Annotated+Resources

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 * ​ Resource 1/ Lesson1 (James Davies): **YouTube Video** ||
 * Insert a **screen capture** **/ image or copy of the text**

media type="youtube" key="g1P6y5LzNJY" height="362" width="449" align="center"  ||
 * **Explanation of the resource: **

 ||  This resource is a commercial made by the Australian Youth Climate Coalition. This organisation is encouraging Austalia's 4.8 million young people to beocme better educated on climate change and have a say on what kind of world they want to inherit. By being a united youth, this voice will help direct the Australian government towards environmentally sustainable changes to policies and practice. ||
 * **Relevance to the outcome: **

 ||  The 'Will I Still Call Australia Home?' resource is an engaging and clever commercial. Using this as an introductory lesson provides the students with a stimulus which relates to 'real life' effects of human interaction and global warming, whilst keeping it relevant to Australian culture and society. ||
 * **Aspect of Literacy suitable to be explored ** || Having students examine, create and critique multimodal texts introduces them to an interactive way of learning which encompasses a literacy focus and the specific KLA, in this case, HSIE. As Callow (2006) outlines, there is necessity for such multimedia to be met with equally powerful tools for discussion (p.7) therefore, this resource combines both the use of multimedia text and an emotive topic: Global Warming.

The selection of this commercial was arranged to introduce the overall topic as a stimulus, using persuasive text in a multimedia format. It is a clear example of real life situations, where the genre of persuasive text, the usage and function of grammar delivers a powerful message regarding the topic. The lyrics of the song and the tone of the video effectively persuade the listener to think deeply about the sub-issues associated with Global Warming. By deconstructing the visual and auditory elements of the commercial students will be challenged to interact in an auditory, visual & written expressive way to solicit an emotive response. An example of this is seen through the commercial’s use of ‘real life’ images relating to bushfires, hurricanes and deserts going brown. These images and their inferences create a symbolic meaning which Kress & van Leeuwen citied in Unsworth (2001) describe as being derived from the Carrier (p. 94). Therefore, by using such multimedia the symbolic imagery creates mood and emotion for the viewer.

The clever use of reference to ‘Will I Still Call Australia Home’ and its comparison/contrast to the original song is an engaging way to initiate discussion, debate and form a strong opinion about Australia’s sustainable future. Therefore, this resource will introduce the concept of exposition writing and highlight the features of persuasive texts. Finally, the purpose of such a powerful introduction will ‘set the scene’ for the unit and allow critical, analytical and reflective thinking across the spectrum of lessons in the unit. ||


 * **RESOURCE 2: Anjela Thillainathan ' ****Global Warming' by Angela Royston. ** ||
 * Insert a **screen capture** **/ image or copy of the text** || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> [[image:9781432909246.jpg width="330" height="300" align="center"]]

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-no-proof: yes;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">The choice of resource is the nonfiction book “Global Warming” by Angela Royston. It contains a succinct selection of factual information on Global warming that ranges from its causes, effects and preventions. The inclusion of a content page, glossary, index and a ‘find out more’ page allows students to develop in their researching skills. || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This resource allows student’s to develop further understanding on the reasons to conserve the Earth by looking at the different alternatives on how people can protect the Earth (which are all relevant to the indicators under the HSIE outcome ens2.6). It is also a good model text to look at keywords, phrases, and overall text organization to develop their Exposition (which is relevant to the English Outcome WS2.9). || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Since this lesson focuses on writing an Exposition about a non-fiction topic, it is really important that student’s get access to non fiction information books to model the tone of the text. Using non fiction texts are important for student’s to be aware of the conventions of this such as headings, page numbers, photographic images etc to effectively locate information. In a case study conducted by Lynne Badger (1990, pp. 213-218) on young children, it was discovered that the more exposure student’s have to non-fiction texts, the more likely they will be capable of producing well informed text types. The reason for this study is that children are not being exposed enough to nonfiction text and there is question as to whether it has influenced their nonfiction writing. When student’s are required to develop knowledge by sorting through information, non fictions books such as this are useful starting point. It gives student’s the practice to use the glossary and identify with key words to efficiently find their information (Wilson, 2008). It is the first step to develop student’s to produce a rich multimodal task, in order to share their information.
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Explanation of the resource **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Relevance to the outcome **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Aspect of Literacy suitable to be explored **

This resource is useful because it exposes student’s to all the technical nouns required to develop their exposition e.g. power stations, dam, electricity, wind turbines. These words are bolded throughout the whole text making it easier for student’s to engage with them, and contains a respective glossary for those terms for easy definition reference. It places nominalization in a variety of different sentence structures so student’s can make themselves familiar with applying nominalization e.g. “ Global Warming is…”; “People can slow down Global Warming…” etc. This resource also contains segments that use medium o high modality words such as “All countries //need//”, “People //should//” “It is //important to//”, which are pivotal to draw student’s attention to, in order to develop their Exposition. Student’s can use the photographic images provided in this resource to evoke an emotional response in their Exposition which will therefore help with their evaluative language. An example of this is an image of the Kenya Land being too dry for goats to survive on. This will help student’s develop an opinion on the issue which will be used to form their argument on why it is important to prevent Global Warming. ||

