Lesson+4+of+10


 * **Unit Topic: **

The Great Barrier Reef ||= Curriculum Link:  Human Society & its Environment || **Yr Level: **

Stage 2 ||
 * **Lesson Number: **

4 {60 minutes} || **Lesson Topic: ** Multimodal texts ||  **Learning Area(s): **

HSIE English || Students, at the end of the lesson, should gain an understanding of how to create a multimodal text for a specific purpose and what the five design elements are that need to be considered (Healy, 2004, p.20). This lesson will build on knowledge acquired in the previous lessons and set the students up for next lesson when they will begin to plan their multimodal text. || English
 * __**Lesson Aim: **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">In this lesson students will explore how multimodal texts are created, their purpose and how the different modes used together creates meaning (Kress, 2008, p.35). They will identify how different modes make meaning when they are used in a certain way – for example, music, and how when one mode is changed the meaning of the whole text is different.
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Focus Outcome: **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**ENS2.6** //Describes people’s interactions with environments and identifies responsible ways of interacting with environments//. ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Outcomes & Indicators **__ ||

<span style="color: #000000; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**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.// <span style="color: #000000; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- participates in class discussions on a variety of topics

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**RS2.5** //Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.// - engages with children’s TV documentaries and news shows

<span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**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.// <span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- ﻿recognises and describles the purpose of text

<span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**WS2.9** //Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features//. <span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- writes a wider range of text types <span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- writes for a chosen audience

<span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**WS2.13** //Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.// <span style="color: #221e1f; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">//-// understands purpose and organisation of texts || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="color: #221e1f; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: xx-small;">﻿ Resources: || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- CD player <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- CD with set tracks (Appendix 4.1) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Videos <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Behind the News Story] (Resource 5) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Scenery Video] <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Whiteboard markers ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Interactive White Board or Projector to show videos
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Sequence: **__ ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Introduction {15 mins} __ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Class will be sitting together in front of the Interactive White Board. Teacher will tell students they are going to be watching a news story about The Great Barrier Reef and that they will be discussing the story afterwards.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Play video (4.27 minutes). <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">For the first 1 minute and 30 seconds have students face away from the screen <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">For the second 1 minute and 30 seconds have them watching the video but with no sound <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">For the remainder of the video they can watch it as normal.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Ask students what the video was about? Was it easy to follow without image/sound? Why/why not?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Play the video again whole way through with students watching it completely

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Brainstorm – teacher writing on the board – all the different features of the video (the different modes) e.g. Sounds (music, talking, background noises), Images (photos, video’s, people, places), Writing (Captions, to explain what is happening).

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Explain they are called modes and discuss if they had been taken away the video would have been the same? ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities {35 minutes} __ ||
 * **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">TEACHER ** || **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">STUDENT ** ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Part 1 (20 minutes)

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Split the class in to pairs while they are all still together but before they move explain their task.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Teacher will show a 1 minute video of The Great Barrier Reef (from 0.45 - 1.44) <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Explain that the students need to write the talking that would go with the images and choose an appropriate song that will be played on airplanes for people arriving for their holidays in The Great Barrier Reef about why looking after The Great Barrier Reef is necessary.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Part 2 (15 minutes)

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Play 30 seconds of each of the four sound clips on the CD (Appendix 4.1)

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Ask the students to discuss in their pairs which song is most appropriate for their video

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Tell students they are to pick the song they feel is most appropriate for their text – how it adds meaning and write a paragraph explaining how and why they have chosen the song. || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Part 1 (20 minutes)

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Sitting as a group on the floor

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Watching the video <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Moving in pairs to their tables. In pairs the students are to use information from their expositions to write the script.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Part 2 (15 minutes)

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Listening to the music

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Discussing in pairs their ideas and giving reasons why.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Deciding which sound is most appropriate and completing the task set by the teacher || __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Conclusion {10 minutes} __ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Bring students back together as a class and ask 2 groups to present to the class what they came up with.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- After each group has presented (choose groups whose songs were different) discuss what each text showed and what the meaning of the whole text was. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Explain that this lesson has been a practice for the next few lessons where they will make their own multimodal text - from scratch using what they have learnt from the last few lessons - ask for students to volounteer what sort of information will be useful for their rich task (eg. features of multimodal text, knowledge about The Great Barrier Reef, why it is important to protect etc).

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Collect each pairs work at the end of the lesson. ||
 * ~ __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Evaluation **__

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Were the students engaged in the lesson?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Was the lesson outccome achievable?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Do the students understand the purpose and features of a multimodal text?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Did the students work effectively in pairs?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Did the students have enough time to complete the tasks?

|||| __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment: **__

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe students participation in class discussion <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe students interaction with their peers <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Observe students comments about multimodal texts
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Observation: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Assess whether students completed task <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Assess whether students understood the text type <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Assess whether students created text congruent to the purpose and audience give <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Assess whether the students used to modes effectively - i.e. appropriate song, appropriate language || __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">References: **__
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Work collection: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice. //Text next: new resources for literacy learning (pp. 19 - 35).// Newtown, N.S.W,: PETA.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Kress, G. (2003). //Literacy in the New Media Age//. Routledge: London. (Chapter 4: Literacy and Multimodality. pp: 35 - 83)