Visual+Grammar+Lesson

**Visual Grammar Lesson**​

The unit Out In Space, allows students to explore and investigate our Solar System. Throughout the unit, students will be working with a variety of text about the Solar System which will cover content of the planets, space rocks, Earth, the Moon and explorations in space. Students will produce an educational video for peers to conclude the unit. || The aim of this lesson is to build on the knowledge from the previous lesson about the solar system focussing on the planets using visual grammar. Students will jointly construct a visual representation of the solar system using labels, short descriptions and visual grammar. - TS2.1: Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. - Interacts well with peers and teachers during activities. - Able to voice questions and opinions. - RS2.8: Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types. - Able to identify grammatical features of a short description - ES S2.6: Identifies some of the features of the solar system and describes interactions that affect conditions on Earth. -  develops an annotated plan and uses it to construct a model of the solar system - accesses and records information about the sun and planets in the solar system from video, computer software and/or reference books 
 * **Unit Topic: ** Solar System || **Curriculum Link: ** Science & Technology || **Yr Level: ** Stage 2 ||
 * **Lesson Number: ** 2 || **Lesson Topic: ** Planets || **Learning Area: ** English ||
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<span style="font-family: 'Leawood-BookItalic','serif'; font-size: 8pt;"> || - Double sided solar system poster [|solar system poster] - Information worksheet [|worksheet] - Various material which include: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">foam balls, basket ball for sun, paint, crayons. || __Introduction:__ Introduce the topic of Planets. Begin the lesson with a name and order game where students will receive 10 cards including all nine planets and the sun which they will have to name and sequence in order. This will begin the process of visual grammar. Teacher should then show students a poster of the solar system to show the correct order of the planets. Teacher should then begin a discussion about the poster asking questions such as:
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- What part of the poster do you see first? - What makes this part stand out? - What do the colours say about the images? || 1. Get into groups of 2 or 3. Each group will be allocated a planet or the sun and are required to fill in the worksheet provided. |||| **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher will **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Split students into groups of 2 or 3. Give each group a card with an image and name of a planet which will become their focus for the rest of the lesson. Provide students with the worksheet. || 3. Each group are to create an image of their planet or sun using the materials supplied e.g. foam balls, basket ball for sun, paint, crayons. Students are asked to think about the size of their planet, the colour, the texture etc when creating their visual representation. |||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Provide students with a variety of materials to help construct their planets. E.g. different size foam balls, paints. Remind students to think about the following: - What does my planet feel like? - What does it look like? - How big is it? || 4. Each group will add their work to the large display of the solar system on the back wall of the room. Groups should keep in mind the placing of their planet in the solar system and distance from the sun and other planets. Each group should have contributed a visual image, short description and a label. |||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Help students add their work to the large wall display. Allow students to allocate where they would like to place their work. || Teacher will ask students questions about the visual grammar they have contributed to such as: Why do we need to label this display? Why should we write a short description? Is the diagram scientific or made up? What planets would be warmest and why? How would you know that from the visual representation?
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 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. Students are then to write a short description on their given topic in their groups. This will be a brief summary of the worksheet and any extra information students wish to include. |||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Remind students what is required in a description. Help students with any questions about what they should include. ||
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Explain to students that through the features of images people can form an understanding of what the image represents e.g. the sun if fiery red which symbolises heat, we all know the sun is hot therefore, the planets closer to the sun would be the hottest. In a scientific diagram, labels and short descriptions should be provided to give background knowledge. || Worksheet: Students will be marked on their ability to answer questions provided on the solar system.
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Short description: Each group will be marked on the structure of their short description.

Interaction: Between student and teacher during class and individual tasks. Assessing student’s understanding through talk generated. || - Fast finishers can help those who are struggling. - Teacher may decide to break this lesson up into three sections. Creating the visual representation may be used as its own lesson and then in the afternoon when everything is dry, the lesson can continue. || - Where students engaged throughout the activity? - Were the students fully equipped to complete the task? - Did students have enough time to complete their visual representations and descriptions? - Did students use the grammatical features appropriately? - Did students achieve the lesson aim and the outcomes? ||
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