<span style="font-family: LucidaGrande; font-size: 8pt; mso-ascii-font-family: LucidaGrande; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;"> || media type="youtube" key="oJAbATJCugs" width="425" height="350" || Furthermore, the angles in the video work to establish a particular relationship between the viewer and what is seen. Throughout the clip the viewer is mainly positioned at an equal social distance, portraying a neutral relationship between the subject and viewer, involving no power difference (Callow, 1999, p. 9). This is demonstrated in the scenes which show average citizens going about their daily life. However, in instances throughout the clip subjective camera angles do emerge. When depicting the human effects on the environment, the camera is used in such a way as to suggest the point of view of the narrator. When the smoke billowing out from a number of industrial chimneys is shown, the camera is positioned at a low angle, which dramatically enhances the scale of the chimneys. This gives the impression that the chimneys and smoke are “larger than life” enabling the viewer to be implicated into the narrative and identify with that point of view. The use of close up shots in the video clip is used to emphasise what is being said by the voice-over. In relation to the role of the individual in combating global warming, the voice over encourages people to use less power and change to energy efficient light bulbs. This is reinforced by an extreme close up shot of a person changing light globes, signifying that the process plays an important role in reducing the effects of global warming. Overall, t he varied use of different camera and shot angles keep the clip interesting and relevant and also provide a prominent stepping stone for students to work from in their development of the rich task <span style="font-family: Verdana; font-size: 9pt; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">. ||
 * **RESOURCE 3 - LESSON 3:** Sam's visual grammar resource ||
 * **Insert a screen** **capture** **/ image or copy of the text**
 * ** Explanation of the resource ** || This resource is a video about global warming created by the Nation Geographic corporation. The videos purpose is to inform the viewer about what global warming is, the effects it is has on the Earth and its inhabitants whilst outlining the steps needed to ensure the effects of global warming are minimised.  ||
 * ** Relevance to the outcome ** || This video allows students to further their understanding of the impact humans have on the environment as stated in the HSIE outcome ENS2.6. The stage 2 outcomes state that “students are to identify the positive and negative effects humans have on the environment”, which is demonstrated in the video that shows the effects global warming has and may continue to have on the Earth if human actions continue. ||
 * ** Aspect of Literacy suitable to be explored ** || This video is an appropriate resource as it allows students to explore the components of visual grammar whilst understanding the functions they serve. Careful analysis of this video clip can illustrate to students how a relationship exists between the image, the viewer and the image maker, portrayed through techniques such as; colour, camera angle and camera shots. The use of colour throughout the video plays an important role to create certain moods or events (Fellowes, 2008, p. 29). This is clearly demonstrated in the opening few minutes of the clip which depicts several beautiful scenery shots of the Earth. The brilliant colours of the blooming country side enhance the appeal of the scene, whilst highlighting the sensory aspect of the image. In contrast, the scenes showing the human impact on the environment are completely opposite. The profound impact of pollution is shown with thick black colours streaming across the whole screen, creating a congested and cluttered image. This successfully conveys the effect human pollution has on the Earth.

<span style="font-family: LucidaGrande; font-size: 8pt; mso-ascii-font-family: LucidaGrande; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;"> || media type="youtube" key="wnjx6KETmi4" height="344" width="425" align="center" ||
 * ** RESOURCE 4/ LESSON 4 (Keith Chow): Movie Trailer for “An Inconvenient Truth” **<span style="font-family: Arial; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> ||
 * Insert a **screen capture** **/ image or copy of the text**
 * ** Explanation of the resource ** || <span style="font-family: LucidaGrande; font-size: 10pt; mso-ascii-font-family: LucidaGrande; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;">The following resource is a two and a half minute trailer for “An Inconvenient Truth”, a movie/documentary about global warming. The purpose of this text is to convince viewers about the reality of climate change, by giving evidence for global warming, and linking such changes in our environment to recent human activity. ||
 * ** Relevance to the outcome ** || <span style="font-family: LucidaGrande; font-size: 10pt; mso-ascii-font-family: LucidaGrande; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;">This movie trailer clearly identifies human activity as the cause of global warming, and also states it is our responsibility to interact with the environment in a sustainable manner. This relates directly to the focus outcome because it describes how humans affect the environment, and also how people can interact with it responsibly. ||
 * ** Aspect of Literacy suitable to be explored ** || <span style="font-family: LucidaGrande; font-size: 10pt; mso-ascii-font-family: LucidaGrande; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;">This resource is particularly well-suited to a lesson covering the Literacy Aspect of multimodality. This is because meaning is generated from different modes of language (Kress, 2003, p.36), and there is also cohesion (Kress, 2003, p.36) between the modes of Linguistic design, Visual design and Audio design, all of which combine to create multimodal meaning (Cope & Kalantzis, 2000, p.25-28).

