Lesson+2

o Evaluates the necessity of caring for and conserving the land in agricultural areas. ﻿ || 2) Show students examples of storyboards.3) Ask, //“Why do we make storyboards?”//Expected responses: - To plan the animation - To make changes to the sequence - To gain feedback (Once you start making the clay figurines and filming, it is very time consuming and difficult to make changes, so it is easier to do these through the storyboarding process) 4) Ask, //“What should a storyboard show? What visual grammar should be included in a story board?”//Expected responses: - Action qualities (What is happening in the frame) - Participants (Who and what is in the frame) - Layout (Where are the elements placed) - Salience (Which element is the most important) - Camera distance/framing (e.g. close up, wide shot) (social distance) - Setting (the background) - Symbols Teacher should reiterate the meanings of these terms. 5) Ask, “//How does visual grammar create meaning?”//Expected response: Salience gives importance to something in the image. || 1) Explain that each student will become ‘experts’ about a particular aspect of visual grammar, i.e. shot distance, layout, salience, and participants and action qualities, by participating in the activity which corresponds to the number they were given. In another activity they will join with members who are experts in another area in order to complete a storyboarding task together. 2) Number students 1-4. Each number corresponds to an area of the classroom where a specific activity will take place.4) Give each student a storyboard (different groups may have different storyboards).4) Explain that they will have to analyse it in terms of their particular aspect of visual grammar.1s: Shot distance (social distance) Label each scene according to social distance e.g. long shot, medium shot, close up.2s: Layout dentify aspects of the layout in each scene e.g. given/new (left, right), real/ideal (top/bottom)
 * **Unit Topic:** The Plight of the Bush Curlew (multimodal text) || **Curriculum Link:** English & HSIE (Environments) |||| **Yr Level:** 4 (Stage 2) ||
 * **Lesson Number:** 3 || **Lesson Topic:** Storyboarding |||| **Learning Area(s):** English & HSIE ||
 * **Unit Aim:** To create a multimodal text about caring for the land**Syllabus outcomes:** · English: **WS2.12** Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop __publishing skills on the computer__. o Investigates the use of multimedia incorporating text, graphics, sound, animation.  · HSIE (Environments): **ENS2.6** Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
 * **Lesson Outcomes:****WS2.9** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. || **Indicators:** - Uses visuals to communicate ideas ||
 * **RS2.8** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. || - Identifies aspects of visual grammar i.e. social distance, layout, participants, and action qualities. ||
 * **Prior Knowledge** Previous units have included learning about visual grammar. ||
 * **Resources:** - IWB and video link: //Finding lady: The art of storyboarding// [|http://video.google.com/videoplay?docid=-2412052664775629371#] - Examples of storyboards + template  Self-assessment proforma  - Post-it notes  ||
 * **Lesson Outline** ||
 * __Introduction:__ 1) Watch the first 2.5 minutes of the video //Finding lady: The art of storyboarding.//
 * __Teaching strategy/Learning__ __Activity:__ ||
 * **Teacher will…** |||| **Students will ……** ||
 * ** Activity 1: Jigsaw (reading storyboards) 10 mins **

3s: Salience Identify the most salient aspect of each scene, and describe why this is the case.4s: Participant (and action qualities) dentify the participants in the scenes and any action qualities (e.g. vectors) |||| 3) Receive a number.5) Receive a storyboard.6) Analyse the storyboard in terms of their particular aspect of visual grammar. || 1) Explain that as a class they are going to jointly construct the scene ‘dead curlew on Thoughtless Farmer’s farm’. 2) Ask class, “//What are the participants in the scene?”// Expected answer: the curlew. 3) Ask class, “//What are the action qualities in the scene?”// Expected response: The curlew falls over. 4) Ask, “What layout could be used?” Expected response: Dead curlew in the centre of the scene. 5) Ask, //“Which element should be most salient?”// Expected response: the curlew. 7) Ask, //“What are we going to have in the background of the scene?”// Barren land  9) Teacher roughly draws the scene. ||  ||
 * ** Activity 1: Joint construction (10 mins) **
 * || [[image:file:///C:/Users/Laura/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="55" height="39" caption="clip_image002.gif"]] ||

1) Group students by asking each ‘1’ (number from activity 1) to find a ‘2’, and each ‘3’ to find a ‘4’. Then ask each ‘1-2’ pair to find a ‘3-4’ pair to form a group of 4 students.2) Explain that each group is going to design the story board for two juxtaposing (contrasting) scenes.Teacher reminds students that storyboards do not contain a lot of detail, and so they can draw with stick figures if they want to.3) Give each group a set of juxtaposing scenes.Group 1: - The Thoughtless farmer - The Educated Farmer
 * 3) Students think about the scene, and answer the teacher’s questions. ||
 * ** Activity 3: Storyboarding of juxtaposing scenes (10 mins) **

