Sequence+of+Lessons

__**Home **__  __**Lesson Sequence **__ __**Lesson One:**__ The first lesson of the Unit will focus on introducing students to The Rocks as an important part of Sydney's environment and heritage and beginning to demonstrate to the students the changes that occur to both natural and built landscapes over time. The students will use current photos of The Rocks and compare these to the Laneway Murals (Resource 1) that depict The Rocks 100 years ago to identify changes that have occured, and will brainstorm ideas as to why and how these changes have taken place. This lesson will focus on using visual literacy skills to compare and analyse the different images in terms of the time period, content, background, colour, layout and so on.

__**Lesson Two:**__ Lesson Two will build on from the previous lesson on The Rocks, but will introduce the concept of heritage. Students will engage in whole class discussions about the changes they have observed in The Rocks (following on from Lesson One), and will also brainstorm their understanding of heritage. This will be consolidated by devising a working definition of heritage. Students will be introduced to Resource 2, which is a segment of a public address from the National Trusts, calling Australia to be more mindful of its heritage and seek efforts to preserve it. As a class, the students will read through and analyse the content and features of this text to come to the understanding that it is an example of a persuasive text. Students will then jointly deconstruct a text that more closely fits the structure of an exposition in preparation for completing their own scaffold of an exposition on the topic of "Australia needs to work harder to protect its heritage". This half of the lesson will focus on discussing the purpose, structure and layout of an exposition but they will only fill in their scaffold in this lesson.

__**Lesson Three:**__ This lesson will have two parts. The first part will be a re-cap of what students learnt about expositions in the previous lesson, by having students recall this prior knowledge with regards to the purpose, structure and layout of this text type. Students will then have their exposition scaffolds returned to them, now with teacher feedback, and will spend half the lesson using their scaffold to write up their exposition in full. The second half of the lesson will see the students be broken up into their groups for the group multimodal task that is to come later on in the Unit. In these groups, students will have the opportunity to discuss and brainstorm aspects of The Rocks' heritage that they might like to focus on for their group task later on. Obviously, students will have more opportunities to do this after the excursion, but this lesson will provide time for intial group planning. Students will be encouraged to come up with a list of questions their group wants to find out about during the excursion, and the lesson will finish with a whole-class explanation of what will take place during the excursion.

__**Lesson Four:**__ This lesson will be an excursion to The Rocks on Sydney Harbour where students will be taken on a tour of the various heritage buildings in the area and have a chance to explore one of the sites in more detail with their small group. A worksheet will be provided for students to take notes that will assist them as they work towards producing their video in the last few lessons of the unit (See Appendix).

__**Lesson Five:**__ In order for students to debrief from the excursion with their peers, this lesson will be them working in their small groups, looking back through their notes from the excursion and comparing information. The second half of the lesson will be teacher-directed and focussed on a brainstorm of some of the issues that surround the preservation of heritage sites. Students will be expected to engage in this discussion and pay attention to other students’ suggestions, as they may be helpful for their group projects. They will also have a chance to begin planning their video and the content they will use. The teacher will be available for groups to ask questions and to clarify information. There will also be computers and library books for students to use to aid their planning.

__**Lesson Six:**__ Independently, students will write expositions (persuasive texts) that propose their strategy for the care of their chosen heritage site and the reasons why they believe it will work based on their research and exploration of the site. This task is supported by lesson two where the students were introduced to the structure of an exposition, jointly deconstructed one with the teacher and filled out an exposition scaffold. Students will firstly be shown the Historic Houses Trust website and as a class look at the specific use of language (both written and visual) that adds persuasiveness to the text. This resource will also help the groups in deciding what specific features of their heritage site they will choose to focus on in their multimodal presentation.

**__Lesson Seven:__ **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">This lesson will follow on from the previous lesson by allowing students the necessary time to complete their expositions. It is imperative that the teacher continues to monitor student progress throughout the lesson as student’s attentions may begin to wander. While this is important for behaviour management, this will also be a key element in monitoring the quality of student work. Where students are finding the task difficult, it may be useful to refer students back to the discussion in Lesson 2 in which they discussed the structure, layout and purpose of an exposition. While spelling should be an important focus for students, it is arguably more imperative to focus on the overall grammar being used to create their argument. Once students complete their exposition students will be selected at random to share their argument and strategy proposal as a means of reflecting on the process.

<span style="display: block; font-family: 'comic sans ms',cursive; text-align: left;">**__Lesson Eight:__**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Lesson 8 sees the students begin their work on their multimodal text. Throughout the unit of work students have been shown examples of newspaper articles, internet websites and comparative pictures which have each shown their own view of The Rocks area through their respective media form. This lesson will see students view Resource 4, which will act as a starting point for them to begin the creation of their own multimodal text. Students will use the iMovie program to create their text, which will document their strategy for the future case of their chosen Heritage Site. Once they have viewed the video, students will create a ‘film strip’ in order for to come up with a logical sequence of frames for their multimodal text. This does not need to be overly detailed and may be black and white however it must have enough information to allow students to begin the creation of their text.

<span style="display: block; font-family: 'comic sans ms',cursive; text-align: left;">**<span style="font-family: Arial,Helvetica,sans-serif;">__Lesson Nine:__ **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">This lesson will see a continuation from the previous lesson in which students began to create their multimodal text. The focus for this lesson should be on students working progressively from their film strip to using iMovie to create their project. Due to students using computers and the internet in order to find appropriate resources, it will be imperative to ensure students stay focus and on task due to the multitude of distractions that both of these tools tend to allow. Some students may find the overall task difficult due to a lack of program knowledge and in this case it may be advisable to invite some older students into the class to assist these students.

<span style="display: block; font-family: 'comic sans ms',cursive; text-align: left;">**<span style="font-family: Arial,Helvetica,sans-serif;">__Lesson Ten:__ **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">The final lesson of the unit will see the culmination of all the hard work the students have put into their projects. While the beginning of the lesson should be aimed at allowing students time to put the finishing touches on their texts, this time should be kept to a minimum in order to allow for both peer and self assessment as well as providing time for class appreciation. Each student will then be given an opportunity to present their multimodal text to the rest of the class. After each presentation, students should be given the chance to say what they liked and/or disliked about the respect projects (Peer Assessment). Once the entire class has been given a chance to present, students will then be asked to discuss what they found easy and/or difficult about the process of creating their project (Self Assessment).