Ingrid+Lesson

Hi all, below is my rationale for literacy stratagies see what you think, feel free to pick it to bits, as you can see needs some filling in details in regards to lesson description and the right VELS reference.

__Ingrid’s Piece__ Literacy strategies We are introduced to literacy in a variety of ways, being an essential tool for everyday life situations. The writer and film maker introduce us to variety of categories, which can form a fictitious mindset as do the advertising market. This unit is designed to broaden the students understanding of the advertising world and become skilled in analyzing text visually, creatively and written to be competent with the multiliterate society that we have become. Critically analyzing and transforming texts ‘is the understanding and acting on the knowledge that texts are not transparent windows on the world’ (Bull & Anstey, 2003, p. 57). The four resources model of literacy (code breaker, text participant, text user and text analyst) provides an excellent framework for critical literacy skills, ‘students need to become proficient in each of four roles in order to be successful in contemporary society’ (Brown, 1997, p. 6). Students will demonstrate elements of advertising through the lessons planned. Luke notes (as cited in Unsworth, 1993. p. 2) that ‘literacy is as much about ideologies, identities and values as it is about codes and skills’. To justify the chosen content of the lessons and therefore the unit. To justify how that content is appropriate for our chosen cohort. To introduce the unit the first lesson will identify the knowledge that students possess to clarify their understanding of the advertising world. Although advertising material may be familiar to many, never make the assumption that all students have encountered this visual text. The understanding of the context is vital before the activities begin. As with any new unit the initial observation stipulates how to design or redesign a unit to support students learning more effectively, ‘we don’t always get it right and we should be prepared to review and reconstruct our plans on the basis of both needs and interest’ (Murdoch & Hornsby, 1997, p. 2). The critical literacy lesson is to enforce the practices of deconstructing texts to interpret the function, features and purpose for the audience. Students need to critically analyse and understand that text is not neutral. With such diverse communities in Australia today the importance of different answers and opinions in regards to analysis can create strategic thinking, reasoning and problem solving. Critical literacy ‘means engaging with issues that are often controversial, decisions need to be made as to how far to push or enable students to push a critique of texts, practices and institutions’ (Knobel & Healy, 1998, p. 4). Describing the different elements that make up an advertisement is motivating but also shows that students understand what is needed to make an effective advertisement. As this lesson comprises of visual technology, the encouragement of creativity will be relevant, which shows the students ‘how we perceive the world through the senses, and sort into order and harmony with welter of stimuli from outside us and within us, to create meaningful reality’ (Sinclair, Jeanneret & O’Toole, 2009, p. 4). Why did we choose to do advertising? The advertising world has the physical attractiveness and charm that aims to please the eye of the beholder through the use of simple text and visual aids.By year four students will be able to comprehend the relevance of advertising, therefore it is important that development of critical literacy skills produce meaning within a text. ‘Understanding the purpose of texts and using texts for different social and cultural function includes knowing the function of texts used both in and outside school’ (Tasmanian Ed. Dept, 2004). How each individual makes use of text identification engages in factors such as gender, religion, socio-economic status, ethnicity to parents. How is it relevant to the cohort we described? Text requires more than just reading and writing. At an early age many students are given the opportunity to become visually literate, from watching television to parents reading books with relevant illustrations. Simpson points out that ‘visual literacy is particularly important in a world that relies so much on interpretations of visual communication’ (Simpson, 2008, p. 23). The use of producing and meaning making develops an understanding about both the literacy and socio-cultural dimensions. ‘identifies the multiple illiteracies and literate practices in different contexts of your life’ (Anstey & Bull, 2003, p. 21). Is it appropriate? The encouragement to assist students into developing skills, positive attitudes and different forms of knowledge for planning to be successful in the understanding of advertising materials, is a necessity for students to understand the principles of this unit that we are teaching. To influence and guide them for the global challenge that awaits them. Therefore it is an important that students of this age group promote opportunity and fairness within the classroom to differentiate what is real within the advertising world. Are our activities at a level that is suitable for our cohort? Drawing support materials from the Tasmanian Literacy Curriculum and the Victorian Essential Learning Standards has assisted in the decision making of activities specifically designed for the cohort in question. Through this unit of work students will discover that literacy empowers individual opinions through voice and visual elements which are important for students of this age to gain confidence in. Anstey, M. & Bull, G. (2003). //The literacy lexicon (2nd ed//.). Sydney: Prentice Hall. Brown, S. (1997). //Early steps towards critical literacy//. New South Wales: Primary English Teaching Association. Bull, G. & Anstey, M. (2003). //The literacy lexicon (2nd ed.)//. Frenchs Forest: Pearson Education Australia. Department of Education (2002). //The tasmanian curriculum of english-literacy// // k-10 syllabus and support materials.// Hobart: Tasmanian Department of  Education. Knobel, M., & Healy, A. (1998). //Critical literacies in the primary classroom.// NSW: Primary English Teaching Association. Murdoch, K. & Hornsby, D. (1997). //Planning curriculum connections whole school// // planning for integrated curriculum.// VIC: Eleanor Curtain Publishing. Simpson, A. (2008). //Reading under the covers helping children to choose books.// NSW: Primary English Teaching Association. Sinclair, C., Jeanneret, N., & O’Toole, J. (2009). //Education in the arts teaching and// // Learning in the contemporary curriculum.// VIC: Oxford University Press. Tasmanian Education Department. (2004). //Unlocking literacy: keys to success.// Hobart: Curriculum Standards and Support, School Education Division, Department of Education. Unsworth, L. (1993). //Literacy learning and teaching: languages as social practice in// // the primary school.// Sydney: Macmillan. Victorian Essential Learning Standards, English. (2009). Retrieved February 1, 2010, from __ http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedenglish.pdf __

