Lesson+5

The unit “British Colonisation of Australia” aims to enable students to use a variety of media to investigate 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:** 5 of 10 ||||  **Lesson Topic:** Storyboarding  ||  **Learning Area(s):** Learning how to compile a storyboard  ||
 * ** Unit Aim or Outcome: **

** Focus Outcome: ** HSIE Outcome: **CCS2.1 ** Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. ||
 * ** Lesson Outcome: **

English Outcomes: **WS2.14** Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used Computer Lab Interactive Whiteboard Books – general information on colonisation Websites – list of appropriate websites “Colonisation of Australia” storyboard template (Appendix B) || To determine students’ prior knowledge and understanding of the use of storyboarding to gather ideas and create a sequential story, supported by written and audio text. Students will first engage in a storyboarding activity online, where they are able to create a storyboard on another topic before creating their own storyboard on the topic of colonisation. The purpose of the storyboard is to assist students in developing their PowerPoint’s for the final presentation. || Review the previous lesson activities on factual texts, visual literacy and multimodal texts. Reiterate the key learning points. Students then sit in front of the Interactive Whiteboard and look at the website that they will then be using. Explain to students the purpose of the website and how it relates to their task for the lesson. Ask students: //“What do you think ‘storyboarding’ means?” “Who would use this technique (movie directors, cartoonists...)?” “Why would they use this technique?”// ||
 * TS2.2 **Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various strategies for different situations ||
 * ** Resources: **
 * ** Lesson Outline: **
 * ** Introduction: (15 minutes) **
 * ** Teaching / Learning Activity: (30 minutes) ** ||
 * ** Students will: **

Get into their groups, assigned by the teacher and select a computer Two students will begin by exploring the program whilst the other three students will begin researching various books that will assist them in completing their storyboard timeline, researching the significant events After 10 minutes, students will swap tasks and extend on the activity of their group members for a further 10 minutes

Once students have each had a turn at using the program they will then return to their desks to finalise their research for their timeline Students begin to plan their timeline, with assistance from their factual recounts completed in a previous lesson (Lesson 2 of the sequence) Students will wear stickers with their title on them to remind other students in the group that everyone has a specific role

Students fill out the boxes with the necessary information – inside the box students will draw an image or briefly describe what will be seen on the PowerPoint, while the lines underneath are for the written and audio text |||| ** Teacher will: **

Students will be assigned into groups of 5 (25 students in the class) as per teacher discretion keeping in mind groups of mixed ability will be the most beneficial for this activity Log onto the website on the computers ready for the students to use Prepare a selection of books for students to use and research Walk around the classroom, ensuring students are on track and assisting where necessary

Supply students with the “Colonisation of Australia” storyboarding template Remind students that they must use at least six boxes, but they can ask for another template if they require more, with a maximum of ten Assign roles to each group member: Scribe, Reader, Researcher x 2, Checker Ask: //“How many slides do you think you will use in your timeline?” “How will you sort out what information you will need in your timeline?” “Will there be specific characters or animals?” “How will you indicate this on your storyboard?”//

Explain the various aspects of the storyboard worksheet Allow students a sufficient amount of time to complete a large majority, if not to completely finish their storyboard activity || The lesson will conclude when the teacher recognises that most groups have done a sufficient amount of work. Students will remain at their desks and are able to volunteer to read out their work so far. Start by explaining what images the audience will be able to see in their final PowerPoint presentation and provide some examples of the audio text. Teacher will commend those students who have worked well throughout the lesson and encourage others to continue with their work until they have done enough to incorporate it into their final assignment. || Students will be formatively assessed on their progress throughout the lesson through teacher observation, their ability to complete group work and their ability to recall prior knowledge on the topic. In the introduction to the lesson, students will be assessed on their ability to listen to instructions and contribute to whole class discussions, recalling prior knowledge of colonisation and storyboarding. In the body of the lesson, the teacher will observe students abilities to work in smaller groups, in their various roles. In the conclusion of the lesson, students will be assessed on their ability to present their ideas to the class as well as being assessed on the content they have included their ability to sort through information and their fluidity of their storyboarding ideas. || As students will be placed in mixed ability groups, it is important to carefully assign students into these groups so that everyone will benefit from each others’ abilities. Teacher support is also necessary to ensure students are working effectively. The use of a variety of media will appeal to different students’ needs and abilities and the whole lesson concept is achievable for all students in the class. ||  - Was the lesson successful?  - Was it stage appropriate?  - Were the outcomes achieved?  - Were all students engaged in the lesson?  - Was the concept of storyboarding understood by students?  - Did they engage in class discussion?  - Did they understand the relevance of the lesson?  - How could this lesson be modified?  - Which aspects could use improvement? ||
 * ** Concluding Strategy: (10 minutes) **
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection: **