Lesson+6

PDHPE SLS2.13 Discusses how safe practices promote personal wellbeing. - describes certain behaviours that can create a safe environment for themselves, their school and community - identifies the potential hazards of various appliances in their environment  - creates a video on a particular safety issue, e.g. safe play, smoke-free areas  - explains the need for rules for safe behaviour in familiar settings English TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.  - offers opinions about films or stories read aloud  - participates in class discussions on a variety of topics  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.  - listens to spoken presentations and responds appropriately  - acts as a reporter for group, summarising the main points of a discussion.
 * **__Developing Multimodal Texts __** ||
 * **KLA: PDHPE ** |||| **KLA links: English ** |||||| **<span style="font-family: Verdana,Geneva,sans-serif;">Stage: 2 ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Sequence: 6/10 ** ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Lesson Purpose:** The aim of this lesson is to introduce students to the creation and development of multimodal texts, focusing on the different aspects within multimodal texts that need to be addressed to create a final product on a component of Safe Living. Students will work with the teacher to create an example of a multimodal text. ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Outcomes and Indicators: **

<span style="font-family: Verdana,Geneva,sans-serif;"> RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. <span style="font-family: Verdana,Geneva,sans-serif;"> - recognises the structure of a range of more complex text types <span style="font-family: Verdana,Geneva,sans-serif;"> - identifies types of visual information, e.g. map, chart, table, animation <span style="font-family: Verdana,Geneva,sans-serif;"> WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. <span style="font-family: Verdana,Geneva,sans-serif;"> - uses past tense in recounts and narratives <span style="font-family: Verdana,Geneva,sans-serif;"> - uses correct punctuation in published version of own writing, e.g. capital letters, full stops, question marks and commas || <span style="font-family: Verdana,Geneva,sans-serif;"> Assess students’ knowledge of the aspects that can be included in a multimodal text. <span style="font-family: Verdana,Geneva,sans-serif;"> Assess students’ contribution to the development of the concept map. <span style="font-family: Verdana,Geneva,sans-serif;"> Assess students’ ability to recognise the structure of a narrative. <span style="font-family: Verdana,Geneva,sans-serif;"> Assess students’ understanding of how editing programs work and their ability to navigate their way through the editing process. <span style="font-family: Verdana,Geneva,sans-serif;"> Assess students’ enthusiasm and ability to work in a team environment and make decisions at a small group level. || __<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Teaching/Learning Sequence __
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Assessment Strategies: **

