Recent Changes

Lesson Two:
The second lesson, is a clear and logical progression from the introductory lesson. The students, will be exposed to the written grammatical features of a travel brochure. This experience will provide students with the opportunity to explore and analyse the way in which texts are created to provide information for and promote Australian States and Territories. This is important, for the later planning and construction of their own multimodal text on an Australian State or Territory. *Resource: Travel brochure
of images and text working together in a travel guide.advertising. Students learn
This lesson will explicitly teach students how to analyse and critique Compositional Visual Grammar. Students will be taught appropriate terminology to identify Compositional grammar and be given the opportunity to analyse images as a class and in small groups before putting their news skills to the test in designing a one-page promotional spread in preparation for their final project; promoting their chosen State or Territory.*Resource: series of image
Lesson Five:
This lesson will explore the power of visual media, to promote an Australian State or Territory key landmarks and features. This experience will ensure students become accustomed with techniques associated with visual media, in the attempt to create their own 'Virtual Tour' presentations on a specific Australian State or Territory in subsequent lessons. *Resource: Sydney, New South Wales, Australia Tourism Video (found on YouTube)
Lesson Six:
of this technology,technology in the
Lesson Seven:
starting to creatingcreate a storyboard,storyboard of information
Lesson Eight:
The lesson, will see the students using the storyboards they created in the previous lesson, to begin to create their own PowerPoint presentation on one of the Australian States or Territories.
The lesson, will see students, continue to work on their creations, adding in video, audio (*if time permits), videos, and animations to make it the most interesting presentation they can. Towards the end of the lesson, the students will save their presentations, to the teachers computer.
Lesson Ten:
the unit.
Members and Organizer
The difference between a space Member and a space Organizer is that organizers can
invite other members to the space and remove members from a space
change the permissions of a space from public to protected to private
change the name, description, look and feel, theme and stylesheet of a space
delete pages and uploaded files
lock and unlock pages

UnitUnit topic:
Australian and Territories
Curriculum Links:
and English
Year Level:
(year 3)
Lesson Number:
of 10
Lesson Topic:
Photos, picturesVisuals, Text and more!
Learning Areas:
CompositionMultimodal text: Text-image relationships
Lesson Aim:
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.
Focus Outcome:
their significance.
- Locates and names the capital city of Australia and of each State and major regional centres.
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.
- Understands purpose and stages of the organisation of texts
- Identifies audience of a text and adjusts writing accordingly.
Resources:
> 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)
STOP HUNTING. WhalesWhale numbers are falling rapidly from the numberbecause of whale
x4 blank A3 paper
Scissors
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.)
Lesson Outline:
Introduction (10 minutes):
words and have only show students the images. thought about thatthe experience. Was
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.
Learning Experience:
Students will:
Teacher will:
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
about the placement and size of images. The students can also cut out random strips for borders or for framing purposes.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.
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?"
Assessment:
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.

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?"
Assessment:
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.
Self-Reflection:
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?

Year Level: Stage 2 (Year 3)
Lesson Number: 5 out of 10
Lesson Topic: Australian contexts
Learning Area(s):
VisualVisual literacy
Learning Area(s): Multimodal texts
Lesson Aim:
TheThis lesson focuses on how multimodal texts work to convey meaning. The lesson aims provide students with the opportunity
Focus Outcome:
HSIE
Students will ……
Teacher will…
a class students will create
- 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.

Look at the visuals and figure out the purpose of the travel promotion.
Sitting on the floor in their groups.
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 placement and size of images. The students can also cut out random strips for borders or for framing purposes.
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.
group tag. Add extra information about each group's promotional page that other groups may have missed.
Concluding Activity: (5 minutes)
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.
Assessment:
Observe students' ability to analyse the relationship between the text and image.

Compositional Grammar
Lesson Aim:
visual grammar. TheStudents 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
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.
across the curriculum. -curriculum.- Contributes to visual grammar
TS2.2
TS2.2 - Interacts to group discussions -discussions- Contributes to layout design.
Resources:
- Interactive White Board (IWB) with Internet access - Photocopies of Image (b) for each group - Photocopies of the handout for each group
- 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.
ACTIVITY 2:
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.
Teacher directs discussion when required.

