Lesson+8+of+10

To provide students with scaffolding for creating both the visual and written components of the rich multimodal text. ||
 * ** Unit Topic: ** Under the Sea (THE GREAT BARRIER REEF) //HUMAN IMPACT// |||||| ** Curriculum Link: ** English || ** Yr Level: ** Stage 2, year 4 ||
 * ** Lesson Number: ** 8/10
 * Duration: ** 50 minutes |||||| ** Lesson Topic: ** multimodal text scaffolding || ** Learning Area(s): ** Pollution of The Great Barrier Reef, Storyboard scaffolding ||
 * **Unit Aim or Outcome:**
 * Background Knowledge/ Prior learning relevance:

Students would have completed a range of lessons both focused on background knowledge of The great Barrier Reef and literacy skills development. Previous lessons explored topics including marine life and pollution, all of which tied into the Great Barrier Reef. Familiarising the students with people’s relationships and interactions with their environment, and identifying the current impacts pollution is causing to The Great Barrier Reef. In addition students have explored both the visual and written components of persuasive arguments, given opportunities to apply each skill in practical elements, which will structurally lead up to the rich multimodal text. Each lead up lessons has provided the students with different opportunities to reflect their contentious views and opinions on the current state of The Great Barrier Reef, building effective strategies to harbor future tragedies. As the students final assessment involves creating a short persuasive video, based on the contentious issues discussed earlier, this lesson will engage students in the early stage of scaffolding and development. || __**HSIE**__
 * **Lesson Outcome/Indicators:**

**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. // **WS2.12** Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.

**RS2.6** Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. |||| -//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//

- //Explores ways of publishing a multimedia text using audio and graphics using computer software//

-//Identifies a range of compositional elements in a multimodal text and explains how they affect meaning// || 4x A3 Story board scaffold Access to interactive whiteboards/computers Basic stationary Resources used in previous lesson (i.e. posters, The Great Barrier Reef Book, written material, video clips, vector worksheets etc) Students work completed thus far over the course of the unit || Students gather on the floor in front of the interactive whiteboard to watch a short film clip.
 * **Resources:**
 * ** Lesson Outline ** ||
 * **__ Introduction (7 minutes): __**

Teacher plays the video clips [], [], both of which were used in lesson 7, in order to revisit the concept of an effective/persuasive multimodal text.

Teacher initiates a class discussion by posing students with the question: //What makes an effective and persuasive multimodal text?//

Students refer back to skills and elements learned throughout the course of the unit. Students openly discuss their ideas with the class, supportively developing each other ideas.

Teacher acts as a scribe and notes all key ideas on the interactive whiteboard in the form of a brainstorm (SEE APPENDIX C) || Display the storyboard (SEE APPENDIX D) using the interactive whiteboard, and explains to students how to organise information using the graphics organiser. Teacher draws awareness to images, camera angles, audio, resources etc.
 * **__ Body: Teaching strategy/Learning __**** __Activity (33 minutes):__ **

Students are to include all appropriate elements in order to successfully complete the graphics organiser.

Teacher advises students that the room (i.e. each group of tables) is designed to focus on one aspect of their rich multimodal text (e.g. table one=sample images, table 2= audio, table 3= fonts/text, table 4=access to computer/laptop with video clips)

Students split up into their pre-determined groups (groups of 5).

Teacher distributes each student an A3 storyboard and alerts them to the fact that they will get 8 minutes at each group before they must rotate.

Students use the time at each table to focus on one particular aspect of their multimodal text and development process. || Spend time working with peers and group members at each station.
 * ** Students will …… **

Students make note of all relevant information that will be used in the production of their multimodal text.

Students refer back to key information learnt throughout the unit, as well as individual opinions and strategies.

Students incorporate all components of a rich multimodal text into their storyboard.

Students use time and resources appropriately in the development of their storyboard.

Students/groups work collaboratively/independently and seek assistance or advice when appropriate. |||||| ** Teacher will… ** Ensure students understand instructions. and model to individual groups the appropriate use of a storyboard.

Engage the students in discussion about their storyboard through high-level thinking questions: e.g. how will you ensure your audience is engaged at all times?

Teacher assists students and groups struggling by either working one on one with these students or forming focus groups. Making note of any students significantly struggling understanding the concept in order to create follow up activities.

Teacher will access the students’ final copy of the storyboards after it is submitted for marking. || The students regroup on the floor in front of the interactive whiteboard.
 * **__ Concluding strategy (10 minutes): __**

Teacher Encourage each group to present their storyboards to the class, using their persuasive oral skills.

Students/groups are given 1 minute each to describe three main elements of their storyboard, and how they plan on presenting these points in their final film clip (e.g. visuals, voice over, written text, music).

Teacher ensures each group member is given an opportunity to speak.

The rest of the class is then given 1 minute to ask the group questions and clarify ideas/offer advice.

Teacher ensures in the remaining few minutes that roles in the video production have been delegated within each group (script writers, camera operators, Image editor, voice over speaker, audio person). Teacher ensures each student has a role.

Students write their name and role on their storyboards and submit it to the teacher. ||
 * ** Assessment: **

**Metacognitive analysis (i.e. observations, interviewing and discussion) of students during group work (McCormack and Pasquarelli, 2009, pp.246-247) ensuring students:** ** - **//understood the important features of a multimodal text// ** - **//could listen attentively to the ideas of other members within their group and class// ** - **//each student was actively involved in the group work// ** - **//could identify the major impacts and necessary prevention strategies noted throughout the unit//

**Teacher will collect all groups storyboards at the end of the lesson and make note that each group:** -//Organisers has been completed to a high standard// ** - **//Purpose and intentions are made clear through the visuals and written text provided// ** - **//Visual/written grammar has been used appropriately (short, sharp slogans, high modality images)// ** - **//Storyboard shows evidence of higher order thinking and collaborative ideas// //- Evidence of key information features (e.g. marine life, preventative measure, current impact etc)// || In consideration that not all schools are resources with interactive whiteboards and appropriate number of computers, the equivalent of an over head projector, or enlarged A2 copy of the scaffold (see appendix ....) can also be resourced. For the introduction to the lessons student could be given opportunities to view the video clip in their groups at individual computers.
 * ** Any special considerations or contingency plans: **

For students showing extreme difficulty understanding the concept (e.g. not participating in class activities) and displaying incomplete or significantly incorrect work the teacher could form focus groups to work with one on one. Some groups may also be organised to work observe the work being completed by peers. For students with special needs the activities have also been designed to be easily adaptive to their individual needs, and skills necessary have been accordingly developed over time. || // Was the lesson successful? // // Were students keen to participate in activities throughout the duration of the lesson? // // How did students appear to independently and amongst peers? // // Which sections of the lesson did a high number of students appear to struggle with? (Which students required extra attention/assistance?) // // What could be changed to better improve students understanding of the concept? // // Was the management of time appropriate for each section? // ||
 * ** Self-reflection: **