Lesson+Three


 * Visual ****Literacy** [[file:Lesson Plan WIKI.docx]]

Exploring visual literacy through the semiotic model. The lesson will focus on the representational and compositional categories. Students will learn how visual text is constructed to convey meaning. || **Previous knowledge ** They have also been introduced to the text to build on their knowledge and conception about rainforest. || //Social Systems and Structures SSS2.7 // Describes how and why people and technologies interact to meet needs and explain the effects of these interactions on people and the environment. //Environment ENS2.6- // Describes peoples interactions with environments and identifies responsible ways of interacting with the environment. //Learning to talk and Listen TS2.1- // Communicate in informal and formal classroom activities in schools and social situations for a range of purposes. //Learning About reading 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. || **Indicators ** -Identifies ways in which people depend on the environment -Describe interactions with the environment that can affect their life or the lives of others <span style="font-family: Cambria,serif;">-Demonstrate and aesthetic appreciation of the environment <span style="font-family: Cambria,serif;">-Evaluate the necessity of caring for and conserving a feature <span style="font-family: Cambria,serif;">-Participate in class discussions <span style="font-family: Cambria,serif;">-Talks briefly to class after a group discussion <span style="font-family: Cambria,serif;">-Talks about interpretations of written and visual texts <span style="font-family: Cambria,serif;">-identifies symbolic meanings in texts and discuss their purpose and meaning. || <span style="font-family: Cambria,serif;">Interactive Whiteboard <span style="font-family: Cambria,serif;">Text ‘Where the forest meets the sea’ by Jeannie Baker <span style="font-family: Cambria,serif;">Visual Text – Sample image to annotate as a whole class <span style="font-family: Cambria,serif;">Advertisement – visual text <span style="font-family: Cambria,serif;">Students journal books <span style="font-family: Cambria,serif;">Butchers paper <span style="font-family: Cambria,serif;">Work sheets <span style="font-family: Cambria,serif;">Textas ||
 * **<span style="font-family: Cambria,serif;">Topic **<span style="font-family: Cambria,serif;">: English and HSIE || **<span style="font-family: Cambria,serif;">Year / Stage: **<span style="font-family: Cambria,serif;"> 2 year 4 || <span style="font-family: Cambria,serif;">Duration: 60 minutes ||
 * **<span style="font-family: Cambria,serif;">Teaching focus **
 * **<span style="font-family: Cambria,serif;">Outcomes **
 * <span style="font-family: Cambria,serif;">HSIE **
 * <span style="font-family: Cambria,serif;">English **
 * **<span style="font-family: Cambria,serif;">Resource **

