Lesson+5

· evaluates the necessity of caring for and conserving a feature, site or place · plans and implements a strategy for caring for a particular feature or site · gives reasons why a specified feature, place or site should be cared for ·  interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics ·  reacts to texts that express a point of view, using supporting arguments -justifies why a text is persuasive based on techniques - is able to identify how the creator had used persuasive language techniques in the video clip || · Whiteboard and whiteboard markers · Interactive whiteboard (IWB) · Access to internet · The persuasive short film: [|**http://www.leonardodicaprio.org/files/videos/globalwarning.html?q=whatsimportant/globalwarming_movie01.htm**] · Various images of the both the effect of Global Warming on the environment and the effect on people, that are both persuasive/not persuasive · Two expositions on persuading the viewer to become environmentally friendly, one which is very persuasive and one which is not persuasive (constructed by teacher) · CD with songs that would be persuasive/not persuasive (CD constructed by teacher) · Two posters which are spatially different, one which is persuasive and one which is not persuasive (Constructed by teacher) · Scale-weakest to strongest, for the image circuit · Worksheet || Explain to students that they have been looking at the effects of Global Warming on the environment in the earlier lessons. Ask the students: why do we need to stop Global Warming? What will happen if we don’t? Why do we need to care for the environment? Should we just wait for the Prime Minister to fix the problem? Or can we do something to stop it from getting worse? Explain that one strategy that the organizations are using to prevent climate change is through persuading everyday people to become environmentally friendly. Ask the students for what they think the word ‘persuade’ means-what are you doing when you are persuading someone? Link the meaning of persuasion to their lesson on exposition and what they were doing when they were writing the exposition.
 * **Unit Topic:** Global Warming |||| **Curriculum Link:** HSIE |||| **Yr Level:** 4 (Stage 2) ||
 * **Lesson Number:** 8 __of 10__ |||| **Lesson Topic:** How to use design elements in a persuasive manner, for use in a multimodal text |||| **Learning Area(s):** HSIE/English ||
 * **Lesson Aim:** The aim of this lesson is to teach students:
 * -** that the four design elements, visual, linguistic, and audio, work together to contribute to the purpose of a persuasive text on Global Warming
 * -**that each design element must be created in a persuasive manner in order to convince someone your point of view on Global Warming
 * - **how to use design elements in a persuasive manner ||
 * **Lesson Outcome & Indicators:**
 * HSIE //(Environments: Relationships with Places)//**
 * //ENS2.6 –//** //Describes people’s interactions with environments and identifies responsible ways of interacting with environments.//
 * English **
 * //RS2.5 //** //Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.//
 * // -RS2.7 //** //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.//
 * **Resources:**
 * ** Lesson Outline ** ||
 * __Introduction:__

Explain to the students that you will be showing them a short film on the IWB that is trying to persuade them to start taking action and try to stop Global Warming. Explain to the students that the video clip tries to persuade people with the use of three design elements, which are visuals, written text (linguistic), and sound (audio). Write these up on the whiteboard into columns. Ask students to watch out for these elements in the clip and explain that after we watch the clip we will have a discussion about them. Explain that we will have a debate as to whether it was persuasive and that they have to be able to justify why/why not with the use of the elements. Show students the video clip. The discussion will then follow. Write up the answers on the board under each appropriate column. || 10 mins || *In each of the four circuits, the students will be required to examine the resources that deal with each of the elements that were on the board and evaluate the persuasiveness of each resource, i.e. do they think it is persuasive or not. Students will have to choose the strongest resource and the weakest resource in terms of persuasiveness. The students will have to justify their choices with direct examples in the resource. They will record their choices and more importantly write down ‘why’, onto their worksheet under each appropriate heading. Be given various images of the impact of Global Warming on the environment and the consequent impact on people. The students will look at the images and they will categorize the images onto a scale, of weakest to strongest image based on what they feel is persuasive. The students will work as group and will discuss why they feel it is/isn’t persuasive. Be given two expositions which persuade people to become environmentally friendly. One of the expositions is very well constructed and is supported by much evidence. The other exposition is poorly constructed and does not use evidence. Students will discuss with their group members which they felt was more persuasive and why. Listen to a CD, which has various types of music. The music contains tracks that would be very persuasive and songs that would be ineffective. Students will categorize the songs again onto a scale, based on weak and strong. The students will talk about why it is persuasive. Look at two posters that are trying to persuade you to be environmentally friendly. One of the posters is poorly constructed and is not very persuasive. The other is very well constructed and is very persuasive. The students will talk about which poster is more persuasive/why? |||| *Recap on the student’s answers to the questions in the introduction-of how it is important that we are active with issues and try and stop Global Warming, instead of doing nothing. Recap on the strategy of persuasion.
 * __Teaching strategy/Learning__ __Activity__**:** ||
 * ** Students will …… ** |||| ** Teacher will… ** || 40 mins ||
 * In circuit 1: (visual images) **
 * In circuit 2: (written text) **
 * In circuit 3: (sound) **
 * In circuit 4: (design of poster-visual layout) **
 * Explain to the students that they will soon be making their own blog and that this time it will be their turn to persuade people to become environmentally friendly and stop Global Warming.
 * Explain that in this lesson they will be participating in four circuits where they will look at resources. Explain that the each circuit will be about one of the elements on the board.
 * Explain that they will be a judge and determine what resource/s they think is/are persuasive.
 * Explain that each circuit will be 10 mins only and that by the end of the lesson, they should have been to all circuits. Explain to students that you will nominate a leader to ensure that students are doing their work.
 * Divide students into four equal groups.

*Monitor and assist the students in the circuits if needed. Listen to student’s discussions. ||

10 mins each circuit || Write up two columns on the whiteboard, with the headings persuasive and not persuasive. The teacher will go through each circuit and ask: which resource did you think was the most effective in persuading you about how harmful Global warming is and that we have to start becoming involved and stop Global Warming. Ask students to give reasons why with examples. The resource/s that receives the most agreement goes up on the board (images/exposition/design poster will be glue tacked; music will be written on board). Repeat this with the weakest. When all circuits have been completed, explain to students that on their blog they will be including all of these elements to persuade people. Ask the students: do all the elements have to be persuasive to ensure that you are able to convince people to stop Global Warming. What would happen if only two were persuasive and the rest of the elements were boring and had no impact? Would this impact on your ability to persuade people to change Global Warming? || The assessment in the lesson will be the worksheet that they will complete when they go through the circuits, observations when they are working in the circuits and observations of students responses to the conclusion questions. || Group structures will be used in the circuits, to ensure that students can feel more confident to participate as to what resource they feel is persuasive. All students will be able to participate in the activities, as they can justify their views with examples from the text. || -Did the students enjoy the video clip? -Were students engaged in throughout the lesson? -Did students understand the design elements? -Were students able to justify their judgments as to the persuasiveness of the resources, with direct examples in the resources? -Did students have enough time to go through all of the circuits? ||
 * __Concluding strategy:__ (10 mins)
 * **Assessment:**
 * ** Any special considerations or contingency plans: **
 * **Self-reflection**