Unit+Outline


 * Drug effects on me and the media! **

 **Lesson 1- Introduction: Good Drugs? Really** Within this lesson the students will be investigating the effects of drugs on the body and the environment. To indroduce the lesson, the students will be involved with a //Harm Metre.// The harm metre is an activity that will engage students in thinking about the topic in a fun and engaging way, whilst giving the teacher an opportunity to assess the students prior knowledge on drugs. Students will then be placed in groups and given a type of drug to research including medicine prescribes and non-prescribed, caffeine, smoking, alcohol, illegal drugs. The aim of this activity is for the students to learn to research and also create self directed learning. The activity will have students engaged in reading, writing, talking and listening. When students have finished researching, the groups will report back to the class. The purpose of this final activity is to develop the students formal language and gives the students opportunities for peer teaching.

**Lesson 2- Alcohol and the body** The second lesson will have a greater emphasis on alcohol and will teach the students the facts about alcohol and the effects that alcohol will have on the body. The lesson will also have a literacy focus of reading and analysing texts about alcohol and jointly constructing an exposition on underage drinking. To begin the lesson students ‘think, pair and share’ with the class how they know about alcohol e.g. through advertisement, family member drink it, signs in parks etc (encouraging the students to use the one step removed strategy). This introduction will give the students opportunities to recall prior knowledge of alcohol and hear from other students. The students will then each be given an alcohol information fact sheet that they will read. The students then need to write down important or interesting facts in pairs and discuss why they think these are the most important facts. This activity is aimed at building the students knowledge in alcohol. The class will then do a joined construction of an exposition, discussing underage drinking. The purpose of this activity is for students to see how an exposition is written, in order for them to be able to write an exposition later in the unit of work.

**Lesson 3- Smoking our society** This lesson will have a focus on smoking and will develop the students reading for meaning skills and skills in writing expositions. To begin the lesson, students will play ‘brainstorm bingo’. This activity will get the students to write down words that they know relate to smoking, and the teacher will then read out a list of words. Students share any words that the teacher missed out on and the student who had thought of the most words is the class winner. The aim of this activity it for the students to be engaged in the lesson and learning about smoking. The students will then play myth or fact on the interactive whiteboard ([|www.oxygen.org.au]). The students will play similarly to playing heads or tails with true and false. After each question there is information, facts and statistics provided about the question. The class will read this in shared reading, with one person reading and the others following along. After the game, the students need to regurgitate as much information about smoking as possible. When this brainstorm is complete, in groups the students will joint construct an exposition about making smoking illegal, using the exposition from the day before as an outline. This activity is aimed at developing the student’s skills in writing expositions. When groups finish, they report back to the class to conclude the lesson, thus developing further talking and listening skills.

**Lesson 4****- Parks, Sports Fields and Smoking, What Should the Rules be?** For this lesson students will use their skills of persuasive writing in conjunction with their knowledge of tobacco smoking to write a letter to the local council expressing their views on if smoking should be banned in local parks and sport fields. Before writing the letter they will participate in a physical debate, where the teacher says statements relating to smoking and students must respond by agreeing or disagreeing. This activity gets students to begin thinking about what their views are relating to smoking in general. As a class students will then brainstorm different ideas for and against smoking being banned in local parks and sports fields, which will provide students with ideas of what they may like to write in their persuasive text. Students must use the information that they have gathered over the last few lessons to create an argument either being for smoking in these places or against it. Students will be given a scaffold to fill out so that they know what they will have in each section of their writing and for their different arguments. This will be from the Jenny Eather website and the teacher will go through it on the IWB to assist students. Students must write it in the format of a letter and will then have to post in the class letter box (addressed to the local council) for the teacher to collect and read through. This encourages students to write their views down in a persuasive way, in the form of a letter Note: It is not a discussion, but rather an exposition. Students are only to write supporting one side of the argument.

**Lesson 5 - Why Should I? - Advertising Campaigns.** During this lesson students view a number of anti-smoking advertisement campaigns and discuss their effectiveness of portraying their message to the audience. Students identify the features of a successful advertising campaign and analyse their use of music, language, symbols, voice, tone, colours and imagery. They make comparisons between two very different approaches to selling the exact same message and form an opinion of which strategy they believe was most successful and why. This lesson prepares students for the following lesson of designing and shooting their own anti-smoking advertisement.

**Lesson 6 - Let the Ad Making Begin!** During this lesson students will be broken up into groups of about 5 students per group and this will be the groups they stay with for the remainder of the unit. Students will be informed that in these groups over the next couple of lessons they will be asked to create their own advertisement informing people about smoking. To begin the lesson, in these groups they will reflect on the advertising campaigns they looked at in the previous lesson and what aspects they like or don't like, which aspects they will include in their own advertisement, what stood out and what they thought really sold the idea well. This will help students for when they create their own advetisement so they know what they would include or not include. Students will decide who they will aim their ad at and what angle they will go from and what their ad will include (information, graphics, people etc.). Students will use this lesson to collect or make any resources that they will need when creating their advertisement.

<span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">**Lesson 7 - Developing Storyboards** <span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">In this lesson, students work in small groups to create a storyboard that will enable them to organise the ideas they have for their own production of a campaign (advertisement) that raises awareness of the health risks associated with smoking. Students can use the material they looked at in the previous lesson for inspiration and should aim to incorporate a variety of the features that appealed to them for their selling value. Ideas for each scene will be written in a sequence on butchers paper and accompanied by a drawing or sketch of the visual that will appear alongside. Storyboards will then be presented to the class and hung up in the classroom to demonstrate the process of production.

<span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">**Lesson 8 - AND FILM!** <span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">In this lesson, students use their storyboard to begin filming their advertisements. Students work collaboratively, deciding on different roles for each group member and using various filming techniques to emphasise their message. Students may then move on to editing their footage using computer programs such as imovie. Students should aim to have an advertisement that is approximately 3minutes long. <span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">*Note: Students have previously used editing programs such as imovie to compile video data and thus have a solid understanding of how to navigate the program.

<span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">**Lesson 9 - AND FILM (continued...)** <span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;">Students use this lesson to continue filming and editing. There should be an emphasis on adding appropriate, persuasive text to their films as well as incorporating background music and additional images that might enhance meaning in the editing process.

<span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: left;"><span style="font-family: Tahoma,Geneva,sans-serif;">**Lesson 10 - Presentation of Student's own Advertisements** <span style="color: black; display: block; font-family: tahoma,geneva,sans-serif; font-size: 11pt; text-align: left;"><span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Within this lesson students present their group videos to the class, discussing the process they underwent to make their clip. Prior to viewing, students give a short presentation to their peers, addressing a number of provided scaffolded questions about the aim of their advertisement and how they tried to convey their message through various techniques. eg, camera angles, camera editing, ways they presented their information, use of music, slogans, symbolism, ways to engage the audiences attention, attempted ways to make it memorable etc. The class watch the video twice. On second viewing they complete a peer assessment sheet provided by the teacher, analysing the various concepts of the initial task criteria.