Lesson+4


 * Unit Topic:The plight of the bush-curlew || Curriculum Link:HSIE |||| Yr Level:2 ||
 * **Lesson Number**: 5/10 || Lesson Topic:Clay animations |||| Learning Area(s):The multimodel text genre: Clay animations ||
 * Unit Aim or Outcome: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 computerInvestigates 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.o Evaluates the necessity of caring for and conserving the land in agricultural areas. ||
 * Lesson Outcome:The students will understand the process of creating a clay animation and understand how it could be a useful genre to use for our purpose. They will tranfser their knowledge about visual grammar elements to the process and products of clay animations. ||
 * Resources: Resource 2 Examples of clay animations on the resource page"How to make a clay animation" internet files. Retrival chart proforma for each group. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Lesson Outline:The students will understand the process of creating a clay animation and how it could be a usueful genre to use for our purpose. They will tranfser their knowledge about visual grammar elements to the process and product of clay animations. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Introduction**:Inform the students that the focus of the lesson is looking at the multimodal text type; clay animations.Exlicit prior knowledge by asking the whole class; what is a clay animation? Ask the class for any examples that can be provided.The whole class will watch some examples of clay animations both professional and student made, with a variety of purposes. Examples of clay animations can be found on the resource page labeled 1-5. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Teaching strategy/Learning Activity:** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Students will ……
 * Activity 1.** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">As a whole class we will analyse the multimodal texts we have just watched. As a whole group we will discuss or initial impressions of the animations. Then we will discuss the different modes that are used in each animation such as visual images, audio (both words and music) and text. we will discuss these components in the the clay animations we just viewed. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Teacher will…The teacher will record class responses on whiteboard/IWB to consult in subsequant activities.Ouestions:How the examples are different as well as the similarities they share. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Activity 2**.In small groups each group will further analyse one of the clay animation examples using the visual and verbal grammar addressed in previous lessons.-The texts purpose; to persuade, to entertain.-Intended audience.-The visual grammar used such as salience, shot distance, participants and offers made. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Each group will present their findings to the class. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">The teacher will place the class in groups of 4 students.The teacher will provide the groups with a retrival chart to record their findings.The teacher will systematically join each group to offer support and guage the kind of discussions that are being had. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">See appendix 5. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Concluding strategy**:Reconvene as a whole group to discuss which example of the clay animations they liked most and thought was most successful stating reasons for their choice. Ask the students to include the use grammatical metalanguage when stating and justifing their choice. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Assessment: Use a check list to to record the extent to which the students transfer their visual and verbal grammar when critiquing the examples. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Childs name: did not use gramatical meta language/ used some gramatical metalanguage/used gramatical metalanguage/ extensively used grammatical metalanguage. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Any special considerations or contingency plans:Fast finishers can begin thinking about the question; What would be the possible procedure to produce a clay animation. Is it a possible task that we could engage in?The teacher will be systematic when creating groups to support students requiring extra assistance.If the teacher can not access the animations, the lesson may need to be posponded. Or alternatively if the students have adequate knolwedge of clay animations the class can begin thinking about the possible process necessary to create a clay animation and the necessary gramatical elements that would ensure its success. They could then complete this lesson to compare if their ideas were fesible. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Self-reflection:Are their any elements of grammar that the children did not discuss or seldom discussed that need to be revisited.Were the class engaged and ecited about the process of clay animations.Did any further issues or discussions come up that i had not planned for. ||