K.+Lesson+5

Students will identify and discuss ways to address issues of discrimination, and create their own visual poster to symbolically communicate how to 'make our world a better (more harmonious) place'. ||
 * **Unit Topic: Cultural Diversity ** |||| **Curriculum Link: English,HSIE,Creative Arts ** || **Yr Level: Stage 2 (Year 4) ** ||
 * **Lesson Number: 5/10 ** |||| **Lesson Topic: **
 * Poster Design -'Making Our World a Better Place' ** || **Duration: 1 hour (min.) ** ||
 * **Lesson Aim: **
 * **Outcomes & Indicators: **
 * __HSIE __**

//**CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. **// • describes the cultural, linguistic and religious diversity of communities in Australia • identifies and discusses examples of discrimination • creates symbolic logos/posters to address systemic unfairness, e.g. anti-racism, promoting harmony.


 * __English __**

<span style="font-family: Georgia,serif;">• identifies simple symbolic meanings in the stimulus text and discusses their purpose and meaning
 * //<span style="font-family: Georgia,serif;">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. //**

__**<span style="color: #000080; font-family: Georgia,serif;">Creative Arts (Visual Arts) **__

//**<span style="font-family: Georgia,serif;">VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. **// || //<span style="font-family: Georgia,serif;">[Prior to this lesson, students have visited the local community, observed and photographed some features (e.g. types of shops) of the community setting. Students looked at some statistics on the different types of languages and religions that exist in the local community. They also recorded in their journals what they saw and how they felt about the diversity within both the school and local communities] // <span style="font-family: Georgia,serif;">To introduce this lesson:
 * //<span style="font-family: Georgia,serif;">VAS2.2 Uses the forms to suggest the qualities of subject matter. //**
 * **<span style="font-family: Georgia,serif; font-size: 130%;">Resources: **
 * <span style="font-family: Georgia,serif;">Stimulus (Winning Poster Design for Harmony Day 2010)
 * <span style="font-family: Georgia,serif;">Photos, journal entries, literary descriptions from previous lessons and excursion
 * <span style="font-family: Georgia,serif;">IWB with assorted images that symbolise peace and other concepts (white dove, peace sign, cross, handshake, ying-yang; rose, ring, fire)
 * <span style="font-family: Georgia,serif;">A4 Art paper
 * <span style="font-family: Georgia,serif;">Crayons/pencils/textas
 * <span style="font-family: Georgia,serif;">Individual journals ||
 * **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 130%;">Lesson Outline ** ||
 * **<span style="color: #000080; font-family: Georgia,serif; font-size: 130%;">Introduction (10 min): **
 * <span style="font-family: Georgia,serif;">Teacher asks the class to share about the different languages spoken in the community, and puts it up on the board. Ask if any student's language had not been represented and if not, put their language up on the board with the others.
 * <span style="font-family: Georgia,serif;">Ask students who know how to speak or write in those languages to demonstrate either by saying or by writing it on the board.
 * <span style="font-family: Georgia,serif;">Teacher either makes a table on the IWB or draws a line down a piece of butchers paper. Label one side 'Harmony' and the other side 'Hatred'. Discuss the two words and as a class, come up with some appropriate examples of what living in harmony vs. living in hatred or with discrimination look like. ||
 * **<span style="color: #000080; font-family: Georgia,serif; font-size: 130%;">Teaching strategy/Learning Activity (45 min): ** ||
 * **<span style="font-family: Georgia,serif; font-size: 11pt;">Students will ** |||| **<span style="font-family: Georgia,serif; font-size: 11pt;">Teacher will… ** ||
 * <span style="font-family: Georgia,serif;">(10 min) //Symbols & Meanings//
 * <span style="font-family: Georgia,serif;">View images on IWB and think about what they symbolise.
 * <span style="font-family: Georgia,serif;">Write down any words that come to mind as each picture flashes up on the screen.
 * <span style="font-family: Georgia,serif;">Students compare their words/interpretations with each other at their table. Some will get chosen to share their answers with the whole class
 * <span style="font-family: Georgia,serif;">Discuss and think about the purpose of symbols in communication |||| * <span style="font-family: Georgia,serif;">Put symbolic images up on the IWB for 5 seconds per image.
 * <span style="font-family: Georgia,serif;">Ask students to write down on a piece of paper any word/s that come to mind when they see the image.
 * <span style="font-family: Georgia,serif;">Puts all the images up onto one page (in previously presented order), and gives students 2 minutes to compare their words. Then pick some students to share their interpretive words with the class.
 * <span style="font-family: Georgia,serif;">Briefly discuss why symbols are used and why they are so powerful in communicating a message. ||
 * <span style="font-family: Georgia,serif;">(35 min) //Poster Stimulus & Design//
 * <span style="font-family: Georgia,serif;">Study the stimulus (poster) and identify what they see as the most salient feature. Then they discuss elements of a good layout (one that achieves its purpose) and contrasts this with what makes a poor design. Students will develop an understanding of elements that best enable a text to achieve its purpose.
 * <span style="font-family: Georgia,serif;">Decide which principle(s) they want to reflect in their poster, and draft their design using ideas, symbols and colours to effectively communicate their message of harmony.
 * <span style="font-family: Georgia,serif;">Once they are happy with their draft, they can publish it either on the computer or on a piece of A4 art paper.
 * <span style="font-family: Georgia,serif;">Extension: Write a new entry in their journal about their poster design and how they think it effectively communicates cultural harmony or fairness. |||| * <span style="font-family: Georgia,serif;">Display the stimulus poster (by Layla Davies) on board or IWB, and ask students what is the most obvious or first thing that sticks out to them. Talk about the things to consider when designing a good poster. Write this onto the board, then assess students by asking them to share what would make a poor design.
 * <span style="font-family: Georgia,serif;">Explain that students will each design and create their own poster to communicate the message -"Making Our World a Better Place"