Hi Guys, this is my overview of my lesson plan. Hopefully we can get them together on one page to collarborate into one between all our lessons.

This lesson is based on the Tasmanian English-literacy curriculum standard 3. By the end of this two week unit students will be able to:

4. Make informed judgments about adverts and the impact they have on the reader/ views/listener (strands: speaking & listening

Speaking and Listening;
 * **Outcome** || **Curriculum links** || **Learning activities** || **Assessment** ||
 * Outcome 4 – make informed judgments (critical literacy) || Tasmanian English-Literacy Curriculum: Standard 3, stage 6

· //Speak and listen through discussions, conversations and presentations in small and large, mostly informal groups such as when organizing an activity, retelling and inventing stories, retelling jokes and riddles and participating in class meetings.// || Discuss with class what they see when viewing an advertisement page in the newspaper.

Have an advertisement for an example to introduce text analysis. Discuss and give examples of answers with the analysis questions.

Students to collaborate in groups working through the analysis questions.

Each group is to present to the class their verdict of the advertisement. || Interpret a range of meanings to form their own viewpoints.

Understand how to deconstruct communications designed for particular effects.

Students to be clear about what is being assessed and how this connects to life and further learning. ||

My Lesson Plan

**Activity:** Critical analysis.


 * Learning Outcomes**: Make informed judgments about adverts and the impact they have on the reader/views/listener.


 * Curriculum link**: Tasmanian English-literacy curriculum standard 3, stage 6. Speaking and Listening; students are to speak and listen through discussions, conversations and presentations in small and large, mostly informal groups such as when organizing an activity, retelling and inventing stories, retelling jokes and riddles and participating in class meeting.
 * Host content area**: Literacy
 * Duration**: 1 ½ hours
 * Teaching Staff:** Ingrid Heather
 * Year**: 4 (20 students)

To find out students prior knowledge || Students and teacher to sit in chair in a circle. Hold up a common newspaper advertisement with text; discuss different characteristics of the advertisement. What picture do you see? Do you know what is being advertised? What does the text say? Do you think the picture or text sell the item in the advertisement? Why? Why not? || Whole class || Brainstorming Questions Statements Class discussions Active listening Sharing ideas with others Inferring || To establish interest. To raise questions for further investigation. || Where do you see advertisements? (tv, magazines, books) Do the advertisements make you want to have the item being advertised? Do you know anyone that has bought something after reading the advertisement? Why do you think they want this item? Do you need this item? || Whole class || Interpreting Sharing Speaking Listening Viewing Questioning Recognising bias ||
 * ** Stage of Activity ** || ** Purpose ** || ** Sequence of activity ** || ** Grouping ** || ** Strategies ** ||
 * Lesson 1 **
 * Lesson 1 **
 * Tuning in ** ||
 * Finding out ** ||
 * Finding out ** ||

||
 * Sorting out **

Students to collaborate in groups working through analysis questions. || Briefly discuss analysis questions below maybe with an example answer to question 3.

