Lesson+7+of+10

  To create a multimodal text on the topic of Ancient Egypt. CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities  ||  Students will explore different elements of the on-line video program, Jay Cut. Students will use their knowledge of developing information reports to design their own Jay Cut video to experiment with different aspects of making a documentary. Students will also practice using the video camera in preparation for making their documentary.  **DRAS2.2 ****Builds the action of the ** **drama by using the ** **elements of drama, movement and voice ** **skills. ** **- ** //devises the action through movement and voice by adapting stories// **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. **<span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">- //<span style="color: #221e1f; font-family: 'Cambria','serif';"> identifies audience of a text and adjusts writing accordingly. //<span style="font-family: 'Cambria','serif';"> || <span style="font-family: 'Cambria','serif';">-Computers (1 per pair for half of the class) <span style="font-family: 'Cambria','serif';">-Video camera (1 per group of 4 for half the class) || <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">Teacher will play ‘Pixels’ by Patrick Jean. <span style="font-family: 'Cambria','serif';">Discussion Question: //What is a multi-modal text?// <span style="font-family: 'Cambria','serif';">Teacher will unpack the work multi-modal (//multi- multiple, more than one. Modal- mode//) <span style="font-family: 'Cambria','serif';">Teacher and students will mind map their ideas about definitions, elements and types of multi-modal texts. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">Definition and Elements: ‘ Multimodal texts are texts that have more than one ‘mode’ so that meaning is communicated through a synchronisation of modes. These texts incorporate<span style="font-family: 'Cambria','serif';"> spoken or written language, still or moving images, they may be produced on paper or   electronic screen and may incorporate sound.’( Walsh, 2005, p.2) Examples of multi-modal texts we may encounter are: -Picture books -Information books -Newspapers -Magazines -CD -DVD -Film/video <span style="font-family: 'Cambria','serif';"> Walsh, M. (2005). “Reading visual and multimodal texts: how is ‘reading’ different?” in Conference Proceedings, Multiliteracies and English Teaching K-12 in the Age of Information and Communications Technology ALEA Conference 2004, University of New England. <span style="font-family: 'Cambria','serif';">  || <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">**-** <span style="font-family: 'Cambria','serif';">Students will be divided into two main groups. Each group will have 20 minutes on the computers to explore Jay Cut while the other group practices using video cameras outside (or in the library). The groups will then switch activities. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> ** <span style="font-family: 'Cambria','serif';">Jay Cut ** <span style="font-family: 'Cambria','serif';">Students will work in pairs to make a Jay Cut video on any topic they wish (must be approved by teacher). Students are encouraged to add in audio, video, text and visual elements that adhere to the structure and design of a documentary. <span style="font-family: 'Cambria','serif';"> ** <span style="font-family: 'Cambria','serif';">Video ** <span style="font-family: 'Cambria','serif';">Students will work in groups of 3-4 and experiment with different elements of a documentary with the video camera. Students are encouraged to practice being a presenter, re-enactor and develop character roles. Students can practice using the theme ‘our school’. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> |||| <span style="font-family: 'Cambria','serif';">Using a Smart Board or projection screen, present students with the basic skills to using Jay Cut as a tool for making a multimodal text. Explore with students how audio, video, images and text can be used to address the audience and satisfy the elements of documentary. <span style="font-family: 'Cambria','serif';">Model how to use the schools provided video cameras (zoom, on/off, playback, audio). Brainstorm with students how drama elements (tension, dialogue) and visual elements such as background/foreground and shot distance affect student’s use of video in their documentary. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">Divide class into groups. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">Observe and provide assistance if needed. <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">Observe and provide assistance if needed. Ensure all students are participating and practicing the different roles. || <span style="font-family: 'Cambria','serif';">Students will re-group with the teacher in the classroom. <span style="font-family: 'Cambria','serif';">Discussion questions: // <span style="font-family: 'Cambria','serif';">Jay Cut: How did you incorporate more than one ‘mode’ in your video? How did the use of audio/images/video add to the overall product? How did you adapt the video to target a specific audience? // // <span style="font-family: 'Cambria','serif';">Video: How did you develop/portray the characters in the re-enactment? How was the appearance and manner of the presenter different to the other roles you experimented with? //<span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';"> <span style="font-family: 'Cambria','serif';">View a sample of student’s Jay Cut videos. <span style="font-family: 'Cambria','serif';"> || -Observation during discussion and evaluation of student’s participation and contribution (notes on post-it notes of student’s comments) during introduction and conclusion. -Review student’s Jay Cut videos and film recorded during experimentation with video cameras.
 * ** <span style="font-family: 'Cambria','serif';">Unit Topic : Ancient Egypt ** |||| ** <span style="font-family: 'Cambria','serif';">Curriculum Link: HSIE, Creative Arts, English  ** || ** <span style="font-family: 'Cambria','serif';">Yr Level: 4  ** ||
 * ** <span style="font-family: 'Cambria','serif';">Lesson Number: 7/10 ** |||| ** <span style="font-family: 'Cambria','serif';">Lesson Topic: Exploring Jay Cut  ** || ** <span style="font-family: 'Cambria','serif';">Learning Area(s):  ** ||
 * ** <span style="font-family: 'Cambria','serif';">Unit Aim or Outcome: **
 * ** <span style="font-family: 'Cambria','serif';">Lesson Outcome: **<span style="font-family: 'Cambria','serif';">
 * ** <span style="font-family: 'Cambria','serif';">Resources: **<span style="font-family: 'Cambria','serif';">
 * ** <span style="font-family: 'Cambria','serif';">Lesson Outline ** ||
 * __<span style="font-family: 'Cambria','serif';">Introduction: __
 * __<span style="font-family: 'Cambria','serif';">Teaching strategy/Learning __<span style="font-family: 'Cambria','serif';"> __Activity:__ ||
 * ** <span style="font-family: 'Cambria','serif';">Students will …… ** |||| ** <span style="font-family: 'Cambria','serif';">Teacher will…  ** ||
 * <span style="font-family: 'Cambria','serif';">Watch teacher’s presentation on Jay Cut and take notes.
 * __<span style="font-family: 'Cambria','serif';">Concluding strategy: __<span style="font-family: 'Cambria','serif';">
 * ** <span style="font-family: 'Cambria','serif';">Assessment: **<span style="font-family: 'Cambria','serif';">

|| <span style="font-family: 'Cambria','serif';">Consider grouping more able students with less able students. <span style="font-family: 'Cambria','serif';"> || // <span style="font-family: 'Cambria','serif';">Were the students engaged? // // <span style="font-family: 'Cambria','serif';">Were the outcomes achieved? // // <span style="font-family: 'Cambria','serif';">Was the lesson too challenging? Was it too easy? // // <span style="font-family: 'Cambria','serif';">Were the ICT resources appropriate? // ||
 * ** <span style="font-family: 'Cambria','serif';">Any special considerations or contingency plans:  **
 * ** <span style="font-family: 'Cambria','serif';">Self-reflection **<span style="font-family: 'Cambria','serif';">