Lesson+5+of+10

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

Stage 2

||
 * **Lesson Number: **

5 {60 minutes}

|| **Lesson Topic: **

Scaffolding of visual part of multimodal text

|| **Learning Area(s): **

Storyboarding

|| of topics across the curriculum. // - justifies a point of view with supporting evidence // **TS2.2** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. // - plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented // <span style="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="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> - uses other texts as models for aspects of writing such as text organisation, grouping of information under headings // //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> - chooses when to write subjectively or objectively // //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> - uses illustrations and diagrams where relevant // || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Island Reef Best Job in the World Video Claymation] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Ben Southall Island Reef Job Best Job In The World Winner] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Brainstorm ideas (verbal & visual) that they might use for their own video they are sending to the sea guardians to be part of a committee looking after the Great Barrier Reef. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher asks why people create storyboards? What is their intention? How do they help?
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Aim: **__ ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; margin-bottom: 0.0001pt; margin-top: 0cm;">During this lesson, students will be looking at how to create a storyboard for their multimodal text. This will involve them thinking about such things as the type of shot (long, mid, close) and the features they will use in creating their multimodal text. ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Focus Outcome: **__ ||
 * <span style="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="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
 * **__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Resources: __** ||
 * * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Youtube videos
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Butchers paper
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Texta/Pens/Pencils
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Post It Notes
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Storyboard example (appendix 5.1)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Great Barrier Reef Marine Park Authority Website] ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Sequence: **__ ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Introduction {10 mins} __ ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students watch youtube videos on entries for best job in the world and discuss the way the video presents the particular person and what techniques they use (both verbal & visual) to persuade the audience that they would be right for the job. Review visual metalanguage and visual design techniques such as action vectors, given/new, ideal/real, salience & image shots (long, medium, close) etc...
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities {40 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="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher shows students an example of a storyboard (appendix 5.1) on IWB and students look at this examples and highlight certain aspects that the author/illustrator has used.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher hands out some butchers paper, pens, texta, post-it notes & pencils to the committee groups to start drafting their storyboard for their proposal for the sea guardian council. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be given roles – scribe/illustrator/manager/researcher/idea creator etc… to help teamwork within the group. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are reminded to use the [|Great Barrier Reef Marine Park Authority Website] to remind them of the focus areas that they need to cover for their committee proposal and for information that they can use in their proposal video. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students highlight visual parts of the storyboard and look at how certain visual & verbal have been planned out in advance. Such things as camera angles, dialogue, visual metalanguage (vectors, ideal/real etc...) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students demonstrate understanding of how storyboarding works and helps planning of a movie/video

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students, working in their proposal groups, using their exposition as a stimulus - create a storyboard for their proposal. They are to write/illustrate each frame and what effects they will use to persuade their audience according to a checklist rubric of things they need to include. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students (specifically the 'researcher') in the group can look up on the internet for information they could use for their proposal. || __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Conclusion: __ || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Were the students able to meet the outcomes of this lesson? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Were the assessment strategies effective in assessing students’ learning? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Was the time allocation realistic and appropriate? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Was the work aimed at the right level or was it too simple/difficult for the students? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Did the students find the lesson enjoyable and relevant – were they motivated? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Were the activities engaging? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Were more activities needed for fast finishers? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> -Were all ability groups catered for? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 10pt;">Groups share some of their storyboards with the class. Teacher marks off assessment checklist according to what students have achieved in the lesson so far. ||
 * **__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Evaluation __:** ||
 * //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Questions to ask when evaluating this lesson: //
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment **__ ||
 * **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Indicator: ** || **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Comment: working towards/competent/highly competent ** ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Justifies a point of view with supporting evidence ||  ||
 * <span style="color: #141413; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented ||  ||
 * <span style="color: #141413; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings ||  ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Chooses when to write subjectively or objectively ||  ||
 * <span style="color: #141413; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Uses illustrations and diagrams where relevant ||  ||