Lesson+6+of+10

Table of Contents << Lesson Plans

** L E S S O N P L A N ** // INS2.3: Makes positive contributions in group activities. // // 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. // // VAS2.2: Uses the forms to suggest the qualities of subject matter. // || - Explores a range of print and non-print resources for its multimodal aspects, e.g. video and audio clips, photographs, pamphlets - Compares the features of different texts and the meanings it conveys in regards to safe living - Students are able to distinguish the different interpretations between written and visual texts. - Students consider the symbolic use of music, images and video clips and how it can be used to enhance or detract from meaning. - Relates information in text to accompanying graphics or audio || ? // IWB (Appendix 8.1) // ? // Worksheet on visual literacy (Appendix 9.1 PDF) // |||| ? // Scissors // ? // Glue // ? // Various magazines // ? // Various pamphlets // ? // Various book covers // || ** Lesson Sequence ** - Discuss ways to make an information report more interesting and engaging: - In their groups, students read out their completed information report to the class
 * ** Unit Topic: ** Drug use |||| ** Lesson Topic: ** exploring visual literacy || ** Stage: ** 2
 * Year Level: ** 3 ||
 * ** Lesson Number: ** 6 |||| ** Time: ** 1 hour ||
 * ** Curriculum Links: ** English and Creative Arts ||
 * ** Lesson Focus: ** to explore different modes of text to develop an understanding of visual literacy, its purpose and how it can be used to support written text. ||
 * ** Lesson Outcomes: **
 * PDHPE **
 * English **
 * Creative Arts: **
 * ** Indicators: ** ||
 * - Listens to audio and is able to participate in discussions)
 * ** Resources: See Lesson 6 Resource ** ||
 * ? // Student’s previously written information reports //
 * ** Teacher: ** |||| ** Student: ** ||
 * ** Introduction – 10 minutes ** ||
 * - Revisit student’s information reports that were written in the previous lesson by:
 * Going through the process of writing an information report
 * Ask groups to read out their information reports to their peers
 * Discuss what students liked about the report and what they think groups need to work on.
 * Make a video
 * Have interesting headings
 * Include pictures
 * Make an advertisement
 * Add music |||| - Students are seated on the floor

- Give feedback to groups on what they liked about other group’s information report, and what they think groups need to work on

- Brainstorm things they can do to make their information report stand out – more interesting and engaging || - Display a text passage from an advertising campaign clip on the IWB and ask students to silently read (Appendix 7.1) - Briefly discuss how they interpreted the text - Display the campaign clip of the text (Appendix 7.2) and discuss with students why the video form is more engaging
 * ** Activity 1 – 15 minutes ** ||
 * - Explain that students will be exploring how different modes can be used to make text stand out for its target audience
 * Was it easy to read?
 * Which parts were most interesting?
 * Were there words you didn’t understand?
 * Did it help you to understand the text more? How?
 * What did the clip have that the text didn’t have?
 * How did the audio bring extra dimensions to the clip? Emotions, humour etc.
 * Why do you think you were more engaged and interested? |||| - Students are seated on the floor

- Individually read the passage on the IWB silently

- Discuss the text

- Recognise that the video form of the text was more engaging and discuss reasons as to why they enjoyed the video more than the written form || - Angles (Appendix 8.2), explore the differences between high, medium and low angle shots, ask students to drag words that they associate with each shot next to the picture, e.g. power, small, insignificant, friend - Social distance (Appendix 8.3), explore close-up - intimate, medium - social and long shots - strangers. Then ask students to write down people that they see in the different shots, e.g. close-up: mum, medium: friend, long shot: mail man - Offer/demand, explore the differences between offer - direct eye contact and demand - does not directly connect with audience. Then sort pictures into ‘offer’ and ‘demand’ (Appendix 8.4) - Colour (Appendix 8.5), explain that colours can make you feel different emotions, go through thedifferences between each of thecolours and the emotions that is often attached to it - Composition (Appendix 8.6), display a book cover and ask class to jointly discuss and: - Explain to students that all the above are interrelated and used to create deeper meaning and engagement |||| - Seated on the floor
 * ** Activity 2 – 20 minutes ** ||
 * - Explain and explore how visuals can generate more interest and engagement in a text by using pre-designed programs on the IWB (Appendix 8.1)
 * Circle the main object (what your eyes are attracted to first)
 * Draw arrows next to elements that shift your attention (creates a reading path)
 * Draw a box around the framing of the text (meaning you only see a part of an image the producer wants you to see, encourage students to use their fingers to create a box and frame what they see)

- Discuss how various shots differ from each other and associate the right words to the pictures

- Understand that social distance is the distance people keep from each other depending on their relationship, and name examples of people in different distances - Understand difference between offer and demand, and correctly sort through pictures

- Understand that colour can influence different emotions

- Students can provide examples of how colour can distinguish certain things or brands. (Relating it to real life experiences). Example, Yellow and red can be associated with McDonalds.

- Begin to analyse the composition of visual text and are able to identify: - Provide each pair with a worksheet on visual literacy (See Appendix 9.1 PDF) - Collectively read through worksheet questions - Explain that each pair will need to complete the worksheet at one of the stations around the room (magazines, pamphlets, posters, book covers and DVD covers)
 * The main object
 * Vectors
 * Framing ||
 * ** Activity 3 – 10 minutes ** ||
 * - Organize students in pairs

- Roam around the room making sure all students are on task and provide guidance to those that are struggling || - Organized into pairs - While seated on the floor, receive worksheets - Ask teacher to explain anything that is not clear in the questions - Select the mode they would like to explore - Cut and paste image onto worksheet - Complete worksheet in pairs - Ask teacher for help if struggling || - Explain to students that their task for the next 4 lessons is to design a multimodal text based on their information reports, the multimodal text will be used to inform their peers on the dangers and consequences of smoking or alcohol - Provide students with a checklist of the design brief (Appendix 1). |||| - Seated back on the floor - 2-3 pairs to present their findings from the previous activity - Recognise that multimodal text work well because of the different aspects that appeal to audiences senses - Students understand what will be required of them in the next task)
 * ** Conclusion – 5 minutes ** ||
 * - Allow 2-3 pairs to informally present their findings from the worksheet
 * Is one mode better than another?
 * Why do you think text engage more with the audience when it is a multimodal text?

- Read through the checklist || **Extension** Look for another image that uses different techniques to portray meaning (Using their filled out worksheets, students can look through other multimodal texts to find another piece that portrays a similar meaning. The other piece of text can use either similar or different techniques. Students can compare the differences and discuss which text worked better and why.)

**Assessment**: - Students participated in the IWB activities and discussions - Students understood the differences between the techniques and the meanings it portrays - Students completed their worksheets and showed an understanding about the techniques

** Evaluation: ** - Did the IWB activities help to develop students understanding of techniques - Were students provided with enough time to complete their activities? - Were the activities challenging and engaging for students?