<span style="font-family: Cambria,serif;">Display a visual text taken from the book ‘Where the forest meets the sea’ by Jeanne Baker (Appendix 1.2). Gather what students know and think about the image. Write students responses around the text on the whiteboard. || <span style="font-family: Cambria,serif;">Students will be introduced to visual literacy as the focus lesson. They will be asked to revisit what they know about reading and interpreting visual texts. <span style="font-family: Cambria,serif;">Students are encouraged to discuss their perceptions as well as their prior knowledge of reading visual texts and contribute to classroom discussion. || <span style="font-family: Cambria,serif;">What do you think these visual texts are trying to say? <span style="font-family: Cambria,serif;">How important do you think visual image plays in a text? <span style="font-family: Cambria,serif;">Hands up if you have seen this image before? What do you know about it? || <span style="font-family: Cambria,serif;">As a whole class, teacher models annotating the visual text using the semiotic model on the IWB as a guide. Use the thinking aloud strategy to guide students towards the features of the text. <span style="font-family: Cambria,serif;">Inform students that they will be divided in groups of 3-4 to work on deconstructing an advertisement by annotating the features of each semiotic category. The image is taken from the WWF environment organisation (Appendix 1.4). <span style="font-family: Cambria,serif;">Get students to reflect and write in their journal books how features of a visual image create meaning for the reader. || <span style="font-family: Cambria,serif;">Students are required to analyse and assist teacher with deconstructing the visual image. <span style="font-family: Cambria,serif;">Get students to write answers on given worksheet (Appendix 1.3). <span style="font-family: Cambria,serif;">Each group will be given the advertisement to annotate. Looking at the visual text, each member of the group must communicate the features of the text and categorise according to the 3 different categories. On Butches paper, students write their answers. <span style="font-family: Cambria,serif;">Write a paragraph on how the features from the Representational and compositional categories help make meaning for the text. || <span style="font-family: Cambria,serif;">What are the features of the representational category? The compositional category? || <span style="font-family: Cambria,serif;">Discuss the broader concept (s) of the image with whole class. Ask students what they now think about the image and the meaning it is trying to send. || <span style="font-family: Cambria,serif;">Each group will have a chance to discuss the features they identified for each semiotic category and explain their reasoning. <span style="font-family: Cambria,serif;">Students will engage in talking and listening through classroom discussion. || <span style="font-family: Cambria,serif;">What kind of features did you discover in the representational and compositional categories? <span style="font-family: Cambria,serif;">Can you explain what the features are trying to say? <span style="font-family: Cambria,serif;">What kind of messages do you think this image is sending? Which aspect of the image do you think has the strongest message? Why do you think that’s so? <span style="font-family: Cambria,serif;">Which category do you think was the most difficult? What kind of audience do you think its targeted for? What kind of text type will this fall under? || <span style="font-family: Cambria,serif;">Keep informal diary entry of student progress <span style="font-family: Cambria,serif;">Observation through participation, classroom discussion and group work <span style="font-family: Cambria,serif;">Sample of student work through journal writing || <span style="font-family: Cambria,serif;">-Did students understand the focus of the lesson? <span style="font-family: Cambria,serif;">-Were the students able to positively contribute to group activities? <span style="font-family: Cambria,serif;">-Was the timing of the lesson distributed adequately? <span style="font-family: Cambria,serif;">-Was the design of the lesson activities effective in achieving the stated outcomes? <span style="font-family: Cambria,serif;">-Which learning experiences generated the most student’s interest and enjoyments? || <span style="font-family: Cambria,serif;">
 * || **<span style="font-family: Cambria,serif;">Teacher ** || **<span style="font-family: Cambria,serif;">Student ** || **<span style="font-family: Cambria,serif;">Questions ** ||
 * **<span style="font-family: Cambria,serif;">Introduction **
 * <span style="font-family: Cambria,serif;">10 mins ** || <span style="font-family: Cambria,serif;">Introduce the lesson by explaining that the focus of the lesson will look at visual texts and how images can create meaning. Display a variety of images and ask students what messages are being displayed in each text (Appendix 1.1). Discuss their reasoning. Since students have already touched on reading visual literacy the previous year, ask students to explain what they know.
 * **<span style="font-family: Cambria,serif;">Body **
 * <span style="font-family: Cambria,serif;">40 mins ** || <span style="font-family: Cambria,serif;">Explain to the class that we will look at a visual text to deconstruct its meaning using the semiotic model. The semiotic model consists of 3 categories which include the representational, interactive and compositional categories but the lesson will be focusing on 2 (the Representational and Compositional). Display on the Interactive Whiteboard the 2 categories of the semiotic models and explain the features of each category.
 * //<span style="font-family: Cambria,serif;">Extension task //**
 * **<span style="font-family: Cambria,serif;">Conclusion **
 * <span style="font-family: Cambria,serif;">15 mins ** || <span style="font-family: Cambria,serif;">Gather students together on the floor in their groups. A table with two columns will be shown on the IWB. Teacher will facilitate discussion and fill the columns with students feedback.
 * **<span style="font-family: Cambria,serif;">Assessment **
 * **<span style="font-family: Cambria,serif;">Evaluation **
 * <span style="font-family: Cambria,serif;">Appendix **