<span style="font-family: Georgia,serif;">They must include more of the following principles:
 * 1) //<span style="font-family: Georgia,serif;">Our society is made up of different people from different backgrounds. //
 * 2) //<span style="font-family: Georgia,serif;">While we are unique, we all share the goal of wanting to live together in harmony, peace and understanding. We must respect others religion, gender and race. //
 * 3) //<span style="font-family: Georgia,serif;">We must not accept hate, violence or unfair treatment of any person or group. //
 * 4) //<span style="font-family: Georgia,serif;">We must strive to give all Australians equal opportunities and assist those who are less fortunate than ourselves. We are proud to be Australian. //

<span style="font-family: Georgia,serif;">(Taken from http://www.movingforwardtogether.com.au/2011%20schools%20entryform_gway.html) ||
 * **<span style="color: #000080; font-family: Georgia,serif; font-size: 130%;">Concluding strategy (5 min): **

<span style="font-family: Georgia,serif;">Teacher selects a couple of students who have finished to display and share about their poster. Ask the rest of the class what symbols and elements of a good layout they can see. Then students suggests some hypothetical ways to improve the poster by referring to the elements listed on the board. ||
 * **<span style="font-family: Georgia,serif; font-size: 130%;">Assessment: **
 * <span style="font-family: Georgia,serif;">Discussion/Observation
 * <span style="font-family: Georgia,serif;">Poster design draft and final product
 * <span style="font-family: Georgia,serif;">Reflection/Journal entries ||
 * **<span style="font-family: Georgia,serif; font-size: 130%;">Any special considerations or contingency plans: **
 * <span style="font-family: Georgia,serif;">Alternative to Symbols & Meanings section: Put words up onto the board or onto sets of cards, and have students draw or make symbols that represent the words. Later, teacher can compile all the drawn symbols for the word 'peace' into a collage.
 * <span style="font-family: Georgia,serif;">For learners with additional or special needs: Instead of getting them to write a journal entry, they can verbally describe their poster and techniques. ||
 * **<span style="font-family: Georgia,serif; font-size: 130%;">Self-reflection: **

//<span style="font-family: Georgia,serif;">Were the activities presented and sequenced to motivate students to learn and engage with the concepts? //

//<span style="font-family: Georgia,serif;">Were the students able to identify signs of living in harmony vs hatred/discrimination? //

//<span style="font-family: Georgia,serif;">Were students able to interpret symbols and understand that they may mean similar or different things to each person? //

//<span style="font-family: Georgia,serif;">What needs to be done to improve these learning experiences? (More time? More front loading of images?) // ||