Lesson+5

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 TS2.2 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. || Assess students’ interpretation of the multimodal text. Assess students’ knowledge and understanding of the elements involved in a rich multimodal text. Assess students’ knowledge of a range of text types and how they can be interrelated. Assess students’ creativity and variation of resources. Assess understanding of the components of visual grammar from discussions and presentations. Assess students’ abilities to present an explanation. ||
 * **__<span style="font-family: Verdana,Geneva,sans-serif; font-size: 160%;">Visual Grammar __** ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">KLA: PDHPE ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">KLA links: English ** |||||| **<span style="font-family: Verdana,Geneva,sans-serif;">Stage: 2 ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Sequence: 5/10 ** ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Lesson Purpose:** The aim of this lesson is to develop students’ understanding of the aspects of visual grammar and the importance of visual grammar in relation to the creation of their own multimodal texts. The students’ look at the features of visual grammar and the impact of visual grammar on the purpose of the text and the targeted audience. ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Outcomes and Indicators: **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Assessment Strategies: **
 * __<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Teaching/Learning Sequence __ ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Teacher **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Teacher **

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 * <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 **

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 * <span style="font-family: Verdana,Geneva,sans-serif;">Resources **

|| <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will ask students to think about a number of points while they are watching the clip. The type of text they are watching, how the video has been created, the materials used, the background, how the text is spoken and how the visual and spoken aspects of the texts relate.
 * <span style="background-color: #ffffff; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Introduction ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will ask students to sit on the floor at the front of the room to watch a video. The teacher explains that the students will be creating a multimodal text similar to the one they are about to see in the coming lessons. The students’ multimodal texts will be about the Safe Living topic from the PDHPE syllabus each group has been allocated.

<span style="font-family: Verdana,Geneva,sans-serif;">The teacher will then put on the clip – ‘Soapy Saves the Day!’ <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will ask students about the multimodal text and the types of literacies they saw in the video. <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will explain that they will be watching one more short film in which they are to focus their attention on the backgrounds and change of scene. The teacher will put on the film – ‘Wolves in the Walls’ |||| <span style="font-family: Verdana,Geneva,sans-serif;">The students will sit on the floor as a whole class and listen to the teachers’ directions. <span style="font-family: Verdana,Geneva,sans-serif;">While watching the clip the students will examine the clip in relation to the visual grammar displayed and how this adds to the development of the purpose of the text. <span style="font-family: Verdana,Geneva,sans-serif;">The students’ will volunteer their ideas about the text they saw and how it comes under the heading of a multimodal text. <span style="font-family: Verdana,Geneva,sans-serif;">While watching the clip they can start thinking about whether they can use aspects from this clip in their own created texts. <span style="font-family: Verdana,Geneva,sans-serif;">The students will watch both films so that they can compare the differences between the films and extract ideas from different sources. || <span style="font-family: Verdana,Geneva,sans-serif;">10 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students need to sit quietly and listen to the text so that they gain an accurate understanding of an example of a multimodal text which will help in the development of their own multimodal texts. <span style="font-family: Verdana,Geneva,sans-serif;">Students will be asked to raise their hands before giving ideas so that each student can expresses their ideas and get feedback from the teacher. || <span style="font-family: Verdana,Geneva,sans-serif;">- Multimodal text – ‘Soapy Saves the Day!’ and ‘Wolves in the Walls’ (See Appendix D) <span style="font-family: Verdana,Geneva,sans-serif;">- Smart Board || <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will then ask students to get into the groups they will be with for their multimodal texts to find resources around the classroom that may be used in the diorama. The students must find a range of resources including material, toys, cuttings from magazines and newspapers. Each group will be allocated time to research on the computer. <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will walk around to each group and help students come up with ideas. |||| <span style="font-family: Verdana,Geneva,sans-serif;">The students will volunteer ideas about visual grammar from their experiences with multimodal texts and the clip they just watched. <span style="font-family: Verdana,Geneva,sans-serif;">Students will get into their groups for their multimodal texts and use the resources around the classroom, such as magazines and newspapers to find some visual representations of their aspect of Safe Living. <span style="font-family: Verdana,Geneva,sans-serif;">Students will talk with their group members about why they think these are appropriate visual representations of Safe Living for their diorama. || <span style="font-family: Verdana,Geneva,sans-serif;">10 mins <span style="font-family: Verdana,Geneva,sans-serif;">30 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students will be asked to listen when other students are talking and asked to contribute ideas as there is no right or wrong answer. <span style="font-family: Verdana,Geneva,sans-serif;">Students will need to work together cooperatively so that they can decide as a group what resources to present and the reasons for picking each resource. <span style="font-family: Verdana,Geneva,sans-serif;">Students will need to be careful when handling scissors. <span style="font-family: Verdana,Geneva,sans-serif;">Students’ will need to be monitored and made aware of safe and appropriate use of the internet. || <span style="font-family: Verdana,Geneva,sans-serif;">- Smart Board <span style="font-family: Verdana,Geneva,sans-serif;">- Magazines <span style="font-family: Verdana,Geneva,sans-serif;">- Newspapers <span style="font-family: Verdana,Geneva,sans-serif;">- Material <span style="font-family: Verdana,Geneva,sans-serif;">- Computers <span style="font-family: Verdana,Geneva,sans-serif;">- Workbooks <span style="font-family: Verdana,Geneva,sans-serif;">- Pencils || <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will prompt the students to determine why they chose those particular resources and how they could possibly use them in their own multimodal texts. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Once students’ have found their resources they will return to the floor where they will wait their turn to present their resources to the rest of the class. The students will listen quietly to the other group’s ideas as this will assist them in expanding their knowledge of the components of multimodal texts. <span style="font-family: Verdana,Geneva,sans-serif;">At the end of each presentation students will be given the opportunity to ask questions about the resources and make comments. || <span style="font-family: Verdana,Geneva,sans-serif;">10 mins |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students will need to be respectful and listen quietly while other students are presenting. || <span style="font-family: Verdana,Geneva,sans-serif;">- Resources || <span style="font-family: Verdana,Geneva,sans-serif;">Were students engaged throughout the lesson? <span style="font-family: Verdana,Geneva,sans-serif;">Did students’ show enthusiasm in participating in the different activities? <span style="font-family: Verdana,Geneva,sans-serif;">Were students’ able to work cooperatively and efficiently in small groups? <span style="font-family: Verdana,Geneva,sans-serif;">Did students’ have a wide knowledge of the elements involved in multimodal texts? <span style="font-family: Verdana,Geneva,sans-serif;">Did students’ understand the expectations and outcomes of the lesson? <span style="font-family: Verdana,Geneva,sans-serif;">Did students have an understanding of the aspects of visual grammar? Did they include these aspects in their development of ideas? <span style="font-family: Verdana,Geneva,sans-serif;">Were students’ willing to present and discuss their ideas with the class? ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Body ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will create a brainstorm on the Smart Board from the ideas and examples expressed by the students on aspects of visual grammar from their prior experiences and knowledge, and the clip they just examined. Some of these ideas may include; camera angles and zoom, different text types, grammar and punctuation of the speaker, materials used and positioning. This will develop students’ understanding of the number of text types used in multimodal literacies and allow students’ to recognise the types of things they can include in their own multimodal texts.
 * <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 return to the floor with their resources ready to present to the rest of the class. Each group will be asked to present one to two resources in detail.
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Evaluation: **