Lesson+6+of+10

To develop an understanding of other cultures present in Australian society and how they are contributed to Australian identity || Students will explore a range of multimodal texts and examine their effectiveness at conveying a meaning or message. Students will idenfity multimodal texts being comprised of a range of modes including visual, written and audio. This lesson will draw upon students prior learning about written and visual grammar, and draw upon their knowledge of Cultural Identities. || - describes similarities and differences between communities within Australia - demonstrates an understanding of different viewpoints about what is an Australian identity || - understands the different between formal and informal language - talks about some commonly used idioms || - talks about common grammatical structures in spoken language - talks about expressive features related to spoken language || - relates information in text to accompanying graphics || - recognised how different factual texts are organised - talks about different interpretations of written and visual texts - discusses the way different groups of people are represented in texts - identifies symbolic use of music, sound effects and voice style - makes a general statement about how visual texts enhance or detract from meaning - makes comparisons and identifies differences between texts produced in the media || - expresses a point of view in writing with some supporting arugements - chooses when to write subjectively or objectively || - uses present tense in factual texts - uses modal verbs and adverbs in text types to indicate shades of meaning ||
 * **Unit Topic:** Cultural Identities || **KLA:** HSIE, English |||| **Stage/Year:** Stage 2, Year 4 ||
 * **Lesson Number:** 6/10 || **Lesson Topic:** Looking at Multimodal Texts |||| **Learning Area/s:** Cultures, Multiliteracies ||
 * **Unit Outcome/Aim:**
 * **Lesson Focus:** //Looking at Multimodal Texts//
 * **Outcome/s:** |||||| **Indicators:** ||
 * //CUS3.3 Describes different cultural influences and their contributions to Australian identities// |||||| - examines the different perceptions that people living within a community have of that community
 * //TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English// |||||| - discusses the effects different audiences can have on the way information is presented or spoken
 * //TS2.4 Identifies common organisationl patterns and some characteristic language features of a few types of predictable spoken texts// |||||| - talks about the way context changes the language of a spoken text
 * //RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts// |||||| - skims a text for overall message using headings, subheadings, layout, graphics
 * //﻿////RS2.7 Dsicusses 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// |||||| - compares the way texts are organised into stages to achieve different purposes
 * //WS2.9 Drafts, revises, proofreas and publishes well-structured texts that are more demanding in terms of topic, audience and written language features// |||||| - uses other texts as modals for aspects of writing
 * //WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type// |||||| //-// identifies nouns, vervbs, adjectives and adverbs in writing and how these add to the mearning of the text
 * **Resources:** Interactive White Board (IWB) or projector, Internet Access, Computer or Laptop ||
 * = **Lesson Outline** ||
 * **Student** || **Teacher** || **Time** || **Resources** ||
 * = **Introduction** ||
 * Students are seated to view a multimodal text.

Students view the first half of the commerical and discuss what they think the meaning is and the message that is portrayed through the commerical.

Students view the second half of the commerical and discuss what they think the meaning is and the message that is portrayed through the second half.

Students explain how changing one mode and change the overall meaning of a text.

Students answer teacher-directed questions and engaged in a discussion about the important role of each mode in multimodal texts in conveying an overall meaning for the text. || Show students the 1998 Lufthansa Commerical found at http://www.youtube.com/watch?v=y087sbBRQWY. Ask students to watch the commerical carefully. Stop the commerical at 0.25 and discuss with the class what they think the commerical is about and the feelings they felt from the commerical. After class discussion, play the remainder of the commerical, stopping at 0.54. Ask the students what they think the second half of the commerical is about and the feelings they felt. Play the last few seconds of the commerical, where the text highlights that the whole commerical is for an airline. Ask students to compare and contrast the two halves of the commerical and how the different modes have been used to convey meaning. Highlight to students that in both halves of the commerical, the visual mode did not change, but the audio/music mode did. Discuss how changing one mode can change the overall meaning of a text. || 10 mins || IWB or Projector

Internet access

Computer or Laptop || Students view the book, //The Arrival//, by Shaun Tan, exploring the use of the visual mode to convey meaning.
 * = **Teaching strategy/Learning Activity** ||
 * ACTIVITY ONE

Students listen to the first piece of music. Using the music and the image from the book, students write a paragraph that suggests the meaning that is presented by the two modes.