Divide class into groups 5 x 5.
 * 1) Who/What is included visually in the text?
 * 2) ** Who/What is excluded? **
 * 3) What are various individuals associated with?
 * 4) ** Who gets to do what? **
 * 5) What is represented as natural and normal?
 * 6) ** Who/what is valued? **
 * 7) How is this communicated?
 * 8) ** How does the text reproduce or challenge mythical norms? **
 * 9) After I show you the original advertisement with the text, does that change how you feel about the picture? Why? Why not?

Hand out envelopes with the secret advertisement inside.

Have students work in five tranquil areas of the classroom/corridor for discussions.

Students to take the advertisement out of envelope analyse and discuss their critical ideas. Write down findings on A4 pad.

Students must decide on which question they would like to answer in front of class. One question each, the other three to be agreed upon within group.

Walk around groups to assess progress on student’s answers. Ask open ended questions that link to the critical analysis questions for encouragement of an answer that is not within the normality of their everyday social lives. E.g. Why do you think that’s different to us? Do we do that in Australia? Can we do that in Australia? || Whole class

Grouping 5 x 5 ||

Classifying pictures Working collaboratively Interpreting information Making choices Reporting Designing || To help students understand that texts are not neutral. That the impact of advertising can affect the way individuals make meaning. || When the students have completed their analysis questions, the teacher is to hold up to class the picture of the advertisement for display while the group is discussing their analysis of the advertisement, to the class.
 * Representing ideas in a range of ways **
 * Presenting ideas to others **
 * Analyzing **
 * Explaining **
 * Persuading **
 * Making conclusions ** ||
 * Making conclusions ** ||

After the group discussion the teacher is to ask 3 students from the audience what their thoughts are on the advertisement. What do you think it represents? How do you know that?

The teacher is then to show the original copy with text to group/class and discuss. It is here that shows the students (if wrong in interpreting the text visually) that advertising makes a big influence on our lives. Ask the students, are you always going to believe in the picture? How is it different when the writing is on the picture? || Groups 5 x 5 || Interpreting Generalizing Self assessing Restating Summerising Responding to the work of others Justifying Lesson plan format adapted from Murdoch & Hornsby. Analysis questions adapted from Rowan
 * Working to a timeline **
 * Revisiting early work **
 * Reflecting **
 * Revising **
 * Providing feedback **
 * Elaborating **
 * Speaking clearly **
 * Working collaboratively ** ||

Reference

Murdoch, K. & Hornsby, D. (2005). //Planning curriculum connections whole school planning for integrated curriculum.// Prahran: Eleanor Curtain Publishing.

Rowan, L. (2001). //Write me in inclusive texts in the primary classroom//. NSW: Primary English Teaching Association.

**__ Assessment Checklist __** Established * * * Developing * * Not Yet *
 * Speaking and Listening **

|| ||  ||  ||  || ||  ||  ||  || ||  ||  ||  ||  || ||  ||  ||  ||  ||
 * ** Name ** || ** Jason ** || ** Kelly ** || ** Ned ** || ** Judy ** || ** Janice ** ||
 * ** Understanding **
 * Identification of advertisements
 * Understand that texts are not neutral
 * ** Skills **
 * Speaking
 * Listening
 * Collaborating
 * ** Values and Attitudes **
 * Recognising bias
 * Viewing
 * ** Outcomes **
 * Contribute to group activity
 * Respond after listening
 * Verbal presentation to class

**__ Teaching Evaluation Checklist __** Did the resources or activity exclude certain students? || || How well did the students participate in the activity? || || Did we find the activity personally satisfying to teach? || || What new strategies did we introduce to the students? || || What were the weaknesses of this activity? || ||
 * Activity title**: Critical Analysis of Advertisements
 * Class**: 4 || ||
 * Class**: 4 || ||