Lesson+4+of+10

//Australian// //States// //and Territories.//
 * ** Unit Topic: **

// (Year 3) // || Compositional Grammar ||
 * Duration:** 60 minutes ||||  ** Curriculum Link: **// HSIE and English //  ||  ** Year Level: **// Stage 2 //
 * ** Lesson Number: **// 4 of 10 // ||||  ** Lesson Topic: **** Visual Grammar **  || ** Learning Area(s): **
 * **__ Lesson Aim: __**

// The aim of this lesson is to explicitly teach students how to analyse and critique ‘Compositional’ visual grammar. Students have previously examined how written text and visuals work together to create effective multimodal texts and will now consider how the layout of these elements also influence viewers. This lesson will not only develop student’s critical viewing skills, it will also enable them to successfully compose their own promotional PowerPoint presentation on their chosen Australian State or Territory. // || **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.// //**__ Lesson Outcomes: __**// //** English **// **TS2.1- Communicates in formal and informal classroom activities in school and social situation for an increasing range of purposes on a variety of topics across the curriculum.** //** - **//// Contributes to class discussions on Compositional visual grammar // - //Communicates appropriate terminology associated with Compositional visual grammar// //** TS2.2 - **////** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. **// //- Contributes to group discussions// //- Contributes to group presentation of their promotional layout design.// || - Interactive White Board (IWB) with Internet access - Photocopies of Image (b) for each group - Photocopies of the handout for each group - A3 size paper - Scissors, glue, pencils. || - Students are seated on the floor all with a clear view of image (a) on the IWB from the website- [|http://www.tourism.australia.com]. Students begin to think about how the image is created to be persuasive and how it influences it’s audience through the discussion questions: -What is the image of? - What is the significance of the elements featured? - What is the image advertising? - What is the purpose of this image? - How does the image achieve its purpose? This information also indicates student’s background knowledge and how they relate prior learning of ‘Experiential’ and ‘Interactive’ visual grammar in their responses. || - Students listen to the Teachers explanation of Compositional visual grammar, contributing to class discussions and questions when requested.
 * **__ Focus Outcome: __** **// HSIE //**
 * **__ Resources: __**
 * ** Lesson Outline: ** ||
 * __ Introduction: __
 * ** Teaching strategy/Learning Activity: ** ||
 * ** Students will …… ** ||||  ** Teacher will… **  ||
 * ** ACTIVITY 1: ** //16minutes//

- Students volunteer to highlight/draw on the IWB where they think these features are evident in image (a). This is followed by class discussions.

** ACTIVITY 2: ** //14minutes// Students form into their project groups and return to their tables. Groups are given 15minutes to analyse image (b) and discuss/ record in their workbooks: - Given and New - Ideal and real - Centre-margin - Framing - Salience - Reading Path

Remaining at their tables students engage in a class discussion of the Compositional elements demonstrated in image (b). ** ACTIVITY 3: ** //20minutes// Students remain in their groups and are given a photocopy of the handout; filled with images promoting Australia. Groups are to cut out appropriate images and arrange them onto an A3 piece of paper to design an effective single-page layout promoting Australia. Students are to write appropriate text, add framing, etc. to demonstrate their new knowledge and skills of Compositional Visual Grammar. |||| Explicitly explain to students how the layout of an image is designed to influence its viewer. Information is presented to students interactively, giving them the opportunity to identify the explained features on the IWB image (a). // (Callow, 2006, p. 7-21) & (Unsworth, 2001, p. 104-111 // ): **// - Given and New: //** What is placed on the left-hand side of the image is usually familiar to the viewer, what is placed on the right-hand side is new information. **// - Ideal and Real: //** Many images are structured into top and bottom segments. The top is usually the imagined, while the bottom is usually concrete information. **// - Centre- margin layouts: //** Places and element in the centre of the image, surrounding elements creating a circular structure. **// - Framing: //** where elements are grouped or separated by boarders, colours, lines, shapes, etc. The stronger the frame the more emphasis the elements has. **// - Salience: //** Size, colour, location, human qualities, etc. all tend to ensure an image is viewed as salience. Salience draws the eyes attention and initiates the reading path.

Monitor group discussions and assist when required. Ask groups: What is Given and New in this image? Is there a centre margin? What affect has framing had on this image? What element is salience? How is the reading path initiated? etc, these questions will confirm to the teacher the students understandings.
 * ACTIVITY 2:**

Teacher directs discussion when required.

Teacher supervises and assists students in their group activity. || - Observe students contribution during the initial class discussion and their ability to relate prior learning to ‘Compositional’ visual grammar. - Observe students ability to identify the elements of Compositional grammar and use correct terminology when annotating image (b). - Observe students ability to work and contribute effectively in group situations. - Observe students ability to present their finished one page layout design to the class and discuss/ answer questions/ justify why they chose to position elements in a certain way. - Collect group designs to assess if students understand and have demonstrated effective ‘Compositional’ visual grammar. || ** - **** If there isn’t access to an IWB, a single class computer or large colour photocopy of image (a) can be used for the class discussion and explanation of ‘Composition’ visual grammar. ** ** - There isn’t any need for special consideration as the three activities are carried out in class or small group settings. The groups have been arranged by the teacher and are of mixed ability, so students can assist each other with their learning. The teacher will always be available to assist if required. ** ||
 * **__ Conclusion: __** 10minutes  Students return to the floor and in groups take in turns to present their finished product to the class. Groups explain their reasoning behind their promotional layout before the audience is encouraged to comment and ask questions, e.g. Why have you chosen to place that image there? Why did you choose to place the text there? How have you used images and text to persuade the viewer to visit Australia? It is really effective how you have ….., I like how you have…… etc.  ||
 * **__ Assessment: __**
 * **__ Any special considerations or contingency plans: __**
 * **__ Self-reflection: __**

- Were the students engaged in the task? - Did the lesson go according to plan? - What worked well? - What could have been improved? - Was there sufficient time to complete the tasks? - Did the students work cooperatively in their groups? - Do students understand the importance of ‘Compositional’ visual grammar or do they require further lessons? - Has this lesson prepared them enough to be able to complete their final project? ||


 * ACTIVITY 3 HANDOUT: //(To be enlarged to A3)//**