discussing student responses. Part 2 (25mins) ** * Students are allocated to groups and must think about a human impact in their area that they must report on in their groups. * Students then perform their piece in front of the class. |||| * Prompt discussion and direct students thinking towards the features used in the film.
 * **Unit Topic:** Global Warming |||| **Curriculum Link:** HSIE || **Yr Level:** 4 (Stage 2) ||
 * < **Lesson Number:** 5 of 10 ||||< **Lesson Topic:** Visual grammar ||< **Learning Area(s):** HSIE/English ||
 * ** Unit Aim or Outcome: **Students will be required to examine a designated video clip to look beyond what is being presented and explore the components of visual grammar whilst understanding the functions they serve. ||
 * ** Lesson Outcome/s (and indicators): **
 * ** Resources: **
 * ** Lesson Outline ** ||
 * __ Introduction (5min - 10 minutes): __
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Students will …… ** |||| ** Teacher will… ** ||
 * **Part 1 ** ** (10mins) **
 * Have students seated and
 * Once students have decided on a topic they must allocate a director, camera operator and two actors to be in the shot. The director’s role is to instruct the camera operator on whether to zoom in or out and the camera operator will use the cardboard cut out frame to create different shots and angles. The actors will create the different poses and will listen to the director for instructions. Students will create four different shots to present back to the whole class e.g. a close up shot of one actor talking, a mid range shot looking down at both actors.
 * Students have the opportunity to experiment what they will do for 10minutes.

* Introduce second activity; In film media the director and crew have to think about what shots they will use in their clip and which will be the most effective for the purpose of the clip. e.g. when the video showed the effect of human pollution the camera zoomed in on industrial chimneys which took up the whole screen. This immediately drew our attention to it. To get ready for our rich task you will need to start thinking about what type of shot you will be using and what that shot allows you to see. * Allocate students in groups of 4. || Ask students to be seated at the front of the class and conduct a whole class discussion with these key questions as a focus. What shots will be good to use in our clips if: - We want to focus on one person talking - We want to capture the background - There are two people in the shot but only one person is talking - We want to show what equipment we will be using || Formative assessment will be used throughout the lesson, as the teacher will be observing student’s participation and contributions during the activities. The teacher is also able to listen to student’s discussions within their groups to see if students are able to critically examine the video clip and move beyond a surface level understanding. The group presentation activity at the end of the lesson also provides an opportunity for assessment, to determine whether the students understood the task, concepts and what was being asked of them. || It is important that when the students undertake the group activity that the groups are mixed ability, so the more advanced students may assist those who may be struggling with the task (e.g. ESL students). Students with special needs abilities are also catered for as the activity enables the teacher to become more involved if necessary dependant on the needs of the student. ||  - Was this lesson successful for all students? How could it be improved? - What worked? - What didn’t work? Why? - How can I improve next time? - Did students enjoy the lesson content? - Did the students understand what was expected of them? - Could the students identify key symbols from the video? - Did students use the features in the film in their group presentation? - Where the teaching strategies effective? Explain. ||
 * Model process expected of students e.g. show them a close up shot etc.
 * __ Concluding strategy (5min): __
 * **Assessm​ent: **
 * ** Any special considerations or contingency plans: **
 * **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Self-reflection: **