Lesson+4

The unit "Colonisation" aims to enable students to use a variety of media to investigate about the given topic and to construct a multimodal text that presents their findings in a structured and coherent manner.
 * ** Unit Topic: **British Colonisation of Australia |||| ** Curriculum Link: ** English and HSIE || ** Yr Level: ** Stage 2 (Year 4) ||
 * ** Lesson Number: ** 4 of 10 |||| ** Lesson Topic: How does a multimodal text work? ** || ** Learning Area(s): English ** ||
 * ** Unit Aim or Outcome: **

**Focus Outcome:** Change and Continuity CCS2.1 Significant Events and PeopleDescribes events and actions related to the British colonisation of Australia and assesses changes and consequences. - sequences significant events related to human occupation in Australia - describes some of the consequences of the British invasion for Aboriginal people - explains the roles played by some significant people during the occupation of Australia as a penal colony by the British, eg Arthur Phhillip - explains the importance of some significant places associated with British colonisation, eg Sydney Cove - selects an uses various sources for reconstructing the past || ** YouTube video of resource 4 ** ||
 * ** Lesson Outcome: ** WS2.14 - Discusses how texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. ||
 * ** Resources: Interactive White Board **
 * ** Lesson Outline: Students will learn how multimodal texts work through observing a multimodal text and the different types of text that are used. ** ||
 * ** Introduction (10 mins): Teacher will outline the lesson for students and will recount what we have learnt so far in this UOW. This lesson will be linked with the rest of the UOW by asking the students what they have learnt through visual grammar and textual grammar and will then link this with the fact that today we will be looking at how different modes of communication (such as written text and visual images) can be used together to create meaning. **

** Teacher then asks students if they know what multimodal means. If no one can give an answer, then the teacher explains what multimodal texts are. ** || Brainstorm on text types (10 minutes) A brainstorm is made on the IWB of different things that students watch, read or listen to throughout the day.
 * ** Teaching / Learning Activity: **

Different methods of communication in Brainstorm (10 minutes) Once the brainstorm has been completed, the teacher will then ask students to say what mode of communication each text uses, do they use visuals, text, sounds? Anything else?

Analyse YouTube Video (20 minutes) After the brainstorm is complete, the teacher will show the YouTube video, and will then ask students to get in groups and they will then analyse what different modes of communication have been used. Then students will work in groups and analyse how these different modes of communication create meaning in the text. This will be done through students saying what would be different about the video if a mode of communication was removed. Before asking students to do this second part of the activity, the teach will show the video again. This will allow students to understand multimodality and the purpose of a multimodal text. || Offer answers to the brainstorm question
 * ** Students will: ** |||| ** Teachers will: ** ||
 * Brainstorm

Different methods of communication Students will categorise the texts into different modes of communication

Analyse YouTube Video Students will work in groups in order to gain an understanding of the different modes of communication used in the video |||| Guide the brainstorm and allow all answers to be counted and valued

Teacher will guide the discussion and ensure that a variety of students are allowed to offer answers

Teacher will walk around classroom and offer assistance to different students. || ** The class will have a final discussion about multimodality. Each group will report their findings to the class and the class will then be guided by the teacher in a discussion about the purpose of a multimodal text and about how a multimodal text works. ** || This lesson will be assessed in two ways. 1) Teacher will go around the class while they are in groups and assess how different students are communicating and understanding what multimodal are used for. 2) The teacher will observe what each group says at the end and will assess the groups understanding based on this. || - Teacher will be in room during group work in order to assist groups that are struggling - If a group finishes early, then have them work on taking away different modes from the video (audio, visual etc.) || - Were students able to understand how a multimodal text works? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- Were students able to understand what a multimodal text is? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- Were students able to understand different modes of communication? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- Was the class engaged in the lesson after the introduction? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- Was the YouTube video an appropriate resource to use in this UOW? ||
 * ** Concluding Strategy: (10 minutes) **
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection: **