|| <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will show students another multimodal text called ‘Plight of the bush stone curlew’ so that students can see an example of the type of text they will be creating. <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will then discuss with students what they noticed was included in the film. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students will think back to the video that they saw in the previous lesson as one example of a multimodal text. <span style="font-family: Verdana,Geneva,sans-serif;"> While watching the multimodal text the students will need to examine how the multimodal text was created and the elements being presented. This will include visual aspects, the accompanying explanation, camera angles, materials used to create diorama, how the objects are moved etc. || <span style="font-family: Verdana,Geneva,sans-serif;">5 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students need to start thinking about the process of creating a multimodal text to assist them in their own development process. <span style="font-family: Verdana,Geneva,sans-serif;"> An idea may be for each group member to focus on one aspect of the process while watching the clip and then relaying what they discovered to their group members. || <span style="font-family: Verdana,Geneva,sans-serif;">- Multimodal text ‘Plight of the Bush Stone Curlew’ (See Appendix E) <span style="font-family: Verdana,Geneva,sans-serif;"> - Smart Board || <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will then begin to model a simple multimodal text for the students so that they gain a more in depth understanding of what is required of them as individual members in the group and a group as a whole. The students will be able to visualise what is necessary for the development process. <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will begin by creating with the students, a procedure about basic first aid from the Safe Living strands they have been learning about in PDHPE. <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will then discuss the roles that groups will take on including director, narrator, camera operator, set designer and actors. The teacher will explain what each role entails <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will explain that at this point students will be creating their dioramas in the following lessons before filming their multimodal texts. The teacher will bring up the ‘Jay-cut’ website and model for students how to use the site in the process of filming and editing their multimodal texts. The teacher will work with the class to create a short film of about thirty seconds on basic first aid using the narrative they have created. |||| <span style="font-family: Verdana,Geneva,sans-serif;">The students will begin to develop their ideas about the process of creating their multimodal texts through a concept map. <span style="font-family: Verdana,Geneva,sans-serif;"> Students will watch and participate in the modelling of creating a multimodal text so that they know what they will be doing in the following lessons. <span style="font-family: Verdana,Geneva,sans-serif;"> The students will help the teacher create a procedure by suggesting the steps that can be included in the procedure. <span style="font-family: Verdana,Geneva,sans-serif;"> The students will begin to think about the role they may like to take on as part of their group, thinking about what is involved and their need to work collaboratively. <span style="font-family: Verdana,Geneva,sans-serif;"> The students will then examine the ‘Jay-cut’ website closely, making sure to ask any questions of which they are unsure as this is the program they will be using to edit their own texts. || <span style="font-family: Verdana,Geneva,sans-serif;">10 mins <span style="font-family: Verdana,Geneva,sans-serif;"> 40 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will need to scaffold the concept map in a way that students can understand and reflect upon through the process of creating their own texts. <span style="font-family: Verdana,Geneva,sans-serif;"> The students will need to be made aware that this lesson will directly relate to their design and development of a multimodal text. Thus it is important to listen carefully and ask any questions they may have to clarify. || <span style="font-family: Verdana,Geneva,sans-serif;">- Smart Board <span style="font-family: Verdana,Geneva,sans-serif;"> - Butchers Paper <span style="font-family: Verdana,Geneva,sans-serif;"> - Permanent markers <span style="font-family: Verdana,Geneva,sans-serif;"> - ‘Jay-cut’ Website || <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will move around groups to assist students in deciding the role that each student will be performing. The teacher will be able to aid students in deciding based on students’ strengths and knowledge. <span style="font-family: Verdana,Geneva,sans-serif;"> The teacher will then ask students to write down on a roll the names of their group members and the roles each group member is undertaking. |||| <span style="font-family: Verdana,Geneva,sans-serif;">The students will need to work together to decide which role each person will undertake and acknowledge that everyone has to have a valid role to contribute to the development process. <span style="font-family: Verdana,Geneva,sans-serif;"> Students may use a number of strategies to decide how to delegate roles if they cannot come to an agreement such as pulling names out of a hat or voting. || <span style="font-family: Verdana,Geneva,sans-serif;">5 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will need to monitor students’ ability to decide between roles and intervene if groups are having problems choosing roles for each member. || <span style="font-family: Verdana,Geneva,sans-serif;">- Roll <span style="font-family: Verdana,Geneva,sans-serif;"> - Pens || <span style="font-family: Verdana,Geneva,sans-serif;"> Were students engaged in the lesson? Did they participate in the development of a whole class text? <span style="font-family: Verdana,Geneva,sans-serif;"> Did students contribute to the concept map through knowledge and experiences of multimodal texts? <span style="font-family: Verdana,Geneva,sans-serif;"> Did students have an accurate knowledge of the structure of narratives? <span style="font-family: Verdana,Geneva,sans-serif;"> Were students able to navigate through the editing website? <span style="font-family: Verdana,Geneva,sans-serif;"> Were students enthusiastic about participating in the lesson through discussions and questioning? <span style="font-family: Verdana,Geneva,sans-serif;"> Did students’ work cooperatively in a safe learning environment? ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Teacher ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Student ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Timing ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Management ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Resources ** ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Introduction ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will ask students to think about the multimodal text they saw in the last lesson – ‘Using multimedia in the classroom’.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Body ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will work with the students to create a concept map outlining the process of creating a multimodal text so that students have a structure to follow. This will include creating a text, using the text to design the text and props, creating the diorama, filming and editing the text, as well as aspects students will need to take into account such as the relationship between these steps.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Conclusion ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will ask students to get into their groups to discuss and delegate roles that will be used when designing and creating their own multimodal texts.
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Evaluation: **