Lesson+6+of+10

** Unit Topic/Aim: ** To recognise and appreciate people’s relationships with special places and environments in Australia. ** Lesson Number: **** 6 of 10 ****  Stage:  ** 2 ** Year:** 4 ** Lesson Focus: ** To recognise that meaning in multimodal texts is created through the combination of a variety of modes, and for students to apply this knowledge to their environmental site of interest. ** Links to other KLA’s: ** English Prior to this lesson, students should have knowledge of: ·  Modal verbs (as focused on in Lesson 3 of 10), and other language used to persuade. ·  A variety of points of view regarding the care/use of an Australian environmental site. ·  Basic conventions of videos, such as the integration of music and sound effects. ** OUTCOMES  ** |||| ** INDICATORS  ** || // ENS2.6: Describes people’s interactions with environments and identifies responsible ways of interacting with environments. // |||| · Recognises that Aboriginal peoples have a special relationship with the land and sea. · Identifies the viewpoints of others regarding how sites, places and features can be cared for and demonstrates an appreciation of the rights of others to have these viewpoints. || // RS2.6: Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. // |||| · Relates information in text to accompanying graphics. || // RS2.7: Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. // |||| · Talks about different interpretations of visual and written texts. · Identifies symbolic use of music, sound effects and voice style. · Makes general statements about how visual texts such as illustrations and graphics enhance or detract from meaning. || // WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. // || ·  Expresses a point of view in writing with a supporting argument. ·  Chooses to write subjectively. || || // WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. // || ·  Uses modal verbs and adverbs in writing to indicate shades of meaning. || || 1. Observe students during group work and check that they: ·  Work collaboratively to create two captions for a picture. ·  Work collaboratively to create captions and accompanying music for a picture of an environmental site. ·  Participate in whole class and group discussions. <span style="mso-ansi-language: EN-AU; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; msoansilanguage: EN-AU; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">2. Collect worksheets to assess if students: <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Used modal verbs and persuasive language. <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Were able to express more than one point of view. <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Relate text to accompanying graphics. || = ** Lesson Evaluation ** = <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msofareastlanguage: EN-AU; msolist: Ignore;">· <span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;"> Were the students engaged in the lesson? In which part of the lesson were they most interested by? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msofareastlanguage: EN-AU; msolist: Ignore;">· <span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;"> Were the students provided with enough/too much scaffolding? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msofareastlanguage: EN-AU; msolist: Ignore;">· <span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;"> What changes would I make to this lesson next time? <span style="font-family: Symbol; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;">How can I use the assessment information gained from this lesson to direct future learning? || Computer, internet access ([]), projector or interactive whiteboard, music (2x music tracks- one with a sinister mood and one with a playful, happy mood), CD player, 2x picture per partnership (see Appendix LETTER), pens/pencils, 1x picture of site per rich task group (see Appendix LETTER). <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher plays video story ‘Wagalak Sisters’ found at []), and asks students to watch carefully to understand meaning of the story (moral of the Dreamtime story). <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·   As the story plays- the first 1:30 should be shown with both image and sound, the next 1:30 should be shown with image playing only and sound turned off, and the last 1:50 should be shown with sound playing only, and the image turned off. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Teacher asks students if they were able to understand the story: -what helped them to understand the meaning? -why might they have found it difficult to understand meaning? <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontstyle: italic; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher defines a multimodal text as any text that uses more than one mode <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-style: italic;">(e.g. verbal, image, sound) to communicate meaning, and asks students to provide examples. || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students watch Dreamtime story, in an effort to be able to retell story and to understand the meaning of this Dreamtime story. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students answer teacher-directed questions. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students give examples of multimodal texts. ||  15mins (4:50 for video)  || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students are seated as a class for the video. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Black cloth could be pulled down over the screen when the image needs to be turned off- if the screen is unable to be dimmed. || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Computer <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">•  Internet access <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Projector or interactive whiteboard || ** BODY  ** || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Teacher asks students to close their eyes and imagine a girl or a boy running through a forest. Teacher plays first piece of music- When this music is played, what do you imagine? How is the girl/boy feeling and thinking? What is about to happen to them? Repeat with second piece of music. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Teacher explains that when one mode is changed, the meaning of the whole story can be changed. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Teacher gives directions for ‘What’s in a face?’ activity, and gives an example using a different picture to the photo used by the students (see Appendix I). <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Teacher asks for students to share their captions with the rest of the class. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Teacher asks students to form their groups for the rich tasks, and gives students directions for second activity. Teacher gives each group a picture of their environmental site. || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Students listen to music and answer questions. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Students form pairs and complete ‘What’s in a face?’ activity. In this activity, students have to write 2x captions for the same picture, with each caption giving the picture a different meaning (see Appendix J). <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Students share their captions with the rest of the class. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Students form their groups for the rich task, and using a picture of their environmental site, come up with at least two captions - each displaying a different point of view and changing the meaning of their picture (see Appendix K). Students should also include the music or sound FX (audio) that they would play when showing the picture in order to help convey the meaning. ||  30mins  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·   Students form pairs or groups of three to complete first activity. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  In second activity, student should work in their groups for the rich task- as these photos and captions may be able to be used in their video. || <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• Music <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• CD player <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• 2x music tracks- one with a sinister mood and one with a playful, happy mood <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• 2x picture per partnership (Appendix J) <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">•  Pens/pencils <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-text-raise: -1.0pt; msofareastfontfamily: 'Times New Roman'; msolist: Ignore; msotextraise: -1.0pt; position: relative; top: 1pt;">• 2x picture of site per rich task group (Appendix K)    || ** CONCLUSION  ** || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Teacher asks students to come together as a class and share their picture, captions and audio. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Teacher re-caps multimodality and how the students should remember keep this in mind when filming their news reports- explains that this is often what journalists/tv reporters do (combine modes) to create certain meaning and make the viewer feel a certain way. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  The ‘Wagalak Sisters’ story is watched in full for pleasure and for students to derive the full meaning of the story. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Students re-group as a class, and share some of their faces. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Students watch ‘The Wagalak sisters’. ||  15mins  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Students come together to share as a class. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Pictures, captions, and audio  || ** Extension Activity: ** Students go to the ‘Dust Echoes’ website, and view the ‘Wagalak Sisters’ again. They can then use the ‘Mash it up’ feature to rearrange the order of the story, add different audio tracks, and then watch their version of the story in order to see how the meaning has been changed.
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