Lesson+Sequence

 
 * __Lesson Plan Sequence __**
 * 1) An overview and introduction using 1 of the resources to address the nature the focus outcome  || In this lesson, students are encouraged to name the organs of the body and explore how a series of connected organs form a body system. A book that aims to enhance their understanding of the structure and function of the digestive system is read to them and by the end of the lesson, they are going to perform a small role play as a class to demonstrate how food enters this system, how it travels through it and how it leaves it.  ||
 * 2) A lesson using 1 or 2 resources which focus on the written grammar required for the KLA  || In this lesson, students apply their knowledge of the digestive system and how it works and interact with a learning object. They then use their learning, and draw on the other resources (books, website, images) to create a fact file on each component of the digestive system and its function. As a class, students contribute to a jointly constructed explanation text.  ||
 * 3) A lesson using 1 or 2 resources which focus on the visual grammar required for the KLA  || In this lesson, students are asked to both interpret an image; //the digestive system// and to write a narrative, as if they were a piece of pizza, traveling through the digestive system and create their own image. This lesson aids student understanding in both interpreting visual texts and creating their own as the first part of the lesson requires students to write a narrative based on a visual text while the second part of the lesson involves students creating an image which is highly cohesive to their narrative whilst describing the process of the digestive system. ||
 * 4) A lesson using 1 resource, which focuses on how multimodal texts work.  || <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Calibri; mso-bidi-font-size: 12.0pt; mso-hansi-theme-font: major-latin;">In this lesson, students will engage in a circuit of activities using a website, a poster, and a factual text to develop and expand their thoughts and ideas on the following questions: What is a multimodal text? What does a multimodal text look like? How is it different to a piece of written text and visual text? When would you use a multimodal text? <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-hansi-theme-font: major-latin;"> ||
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Verdana; mso-bidi-font-size: 11.0pt; mso-hansi-theme-font: major-latin;">5) A lesson which provides the scaffolding for the rich task. <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-hansi-theme-font: major-latin;"> || <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Calibri; mso-bidi-font-size: 12.0pt; mso-hansi-theme-font: major-latin;">In this lesson, students will start building on the information they need to include as part of the rich task. In pairs, <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-hansi-theme-font: major-latin;">they are required to write a narrative in the first person imagining themselves as a type of food travelling through the digestive system. They describe what its like to be eaten by a human, passing down the digestive system and exploring what happens to them at each stage of the system, e.g. what teeth and saliva does to them, etc. Students are encouraged to use their creativity in the piece of writing. ||
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Verdana; mso-bidi-font-size: 11.0pt; mso-hansi-theme-font: major-latin;">5) A lesson which provides the scaffolding for the rich task. <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-hansi-theme-font: major-latin;"> || <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Calibri; mso-bidi-font-size: 12.0pt; mso-hansi-theme-font: major-latin;">In this lesson, students will start building on the information they need to include as part of the rich task. In pairs, <span style="font-family: Calibri; font-size: 10pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-hansi-theme-font: major-latin;">they are required to write a narrative in the first person imagining themselves as a type of food travelling through the digestive system. They describe what its like to be eaten by a human, passing down the digestive system and exploring what happens to them at each stage of the system, e.g. what teeth and saliva does to them, etc. Students are encouraged to use their creativity in the piece of writing. ||