Resources:
> 3 or 4 large books with pictures in them (e.g. picture books, science books)
Blank>Blank A4 paper the pictures
Magazine
>Magazines and travel guides for cutting out pictures
> Interactive Board (IWB)
> Electronic version of whale watching advertisement, and the same image again with modified text and colour (Text: STOP HUNTING. Whales numbers are falling rapidly from the number 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.)
Lesson Outline:
Introduction (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.
teacher and classmates.
Use the IWB to bring up the electronic travel brochure.
Remove all the images from the brochure.
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.
Activity Two (35 minutes):
students to try to createtake turns in creating a multimodal text, showing them the importance of text-image relationships.
Form 4 groups and receive a group tag.
Cut out pictures relevant to table tags and stick them on the A3 page, ensuring they take note of where the text that is attention-grabbing,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.
Students are to create an advertisement using strategically placedonly images that complementrelated 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 placement and size of images. The students can also cut out random strips for borders or for framing purposes.
Monitor group progress, keeping them on track and ensuring no text is seen on the page. Help groups where needed.
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 text. original group reveals their group tag.
Concluding Activity: (5 minutes)
Each group quickly presents their A3 travel brochure and explain why they chose the design, layout and placement of text and images.
Ask the students what they found fun about the activity, and what they found difficult about it.
Explain how images in travel guides are required to let the reader see what they could be doing or what they could see.
Assessment:
Observe students' ability to analyse the relationship between the text and image.
Observe students' ability to add their own information during activity two.
TakeTake note of suggestions individually.
Self-Reflection:
Were students engaged with the lesson?
Was time managed/allocated effectively?
Should there have been individual-based work?
Did the students understand the concept of image placement?
Were the students able to note the relationship between images and text?
Were the outcomes addressed appropriately in the lesson?

- 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.
variety of topics. Englishtopics.English - WS2.14
- Identifies action verbs and talks about how they are used in advertisements to persuade the reader.
- Talks about how different types of adjectives have been used to add information in own writing.
- Why do they use words like 'gorgeous', 'crystal-clear' and 'breath-taking'? Why don't they use those words in procedures or explanations?
Assessment:
the worksheets
Any special considerations or contingency plans:
For students with additional needs (*potentially slower learners), activity two can be modified to just the ordering activity, so that they can still learn about the general layout of the brochures such as large headings, pictures, and so on.

Magazine
> Interactive White Board (IWB)
version of 2 travel brochureswhale watching advertisement, and the same image again with images
> x6 A3 paper
> x6 envelopes with cut-outs of different activitiesmodified text and colour (Text: STOP HUNTING. Whales numbers are falling rapidly from travel guides. The cut-outs include headings, dot points, general text,the number of whale hunters. Many species are already endangered, yet are still continued to be hunted for their meat and oil. Colour: black and some images.
> Glue
Coloured pencilswhite)
Lesson Outline:
Introduction (10 minutes):
Students will:
Teacher will:
Activity One (10 minutes)
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.
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.
Answer teacher's questions regardingThink about how the importance of text and images and how they work together to form an interesting piece ofhelp the text.
Students look at the imageDiscuss with teacher and think about the relationship between images and text.
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?
up the whale-watching image. Guide discussion questions:
Why isblack and white whale watching image with the modified text. Ask the students to think about the whole thing blue?
Are there more pictures or words?
Why are there so many images of whales?
Why is there a pictureand the colour of the Gold Coast atadvertisement. Next, show them the top?
Why are there various snapshotsoriginal advertisement in full colour. Ask the shape of a photo?
What arestudents to compare the people doing inmood created, and the meaning of the brochure?
Are there any labels for pictures?
Where do you look first? Do you move up, down, left or right?
Is there a logo? What is it for?
Activityadvertisement.
Activity Two (25(35 minutes):
The purpose of this activity is to allow students to try to create a multimodal text that is attention-grabbing, using strategically placed images that complement the text.
Form groups of 4, go to desks and receive envelopes and A3 paper.
Work in groups and use the resources, as well as own text and drawn images to create a travel guide that is exciting and attention-grabbing. Use glue to stick the cut-outs on the A3 paper. Focus on the placement of images and text, the use of colour and size, and the use of headings.
Hand it in and sit on the floor.
When students are in groups of 4, hand out the paper and envelops. Ask the students to create their own travel brochure using the resources in the envelope.
Keep the whale watching image so the students can use that as a guide for their own work. Remind the students that the work isn't meant to be perfect, and that they only have 20 or so minutes to complete it.
Monitor students' progress, providing help where needed. Guide the groups in the right direction when working with image placement.
Once complete, collect the work and comment positively for each group's efforts.
Concluding Activity: (5 minutes)
Each group quickly presents their A3 travel brochure and explain why they chose the design, layout and placement of text and images.