-+Lesson+4+of+10

Lesson 4 To explore various aspects of visual grammar in preparation for creating a multimodal text. ||
 * **Unit Topic: **The Solar System |||| **Curriculum Link: **Science & Technology & English  || **Yr Level: **Stage 2/Year4  ||
 * **Lesson Number: **4 of 10 |||| **Lesson Topic: **Visual Grammar of the Solar System  || **Learning Area: **Earth & Its Surroundings  ||
 * **Lesson Aim: **
 * **Lesson Outcome: **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- **ES S2.6 –** Identifies some of the features of the Solar System and describes interactions that affect the conditions on Earth.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">__Science & Technology__ **

- **TS2.2** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Lesson Indicators: ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Recognises the need for conceptual images in displaying features of the solar system for inclusion in a multimodal text. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Contributes effectively in small groups to articulate key visual grammar features of a selected image representing the solar system. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Draws comparisons to visual grammar present in a whole image and a selected part of the image. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Interactive whiteboard <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Resource 4  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Factual descriptions from previous lesson  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Butchers paper  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Question Cards  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Cards with terms of key language related to representational, compositional and interactive meanings  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- A variety of narrative images depicting the solar system  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1. __Linking Visual Grammar to Verbal Grammar__ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher reminds students of what they looked at in the previous lesson (Lesson 3) in regards to verbal grammar. Teacher asks students to take out their factual descriptions (from Lesson 3) and tells students they will be using them for this activity. **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">SETTING THE SCENE: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher tells students that like written texts, images in multimodal texts are very powerful in conveying meaning. Teacher then tells them the purpose of this lesson is to be able to understand how images work in order to select appropriate images for their multimodal text. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students are asked to examine their factual descriptions from the previous lesson, and then close their eyes and imagine an image they think would work alongside their written text, students in groups of 4 brainstorm their ideas on a piece of butchers paper. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">FOCUS QUESTIONS: // //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What sort of pictures would we need? We wrote a factual description. Would we need scientific images? // <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">As students are thinking about the types of images they would need to complement a factual description, teacher scaffolds students into considering:  //<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Scientific images, images depicting the solar system, images which are close up to zoom in on key ideas represented in the image. //<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Once students have imagined the types of images they would need appropriate to the genre, teacher asks students to share their ideas as a whole class for this to be recorded on the interactive whiteboard. || //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How is the image affecting you? __// **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">(Compositional) ** //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How is the image designed? __// **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">(Interactive) ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">For example, ‘angle shots’ (close up, medium, long shot) provides extra information about how the image is designed, and therefore, would belong under the interactive question (How is the image designed?). After teacher models this first example, students work together to place the remaining terms under the appropriate question. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2 groups will look at compositional <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2 groups will look at interactive <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Each group receives the image on a sheet of A3 paper and also receive a question card. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Question cards: **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Representational ** //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What’s happening? __// <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Is this a scientific image? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Is it labelled? **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Compositional ** //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How is the image affecting you? __//  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- What grabs our attention first? Why does it? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Mark out where our eyes travel to different parts of the image. Teacher informs students that this is called a ‘Reading Path’. **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Interactive ** //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How is the image designed? __// <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Is there anyone in the image looking at us? Can we choose where our eyes travel? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Is it a long shot, medium shot or close up? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Is it in black and white or in colour? || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher opens the same image (**__RESOURCE 4__**) up in a paint document. Teacher tells students she wants this image to be a close up of the planet Jupiter. //How could we do this?// <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Once students have adjusted the image, Teacher gets students to think of how the visual grammar in the image has now changed. //Do we have a new reading path?// |||| <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students cut part of the image out to make the image a close up of the planet Jupiter. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students think about the three key questions they looked at when analysing the entire image. What’s happening? **(representational)** How is the image affecting you? **(compositional)** and How is the image designed? **(Interactive)** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students consider whether the answers to these questions have now changed. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">6. __Thinking about the multimodal text__ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher reminds students that they will eventually be creating a multimodal text about the solar system. Teacher tells students that she would like to see this image (Resource 4) included in their multimodal text, but they do not have to use the whole image, they can use parts of it if they wish. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher brings together all the ideas learnt in the lesson by showing students images of the solar system which are not scientific, but are narrative. //Would these types of images work in your multimodal text? Why not? What types of images are most appropriate?// || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">*Observational Notes: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Were students able to articulate and describe images which would be appropriate for the factual description genre? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Were students able to recognise a change in the visual grammar, e.g. a new reading path, the planet Jupiter becoming the most salient, etc? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">*Work samples: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Students group brainstorm on butchers paper is collected <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">* Photograph is taken of student’s arrangement of cards <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">*Annotated image is saved on a flash drive || **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students with disabilities such as an intellectual disability: ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Partner work and whole group work has been designed to cater for learners with intellectual disabilities to have a peer to support them throughout the learning tasks in this lesson. Teacher should also provide added assistance to these students so that they are able to successfully complete the tasks. **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Contingency plans: ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">If students find the annotating exercise too difficult, this could be altered to a joint construction annotation, with the whole class working together to annotate the image. || <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Was there enough time allocated to each activity? <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Was the lesson structured clearly enough? Should the order of activities be restructured in future? <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Were the concepts too difficult or confusing for this stage? If so, what areas need revision? <span style="font-family: 'Times New Roman','serif';">- <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Did the lesson enable students to fulfill the requirements of the outcome successfully? ||
 * __English__**
 * ** Resources: **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Lesson Outline ** ||
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Introduction: __**
 * <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">The language of visual grammar __ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teacher gives each group cards with the key language related to representational, compositional and interactive meanings (e.g. close up, framing). Teacher reminds students that they have looked at these terms before in a previous unit. Students in the same groups sort through the cards placing the terms under the appropriate question. //__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What’s happening? __// **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">(Representational) **
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Teaching strategy/Learning __****<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">__Activity:__ ** ||
 * **<span style="font-size: 10pt; lineheight: normal; margin: 7.5pt 0cm; marginbottom: 7.5pt; marginleft: 0cm; marginright: 0cm; margintop: 7.5pt;">Teacher will… ** |||| **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; lineheight: normal; margin: 7.5pt 0cm 12pt; marginbottom: 12pt; marginleft: 0cm; marginright: 0cm; margintop: 7.5pt;">Students will … ** ||
 * <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">3. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Using the resource to identify key visual grammar __ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Now that students have understood the types of images they will need appropriate to the genre, teacher places **__RESOURCE 4__** up on the interactive whiteboard. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students look at representational, compositional, and interactive meanings within this image.  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students are divided into 6 groups:  2 groups will look at representational
 * <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">4. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Annotating the image __ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Each group shares their ideas. Teacher selects a student in each group to annotate their ideas on the image displayed on the interactive whiteboard. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Each group annotates the image in a different colour.  ||
 * <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">5. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Transforming the image __ <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Now that students have explored the visual grammar of the entire image, they are going to now alter the image to see if the visual grammar also alters.
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Concluding strategy: __**
 * **__ Assessment: __**
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Any special considerations or contingency plans: __** **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">ESL Learners: ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">This lesson caters to students learning English as an additional language. Such learners require support in building field knowledge of the grammar (Modules English K-6, 1998, p. 234). Activity 2-6, allows students to orally communicate their ideas.
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Self-reflection __**