Lesson+7

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
 * __**Diorama Design **__ ||
 * **KLA: PDHPE ** |||||| **KLA links: English ** |||||||||| **Stage: 2 Year 3/4 ** |||||| **Sequence: 7/10 ** ||
 * **Lesson Purpose:** The aim of this lesson to consolidate students understanding of how a multimodal text is created through the linking of the diorama with the written procedure. Students will be able to edit and finalise their written text before developing a diorama based on the steps within the procedure. ||
 * **Lesson Outcomes and Indicators: **

English RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. - recognises the structure of a range of more complex text types <span style="font-family: Verdana,Geneva,sans-serif;">- identifies word families in texts and discusses how they build up topic information <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 accurate tense and number in verb groups, e.g. they come, she comes <span style="font-family: Verdana,Geneva,sans-serif;">- uses past tense in recounts and narratives <span style="font-family: Verdana,Geneva,sans-serif;">- combines clauses by using a variety of conjunctions, e.g. when, because <span style="font-family: Verdana,Geneva,sans-serif;">- uses a variety of time connectives 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;">WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. <span style="font-family: Verdana,Geneva,sans-serif;">- recognises and discusses the organisational structure of a range of literary and factual texts. <span style="font-family: Verdana,Geneva,sans-serif;">- identifies action verbs and talks about how they are used in narrative and recount to develop a story <span style="font-family: Verdana,Geneva,sans-serif;">- recognises and corrects the spelling of some common words. || <span style="font-family: Verdana,Geneva,sans-serif;">Assess students’ prior knowledge and understanding of the structure and grammatical features of a procedure <span style="font-family: Verdana,Geneva,sans-serif;">Assess students’ final procedure in terms of content and grammatical features and structure. <span style="font-family: Verdana,Geneva,sans-serif;">Assess students understanding of the interaction between written text, narration, diorama & filming. <span style="font-family: Verdana,Geneva,sans-serif;">Assess the extent to which students have planned the sequence and content of their diorama in relation to their procedure. <span style="font-family: Verdana,Geneva,sans-serif;">Assess students’ willingness and efficiency in relation to working collaboratively to develop a storyboard. <span style="font-family: Verdana,Geneva,sans-serif;">Assess each groups presentation based on the process through which the developed the diorama. <span style="font-family: Verdana,Geneva,sans-serif;">Peer assessment of students’ presentation. || <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will review each group’s procedures and give feedback so that students can refine their text and link it to their dioramas. <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will bring students back to the floor and explain that they will be beginning to design their diorama so that they can film their multimodal text over the next few lessons. The teacher will show students a storyboard proforma and explain how they will design their diorama using that. Students will need to acknowledge camera angles, positioning of the diorama and props and salience. <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will make a number of cardboard cameras available so that they can look at camera angles. <span style="font-family: Verdana,Geneva,sans-serif;">If students have not finished their procedures they can return to their groups and finish it off while the other groups begin their storyboard. |||| <span style="font-family: Verdana,Geneva,sans-serif;">The students will get into their groups and begin their final copy of the procedure with teacher assistance. <span style="font-family: Verdana,Geneva,sans-serif;">Once they have finished their procedure they will show the teacher to give final feedback and change anything that needs to be changed. <span style="font-family: Verdana,Geneva,sans-serif;">The students will return quietly to the floor whether they have finished writing their text or not and listen to the teacher’s instructions. <span style="font-family: Verdana,Geneva,sans-serif;">Students will use a storyboard to create their diorama based around their procedure. Each box the storyboard will represent one to two steps in the procedure. The students will be made aware that the background of the diorama may stay the same in a number of the boxes but students must also think about how they will portray the characters, other props and create movement. <span style="font-family: Verdana,Geneva,sans-serif;">If students have not finished their procedures they may continue working on this, otherwise they can take a storyboard sheet and begin the design process. |||| <span style="font-family: Verdana,Geneva,sans-serif;">15 mins <span style="font-family: Verdana,Geneva,sans-serif;">30 mins |||||| <span style="font-family: Verdana,Geneva,sans-serif;">The scaffold provided will allow students to structure their ideas and manage them through the design process in a manner that effectively links the text to the creation of the diorama. |||| <span style="font-family: Verdana,Geneva,sans-serif;">- Draft procedure <span style="font-family: Verdana,Geneva,sans-serif;">- Final procedure <span style="font-family: Verdana,Geneva,sans-serif;">- Storyboard proforma (See Appendix F) <span style="font-family: Verdana,Geneva,sans-serif;">- 3 x cardboard cameras (See Appendix G) || <span style="font-family: Verdana,Geneva,sans-serif;">Students will explain what they designed using the storyboard and the reasons they have chosen to portray those particular scenes. The teacher will also ask them about the types of materials they might use and other props that will be incorporated into the diorama. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students will finish what they were working on and return to the floor to listen to the groups present. There will be time at the end of each presentation to ask questions and make comments. |||| <span style="font-family: Verdana,Geneva,sans-serif;">8 mins |||||| <span style="font-family: Verdana,Geneva,sans-serif;">Students will be made aware that comments and questions made must be relevant and appropriate to the design of the diorama and how it fits with the procedure. |||| <span style="font-family: Verdana,Geneva,sans-serif;">- Each groups storyboard || <span style="font-family: Verdana,Geneva,sans-serif;">Did students have a sound knowledge of the structure and grammatical features of a procedure? <span style="font-family: Verdana,Geneva,sans-serif;">Were students able to effectively plan their diorama using storyboarding with effective group work? <span style="font-family: Verdana,Geneva,sans-serif;">Did students enjoy working in groups and make use of their delegated roles? <span style="font-family: Verdana,Geneva,sans-serif;">Were students able to efficiently link the written procedure with the design of a diorama? <span style="font-family: Verdana,Geneva,sans-serif;">Were students enthusiastic about presenting their ideas? <span style="font-family: Verdana,Geneva,sans-serif;">Did all students participate in the group equally? <span style="font-family: Verdana,Geneva,sans-serif;">Did students require a large amount of assistance from the teacher? <span style="font-family: Verdana,Geneva,sans-serif;">Were students able to give constructive feedback? ||
 * **<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;">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 have a discussion with students about how the procedure they drafted in lesson four can be used to create the diorama. The materials used and characters created for the multimodal text they will create must complement and adhere to the steps in the procedure as the procedure will be spoken in the film. The use of written text alongside visual grammar will extend the audiences understanding and impact upon their perspectives. |||||||| <span style="font-family: Verdana,Geneva,sans-serif;">This discussion will allow students to ask any questions they may have about the development of their multimodal text and clarify any issues they may have about the interaction between written text, narration, diorama and filming. |||| <span style="font-family: Verdana,Geneva,sans-serif;">5 min |||||| <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will need to make sure that students remain attentive as this part of the lesson will help students link their procedure with the visual elements of their diorama. ||  ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Body ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">The teacher will explain to students that they will now be getting into their groups to finishing writing their procedure. The students will edit and write their final text to use in the film.
 * <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 finish what they are working on and return to the floor to present what they have created so far.
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Evaluation: **