Students repeat activity when a second piece of music is played.

Students share and discuss how changing the mode of music can change the overall meaning.

ACTIVITY TWO Students form pairs or groups of three to explore the website http://www.abc.net.au/longjourney/documentary_broadband.html Students discuss as a group the modes present in the website and using a graphic organiser briefly write about how each mode is used to convey overall meaning.

Students regroup as a class and discuss how the interactive website used a collection of modes to create overall meaning.

ACTIVITY THREE Students should draw on their knowledge learnt through prior lessons focusing on written and visual grammar to create their own mini multimodal text.

Students work in pairs to complete their own powerpoint slide (roughly 2-3 slides) depicting the story of one of the children they met in the website. Students must include visual images, text and audio to create their multimodal text. Students are to select images from the book, //The Arrival//, through googling images on the internet. Students are to draw on their knowledge of modal verbs to add written grammar to their texts. || ACTIVITY ONE The body of the lesson will focus on students exploring each mode individually, and then how these modes are combined to create an overall meaning in texts. Show the students the book, //The Arrival//, by Shaun Tan. Explore with students the way meaning has been created through using only the visual mode. As a class, discuss how new meanings can be made by adding different modes. Teacher shows the class an image from the book. The teacher then plays the first piece of music and students are to write a paragraph about what they think the message the image and the music are presenting. Teacher plays second piece of music and students are to write a second paragraph about what the message the image and the music are presenting. As a class share and discuss what the students wrote and how meaning is changed when the mode is changed. This is linked to the introduction.

ACTIVITY TWO Teacher monitors and provides assistance to students as they explore the website http://www.abc.net.au/longjourney/documentary_broadband.html.

Regroups students as a class, teacher asks whole class questions about multimodal texts and consolidates students learning about multimodality.

ACTIVITY THREE Teacher directs students to form pairs. Each pair are to work on a computer to create their own mini multimodal text. Teacher monitors the work of all groups and provides assistance where need be. || 40 mins || IWB

Computers or Laptops

Internet Connection ||
 * = **Concluding Strategy** ||
 * Students share their multimodal texts with the class and discuss how they used the written and visual grammar aspects to create a specific mood or purpose for their text.

Students recap on their learning about multimodal texts. || Teacher directs students to share their multimodal texts with the class. Teacher asks students questions about their mulitmodal texts, what type of modal verbs did the students use and why? How did the students create the mood and purpose of their text.

Teacher recaps with students the importance of all modes in multimodal texts and refreshes students understandings of multimodal texts consisting of written, visual and audio aspects. || 10 mins || IWB

Internet

Computers or laptops || 1. Observe students throughout the lesson particular during group work activites to ensure:
 * **Assessment:**
 * all students are involved and remain on task
 * students are working collaboratively to complete the task

2. Collect student work samples for marking and to assess their use of
 * modal verbs and persuassive language to present a point of view
 * visual images to add meaning

3. Photograph students during group work and annotatin images. These photos are then added to student portfolios create demonstrating students progress throughout the unit. ||
 * **Special Considerations:**
 * Provide support material for students with additional learning needs
 * The task should be explicitly scaffolded for students to ensure all students fully grasp what is expected of them
 * Ensure all students are provided with a sound understanding of the topic content and knowledge
 * Provide explicit instructions and modelling for TESOL and ESL students ||
 * **Self-reflection/Evaluation:**
 * Were all of the students engaged in the lesson?
 * Did the lesson cater for the learning needs of the students?
 * Did the lesson cater for the range of abilities among students?
 * Was the timing and pacing of the lesson appropriate, allowing students sufficent time to complete tasks?
 * Was the lesson focus clear throughout the lesson?
 * Did the students develop an understanding about multimodal texts? ||