Lesson+C

__**Visual Grammar with 'There's Nothing Like Australia' **__


 * **Unit Topic:** I've been everywhere man |||| **Curriculum Link:** H.S.I.E & English || **Yr Level:** 3/4 (Stage 2) ||
 * **Lesson Number:** 5/10 |||| **Lesson Topic:** H.S.I.E || **Learning Area:** H.S.I.E ||
 * **Unit focus Outcome: ENS2.5-** Describes places in the local area and other parts of Australia and explain the significance ||
 * __**Lesson Aim**__

By the end of the lesson, students should be able to understand some forms of visual literacy. Students should be able to recognise these forms when given different visual aids and should be able to recognise the why the piece has been done in that way.

__**Lesson Outcomes:**__

__HSIE__ **ENS2.5-** Describes places in the local area and other parts of Australia and explains their significance.

- //demonstrates an aesthetic awareness of environments, both natural and built// //-locates and names sites and capital cities of Australia//

__English__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">-//plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//-identifies specific information from media//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**TS2.4-** Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">-//talks about the way context changes the language of a spoken-text, eg compares the explicitness of telephone conversations with face-to-face discussion// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//-recognises the main organisational structures of spoken text types studied, eg recount, information report, procedure, discussion and narrative// || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//- Have a back-up version of the video 'There's Nothing Like Australia' on a class computer or laptop already downloaded in case the internet or smart board fails.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//-Worksheet (one per group) for their responses to the answers.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//For the Group Work (each group has a different media)//**//- Photocopies of 4 pages from the book 'Are We There Yet'// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//- Travel pamphlet from the local information centre// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//- Information report on an area with one or more diagrams// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//- Photos of an area from personal records (eg beach, sunset, Kings Canyon)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//- Magazine advertisement for cruises// ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Resources:**//(List what you will need to have on hand for your lesson and organisational matters)//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Lesson Outline** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Introduction:__ //5 mins//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Start the lesson off by getting the students to sit on the floor and watch the youtube video 'There's Nothing Like Australia' (1.31 mins). Give students no information or things to look out for. After video ask questions like: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">features and techniques to include and look out for, there are as <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">well for visual grammar.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">What was the video about? Why?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">What were some of the sites famous or not that were showed? eg a billabong. What can you remember?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Why would they use that song? Do you think it got caught in your head a little?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Would an ad like that make you want to come to Australia if you lived overseas? Why/Why not?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Why do you think they would have shot the images like that? ||
 * __<span style="font-family: Arial,Helvetica,sans-serif;">Teaching strategy/Learning ____<span style="font-family: Arial,Helvetica,sans-serif;">Activity: __25 mins ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Teacher will ……** |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Students will…** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Explain to the students that like written grammar where there are

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Have an image from the 'There's Nothing Like Australia' video on the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">smartboard for all the students to view easily. Have a list of the visual <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">techniques and an explanation of each on the board to the side of the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">image (Droga & Humprey's, 2003). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Go through each of the techniques and label the image as you go so <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">the students can see where you mean. As you go through the techniques <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">ask if anyone might know where or how it could apply, eg angles, students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">might be able to guess its meaning from the name. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After completing, put up a different picture from the video that might get <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">different answers and ask students if they know where and how it can be <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">seen in the image. Get them to label the picture like the last.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After the second image get students to break off into groups of 5 that are <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">pre-chosen for behaviour management, this is given to the students by <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">each student in the class a number 1-5 and then the students have 2 minutes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">to find a group that has one of each number (this is a fun activity that gets <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">them stretching their legs). On the board each number in the group have a <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">different responsibility which can be called upon throughout the lesson, eg No. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1 is the scribe, 2 needs to make sure everyone's on track, 3 regulates who <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">talks, 4 regulates noise level & 5 with speak to the class. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Groups are each given a different type of visual media to work with and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">they each need to come up with the answers to where and how each of <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">the previously learnt visual grammar technique can be seen. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">For each technique, the group must write also why they think the author or <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">creator has done each technique why they have.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After students have been given 15mins in their groups to discuss, evaluate and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">scribe, get them all to come back as a class and sit on the floor in their <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">groups. Each group presents their findings to the class. Here, all the class are getting an overview of many different texts. |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Sit on the ground where they can view the smartboard easily.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students give responses to answers they may know from prior <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">knowledge or from guessing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students draw on the knowledge just learnt to apply to a <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">different image as well as coming up to label.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students move into their groups and set up at a different spot <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">around the room. Each group

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students try to find a group that doesnt already contain <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">someone with the same number. Here, they also are given <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">what role their numbers responsibilties are and can keep <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">looking back to the board for reference. Number 1's must go <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">out and collect their worksheet for the group. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Throughout this time, the students should be exercising their <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">role, whether that be making sure the group isn't too noisy. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Each group takes their turn to come up and present their <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">findings to the group (with mainly just number 5 speaking <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">and some interjections from their group members. ||
 * __<span style="font-family: Arial,Helvetica,sans-serif;">Concluding strategy: __ 10 mins

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">To sum up and solidify what students have learnt, still sitting on the floor, put the 'There's Nothing Like Australia'video back on the smartboard. Pause the video at random times and get the students to put their hand up and recognise one technique. They can also answer why they think the technique might have been used like that or they can throw it back to the class. The activity continues by un-pausing and continuing the steps until the end.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Afterwards have a questions and answers session like: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Assessment will be done through a few modes: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Observation__: Here, the teacher will be watching throughout the lesson especially to meet the group work outcomes but also to make sure the students are using their group work time to all give opinions and ideas. As well as listening to make sure those ideas are on track.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Do you think the creator of the clip used all very similar places throughout, or a wide variety? Why/Why not (would they do that)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Why do you think using visual grammar is important? Would professionals think about them when they are designing something like the clip just watched?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Do you think the song during the clip had a big role to play during the ad? Why/Why not?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Does the spoken language of the video work with the visual grammar techniques? How/How not? ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Assessment:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Scribe__: Having a well spaced class names sheets gives you the opportunity to just give a quick tick or dot (for not sure if understood) next to students name when you feel that they are understanding the ideas through questioning or the hand in's.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Hard copy__:The worksheet that the students produced as a group should have all names on in. Obviously, this is only an indication of the group, not the individuals, which is why the observation of the group work is so important as it backs up this form of assessment.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Questioning__: The lesson uses a lot of questioning and collaboration, which is why the scribe sheet can be so helpful as you can use the sheet to ask for certain students who you may not have much or any information on yet. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Any special considerations or contingency plans:**

Making sure that you have the back-up of the video on hard-drive in case the internet on the smartboard is not working. On top of this making sure that students are placed within groups that they work well with or scaffold their learning. Do not put students together who you think might distract one another. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Self-reflection**


 * Did the students meet the outcomes?
 * Did the students find the lesson engaging?
 * How was the pace of the lesson?
 * Was there enough organisation?
 * Will the students need a lot more follow-up to complete the unit?

I find that making sure the lesson was supported by the quality teaching model and that all dimensions were met help to define what was included and what could be worked on for next time. ||
 * References **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Board of Studies NSW (2006). K6 HSIE syllabus. Sydney: Author.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Board of Studies NSW (2007). K6 English syllabus. Sydney: Author.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Droga, L. and Humphrey, S. (2003). //Grammar and meaning: An introduction for primary teachers.// Berry: Target Texts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//There's nothing like Australia.// (2008). Retrieved September 20th, 2011, from []