Lesson+4

// ENS2.6 // – Describes people’s interactions with environments and identifies responsible ways of interacting with environments § // Identifies the main issue of the film clip, and identifies responsible parties regarding global warming // // RS2.5 // – Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events · // Justifies their understanding of climate change by citing examples from the clip // // RS2.7 // – Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes · // Students identify the linguistic, visual and audio design features found in the movie trailer // || · Working in a computer lab (with an Interactive Whiteboard [IWB]) · Multiple Pre-loaded copies (x5) of movie trailer for “An Inconvenient Truth” · Interactive Whiteboard (IWB) · Butchers’ paper · Black Markers · “Hamburger” activity sheet (30 copies) || Begin the lesson by recapping students’ knowledge of written grammar and visual grammar. Ensure students have a suitable level of understanding from previous lessons to continue with this task. If not, spend additional time confirming known conventions of written and visual grammar relating to global warming.
 * ** Unit Topic: Global Warming ** |||| ** Curriculum Link: HSIE ** || ** Yr Level: 4 (Stage 2) ** ||
 * ** Lesson Number: 6 of 10 ** |||| ** Lesson Topic: How multimodal texts work ** || ** Learning Area(s): HSIE/English ** ||
 * ** Unit Aim or Outcome: ** ENS2.6 – Describes people’s interactions with environments and identifies responsible ways of interacting with environments (In relation to climate change) ||
 * ** Lesson Outcome/s (and indicators): **
 * HSIE **
 * English **
 * ** Resources: **
 * ** Lesson Outline ** ||
 * __ Introduction (10 minutes): __

Once the class has shown sufficient knowledge, play the “An Inconvenient Truth” movie trailer on the IWB.

After the trailer has finished, the teacher can ask some basic “text decoder” style questions about global warming. When satisfied with the answers, the teacher asks “How do you know all these things?” and “Can you prove it?”, and then models an example of how meaning is created by one form of design (e.g.: Linguistic design, and the use of voice in creating meaning).

Afterwards, Inform the class of the lesson focus: How language, visuals and audio combine together to create meaning, and put students into three groups for the main activity. || · Before splitting the class into groups, establish the focus question: “How do we know global warming is something to be worried about?” (Based on the film trailer) · The class is split into 3 groups, each group is allocated an area to explore in detail: Linguistic design, visual design or audio design. Each group will be situated in different parts of the room with access to a computer that can play the trailer for “An Inconvenient Truth”. Each group also collects a sheet of butchers’ paper and some markers. · In this time each group is watching the trailer, and identifying aspects particular to their allocated design topic. With each design aspect identified, they need to mark it on their sheet of butchers’ paper, and provide an example from the film clip for presentation to the class afterwards.
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Students will …… ** |||| ** Teacher will… ** ||
 * ** Part 1 (15-20 minutes) **

· Gather students back together as a class to report their findings. · Have each group present their findings and examples to the rest of the class.
 * Part 2 (5-10 minutes) **

· Once all the findings and examples have been scribed onto the IWB under their respective columns, ask the students some questions which will require them to make links between two or three design aspects, and how they come together to create deep, multimodal meaning. E.g.: “Does the trailer have a funny or serious message about climate change? How do you know?”, “Do the design modes have anything to do with it?” |||| **Part 1** The focus question needs to be emphasised
 * Part 3 (5-10 minutes) **

The teacher roves between each group to check how they’re going and what they’ve found. If the teacher feels a group is having trouble, then the teacher can offer suggestions or ask questions that will lead students on the right track.

The teacher is at the IWB scribing answers onto three different columns: One for each area of design.
 * Part 2**

The teacher uses different coloured IWB “pens” to draw lines linking findings from one aspect of design to another. || Make an analogy to the class that multimodal texts are like a hamburger, if the meat patty, top or bottom bun are missing, the hamburger is no longer as rich in taste. Same goes for the film trailer that was just viewed; it requires all three modes of design: Language, Visual and Audio to create really rich meaning.
 * Part 3**
 * __ Concluding strategy (10-15 minutes): __
 * “Hamburger” activity sheet **

Hand out the Hamburger activity sheet, one for each student. On this sheet there will be the picture of a top part of a bun, a meat patty in the middle, and the bottom of a bun. On this same sheet there is the question: “Does the video say people are causing global warming? Write an example from each of the three modes onto the three parts of the burger to show how they come together” **[Because the language of the worksheet is complex, the teacher should explain the activity in full before allowing students to continue, in addition, the teacher should be marking work as students are completing their work, to ensure they understand the task]**

Afterwards, end the activity and ask some students to share their “hamburger” to the rest of the class. Close the lesson by asking students to share concluding remarks about global warming, human impact on the environment, and also how they derived such meaning from the movie trailer for “An Inconvenient Truth”. || The “Hamburger” activity sheet is a culmination of assessment for the three outcomes and indicators, it allows for recording of progress because it is a hard-copy of the student’s knowledge and work.
 * ** Assessment: **

In addition, the teacher is asking questions throughout the lesson to gauge knowledge of each outcome, and the according indicator. If the class does not appear to understand one of the outcomes, the teacher will know at various stages of the lesson, and aim to address any knowledge gaps. || · Place students from Non-English speaking backgrounds into the visual or audio design groups. <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;">· Retain access to a normal whiteboard in case the IWB experiences technical failure || Was the task too difficult for the students? Were students able to show their understanding of how multimodal texts work to create meaning? How can this lesson be improved for future classes? ||
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection: **