An+Overview


 * An Overview **

The Stage 2 unit CCS2.1 ‘changes and consequences of colonisation and invasion’ integrates both H.S.I. E and English outcomes using a range of appropriate texts to ensure that students are achieving outcomes. The main Key Learning Area is HSIE with English focused lessons integrated in the unit. The unit aims for students to explore and investigate range of resources to further develop their understanding of the unit and to aid the development of a multimodal task using Kahootz program. This unit will run concurrently with an ICT unit on the 'Kahootz' program to help students develop the skills needed for their rich multimodal task.

This lesson will focus on the HSIE outcome CCS2.1 with the integration of English oucomes TS2.1, RS2.5 & RS2. The purpose of the lesson is to assess student prior knowledge of the HSIE outcome content and teach students to make inferences about ideas implicit in the given text (refer to resource #1) and use evaluative language to express different perspectives of an event. In this introductory lesson students are encouraged to contribute in classroom discussion and develop their oral language skills. Students will develop a cline for the differing degrees of meaning along the 'colonisation' continuum to explore the use of evaluative language. The following lesson will involve students to undertake research to extend their knowledge of subject matter WS3.9 for the HSIE outcome CCS2.1. Class should be divided into small groups of 3-4 and choose to research the early years of colonisation in the perspective of i) British arrivals during OR ii) the perspective of the Indigenous inhabitants. To assist in their research, each group will discuss and fill in a KWHL chart to answer the following questions- //What do we know? What do we want to find out? How can we find out what we want to learn? What did we learn?// Here is a list of useful ICT resources which includes both primary and secondary resources and interactive activities to assist students in their research- 
 * Lesson 1/10: Introductory lesson **
 * Lesson 2/10: KWHL research task **
 * [|Cadigal Wangal Marrickville Council]
 * [|Mabo Native Title]
 * [|Stories of the Dreaming]
 * [|Historical recount of the First Fleet Journey]
 * [|State Library of NSW - The First Fleet]

After each group has completed their own research, allow each group to present to the class any interesting findings. Students may also like to use an interactive whiteboard as part of their informal group presentation to the class. 

Students will examine and analyse primary sources to determine various perspectives on colonisation and the myth of terra nullius. This reading and writing lesson focuses on the achievement of the H.S.I.E outcome CCS2.1, reading outcomes; RS2.6 and RS2.7 alongside the development of the talking and listening outcome TS2.2. The class will revisit the meaning behind the terms like invasion and colonisation and why people might use one or the other. In pairs students are given a diary entry presenting a perspective on British invasion. Students’ read the source and answer; who is writing it? What is the role they played in colonisation/invasion? What extra information have you learnt about the events of colonisation? What is their perspective of the entry? Each pair split and then re-join with three new partners. Each of the four members of the new group will briefly share their resource and answers.  Finally, the class will jointly construct a diary entry from the perspective of an Aboriginal person when the First Fleet landed. 
 * Lesson 3/10: Two sides to every story **

The lesson will focus on the HSIE outcome CCS2.1 with the integration of English outcomes RS 2.8 and WS 2.9. Students will draw on their previous learning of the two perspectives; colonisation and invasion. The teacher will instruct students on the language features of an exposition before having the students attempt to argue their perspective on British colonisation. It is critical that students learn important grammatical features belonging to this particular text type. 
 * Lesson 4/10: Written grammar **

It is the purpose of this lesson to successfully implement storyboarding when planning an animation. In a guided lesson which focuses on the outcomes RS2.7 and CCS2.1 students act out and then analyse a completed storyboard as they consider how visual design, audio and dialogue can be integrated to tell a story from a specific perspective. After completing a storyboard as a class with heavy guidance from their teacher, students are broken into assignment groups where they use a storyboard to come up with a storyline for their end of unit animation. Students’ story line must present the idea of //terra nullius// and invasion from a certain perspective. Students are given the opportunity to discuss their storyboard with their teacher and peers.  
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 5/10: Storyboarding **

This lesson focuses on visual grammar (interactive and compositional meanings) through the analysis of freeze frames and will directly address outcome RS2.7. In addressing this, students make connections between the purpose and message of the text and what techniques are applied to convey this in still images. The freeze frames are from a short modernised Dreamtime story that deals with pursuit and danger. Students work in groups to analyse in detail two or three aspects of interactive or compositional meanings from a particular freeze frame. Two groups then join up to exchange knowledge about the other visual element. They then apply this knowledge by modifying an element and seeing the effects this has on the overall tone, purpose and message given to the viewer. Students work on their prior knowledge of compositional meanings, while the teacher has a bigger role in developing knowledge about interactive meanings as the students work in groups. At the conclusion of the lesson, as students present their findings, TS2.2 is addressed as the teacher assists in developing their presentation skills. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 6/10: Visual Grammar **

This lesson focuses on allowing students to connect the knowledge they have gained over the past couple of lessons and applying them in Kahootz (in preparation for their rich multimodal task to be completed at the end of the unit). This lesson is to further address RS2.7 is allowing students to apply their new knowledge about visual grammar. Students are to get into their assessment groups and modify elements based on the previous lessons' activities. Students then draw up these freeze frames in Kahootz in order to become more familiar with the program. In pairs from their assessment groups, students then make up additional frames in order to further develop their storylines. The visual techniques will be applied in order to develop their particular perspective on terra nullius. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 7/10: Storyboards and visual grammar (Kahootz) **

In this lesson students explore the concept of multimodality. Students analyse the use of multimodality in ‘The Rabbits’ by John Marsden and Shaun Tan by looking at the text and the images separately and then together. Students focus on how symbolic meaning is made and understood and how the viewpoints of the author/illustrator are conveyed. The outcome covered in this lesson is RS2.7. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 8/10 : Exploring multimodality **

<span style="font-family: Calibri; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">This lesson is also based on the RS2.7 outcome as students use their ideas from the brainstorm completed at the end of the previous lesson and their still images from lesson 7/10, students will be working on making their images multimodal. Using the Kahootz program again students will add sound effects, text, animation and/or music to the still images they created earlier in the sequence as they experiment with multimodality. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 9/10 : Creating a multimodal text **<span style="font-size: 10pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri;">

Students are going to present their finished Kahootz animations in class in preparation for the school assembly. They are going to do a peer review as one group finishes their presentation in class based on the rubric provided by the teacher. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lesson 10/10: Presentation of Kahootz animations **

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