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Students will learn about their local community and present information about Bankstown in an integrated HSIE / English unit. Students will examine how to effectively construct a factual recount (both written and spoken), including visual grammar and multimodal techniques that can be used to support information, for a specific audience and social purpose. By the end of the unit, students will produce texts that are well-structured (using the appropriate schematic structure of factual recounts) and well-presented (including supporting visual images). · Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people · Gives some reasons why their local community is different to others and why it is of value and should be respected · Identifies major community religions and places of religious significance in their communities, eg temple, church, synagogue, mosque Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal languages, e.g. signage, place names, sign language || In previous lessons, students have been examining how multimodal techniques and features work by viewing videos and identifying various multimodal features through an interactive tasks. This lesson aims to provide students with further information on how multimodal texts, specifically the multimodal text of a documentary, work together to create meaning. This lesson aims to prepare students for the production of their own documentaries, through provision of scaffolding for this rich task. 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. • Understands purpose and stages of the organisation of texts. • Compares the features of texts and talks about how these features are related to the purpose. || // ­ // Resource 4 as listed on Wiki: FitzSimons P. (2006). //The Big Picture: Celebrating 175 Years: People Rush.// Sydney: The Sydney Morning Herald. Note taking proforma handout Procedure for construction of documentary handout Blank Cards and ‘ideas wall’ || __ Introduction: __ Recap learning from previous lesson. Ask students to share their memories of learning with a partner and whole class. __ Body: __ Watch // People Rush // DVD segment twice through. Watch for how elements work together to create meaning. Record ideas on worksheet proforma. Provide instructions/procedure for completion of documentary. __ Conclusion: __ Show students a documentary created by students of their age previously. Ask students to record their thoughts on how this works, and draw upon their learning in this lesson to write how they might produce a similar documentary on cards to place on the allocated ‘ideas wall’. || Recall learning from previous lesson. Share learning memories with a partner, then with the class as called upon. Listen to outline of lesson. |||| Remind students of learning from previous lesson, in which students examined the multimodal attributes of particular texts. Ask students to recall their learning and share it with their partner, then call upon particular pairs to share their memories with the class. Inform students of structure of today’s lesson. || Watch //People Rush// DVD once to absorb meaning. Examine worksheet proforma and listen to teacher instructions for completing it. Ask questions if unsure of task expectations. Watch //People Rush// a second time. Record findings on proforma throughout, and after conclusion of segment. Share ideas on how various elements work together to create meaning in //People Rush// with the class. Listen to ideas of peers. Listen to instructions of process of constructing own documentaries in small groups. Ask any questions they may have about the process of creating the documentary. |||| Play DVD //People Rush// to students once and have them watch to become familiar with the text and absorb its meaning. After watching segment once, provide students with worksheet proforma for recording their thoughts on how various elements combine together to construct meaning. Talk students through proforma worksheet and answer any questions that they may have about it. Ask students to think about how meaning is constructed in the text and watch it a second time, recording their ideas on the worksheet throughout the video, and for a few minutes after its conclusion Ask students to share their ideas with the class. Provide list of instructions for students to follow when constructing their own documentaries on Bankstown community (see detailed resource description). Talk students through the process of constructing documentary. Provide students with information about who their fellow group members they will be working with to complete this task are. || Watch previously student-created documentary. Reflect on learning throughout this lesson, to write ideas on blank cards on particular visual grammar techniques that they may use in creating their documentaries to construct meaning. Place cards on ideas wall. Orally discuss ideas as a class. Listen to teacher explanations/elaborations. |||| Show students previously student-created documentary. Ask students to reflect on learning throughout this lesson, to write ideas on blank cards on particular visual grammar techniques that they may use in creating their documentaries to construct meaning. Ask students to place completed cards on ideas wall. Facilitate class discussion of ideas as placed on ideas wall. Provide further explanations/elaborations of/on student ideas as/if necessary. || __ Concluding strategy: __ Have students complete their ideas card and place them on the ideas wall. Ask students to share their thoughts with the class. Add to student ideas as/if necessary to explain how various elements can combine together to construct meaning in multimodal texts such as documentaries. || 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. -Understands purpose and stages of the organisation of texts. Assess through: -Observation of students and listening to discussion in lesson introduction, body and conclusion. -Collection of completed student proformas. - Analysis of class ideas as recorded on word wall and class discussion at conclusion of lesson. || Students who may have difficulties recording their ideas about the segment on the worksheet proforma could be strategically teamed up with a more able student to make this task more accessible. For example, only one student in the pair may be expected to write while the other could provide ideas on what to write about i.e. how elements work together to create meaning. Students who have had severe difficulties understanding how multimodal texts work to create meaning could be provided with a differentiated, more scaffolded proforma worksheet which required them to only look for one particular element E.g. analyze how camera shot lengths work to create meaning. Students could be later provided additional peer and teacher instruction on how several, or all elements work together to create meaning. Students with English language difficulties (especially EAL students) could be provided the procedure for constructing the documentary in their first language, to make the task more accessible for them || Was the lesson successful in teaching the stated outcomes? Did the students show evidence of learning? Did students understand how elements combine to create meaning in multimodal texts? Were students engaged in the learning tasks? Were the resources I used stage and age appropriate? Did I employ a range of teaching strategies? Did I take into account the the learning needs of all students? Are there any other aspects of the lesson that I could improve upon for the future? ||
 * //Lesson 5:// Scaffolding - Preparing students for the production of documentary video **
 * Unit Topic: ** “Our Community: Bankstown” ||||
 * Curriculum Link: ** HSIE ||
 * Yr Level: ** Stage 2/ Yr 4 ||
 * Lesson Number ** : 10/10 ||||
 * Lesson Topic: ** Scaffolding for rich task of film documentary ||
 * Learning Area: ** English – Visual Grammar ||
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 * Unit Outcome: CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. **
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