-+Lesson+5+of+10

Mini Beasts || Curriculum Link: English and Science and Technology. || Yr Level: Stage 2/ Year 4 ||
 * Unit Topic:
 * Lesson Number:

5 of 10 || Lesson Topic:

Visual Grammar – Conceptual Analytical Structured visual text. || Learning Area(s):English: Reading, Talking and Listening

Science: Living Things || The aim of the lesson is to provide students with the chance to identify and describe the structure of a specified insect and represent this through the Conceptual-Analytical-Structured visual text type. The lesson will aim to expose students to a number of different examples of Conceptual-Analytical-Structured visual texts, and will provide a scaffold for students to produce their own visual by the end of the lesson.
 * Lesson Outcome:

Outcome & Indicators:

Science: LT S2.3: Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. Identifies, describes and evaluate the interactions between living things and their effects on the environment.

- Students read short written texts that identify and describe the structure of a specified insect.

- Students use the written texts to identify the structure of a specified insect and label its parts.

English:

RS2.5- Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

-Students read a visual image and analyse it in terms of visual grammar

-Students identify characteristic aspects of a Conceptual-Analytical-Structured visual text.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">TS2.2- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Students work in pairs and groups to interpret a written text and produce a Conceptual-Analytical-Structured visual text.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Students contribute to class discussion and interact equally when working with their partners ||


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Resources:


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">12 x visuals of Conceptual-Analytical-Structured texts
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">12 x Information card with a description of a feature of visual grammar on each
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Butchers paper and tape
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|Stimulus text]
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Information cards with description of each groups insect and associated photograph
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Class computer and printer/scanner
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Jpeg software ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Lesson Outline ||


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Introduction: 10 minutes


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students sit in a circle on the floor.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The teacher explains that the lesson is going to look at Conceptual-Analytical-Structured visual texts and the features specific to the text type.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The teacher splits the class into pairs and labels each student either an “A” or “B”.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The teacher provides each “A” student with a Conceptual-Analytical-Structured visual text.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The teacher provides each “B” student with an information card that has a description of a specific feature of a visual literacy written on it. (Note: the features described on the cards are not all characteritic of a Conceptual-Analytical-Structured visual text. Rather, some features are specific to other visual literacy genres) (Kress & Van Leeuwen, 2006, p.88).
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher explains that each “A” student is to hold up their visual text and each “B” student is going to take turns reading their information card to the rest of the class.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">As each “B” student reads their information card to the class, the remaining students have to look at all the images displayed and decide whether or not they can identify the feature in any of the images being displayed.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">If the feature is identifiable in the image, the student “B” places the card in the middle of the circle. If the feature is not identifiable in any of the images, the student places the card outside of the circle (The class therefore classify the aspects associated with a Conceptual-Analytical-Structured visual text).
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The teacher then sticks the cards (placed in the middle of the circle) on a sheet of butchers paper, under the title “Features of a Conceptual-Analytical-Structured visual text”(note: to be used as a checklist for the body of the lesson). ||


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teaching strategy/LearningActivity (35mins): ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will …… || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher will… ||
 * ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">View the stimulus text and use the 'checklist' to discuss identifiable features of the Conceptual-analytical-Structured image.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Participate in a discussion on how the different features are organised in order to create meaning.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ask questions and be active participants in the analysis of the visual text || ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Display Conceptual-Analtyical-Structured image (Blown-up image)of an insect on the board.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ask students to use the “checklist” created in the introduction to discuss the different aspects identifiable on the visual text.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Encourage students to try to use the 'checklist' to analyse the image in terms of visual grammar (Unsworth, 2001, p.84).
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Prompt students by asking questions that encourage reference to correct terminology. ||
 * ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students sit in their groups for the rich task.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Read the information card about their insect. Read over their research notes from last lesson.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Use the information card, their own research, photograph, stimulus text and 'check-list' to produce a Conceptual-Analytical-Structured visual on a specified insect.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Scan their visual text to the class computer in an image format( as a Jpeg). || ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ask students to sit in their groups for the rich task.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Provide each pair with an information card about their insect. Hand out students research from last lesson.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Explain that the information card describes the physical structure of their insect and has an associated photographic image on the opposite side of the card.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Explain to the students that they are to use the description, photograph and any relevant research they have to draw a scientific representation of the insect and label the visual.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Explain to the students that they are to adhere to the Conceptual-Analtyical-Structured genre, by referring to the 'checklist'.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Explain to the students that once they have completed this, they are to scan their image to the class computer in an image format(as a Jpeg). ( Note: This will be used in the rich multimodal task later in the unit). ||

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- During the introduction activity, assess students' ability to identify features of a <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Conceptual-Analytical-Structured visual text. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Observe student contribution during the class analysis of the stimulus text. - (Work sample) Assess student ability to accurately produce a Conceptual-Analytical-Structured visual text on the structure of a specified insect.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Concluding strategy (5 mins): ||
 * ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students return to the floor with their visuals.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students volunteer to show their visual texts to the rest of the class and discuss the visual features identifiable in their diagrams.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students compare their visual text to the stimulus text and make connections between the two in terms of visual grammar. ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assessment:

- Observe student interaction when working in pairs, groups and a whole class situation. Take observation notes on the students' interaction skills in working in a variety of contexts.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Specific assessment in relation to the indicators__: <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Could students read short written texts that identify and describe the structure of a specified insect? - Were students able to use the written texts to identify the structure of a specified insect and label its parts?

-Could students read the stimulus visual image and analyse it in terms of visual grammar?

-Could students identify characteristic aspects of a Conceptual-Analytical-Structured visual text?

- Were students able to work in pairs to interpret a written text and produce a Conceptual-Analytical-Structured visual text?

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Did students contribute to class discussion and interact equally when working with their partners? ||

- If students finish the task early, provide students with one of the images from the introduction activity, and allow them to analyse the visual features of the text. Alternatively, students can work with their group to consider ways in which their specified insect may use different parts of its body to interact with its environment. || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Self-reflection Were the time frames appropriate? Was the aim of the lesson achieved? Were students adequately engaged? Were students able to complete all the tasks? Were outcomes suitable integrated across English and Science and Technology? Was the subject matter suitable to students and the outcomes? Was the metalanguage introduced in the lesson appropriate and adequately received by the students? Did the students work well in pairs and groups? Did the lesson provide an adequate scaffold for following lessons, or is more work needed in order to progress?
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Any special considerations or contingency plans: <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Ensure that the information cards have incorporated assistance mechanisms, in order to cater for students with specific learning needs.

__References__

Kress, G., & Van Leeuwen, T. (2006). // Reading images: the grammar of visual design. // United Kingdom: Routledge.

Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice.// England: Open University.