Overview+of+Unit+of+Work

__ **Overvi﻿ew of Unit of Work** __

**Lesson One: **Introduce students to the concept of multiculturalism through looking at the profiles of several chlildren from different countries in the book 'Children Just like Me' ( Barnabas and Annabel Kindersley, 1995). Focus on why multiculturalism is important and talk about the variety of cultures across the world. This should be followed by a debrief that outlines to the students what their task will be over the next term. This will consist of the students creating a promotinal advertisement for the upcoming harmony day, that explains to the student body what harmony day is all about and informs them about some of the differnt cultures within the school.

**Lesson Two:** Closer look at multiculturalism within the local community, brainstorm as a class the variety of cultures within the classroom. Have a guest speaker come in (possibly one of the parents) and speak about their cultural background, allow time for students to ask questions. Have students create a cultural profile of the guest speakers cultural background, include information on food, celebrations, religions etc..

**Lesson Three:** Students use the information gathered in the previous lesson on the different cultures that are present in their local community to choose 3 to 4 cultures to explore in depth for their final video advertising project. Students, working in their small groups, use library and internet resources to gather information on their group’s culture. Students gather information on the food, clothing, celebrations, and religion of their chosen culture and on the history of harmony day. This information is recorded on an empty table worksheet


 * Lesson Four: **In this lesson students continue their work on researching the different aspects of their group’s chosen culture. Students can research their culture’s impact on their local community (e.g. restaurants, businesses, religion, sports, community events). The information that students gather will be recorded onto an empty table worksheet. In their small groups students collect the information that they have gathered individually and as a group collate the information into one document.


 * Lesson Five: ** In this lesson students focus on written and visual features of advertisements, particularly posters and brochures. This lesson will allow students to gain an understanding of these features for example the use of slogans, headings, persuasive language, layout, visuals and other identifiable features that make an advertisement effective (students acknowledge that not all brochures and posters are effective). Whilst learning about these elements students will also look at brochures that discuss a variety of worldwide religions which are also apparent within the local community. Students will share information that they have learnt about a specific religion whilst also discussing the features and elements employed within the brochure they looked at.

**Lesson Six:** For this lesson students create their own written brochure. Students must combine the research they have collected from lesson three and the feature they have learnt from lesson five to create a suitable brochure that could be used around the school to promote Harmony Day and provide information to students on a culture that they have researched. Students whilst incorporating this information into their brochure must also include the elements that contribute to an effective brochure. For example features that include layout, heading, colour, images, slogans and persuasive language. When students have completed their brochures these can be kept in the library to promote and provide information on Harmony day and a variety of cultures. Students will use computers to create their brochure's.

**Lesson Seven:** Students will explore the purposes and key features of visual advertisements in this lesson. Initially, they will watch a short clip (‘//Senator Kate Lundy talks about Harmony Day//’) to remind them about the purpose of Harmony Day. Students will then discuss ways in which Harmony Day could be promoted at their school (e.g. written ads, word-of-mouth, posters and video). They will then compare TV advertisements for the iPad 2 and Harmony Day, identifying the similarities/differences between the ads. They will look at the content, meaning, purpose, target audience and effectiveness of each of these ads. The teacher will discuss the differences between ads which promote events/campaigns (e.g. Harmony Day) and those which attempt to sell products (e.g. iPad 2). Students will then look in greater detail at the visual grammar of the Harmony Day ad. Visual components of this ad (including use of colour, camera angles etc.) will be discussed. The teacher will highlight the importance of integrating different elements (//e.g. use of colour, music, different camera angles, slow motion, informative written text, actions of people etc.)// to create an effective ad.


 * Lesson Eight: **In this lesson students will look at the features, structure and use of storyboarding in film production. The teacher, in collaboration with the class, will create a storyboard of a section of a novel previously studied in class. Students, in their small groups will then plan and create a storyboard for their group’s culture section of the final video advertisement using information they have collected in previous research lessons (planning includes: headings, music, camera angles, positioning, script, etc.). The teacher will then demonstrate how to use video editing software, using sections of video that have been made previously and adding something that was recorded earlier in the lesson. Students will be given the opportunity to use the software and to ask the teacher for help.

**Lesson Nine:** Students will work in their small groups to film their section of the class' Harmony Day advertisement (focussing upon the particular local cultural group they have researched). They will use video cameras/ flip cameras to shoot their section of the ad (1 camera per group). Students will use the storyboards they created in the previous lesson to guide their filming. For example, they might conduct an interview about a particular aspect of the culture they've researched or use pictures/art to show something. While filming, students will be encouraged to use different camera angles, positioning, lighting and their script, effectively and appropriately. After filming, students will use computer software to edit their work and add headings/slogans and music.

**Lesson Ten:** In this lesson, students use the parts of the video they made from the previous lessons and edit them as a video. When the finishing touches have been completed the students view the video. As a class students discuss what elements were included in their video identifying features that they had learnt form lesson 5 and this video can then be used to promote and advertise upcoming Harmony Day by showing it at a whole school assembly and posting it on the school website.