Lesson+5

· HSIE (Environments): ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. || 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 • adjusts speech to suit familiar situations, eg gives instructions to younger child, uses aids when presenting an information report to enhance meaning for peers.
 * **Unit Topic: The Plight of the Bush Curlew (multimodal text) ** || **Curriculum Link: **HSIE  |||| **Yr Level: ** 4 (stage 2)  ||
 * **Lesson Number: ** 5/5 || **Lesson Topic: ** Scaffolding for rich multimodal texts  |||| **Learning Area(s): ** Creating text, music and voice overs within a multimodal text. ||
 * **Unit Aim or Outcome: ** To create a multimodal text to create awareness about the damage of land clearing and promoting sustainable land management skills.
 * **Lesson Outcome: ** TS2.2

TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English. • usually selects a suitable spoken text for purpose and audience and can explain the choice • identifies the characteristics of an oral procedure, eg goal, materials, steps, use of detail, clear sequencing. • discusses the effects different audiences can have on a speaker, eg compares telling the same story to a friend or to the school principalWS2.13Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter andhow they serve a wide variety of purposes. • identifies audience of a text and adjusts writing accordingly. || //Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’ // || Students are to be placed in groups of 4/5. Each group is to be given an aspect of the clip to analyse (text, music, voice over, beginning and ending). Students are to have one computer between each group. Students are to analyse the earth hour video in regards to their particular aspect. Students are to record their findings on a sheet of paper.
 * **Resources: ** Smart Board Computers  <span style="font-family: Verdana,sans-serif; font-size: 11px;">Earth Hour Video (Appendix 3)  <span style="font-family: Verdana,sans-serif; font-size: 11px;">White Board Markers  <span style="font-family: Verdana,sans-serif; font-size: 11px;">Worksheets (Appendix 4)  <span style="font-family: Verdana,sans-serif; font-size: 11px;">Paper and Pens.  ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Lesson Outline ** Students will be exploring the earth hour video and guidance on how develop their own persuasive and engaging multimodal text. Students will focus on looking at the music, voice overs, text and the beginning and ending of the video. Before this lesson students would have done research about land clearing and the curlew. ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">Introduction: __ Teacher is to introduce the lesson and what students will be asked to do throughout the lesson. Teacher is explain that they will be creating the text, voice overs and music for their multimodal text. Teacher is to set up the Smart Board to play 'Earth Hour' video- [] (Appendix 3) Play video to the class. Students are to think about: -What strategies they use in the video persuade audience. -How did the video make them feel? -How was the text persuasive? -Where the voice overs effective? -Begenning and ending of the video. Once the video has been played. Have a class discussion about what students thought.Ask once of the students to come up and record the discussion on the board. ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Teaching strategy/Learning __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> __Activity:__
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Students will …… ** || **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Teacher will… ** ||
 * Activity 1:

Activity 2: Students are to return to their desk. Each group is to start their design of their part of the animation. Students are to be given some guide line as to what they can choose:

Text- Short, persuasive text. Can only have 6-7 sentences appear throughout the video

Music- No words, thinking about what music is suitable for this kind of video e.g that represents the environment

Voice overs- should catch listeners attention, the use of rhyme may be helpful to make it engaging. Have a line that is repeated throughout the voice over e.g. 'Remember my very good friend'

The beginning and Ending of video- Title at the beginning, what will draw audience in. An introduction to the video. Credits at the end, what must be included. || Place students in groups of 4/5. Teacher is to walk around class room. Helping students with difficult concepts. Scaffold students learning by given then examples and guidance.

Teacher is to hand out worksheet to each group.

Allocate one scribe for each group.

Walk around the classroom observing student work.

Assist students with ideas. ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Concluding strategy: __ <span style="font-family: Verdana,sans-serif; font-size: 11px;">//<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-style: normal;">Students are to present their work to the class as a group. Explaining what they have done and how it is meant to engage and persuade the audience. ////<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-style: normal;">Each group is to present. ////<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-style: normal;">Once groups have presented they are to hand in their worksheets to the teacher. ////<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-style: normal;">Next lesson students will be developing this activity further with feedback from the teacher. // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Assessment: **Observation throughout the lesson. Record students participation in group discussion on post it notes. Students are to hand in the worksheet at the end of the lesson to be marked and receive feedback. ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Any special considerations or contingency plans: ** Smart Board- If there is not a smart board in the classroom and you have access to a television and DVD player. Burn the Earth Hour trailer onto a disc before class. Computers- If computer are not available, teacher can play trailer a number of times for students on television. If groups have finished early they can join groups who have not finished yet and give them some suggestions. ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Self-reflection ****<span style="font-family: Verdana,sans-serif; font-size: 8pt; font-weight: normal;">// Did student understand the purpose and effect of the earth hour video? // **
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt; font-weight: normal;">// Were the student’s challenged? // **
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt; font-weight: normal;">// Were the student’s engaged? // **
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt; font-weight: normal;">// Did the students meet the outcome/are the students working towards the outcome? // **
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt; font-weight: normal;">// Did students correctly address their target audience? // ** ||