Lesson+2

 ​ TS2.1 Communicates in informal and formal classroom activities in school… situations for an increasing range of purposes on a variety of topics across the curriculum. //· Listens to descriptions of unfamiliar places, people and things · // //Describes people, places and things in detail// 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. //· // //Plans spoken descriptions… identifying the main ideas or information to be presented.// RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. //· Makes some inferences about ideas implicit in a text · Interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics. · Obtains information from selected Internet/computer sites and other computer graphics and texts. · // //Selects print and non-print material on an increasing range of topics from…. The internet.// RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. · // Skims a text for overall message using headings, subheadings, layout, graphics. · Relates information in text to accompanying graphics · // //Makes judgement about the appropriateness of information// RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language to achieve a wide a range of purposes. · // Recognises how different factual texts are organised according to their purpose. · // //Makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning// RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types · // Uses appropriate terminology to discuss computer texts // WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. · // uses other texts as models for aspects of writing such as text organisation, grouping of information under headings  // <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: 'HOOEL J+ Weidemann'; mso-bidi-font-weight: bold;">WS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer. //<span style="color: black; font-family: Symbol; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-AU; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msofareastlanguage: EN-AU; msolist: Ignore;">· <span style="color: black; font-family: Verdana; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: 'HOOEL L+ Weidemann'; mso-bidi-font-style: italic; mso-fareast-language: EN-AU;">selects and inserts graphics or illustrations to enhance text meaning <span style="color: black; font-family: Verdana; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: 'HOOEL L+ Weidemann'; mso-fareast-language: EN-AU;"> // <span style="color: black; font-family: Verdana; font-size: 8pt; mso-bidi-font-family: 'HOOEL J+ Weidemann'; mso-bidi-font-weight: bold;">WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. <span style="color: black; font-family: Symbol; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-AU; msoansilanguage: EN-AU; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msofareastlanguage: EN-AU; msolist: Ignore;">· //<span style="color: black; font-family: Verdana; font-size: 8pt; mso-bidi-font-family: 'HOOEL L+ Weidemann'; mso-bidi-font-style: italic;">recognises and discusses the organisational structure of a range of… factual texts. <span style="color: black; font-family: Verdana; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: 'HOOEL L+ Weidemann'; mso-fareast-language: EN-AU;"> // || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt; msobidifontsize: 12.0ptmso-bidi-font-family;"> * Smartboard, with internet access. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Discuss what makes a good website – what aspects (e.g. images, text, navigation, simplicity/complexity) make a effective/ineffective website. Mind Map students’ ideas about effective and successful websites. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Talk about some of the places and sites suggested and discussed by students from last week. On the smartboard search for websites of these locations e.g.[|Bathurst],[|Bowral], [|Uluru] <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Discuss the positive and negative aspects of these websites using the class made mindmap. ||
 * ** Our Australian Adventure ** |||| ** Curriculum Link: ** HSIE || ** Yr Level: ** 4 (Stage 2) ||
 * ** Lesson Number: 3 ** /10 |||| ** Lesson Topic: ** Students view and create multimodal texts developing their understanding of how these texts work while researching Australian travel websites and information. || ** Learning Area(s): ** HSIE/English ||
 * ** Unit Aim or Outcome: ** Students become familiar with the significance of places in their local area and other parts of Australia, looking at a multimodal text, an interactive website and creating their own one page multimodal text. ||
 * ** Lesson Outcome: **
 * ** Resources: **
 * whiteboard/butchers paper to create a mind map.
 * Laptops, one between 4.
 * Worksheets for each group [[file:COME WALKABOUT WEBSITE worksheet.doc]]
 * Checklist on the smartboard [[file:Checklist.doc]] ||
 * ** Lesson Outline ** ||
 * __ Introduction: __ 5 mins
 * __ Teaching strategy/Learning __ __Activity:__ 40 mins ||
 * ** Students will …… ** |||| ** Teacher will… ** ||
 * <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· View the website and respond to questions and statements.

<span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Students make observations regarding images (what it is representing, composition, angle, colour, modality, factual/fictional) layout (reading path, framing, placement), written text (size, font, placement, language, interaction), navigation and interaction with webpage.

<span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Fill out the worksheet provided in their groups (1 worksheet to each group)

<span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Use the Come Walkabout website as they are filling out the worksheet. Exploring the website to gain information to help discussion in the group and fill out the worksheet. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· In the same group, use a laptop to create their own multimodal text using google to find images, maps and information and word or publisher to create their text. Students follow the checklist provided on the smartboard to create the text. |||| <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 11.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Introduce students to the website Come Walkabout (on the smartboard), show students a few pages from the site and discuss its purpose and construction. Ask: <span style="font-family: 'Courier New'; font-size: 7pt; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o What is the purpose of this text? How do we know? Where did you find that information? Why do you think it was there? e.g. top left/right corner <span style="font-family: 'Courier New'; font-size: 7pt; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o In what way has it/hasn’t it met its purpose? What sort of language has been used? <span style="font-family: 'Courier New'; font-size: 7pt; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o How does the website make you feel? What aspects of the website make you feel this way? <span style="font-family: 'Courier New'; font-size: 7pt; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Where do we look first on the page? What page do we want to go to on the website to find...? Why? <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Place students into groups of 4 and provide each group with a worksheet to complete while exploring the Come Walkabout Website. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Encourage students to interact with the website and monitor group use of the smartboard, ensuring all groups have a go using the website. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Tell students that in their groups they will be creating a one page word/publisher document following the checklist on the smartboard. Which will be presented to the class using the smartboard. || <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Students plan their presentation. Students are to talk about both the information given in their work and how this information is given e.g. one student might discuss the location they have chosen while the others discuss layout, images used, text placement etc. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Short presentations given by each group with their work on the smartboard. Students should be encouraged to use the board’s markers to point out sections of their text when explaining it. <span style="font-family: Symbol; font-size: 8pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· The audience should have time to give feedback on the elements of the multimodal texts created and the success of them. ||
 * __ Concluding strategy: __ 15 mins
 * **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 9pt; msobidifontsize: 12.0pt;">Assessment: **
 * Observe students use of technical language when discussing elements of a website.
 * Do students Make oral and written assumptions about a text due to its contents and layout e.g. text purpose?
 * Use the worksheet to assess students group work and their understanding of the elements in the website.
 * Students ability to use search engines to find information, maps and images and use these to create a text.
 * Chooses appropriate text and image when creating a text for a specific purpose.
 * Do students incorporate positive aspects of modelled texts in group created text?
 * Students are able to plan their presentation effectively, assigning roles fairly to each group member.
 * Through presentations are students able to discuss own text and peers text in an analytical way?
 * Observe students presentation skills and listening skills through group presentations. ||
 * ** Any special considerations or contingency plans: **
 * ESL students should be supported in an expert/novice grouping - especially in whole class discussion and group work
 * Ensure all students can see the smartboard and have a go interacting with the smartboard.
 * When working in a classroom without a smart board students explore the website on group laptops. ||
 * ** Self-reflection **
 * Were students engaged when learning how multimodal texts work?
 * Did students understand that a website is made up of many different components/elements?
 * Are students interested in learning more about different locations around Australia?
 * Were students able to complete the worksheet in a group?
 * Was the timing given to each section sufficient for students learning? Was the coclusion rushed or did students have appropriate time to present and respond?
 * Did the lesson cater for all students needs and abilities?
 * Were the aims of the lesson made clear to the students? ||