Lesson+C

Sustainability |||| **Curriculum Link: ** Human Society and Its Environment (HSIE) || **Yr Level: ** 4 (stage 2) || 8 (of 10) |||| **Lesson Topic: ** Visual Grammar || **Learning Area(s): ** English (reading, visual gammar) || ENS 2.6 : Describes people’s interactions with environments and identifies responsible ways of interacting with environments. RS2.5- Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
 * **Unit Topic: **
 * **Lesson Number: **
 * **Unit Aim or Outcome: **Explore structure and grammatical features of a set visual texts by integrating a range of skill and strategies to interpret visual images ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Outcome: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Identifies issues about the care of places in the community or places of importance to them//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Plans and implements a strategy for caring for a particular feature or site//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Presents alternatives to, and consequences of, using features, sites and places in particular ways//
 * //Students read a visual image and analyse it in terms of visual grammar//
 * //Students identify characteristic aspects of a Conceptual-Analytical-Structured visual text.//

TS 2.2: 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',Times,serif; font-size: 110%;">**Setting the Scene:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Students are organised sitting on the floor facing the teacher. Teacher introduces the book 'Save Our World : Recycling' by looking at the cover of the book. Teacher shows the whole class page 6 and 7 of the book (see resource 3) where most of the text is covered. Ask students to describe what they can see from the visual diagram on the page and what it means. Encourage students to use their knowledge about recycling from previous lessons. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Teacher guides students discussion towards the value of images and compares them to written texts as visual texts are 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 (Kress & Van Leeuwen, 2006) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__The language of visual grammar__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Teacher gives each group cards with the 'key language' related to representational, compositional and interactive meanings (e.g. close up, framing). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students in the same groups sort through the cards placing the terms under the appropriate question. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//__What’s happening?__// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**(Representational)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//__How is the image affecting you?__// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**(Compositional)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//__How is the image designed?__// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**(Interactive)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">For example, ‘angle shots’ (close up, medium, long shot) provide extra information about how the image is designed, and therefore, would belong under the interactive question of 'How is the image designed?'. After the teacher models this first example, students work together to place the remaining terms under the appropriate question (Unsworth, 2001) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Encourage students to use new vocabulary gained from the previous activity to identify as many features of visual grammar as they possibly can ||||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- View the stimulus text for the second time <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Participate in the discussion of how different features are organised in a certain order to create meaning || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Give each group a recycling poster and ask them to identify the aspects of visual grammar that they can see on each poster in terms of Representational, Composition and Interactive features. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Encourage students to critically think about the use of specific features and how they feel due to the implementation of that feature in the poster <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Give each group a A3 size paper and present a scenario where each group is working for an enviromental campaign group. They are asked to design a poster for the firm's next big campaign where they will be promoting recycling in their local community. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Emphasise the need to give the poster a persuasive nature to encourage people to recycle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Encourage students to think about the visual features of the previous poster and to use their knowledge of recycling from previous lessons |||| - <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Work in their designated group and discuss among themselves the visual features in given poster <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Each group nominates one student to present their findings to the rest of the class <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Work in the same group and design a poster following the criteria mentioned on the right || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Throughout the lesson**: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Observe students level participation in discussions and activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Observe student contribution to group work as well as their interaction with peers <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specific assessment in relation to the indicators:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Could students identify the stimulus visual image and analyse it in terms of visual grammar? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Could students identify characteristic aspects of a Representional, Composition and Interactive from visual text? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Were students able to work in groups to interpret a visual text and produce a persuasive poster ? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Did students contribute to class discussion and interact equally when working with their partners? || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Students with disabilities such as an intellectual disability:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">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 (Foreman, 2008) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Was there enough time allocated to each activity? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Was the lesson structured clearly enough? Should the order of activities be restructured in future? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Were the concepts too difficult or confusing for this stage? If so, what areas need revision? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Did the lesson enable students to fulfill the requirements of the outcome successfully? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Were outcomes suitable integrated across English and Science and Technology? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Was the subject matter suitable to students and the outcomes? || __**References:**__
 * //Recognises the need for conceptual images in displaying features of the recycling process for inclusion in a multimodal text.//
 * //Contributes effectively in small groups to articulate key visual grammar features of a selected image represented in chosen text.//
 * //Draws comparisons to visual grammar present in a whole image and a selected part of the image.// ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Resources: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Save Our Earth: Recycling (Resource 3)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">A3 size paper
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Colour pencils
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Question cards
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cards with terms of key language related to representational, compositional and interactive meanings
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">A varieties of recycling posters ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Lesson Outline** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Introduction:(15 minutes)__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Teaching strategy/Learning__ __Activity: (40 minutes)__ ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Teacher will ……** |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Students will…** ||
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Present the stimulus text to the class again and ask students to identify the Representational, Compostion and Interactive features of the text
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Ask students to sit in their group of four
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Concluding strategy:(5mins)__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students return to the floor with their poster
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students volunteer to present their poster in front of the whole class and discuss the visual features in their posters
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students compare their poster to the images from Resource 3 to make connections between the two text in terms of visual features with specific reference to Representational, Composition and Interactive features ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assessment:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Any special considerations or contingency plans:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Self-reflection**

Foreman, P. (2008). //Inclusion in Action (//2nd ed.). Melbourne: Cengage.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Gordon, J (1992). //Save Our Earth: Recycling,// Gloucester Press, London.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> NSW Board of Studies. (2006). //HSIE K-6 Syllabus.// Sydney: Author.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Kress, G., & Van Leeuwen, T. (2006). //Reading images: the grammar of visual design//. United Kingdom: Routledge.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice//. England: Open University.