Lesson+3+of+10

//Australian States and Territories// || **Curriculum Links:** //HSIE and English// || **Year Level:** //Stage 2 (year 3)// || //3 of 10// || **Lesson Topic:** //Visuals, Text and more!// || **Learning Areas:** //Multimodal text: Text-image relationships// || Continuing on with the previous lesson on travel brochures, this lesson's aim focuses on the importance of images in a travel guide. Students learn to find relevant information within the brochures using the images and the layout. With the information gained, the students will be able to identify important features in the text-image relationship, which will aid the final construction of the multi modal text. || **__HSIE__** **-** **ENS2.5 Describes places in the local area and other parts of Australia and explains their significance.** - //Locates and names the capital city of Australia and of each State and major regional centres.//
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**Lesson Outcomes:** **__English__** **– RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.** //- Discusses the structure and features of a travel brochure and how these influence a reader.// //- Discusses the structures and features of texts such as a travel brochure.//

**__English__** **- TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.** //- Participates in class discussion on a variety of topics.//

// **__English__** **- WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.** //

**-** Understands purpose and stages of the organisation of texts

- Identifies audience of a text and adjusts writing accordingly. || > 3 or 4 large books with pictures in them (e.g. picture books, science books) >Blank A4 paper to cover the pictures >Magazines and travel guides for cutting out pictures > Interactive White Board (IWB) > Electronic version of whale watching advertisement, and the same image again with modified text and colour (**Text**: STOP HUNTING. Whale numbers are falling rapidly because of whale hunters. Many species are already endangered, yet are still continued to be hunted for their meat and oil. **Colour**: black and white) > x4 blank A3 paper > Scissors > Glue > 4 Group tags (1. Don't forget to Slip! Slop! Slap! at Aussie beaches 2. The King's Hotel in QLD has everything. Stay there for your holiday! 3. Have a traditional dinner with Indigenous Australians 4. See all of Australia. Go on a road trip.) || Gather the students on the floor and select a book. Cover any pictures with a blank sheet of paper and read a small section of the book in this manner. Select another book and do the same. Get another book and this time cover the words and only show students the images.
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 * **Lesson Outline:** ||
 * __Introduction (10 minutes):__

Ask the students what they thought about the experience. Was the text boring without pictures? Were the images meaningless without words?

Next, grab a magazine and flip through the magazine at a steady rate, but quickly enough so that the students don't have time to process everything. Ask the students what caught their attention. They are most likely to say a picture of something they saw. Images are the most effective in capturing attention, not text. || The purpose of this activity is to get students to realise the difference between having images and no images in a travel brochure. || Remain on the floor.
 * __Teaching and Learning Experience:__ || Students will: || Teacher will: ||
 * Activity One (10 minutes)

Think about how important images are to complement the words on the brochure. Without images, the travel brochure is just text.

Think about how the images can now be interpreted very differently to the first exercise.

Think about how the images help the text. Discuss with teacher and classmates. || Use the IWB to bring up the electronic travel brochure.

Remove all the images from the brochure.

Replace the images, but this time, remove the text.

Ask the students what they think about removing one of the elements of the travel guide. Does removing the images make the text boring to read? Does removing the text make the images confusing and meaningless?

Bring up the black and white whale watching image with the modified text. Ask the students to think about the images and the colour of the advertisement. Next, show them the original advertisement in full colour. Ask the students to compare the mood created, and the meaning of the advertisement. || The purpose of this activity is to allow students to take turns in creating a multimodal text, showing them the importance of text-image relationships. || Form 4 groups and receive a group tag.
 * Activity Two (35 minutes):

Cut out pictures relevant to table tags and stick them on the A3 page, ensuring they take note of where the text should go.

Look at the visuals and figure out the purpose of the travel promotion.

Sitting on the floor in their groups. Examine other groups' promotions and answer teacher's questions. When asked, reveal group tag and explain why the images were picked, and why they were placed in that manner || Students are to create an advertisement using only images related to their group tags. However; they must pretend the headings, text, and dot points are still there (invisible text). Encourage them to think about the size of images and position of the page.

Monitor group progress, keeping them on track and ensuring no text is seen on the page. Help groups where needed. Also make sure no groups reveal their promotion's purpose, so keep the noise level lower.

At around 20 minutes, ask the students to swap their advertisement with the next group. The groups briefly try to figure out what it is trying to promote. Give a minute, and rotate it again until all groups have seen each other's promotions.

Collect the pages and gather the students on the floor. Hold up an advertisement and ask which group did it. Ask other groups what they thought the promotion meant. When the three other groups have guessed, the original group reveals their group tag. Add extra information about each group's promotional page that other groups may have missed. || Ask the students what they had learnt from that lesson. Reinforce that texts and images have an important relationship with each other, even if it's one word or one image. Repetition of images, size, and the colour also impact the effect of the advertisement. The students can play a short game where they individually write down as many words as they can under the topic: "what makes a travel brochure effective?" || Observe students' ability to analyse the relationship between the text and image. Take note of the groups who used small text or clustered images and provide suggestions individually. Look out for students who have written too little words during the conclusion game. || Were students engaged with the lesson? Was time managed/allocated effectively? Should there have been individual-based work? Was the main activity too repetitive? Were the students able to note the relationship between images and text? Were the outcomes addressed appropriately in the lesson? ||
 * **Concluding Activity:** (5 minutes)
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 * **Self-Reflection:**
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