In terms of Linguistic design, students should focus on the modality of language, as it is loaded with meaning. Examples of such modality include: “shake you to your core” and “By far the most terrifying film you will ever see”. In addition, questioning is used to provoke the viewer to consider their role in climate change, including: “Did the planet betray us, or did we betray the planet?” Such language use is also complimented by particular forms of delivery, ranging from a dramatic movie voiceover, to the authoritative lecture-style speech that Al Gore uses while he is presenting evidence. Both aspects of delivery combine to create a sense of concern (about global warming), as well as giving a sense of authority to the information provided.

Visual design is used in conjunction with the other aspects to convey a dire situation for the earth. This is especially noticeable in the use of colour, where there is a lack of bright colours, usually associated with vitality or joy. Instead, the colour scheme is drab, with dark colours indicating a dreary environment. Perspective is also used to create meaning, especially in terms of angle, where footage is always viewed from a high angle, and always as an offer for the viewer. The offer makes the viewer an observer to the environmental damage taking place, but there is also a sense of agency because they are viewing from a high angle, where they have power.

Lastly, Audio design sets the emotive tone for the trailer. At the very beginning of the clip a deep bass sound is used to set an ominous tone for the rest of the text. This sound is repeated throughout the trailer when a new text statement, such as “Shake you to your core” is displayed across the screen. By combing sound with linguistics, a stronger meaning is created. Lastly, the musical score used throughout the clip is orchestral, using fast and dramatic sounding music to create a sense of panic for the viewer. ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="font-family: Calibri; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: LucidaGrande;"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';"> Below is the link for the flash film: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">[|**http://www.leonardodicaprio.org/files/videos/globalwarning.html?q=whatsimportant/globalwarming_movie01.htm**] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: Calibri; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: LucidaGrande;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">This resource was created by Leonardo Dicaprio and Tree Media Group. The short film is narrated by Leonardo Dicaprio and he describes how Global Warming is caused, its effect on the environment, why organizations and world leaders are resistant to change and minimizing the consumption of oil, and ways in which people can become actively involved in stopping Global Warming. This resource is trying to persuade the viewer to take action, become an environmentalist and stop Global warming from damaging planet earth any further so that it will still be here for future generations to enjoy. || <span style="font-family: Calibri; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: LucidaGrande;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">This resource is relevant to the outcome as it allows students to see how organizations, such as Tree Media Group, are attempting to stop Global Warming, with the use of a strategic persuasive short films. The video clip also provides scientific and useful information on Global Warming, which addresses the first part of the outcome- people’s interactions with environments, and provides responsible alternatives for how we should interact with environments, which addresses the second part of the outcome. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">RESOURCE 5: Global Warming short film, scaffolding for the rich multimodal task, by Aleksandra Zaharijevic ** ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">Insert a **screen capture** **/ image or copy of the text**
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">Explanation of the resource **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">Relevance to the outcome **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">Aspect of Literacy suitable to be explored ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">This resource is suitable for the exploration of the Literacy Aspect of multimodality, in the scaffolding lesson for the rich task. The short film effectively combines many design elements, which are visual, linguistic and audio, to contribute to the meaning of the harmful effects of Global Warming and the need for action. In addition, all the design elements contribute together to the author’s intention, that of persuading the viewer to start taking action and stop Global Warming. Multimodality is an important literacy aspect as texts are no longer using one mode of language, rather many modes <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: LucidaGrande;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">(Kress, 2003, p.36), <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> and these modes are interconnected to produce meaning, i.e. work together <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: LucidaGrande;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman';">(Cope & Kalantzis, 2000, p.28) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">. Therefore sufficient knowledge of the design elements and how they operate alone and together with other design elements is a necessary and valuable tool.

In the short film, there are many visual elements at work to communicate meaning. The first is the use of colour contrast. At the beginning of the video clip warm colours such as harsh reds and oranges are used in the images, the background and the word font. This is meant to represent the destruction and consequences of mankind on the environment. By the end of the short film, cool colours are used, such as blues and greens. This is used to represent nature and tranquility in the environment. In addition, universal imagery that defies cultures or regions is used. For example, the earth and nature. This was used as everyone can connect to it and it will make it a Global concern that is needed to be fixed collaboratively. Also superimposition of words over images, to create a word association fusing the meanings of the words with their respective images. Also the use of split-screen to draw the eye to different images at the same time to strengthen the argument. This creates connections between images when placed next to each other.

The linguistic design in the short film includes the references to the viewer, with the use of ‘you’. This makes the topic personal and will create active listeners who become participants in the suggested proposition for change. In addition, the use of jargon and statistics is used to create a convincing argument. Also heavy use of exposition, through the breakdown of concepts to make the argument more accessible to a broader range of people spanning age groups, who may not have much familiarly with the topic of Global Warming. By the end of the clip even people who do not have much knowledge would have been persuaded to take action on Global Warming.

The last is audio design and it is present in the short film with the use of thematically linked music. Negative and harsh instrumental chords are used at the beginning and the middle of the short film, for scenes depicting destruction of the environment and natural disasters. Whilst hopeful and lyrical music is introduced by the end, this is to highlight the message of hope and end the video clip on a good note, that change is possible and that we can minimize the impact of Global warming on our planet. ||