Lesson+5+of+10

HSIE, English |||| **Stage/Year:** Stage 2, Year 4 ||  To develop an understanding of aspects of culture present in Australian society and how they are contributed to Australian identity || To build visual grammar skills by closely studying images that depict aspects of Australian culture and Australian characters ||
 * **Unit Topic:** Cultural Identities || **KLA: **
 * **Lesson Number:** 5/10 || **Lesson Topic:** Visual Grammar |||| **Learning Area/s: ** Cultures, VIsual Literacy/Grammar ||
 * **Unit Outcome/Aim: **
 * **Lesson Focus:**
 * **Outcome/s: ** |||||| **Indicators: ** ||
 * //CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australia and community identities // ||||||  - Recognises that their are many different types of experiences of being an Australian ||
 * //<span style="font-family: Arial,Helvetica,sans-serif;">RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. // |||||| <span style="font-family: Arial,Helvetica,sans-serif;">- Interprets the meaning of photographic images and links it to information and/or events that they have personally experienced ||
 * //<span style="font-family: Arial,Helvetica,sans-serif;">RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types // |||||| <span style="font-family: Arial,Helvetica,sans-serif;">- Uses terminology relevant to visual grammar i.e.offer/demand, colour, modality, salience, reading path to identify features of the given visual texts and their effect ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Resourses:** 1 Computer per student with internet connection, IWB with internet connection, class camera ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Outline ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Time ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Resources ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Introduction ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Engage with the image by recalling any prior knowledge about what is represented in the image and/or seeing inamge of Uluru for the first time.

<span style="font-family: Arial,Helvetica,sans-serif;"> Recall prior knowledge of visual grammar (offer/demand, colour, modality, salience, reading path).

<span style="font-family: Arial,Helvetica,sans-serif;"> As a class participate in annotating the image together in terms of its visual features and their effects || <span style="font-family: Arial,Helvetica,sans-serif;">Grab student attention by bringing up the image (appendix 2.1) from Australia.com of the woman sitting near Uluru.

<span style="font-family: Arial,Helvetica,sans-serif;"> Ask if there is anything interesting or recognisable in the image, and for any other comments they would like to make about it.

<span style="font-family: Arial,Helvetica,sans-serif;"> Refer to previous lessons about visual grammar, and the names given to certain features and elements of images (offer/demand, colour, modality, salience, reading path).

<span style="font-family: Arial,Helvetica,sans-serif;"> As a class label these features and draw over the image to describe the different aspects of its construction and the effect that they have on how we view the image || <span style="font-family: Arial,Helvetica,sans-serif;">10 mins || <span style="font-family: Arial,Helvetica,sans-serif;">IWB

<span style="font-family: Arial,Helvetica,sans-serif;"> Image (appendix 2.1) ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Teaching strategy/Learning Activity ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explore the web page by looking at all different images that depict experiences from across the country.

ACTIVITY ONE <span style="font-family: Arial,Helvetica,sans-serif;"> Select on that means something special to them (e.g. It might be a place that they have been to, a place they would like to visit, a place that reminds them of an experience of their own, a person who reminds them of someone special to them, something that they have never seen before ....)

<span style="font-family: Arial,Helvetica,sans-serif;"> Copy and paste their slected image into paint.

<span style="font-family: Arial,Helvetica,sans-serif;"> Share their image with their partner by showing them and explaining why they close it.

<span style="font-family: Arial,Helvetica,sans-serif;"> Work together with their partner to annotoate both of their images using the aspects of visual grammer that were explored through the whole class modelling.

ACTIVITY TWO Students work individually to create a visual image that depicts what Australian culture means to them. They may use a collection of images found from the website, as well as the functionalities in paint.

Students are to draw on their learning of visual grammar through this lesson and previous lessons to create their image.

Students are to include brief annotations explaining: The purpose of their image What the image is If there are any direct lines of vectors Is the image an offer or demand? Do the colours set a mood? The part that captures your attention and why they choose that aspect. If there is any use of framing As well as any additional information that can include regarding visual grammar.

Students share and discuss their images with their partner from the previous activity || <span style="font-family: Arial,Helvetica,sans-serif;">Introduce the webpage (appendix 2.2) 29,001 Experiences by Australia.com

<span style="font-family: Arial,Helvetica,sans-serif;"> Show students how it works by dragging cursor over the tiny images to see them a little bigger, and clicking on them to fully enlarge them.

ACTIVITY ONE <span style="font-family: Arial,Helvetica,sans-serif;"> Inform students that their task is to search through the images and find one that means something special to them.

<span style="font-family: Arial,Helvetica,sans-serif;"> Once they have found an image they must copy and paste it into paint, and write a 1 sentence explanation of why they chose that picture.

<span style="font-family: Arial,Helvetica,sans-serif;">In pairs, students annotate each persons image by labelling the aspects of visual grammar as they did with the class.

<span style="font-family: Arial,Helvetica,sans-serif;"> Keep class annotated image up on IWB for students to use as a reference.

<span style="font-family: Arial,Helvetica,sans-serif;">ACTIVITY TWO <span style="font-family: Arial,Helvetica,sans-serif;">Building upon students knowledge of visual grammar, instruct students they are now to create their own visual images.

<span style="font-family: Arial,Helvetica,sans-serif;">Students are to individually create a visual image that depicts what Australian Culture means to them.

Monitor students individual work and provide assistance where need be. || <span style="font-family: Arial,Helvetica,sans-serif;">30 mins || <span style="font-family: Arial,Helvetica,sans-serif;">1 computer per student

<span style="font-family: Arial,Helvetica,sans-serif;"> Class camera ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Concluding Strategy ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Present their image to the class and briefly state what it means to them and choose one or two features to comment on (e.g. reading path and colour)

<span style="font-family: Arial,Helvetica,sans-serif;"> Children think about what it means that the different members of the class chose different images that meant something to them as Australians. Think about how it may mean that there are many different experiences of being an Australian. || <span style="font-family: Arial,Helvetica,sans-serif;">Facilitate the process of each students bringing their image up onto the IWB via system link.

<span style="font-family: Arial,Helvetica,sans-serif;"> Ask studentsto read their sentence about why they chose the piture and point out one or two visual features and their effect.

<span style="font-family: Arial,Helvetica,sans-serif;"> Draw children attention to the point that many different images were chosen by the class and ask what this might suggest || <span style="font-family: Arial,Helvetica,sans-serif;">10 mins || <span style="font-family: Arial,Helvetica,sans-serif;">Individual computers linked to IWB ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have each student save their image into their english folder on the computer (with the name of their partner included). These images can be assessed more closely after the lesson for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Make notes of why they chose their specific images as they explain it to the class and also what they say about the aspect of visual grammar
 * <span style="font-family: Arial,Helvetica,sans-serif;">Photograph students during the body of the lesson and annotate images. These photos are then added to student portfolios demonstrating students progress throughout the unit. ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Special Considerations: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Model the Introductory activity in greater or less depth depending on the level of understanding of the students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Keep as much prior knowldege information on visual literacy on display for the students to draw ideas from when annotating their images
 * <span style="font-family: Arial,Helvetica,sans-serif;">Make sure that in the pairs there is at least one student who is confident with using the computer/internet/annotating the images. ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Self-reflection/Evaluation: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were all of the students engaged in the lesson?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the lesson cater for the learning needs of the students?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the lesson cater for the range of abilities among students?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Was the timing and pacing of the lesson appropriate, allowing students sufficent time to complete tasks?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Was the lesson focus clear throughout the lesson?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the students develop an understanding about multimodal texts? ||