Lesson+Four

English, Science & Technology || //*makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning // //* makes comparisons and identifies differences between text produced in different media // || [] || Students will watch a 1 minute clip about the digestive system on you tube: [] Teacher brainstorms with the class: 1. What could you see? (pictures - still and moving, diagrams, words, etc.) 2. What could you hear? (voice talking, music, etc.) Explain that this is an example of a multimodal text. Explain the 3 activities that will follow so students know what will be happening. || Go around to each circuit and assist students. Tell students when to rotate. || Students stay at the final circuit they are in and a few volunteers from each station report to the class about how they thought the texts they were viewing/reading were different and similar to other texts at other stations. Teacher brings it all together to show that different texts provide certain information for certain purposes, and that multimodal texts work to use images, written text and sound to convey messages. || Class must have access to computers or Smartboard. || Were the 3 activities a solid basis for students to understand: What is a multimodal text? What does a multimodal text look like? What is the purpose of multimodal texts? How is it different to a piece of written text and visual text? When would you use a multimodal text?  Did the conclusion assist in grounding as well as expanding students’ thoughts and ideas on multimodal texts? ||
 * ** Unit Topic: The Human Body ** || ** Curriculum Link: Science and Technology ** |||| ** Yr Level: 3/4 ** ||
 * **Lesson Number:** 6 from 10 (4 of 5) || ** Lesson Topic: ** Visual Literacy in multimodal texts |||| ** Learning Area(s): **
 * ** Unit Aim or Outcome: **** 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// ||
 * ** Lesson Outcome: ** Students will begin to understand: What is a multimodal text? What does a multimodal text look like? How is it different to a piece of written text and visual text? When would you use a multimodal text?
 * 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.
 * ** Resources: ** //worksheets for activities 1 and 3, large poster of digestive system, page spread on digestive system, computers or Smartboard to access the website://
 * ** Lesson Outline ** ||
 * **__ Introduction: __**
 * **__ Teaching strategy/Learning __**** __Activity:__ ** Circuit of 3 activities in with the focus being on multimodal texts. ||
 * ** Students will …… ** || ** Teacher will… ** ||
 * ** Rotation of 3 activities (10 minutes at each station): **
 * 1. ** Students will watch the digestive system clip on the kid’s health website and do worksheet: what did I hear? What did I see? Was the information the same in both cases? How does it affect your interpretation and understanding?
 * 2. ** Students will look at a large wall poster of the digestive system and verbally engage in a discussion: what can we see? Why are there both images and words? Do both modalities support each other? Do they both help with our interpretation?
 * 3. ** Students will look at a page dedicated to information about the digestive system. Answer question on worksheet? Are there more words or pictures? Why is this so? Do the pictures give enough information on their own? How does the written text help with interpretation and understanding? ||
 * **__ Concluding strategy: __**
 * ** Assessment: ** Observe students’ conversations about the texts, collect students’ worksheets for assessment of understanding. ||
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection **