Lesson+8+of+10

**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. - talks about different interpretations of written and visual texts - i dentifies writer’s viewpoint. - identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning - identifies symbolic use of music, sound effects and voice style || Students will analyse the multimodality of 'The Rabbits’ by John Marsden and Shaun Tan. In doing this they will focus on symbolic meanings and how they are understood through the combination of different modes. They will also differentiate between objective and subject language and look at the author’s opinion and their own response to the text. || - //‘The Rabbits’ (1998) John Marsden and Shaun Tan. // - A written transcript of the text from ‘The Rabbits’. - Photocopies of double pages from ‘the Rabbits’ (enough for 1 between three) preferably in colour. - The farside cartoon – 'Beware of Doug' || - Show students the farside cartoon with the text removed. Ask students what they think the meaning of the cartoon is. What can they tell from the illustration? Can they predict what the text will say? - Show students the cartoon with the text included. - As a class, discuss how meaning is created through the interaction of the visual and written components using the cartoon as a stimulus. || // S tudents will read the transcript from ‘The Rabbits’// - read through the text then discuss in pairs what they thought the text was about. How do they imagine the appearance of the rabbits? Whose perspective is it written from? Is the textual meaning clear?
 * **Unit Topic: **British colonisation of Australia || **Curriculum Link: **Human Society and Its Environment |||| **Yr Level: **Stage 2 year 4 ||
 * **Lesson Number:** 8/10 || **Lesson Topic: **Multimodal texts |||| <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">**Learning Area(s):** Learning about reading/writing ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> ** Outcomes & Indicators: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lesson Outcome: **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Resources: **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lesson Outline ** ||
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Introduction (5mins): __
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Teaching strategy/Learning __<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> __Activity:__ ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Students will …… **

//Students will read the book 'The Rabbits'// - as a class read ‘The Rabbits’ and discuss the purpose and meaning of illustrations.

- discuss how the text and the illustrations work together to enhance the meaning. Explain that this interaction is described as multimodality and can also encompass other modes such as music, sound effect etc.

//Students will divide into groups to annotate parts of the book// - Using their visual and textual literacy skills students discuss and annotate a photocopy of one of the double page spreads (Including text) from the book in groups of three or four. Students should focus on annotating how symbolic creations have been created, how the text and the image relate to each other, how the meaning is created (uses prior knowledge of the viewer) and other ways in which the multimodal nature of the stimulus could be enhanced (adding sound effects, music etc.). - Students should also discuss whose view point the text is written from. Based on their prior learning, do they think there are any other possible interpretations? || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Teacher will… ** -provide students with a transcript from 'The Rabbits'. As a class, discuss the purpose and meaning of the written text.

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">- Draw student’s attention to the purpose and meaning of the symbolic meanings in the visual text. - Ask students to consider how the written and visual texts interact with one another to create meaning.

- Help students get into their groups. - Listen to and observe students as they work together to identify and explain the multimodal aspects of the pages they have been given. - Guide students towards describing the different interpretations of the text. || - Based on their ideas for enhancing the multimodality of the stimulus, students then move into their groups (for the animation assessment). For the final 10-15 mins of the lesson students work on brainstorming ways in which they will enhance the multimodality of their still frame by adding either/or, sound effects, music or some other element. - Students should have a print out or photocopy of their still frame or their story board to annotate. - Students should be aware that they will have opportunities to build on their ideas in the next lesson. || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">- Was the resource used appropriate for the anticipated lesson outcomes? - Were students able to engage with the topic? - What should be changed/stay the same for next time? ||
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Concluding strategy: __<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Assessment: **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Students will be assessed on their ability to discuss and explore the text with a focus on multimodality. The annotated samples will depict the extent to which they have understood the concept and also whether they were able to draw the connections between the written and the visual elements of the text. The teacher should observe students as they work to ascertain their level of understanding regarding different interpretations and symbolic meaning. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Any special considerations or contingency plans: **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">If it becomes apparent that the content of the lesson is too complex then the teacher should narrow down the aspects students are looking at accordingly. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Self-reflection **

[|Link for the farside cartoon]

(moved the overviews to the 'unit of work overview' page)