Group 2: - Careless clearing - Careful clearing Group 3: - The curlew has plenty to eat - The curlew is running out of food Group 4: - The trees shield the land from the wind - No trees to protect the landGroup 5: - A great harvest - Ruined cropGroup 6 - Lots of animals on sustainable farm - Dead curlew on dead farm2) Explain that each group must decide how to show contrast in the two scenes.3) Explain that each ‘expert’ in the group must consider how their aspect of grammar can be used to make meaning in the scenes. |||| 4) Work together to storyboard the scenes so that they show contrast and use various aspects of visual grammar. || 1) Ask each group to stick their completed scenes in order on the board to create a class storyboard. 2) Ask groups to look at the scenes other groups have created. 3) Issue each student with a post-it note. 4) Explain that each student must annotate a scene by labelling an aspect of the visual grammar and explaining, and evaluating how it creates meaning. Scaffolding questions: * // What is the aspect of visual grammar? //
 * ** Activity 4: post-it notes annotating grammar and meaning (10 mins) **
 * // How does it create meaning? //
 * // Does it create meaning effectively? // |||| 2) Stick their completed scenes on the class storyboard3) Look at other scenes on the storyboard4) Receive post-it note and on it they will identify and evaluate an aspect of visual grammar in a scene in terms of how it creates meaning. ||
 * __Concluding strategy (10 mins)__ Teacher will explain that students will self-assess their group’s scenes by thoughtfully filling out a self-assessment proforma (below). They will assess their scenes in terms of their use of visual grammar to create meaning in the scene. ||
 * **Assessment:**Students will be assessed according to the lesson outcomes through the completion of the self-assessment proforma (below). This will be recorded on a class record sheet: ||  |||| WS2.9 |||| RS2.9 ||
 * Name || Working towards || achieved || Working towards || achieved ||
 * Alicia || [[image:file:///C:/Users/Laura/AppData/Local/Temp/msohtmlclip1/01/clip_image003.gif width="19" height="21" caption="clip_image003.gif"]] [[image:file:///C:/Users/Laura/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="10" height="12" caption="clip_image004.gif"]]  ||   ||   ||  [[image:file:///C:/Users/Laura/AppData/Local/Temp/msohtmlclip1/01/clip_image005.gif width="11" height="12" caption="clip_image005.gif"]] [[image:file:///C:/Users/Laura/AppData/Local/Temp/msohtmlclip1/01/clip_image006.gif width="19" height="21" caption="clip_image006.gif"]]  ||


 * **Any special considerations or contingency plans:**
 * **Any special considerations or contingency plans:**

The group structure used in most of the activities will assist students working at different abilities. ||
 * **Self-reflection** - Did this lesson achieve its objectives? Why or why not? - Were your students able to master the outcomes? Explain. If not, what modifications would be necessary to allow them to achieve the outcomes? - Would you use this lesson plan again? Why or why not? What, if anything, would you change about it?  ** Resources **  - How did you find the materials you used in this lesson?  ** Timing **  - Was the timing appropriate to allow for sufficient exploration and achievement in the activities? - Did the lesson allow time for students to ask questions? - Was there sufficient time for quality and substantive discussion over key questions?  ** Assessment ** - Did the assessment criteria reflect the outcomes? - Did you give quality feedback that would foster learning?

** Was the lesson of intellectual quality? ** - Were the activities challenging? - Did the lesson encourage higher order thinking such as evaluation and decision making? - Were the students exposed to and encouraged subject area specific metalanguage? - Was the construction of deep knowledge facilitated by building on prior knowledge, skills and experience? ** Did the lesson reflect significance? ** - Did the activities allow for differentiation of achievement? - Was the lesson inclusive to all members of the class? - Did the activities integrate knowledge from other Key Learning Areas? - Did the lesson reflect connectedness with competencies and concerns beyond the classroom? ** Did you foster a quality learning environment? ** - Were students engaged in the activities? - Were the instructions clear so that students were aware of what was expected of them during the activities? - Are students encouraged to take intellectual risks? - Did you encourage mutual respect and support between you and the students, and students and peers? Did the students work collaboratively in groups? If not, what could you do to facilitate collaboration? ||

Self- Assessment Proforma Name: (Circle your responses) 1) Do your scenes convey meaning? Yes / No 2) If another person were to read your scenes, do you think they would find the meaning... unclear/ partially understandable / very clear 3) Do your scenes utilise visual grammar? Yes / no 4) Can you identify more than one aspect of visual grammar? Yes/ No If yes, please list:

5) Is it possible to improve your scenes to make the meaning clearer? Yes / no

If yes, how?