This lesson focuses on how multimodal texts work to convey meaning. The lesson aims to provide students with the opportunity to critique promotional videos, related to one of the Australian States and Territories. This critical reflection approach is imperative for students understanding and development of issues related to eventually creating their own inspiring and promotional PowerPoint presentation on one Australian State or Territory. Focus Outcome: 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.
Lesson Outcome: English Talking and Listening TS2.1communicates 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. Audience, Subject Matter - Participates in class discussions on a variety of topics - Talks briefly to class after group discussion on a current topic - Elaborates on other’s suggestions TS2.2 interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and use various listening strategies for different situations.
Resources: § “Sydney, New South Wales, Australia Tourism Video” *YouTube
§ Interactive Whiteboard/Whiteboard/Chalkboard · Individual copies of the pre-prepared list of resources/websites · To be in the computer room, so there are enough computers for 2/3 students
Lesson Outline
Introduction: 10 minutes
· Students view the short video clip “Sydney, New South Wales, Australia Tourism Video” found on YouTube. · As a class, discuss, what they liked/disliked about the short promotional video they saw on Sydney, New South Wales. This will allow students to begin to look at personal preferences of different media presentations, and understand that not all people will like/dislike the same thing, or even notice the same things in the presentation.
Teaching strategy/LearningActivity: 40 minutes
Students will ……
Teacher will…
- As a class students will create two concept maps (1 on what they found out about the Australian State/city & the second on what they liked and disliked about the promotional video). This can be done, either on an Interactive White Board, Whiteboard or chalkboard (*depends on school’s facilities).
- Revisit the concept maps, and circle ideas mentioned that could have been intentional decisions made by the creator of the video: Tourism NSW. Answer any raised questions by the teacher.
- Watch the video again, trying to notice some of the significant aspects of the videos construction that were discussed in the revision activity.
- Will be given a list of videos, all pre-selected YouTube videos (chosen by the teacher). They will be given 20 minutes to explore these websites in pairs and to select one of these websites to quickly explain to the rest of the class, about their videos, and what made their video so interesting or important, and why. (*APPENDIX for the list of pre-selected websites).
- Group work on the computers (*only to be done in pairs, or threes – depending on the number of students on the day).
- Explain their findings to the class in a supportive classroom environment.
- Summarise and solidify student’s prior knowledge about visual imagery, and techniques the creators have used to convey meaning. - Explain that we will focus on the second concept map and that not everyone will like/dislike the same things, when it comes to visual imagery, but there are actually some things which the creator has used to portray an idea.
- The revision activity, offering assistance and commentary throughout the student centred discussion. During this process, the teacher should raise questions such as what do you think the importance/significance of that action was?
- Teacher guides the students through the video again, stopping and discussing some of the significant aspects of the construction of this video.
- Pre-prepare a list of resources for the students to access in pairs or groups of three (*depending on numbers on the day).
- Supervise and assist students in their pair/group study of the videos.
- Elicit the discussion points about what they have learnt in this activity.
Concluding strategy: 10 minutes - Then using the information gained from the YouTube video and the other resources come up with a list of criteria/things to think about when creating their own PowerPoint presentation.
- This will be used in the next lesson, which will look at creating their own PowerPoint Presentations according to the principles they have outlined as important in their study of some of the resources available.
*the students have previous experience and understanding of PowerPoint through the specialist Computers teacher.
Assessment: - Through informal observations, the teacher assesses students understanding of the power of visual media to convey particular ideas. - Through informal observation, assess whether students can as a class create a checklist for important things to remember when creating their own multimodal text. - Through peer assessment, students offer any more suggestions/opinions to the class discussion about the list of resources explored.
Any special considerations or contingency plans:
In the case of no access to an interactive whiteboard, the teacher can instead utilise a single computer or a number of classroom computers to showcase the short film clip.
As students mostly are working in a group or a whole-class situation there is no need for special considerations as they can support each other.
Self-reflection:
- Did the lesson go according to plan? - What worked or didn’t work well? - How could this lesson be improved? - Did the students understand the importance of visual imagery, position etc in the creation and delivery of a visual media production? - How effective was the lesson in terms of the understanding students gained of the Australian State or city?
Australian States and Territories.
Duration: 60 minutes
This lesson focuses on how multimodal texts work to convey meaning. The lesson aims to provide students with the opportunity to critique promotional videos, related to one of the Australian States and Territories. This critical reflection approach is imperative for students understanding and development of issues related to eventually creating their own inspiring and promotional PowerPoint presentation on one Australian State or Territory.
Focus Outcome:
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.
English
Talking and Listening
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.
Audience, Subject Matter
- Participates in class discussions on a variety of topics
- Talks briefly to class after group discussion on a current topic
- Elaborates on other’s suggestions
TS2.2 interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and use various listening strategies for different situations.
§ “Sydney, New South Wales, Australia Tourism Video” *YouTube
§ Interactive Whiteboard/Whiteboard/Chalkboard
· Individual copies of the pre-prepared list of resources/websites
· To be in the computer room, so there are enough computers for 2/3 students
· Students view the short video clip “Sydney, New South Wales, Australia Tourism Video” found on YouTube.
· As a class, discuss, what they liked/disliked about the short promotional video they saw on Sydney, New South Wales. This will allow students to begin to look at personal preferences of different media presentations, and understand that not all people will like/dislike the same thing, or even notice the same things in the presentation.
- Revisit the concept maps, and circle ideas mentioned that could have been intentional decisions made by the creator of the video: Tourism NSW. Answer any raised questions by the teacher.
- Watch the video again, trying to notice some of the significant aspects of the videos construction that were discussed in the revision activity.
- Will be given a list of videos, all pre-selected YouTube videos (chosen by the teacher). They will be given 20 minutes to explore these websites in pairs and to select one of these websites to quickly explain to the rest of the class, about their videos, and what made their video so interesting or important, and why. (*APPENDIX for the list of pre-selected websites).
- Group work on the computers (*only to be done in pairs, or threes – depending on the number of students on the day).
- Explain their findings to the class in a supportive classroom environment.
- Explain that we will focus on the second concept map and that not everyone will like/dislike the same things, when it comes to visual imagery, but there are actually some things which the creator has used to portray an idea.
- The revision activity, offering assistance and commentary throughout the student centred discussion. During this process, the teacher should raise questions such as what do you think the importance/significance of that action was?
- Teacher guides the students through the video again, stopping and discussing some of the significant aspects of the construction of this video.
- Pre-prepare a list of resources for the students to access in pairs or groups of three (*depending on numbers on the day).
- Supervise and assist students in their pair/group study of the videos.
- Elicit the discussion points about what they have learnt in this activity.
- Then using the information gained from the YouTube video and the other resources come up with a list of criteria/things to think about when creating their own PowerPoint presentation.
- This will be used in the next lesson, which will look at creating their own PowerPoint Presentations according to the principles they have outlined as important in their study of some of the resources available.
*the students have previous experience and understanding of PowerPoint through the specialist Computers teacher.
- Through informal observations, the teacher assesses students understanding of the power of visual media to convey particular ideas.
- Through informal observation, assess whether students can as a class create a checklist for important things to remember when creating their own multimodal text.
- Through peer assessment, students offer any more suggestions/opinions to the class discussion about the list of resources explored.
- Did the lesson go according to plan?
- What worked or didn’t work well?
- How could this lesson be improved?
- Did the students understand the importance of visual imagery, position etc in the creation and delivery of a visual media production?
- How effective was the lesson in terms of the understanding students gained of the Australian State or city?