Lesson Topic: Understanding and using multimodal texts.
Learning Area(s): HSIE, ICT, ENGLISH
Outcome: HSIE CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. English WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson Outcome:
By the end of this lesson students will have created a promotional poster for the movie Ten Canoes. Students will be confident in using a range of multimodal texts, including, video, images and written text, whilst learning about Indigenous ceremonies. Students will develop their posters using the Ten Canoes interactive website. Students will have developed knowledge of how written and visual mediums can create textual meaning.
Introduction:10 mins Students begin by watching a clip from the movie ‘ten canoes’ This clip is a portrayal of a marriage ceremony that takes place in the Aboriginal community. After watching the clip Students will engage in discussion about the rituals viewed, how they interact with each other in a community, their appearance and language and who was involved.
Teaching strategy/LearningActivity: 40 mins
Students will ……
Teacher will…
Students are required individually to construct their own promotional poster using knowledge gained from the ‘Ten Canoes’ clip.
Students website to advertise the film and its celebrations. Students beginby logging onto the Ten Canoes website and accessing ‘interactive activities’
Students will be taken through a series of steps in order to create their poster. They begin by choosing a background/landscape for their poster. Next they are required to add in any ‘characters’ or props they would like to display. Students then engage in class discussion about what their posters are showing.
The students are then required to add a title for their poster and insert text outlining what the movie is about. Students then engage in further discussion on how the meaning of their poster has changed by adding written texts.
Students are then required to write a paragraph long rationale including why they used certain fonts, pictures, colours, layout and text to produce their poster. Students should include in this rationale a description of how the visual images and the text work together to convey meaning to the audience.
Students print out their poster when they are finished.
Model on the interactive whiteboard how to navigate the website and create the promotional poster.
Ask students if they have any questions and observe performance. Stop students working to discuss the relationship between visual and written texts.
Walk around the class and constantly observe and assist those in need.
Collect all posters for display in classroom and evidence of learning.
Concluding strategy: 10 mins Share several posters as a class, discussing how they created the poster and how they interpret the written and visual text working together.
Questions that students can consider while presenting include:
If you take the text away does it still have same meaning?
How do they work together to convey a message?
How many different mediums are being displayed?
How do they compliment each other?
Assessment: Assessment of learning will occur through observation of student progress on the computers and how they cope with individual work. Concrete assessment will include the completion of the posters on the website and hard copy.
Observe how students use the multimodal website as well as how they discuss and create their own multimodal text and that they understand how meaning can be changed by using different modes.
Any special considerations or contingency plans: -Need to book the computer room so each student has access to a computer. -Have the website set up on the interactive whiteboard before the lesson begins. -Be aware and continuously walk around the class to monitor those who tend to have trouble using computers.
Self-reflection -Were the students engaged during the lesson? -Was the lesson stage/ ability appropriate? -Did learning experience follow time allowance? -Were classroom management strategies effective? -Will lesson follow on to further lessons/learning well? -Does the lesson use several modes of teaching (visual, kinesthetic/ auditory)? -Does the lesson cater for a range of abilities?
HSIE CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
English WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
By the end of this lesson students will have created a promotional poster for the movie Ten Canoes. Students will be confident in using a range of multimodal texts, including, video, images and written text, whilst learning about Indigenous ceremonies. Students will develop their posters using the Ten Canoes interactive website. Students will have developed knowledge of how written and visual mediums can create textual meaning.
Computers
Electronic whiteboard
http://svc068.wic021v.server-web.com/tencanoes/interactions.htm
Students begin by watching a clip from the movie ‘ten canoes’ This clip is a portrayal of a marriage ceremony that takes place in the Aboriginal community. After watching the clip Students will engage in discussion about the rituals viewed, how they interact with each other in a community, their appearance and language and who was involved.
Students website to advertise the film and its celebrations. Students begin by logging onto the Ten Canoes website and accessing ‘interactive activities’
Students will be taken through a series of steps in order to create their poster. They begin by choosing a background/landscape for their poster. Next they are required to add in any ‘characters’ or props they would like to display. Students then engage in class discussion about what their posters are showing.
The students are then required to add a title for their poster and insert text outlining what the movie is about. Students then engage in further discussion on how the meaning of their poster has changed by adding written texts.
Students are then required to write a paragraph long rationale including why they used certain fonts, pictures, colours, layout and text to produce their poster. Students should include in this rationale a description of how the visual images and the text work together to convey meaning to the audience.
Students print out their poster when they are finished.
Ask students if they have any questions and observe performance.
Stop students working to discuss the relationship between visual and written texts.
Walk around the class and constantly observe and assist those in need.
Collect all posters for display in classroom and evidence of learning.
Share several posters as a class, discussing how they created the poster and how they interpret the written and visual text working together.
Questions that students can consider while presenting include:
If you take the text away does it still have same meaning?
How do they work together to convey a message?
How many different mediums are being displayed?
How do they compliment each other?
Assessment of learning will occur through observation of student progress on the computers and how they cope with individual work. Concrete assessment will include the completion of the posters on the website and hard copy.
Observe how students use the multimodal website as well as how they discuss and create their own multimodal text and that they understand how meaning can be changed by using different modes.
- Need to book the computer room so each student has access to a computer.
- Have the website set up on the interactive whiteboard before the lesson begins.
- Be aware and continuously walk around the class to monitor those who tend to have trouble using computers.
- Were the students engaged during the lesson?
- Was the lesson stage/ ability appropriate?
- Did learning experience follow time allowance?
- Were classroom management strategies effective?
- Will lesson follow on to further lessons/learning well?
- Does the lesson use several modes of teaching (visual, kinesthetic/ auditory)?
- Does the lesson cater for a range of abilities?