Lesson+7+of+10

The aim of this lesson is to provide students a focus on how multimodal text works. ||
 * ** Unit Topic: ** Under the Sea (THE GREAT BARRIER REEF) //HUMAN IMPACT// |||||| ** Curriculum Link: ** English || ** Yr Level: ** Stage 2, year 4 ||
 * ** Lesson Number: ** 7/10
 * Duration: ** 60 minutes |||||| ** Lesson Topic: ** Focus lesson on how multimodal text works || ** Learning Area(s): ** Global Warming and how we as a society can prevent damage to our oceans. ||
 * **Unit Aim or Outcome:**
 * **Background Knowledge/ Prior learning relevance:**

Students would have completed a range of lessons both on the background of the Australian Aquatic life (specific to the Great Barrier Reef) as well as the effects of the Global Warming and Pollution, along side the development of literacy skills through written and visual grammar. Students at this stage have been exposed to a wide range of resources such as storybooks, websites, a 3D film, information report, posters and are now ready to move onto the Multimedia focus and how multimedia text works. To tie in with our Unit of work, students will be researching youtube videos/campaigns provided by the teacher to ensure they have a greater understanding of how this resource works. This part of the lesson brighten students knowledge on what multimodal text is and will encourage students to create their own persuasive video based on continuous issues based through out the unit. ||
 * **Lesson Outcome/Indicators:**

__**HSIE**__

**ENS 2.6-** Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

__ ** English ** __

// **V4** -shows confidence in using language in a variety of contexts. //

**RS2.5** -Reads a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

**WS2.12 -**Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer |||| - //identifies issues about the care of places in the community or places of importance to them//

- //identifies environmental impacts of people’s interactions with environments//

- //obtains information from selected internet/computer sites and other computer graphic and texts.//

//- Investigates other forms of publishing, eg: multimedia// ||
 * **Resources:**

1x Computer per pair List of useful youtube websites for students to look at. List of questions that need to be answered during the clip visit. || Teacher is to introduce to students a website: Save Our Seas. Useful tips and information, as well as visual tools are to be shown to students. This site is shown to students so they can visually see a source of multimodal text and how it can be used.
 * ** Lesson Outline ** ||
 * **__ Introduction (5 minutes): __**

Teacher will discuss the detailed facts about Australian seas and the awareness to promote alternatives to plastic bags. []

* Open-ended question to students on what the website is trying to promote?

The website is trying to promote awareness on the damage plastic bags do to our oceans. * Was the website easy to use? Eye catching?

* Teacher to explain the idea of campaigns, what they are used for and how they can be persuasive to viewers. * Set students up in pairs to work on computers || The main part of the lesson is for students to interact and have a play with the multimodal text (you tube) on the internet. Students will be placed in pairs and will need to work on the worksheet provided. The worksheet will allow them to focus on what multimodal texts are and how they work? [] [] - [] [] - [] [] - Approx 40 minutes for video and worksheet time is provided.
 * **__ Body: Multimodal texts.. Lets focus on them! __**
 * Students are to watch the following campaigns to ensure they gain greater understanding of multimodal texts.

Students to work on worksheets provided with listed questions. Each campaign should be assessed by answering the following: What are key words/features in this video? The purpose of the video? What pictures are used in the video? Zoom Techniques. Close up or far away shots? What kind of text is used? Is it bold? Big/Small? Different voice levels– strong, soft? Titles – small, large, bolded? Who is it the campaign targeting? What grabbed your attention the most? What have you learnt about this campaign? What ideas could you use for your own campaigns? || * Students to actively participate and engage in questioning about the information provided.
 * ** Students will …… **

* To discuss openly what they found interesting about this website? Did the website persuade them in any way to help make a change to our endangered waters?

* Students to answer according to their own opinion on the website. Assess in the way students are engage in discussion about the website.
 * Students are to watch the following campaigns to ensure they gain understanding on how multimodal texts work.
 * Students to complete worksheet and answer questions directed to each video link provided. |||||| ** Teacher will… **

Encourage students to discuss the persuasive things they saw on the website and how they have been influenced by them.

Teacher to allocate pairs to those students who do not find themselves a partner.

Teacher will informally assess students through class discussion of the topic.

Ensure students are visiting the correct websites and answering questions on the worksheet as they move along. || To conclude the lesson, teacher asks each pair to share the most interesting thing they have learnt by watching the campaigns today. They must be specific to the video (source of multimodal text) used and relate to our focus topic (ie: explaining why this particular thing was the most interesting to them)
 * **__ Concluding strategy (10 minutes): __**

Teacher to ensure they each pair is given time to discuss and raise any questions they have about the campaigns. ||
 * ** Assessment: **

** - ** //Could engage in discussion about the website teacher was referring too// ** - ** //Each student actively participated in discussion about the engaging resource tool we were working with// ** - ** //Students are engaged through out each campaign// ** - ** //Each question has been answered for each campaign//

**Teacher will lead discussion in the concluding lesson to ensure:** - //Students have understood that out focus was on multimodal text// ** - ** //Have answered all questions on the questionnaire – relating to each campaign// ** - ** //Have understood the concept of the lesson and what we will be working towards// ** - ** //Have gained some understanding of multimodal texts – by viewing different campaigns.// ||
 * ** Any special considerations or contingency plans: **

In consideration to those pairs who have not seemed to understand the concept of multimodal text, teacher can provide addition support sheet with a list of all multimodal texts and how they serve their purpose. This will be an additional scaffolding material for the pairs for creating their own piece of multimodal text. ||
 * ** Self-reflection: **

Was the lesson successful? Were students actively engaged through out the whole lesson? How can this lesson be improved? What could be changed to better improve students understanding of the concept? Was the management of time appropriate for each section? ||