Lesson+7+out+of+10

LESSON 7 Visual Text: Creating visual texts = Date: Time: DURATIOn: 1 hour Stage: 2 =

= Lesson context and Focus: The aim for this lesson is for students to learn how images can play a powerful role in portraying different meaning to viewers. Throughout the lesson, students will focus on different angles, shots and sizes of images. Students will then use this knowledge to create posters and collect images that will be used for their documentaries. = = = = Outcomes and indicators: = 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 talk about different interpretations of visual texts - Students make general statements about how visual texts such as illustrations and images enhance or detract from meaning
 * ENGLISH **
 * Learning About Reading – Context and Text **

WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. - Students recognise and discuss the structure of posters and the different ways they can use images to portray meaning. = = = Resources/set up: = - 3-4 Kid’s books on animals Arnold, C. (2000). //Australian Animals.// Australia: HarperCollins. Cermak, M. (2010). //Australia////’s Deadly and Dangerous Animals Fact File..// Brisbane: Steve Parish. Cox, K. (2010). //Nature Watch – Dangerous Animals.// Brisbane: Steve Parish. Martin, R. (2008). //Oceans.// Victoria: Hinkler Books. - Whiteboard and markers - Variety of images (Appendix 1) - Worksheet (Appendix 2) - Sample information report (Appendix 3) - Art and craft materials, A4 & A3 paper, - Students’ information reports that they have worked on = ﻿(Contains appendices for this lesson) =
 * Learning **** About Writing – Language Structures and Features **
 * SCIENCE **
 * Living Things **
 * Living things depend on other living things to survive.
 * Plants and animals live in environments that supply their needs.
 * = Timing =

|| = Student activity = = = || ** Teaching points ** = (Open questions, cues) = || == RESOURCES == || ** Management strategies ** || 10 || Observe a range of images and discuss with their peers about how those images make them feel.
 * = Intro =

Join in brainstorming activity with the whole class and discuss the different emotions felt and why they might have felt those emotions.

Observe and analyse the different shots of the images, the angles and also the sizes of the images. Discuss what meanings these techniques portray. || Provide images for students to observe and brainstorm on their responses towards the images. Use images that show different angles, shots and sizes. Write down the students’ responses on the whiteboard. // How does the image make you feel? Discuss with the person next to you. // // Why might you feel this way? Does the image attract your attention? What are some similar and different features between the images? // || A wide range of images showing different visual techniques (Refer to Appendix 1)

Whiteboard & Markers || Make sure students stay on track throughout the discussion. || 10
 * = Body (1) =

10 || In groups, quickly flick through pages of a kid’s information book on animals and observe the different images within the book. While analysing the images within the book, fill in a worksheet that will guide students through analysis.

Observe an example information report that the teacher will show. Discuss some images and techniques that might go well with the information report. || Show students some pages of a kid’s book on animals and ask students to observe the different ways images have been used. Hand out a worksheet that will guide students through the text analysis.

Show students an example information report. (Refer to Appendix 3) Lead students in a brainstorming activity which requires them to consider what sorts of images may be appropriate and how they should be portrayed. || Kid’s book on animals

Worksheet – Guided Visual Text Analysis (Refer to Appendix 2)

Example information report (Refer to Appendix 3) || Walk around the groups so that students will be more focused.

Separate students who have a high chance of misbehaving together. || 25 || Using their own group information reports, create and collect images that will go well in the documentary. Focus on a range of techniques and sizes of images. There should be a mixture of digital images and hand drawn images. || Hand out the information reports that students have finished in their groups over the past lessons. Ask students to collect and create visuals that may go along with their documentary. // What close-ups are you going to have? //
 * = Body (2) =

// What about long distance shots? Are you images related to your text? // || Students’ information reports

Art and craft materials

A4 & A3 paper || Control noise level in the classroom. (Use of a bell)

Make sure students are on task and that no one is wasting time. || 5 || Select 2 images and discuss why they created them and what techniques they used. Listen to other groups. || Ask students to select a couple of images and discuss what they created and why. // Why did you use that shot? How do you want viewers to feel? // || Created images by groups || Make sure students stay on track throughout the discussion. ||
 * = Conclusion =


 * Evidence of Learning: **
 * Contributions to whole class discussions
 * Observable (and aural) use of effective teamwork; including talk and listening, decision making, quality and execution of ideas
 * The visuals made by students à Do they show good use of technique?

TEACHER EVALUATION

 * Lesson Strengths: **


 * What worked, and why? **


 * Lesson Weaknesses: **


 * What didn’t work, and why? **


 * Possible Improvements: **