M.+Lesson+7


 * **Unit Topic: Cultural Diversity ** |||| **Curriculum Link: **


 * HSIE,English, Technology ** || **Yr Level: Stage 2 (Year 4) ** ||
 * **Lesson Number:7/10 ** |||| **Lesson Topic: Creating Multi-modal Texts ** || **Lesson Duration:1 hour ** ||
 * **Aim: **

To assist students in gathering and comparing information about their own community and another community ( ie. a Northern Territory community)﻿ in Australia. Students will also be taught how to use the movie editing program 'JayCut', which will enable them to create their final rich task. ||
 * **Outcomes & Indicators:**

__**HSIE**__ **//CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.//** • gathers and compares information about their own community and a community in Northern Territory • examines the difference viewpoints that people might have about cultural or linguistic issues that arise in their local community and other communities •describes, in the form of a discussion panel, the different ways in which citizens in communities can value and respect others

__**English**__ <span style="display: block; font-family: Georgia,serif;">//**TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.**// <span style="display: block; font-family: Georgia,serif;">•participates in class discussions on a variety of topics <span style="display: block; font-family: Georgia,serif;">• responds to different viewpoints in a discussion

<span style="display: block; font-family: Georgia,serif;">//**WS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.**// <span style="display: block; font-family: Georgia,serif;">• investigates other forms of publishing, eg slide shows, multimedia (using JayCut) || <span style="display: block; font-family: Georgia,serif;">To introduce this lesson: * <span style="display: block; font-family: Georgia,serif;">Ask students to imagine turning up to school one day and to have all the lessons taught in another language that you know very little about. Students pair share for about 30 seconds and talk about how they would feel and what they would do to learn things in that language.
 * <span style="display: block; font-family: Georgia,serif; font-size: 130%;">**Resources:**
 * <span style="display: block; font-family: Georgia,serif;">IWB or computer/projector
 * <span style="display: block; font-family: Georgia,serif;">Behind the News 'Indigenous Language' video clip
 * <span style="display: block; font-family: Georgia,serif;">Photos/images, videos of interviews/celebrations, researched information, statistics and charts from previous lessons
 * <span style="display: block; font-family: Georgia,serif;">6 Computers (one per group) with internet access to JayCut ||
 * **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 130%;">Lesson Outline ** ||
 * <span style="color: #000080; display: block; font-family: Georgia,serif; font-size: 130%;">**Introduction (5 min):** <span style="display: block; font-family: Georgia,serif;">//Prior to this lesson, students have been introduced to multi-modal texts, and have had a lesson where they were taught how to use different ICT programs to present the data they had collected. Students have also been allocated into groups of 4-5 where they will continue to work together on their final rich task.//
 * <span style="display: block; font-family: Georgia,serif;">Briefly introduce the video clip and have students focus on what is the problem presented in the clip.
 * <span style="display: block; font-family: Georgia,serif;">Watch the video. Then ask some basic questions to assess student's understanding of the issue presented in the video. ||
 * <span style="color: #000080; display: block; font-family: Georgia,serif; font-size: 130%;">**Teaching strategy/Learning Activity (40 min):** ||
 * <span style="display: block; font-family: Georgia,serif;">//**Discussion Panel (15 min)**// <span style="font-family: Georgia,serif;">Students will:
 * Stay on the floor but turn to face the middle so they can see all groups.


 * <span style="display: block; font-family: Georgia,serif;">Read and try to think about the questions from the point of view of the people group they are representing. Select one speaker each time to share their group's views.All groups must contribute something in each round of questions.


 * <span style="display: block; font-family: Georgia,serif;">Reflect on the activityy and share about the importance of listening to all sides of an issue. |||| <span style="display: block; font-family: Georgia,serif;">Teacher will:
 * <span style="display: block; font-family: Georgia,serif;">Divide the class up into four groups on the floor, and explain to students that they will participate in a discussion panel with focus questions that they have to talk about. __Group 1__ will represent the children in the Warlpiri language group at that school; __Group 2__ will represent their parents; __Group 3__ will represent the government; and __Group 4__ will represent either teachers or an independent group. Each group is to take turns volunteering to share their point of views. A pretend microphone or prop will be passed to the speaker to ensure no one else calls out when that person is sharing. Teacher will facilitate and manage the discussion making sure students speak fairly and take turns.

<span style="display: block; font-family: Georgia,serif;">'Is it good to be bilingual or to know more than one language?'
 * <span style="display: block; font-family: Georgia,serif;">Put the first discussion question up on the board:
 * <span style="display: block; font-family: Georgia,serif;">Put the second question up on the board:

<span style="display: block; font-family: Georgia,serif;">'Why is someone's language' important?' <span style="font-family: Georgia,serif;">'Is the NT Warlpiri community similar or different to our local (Parramatta) communities?'
 * <span style="display: block; font-family: Georgia,serif;"><span style="font-family: Georgia,serif;">Put up the last question:

<span style="display: block; font-family: Georgia,serif;">Student will: * <span style="display: block; font-family: Georgia,serif;">Recall the different 'modes' they studied in lesson 6. <span style="display: block; font-family: Georgia,serif;">Students save their work and each group presents what they have created so far. ||
 * <span style="display: block; font-family: Georgia,serif;">Ask a few students to share what it was like to step into the shoes of the different people. Reinforce the importance of examining different ideas/viewpoints and respecting these people even if one may disagree with their ideas. ||
 * <span style="display: block; font-family: Georgia,serif;">//**JayCut (30 min)**//
 * <span style="display: block; font-family: Georgia,serif;">Focus on becoming familarised with the program in their rich task groups. They will upload their images from their folder into the JayCut.
 * <span style="display: block; font-family: Georgia,serif;">Add some music and simple typed text to their mini documentary. |||| <span style="display: block; font-family: Georgia,serif;">Teacher will:
 * <span style="display: block; font-family: Georgia,serif;">Explain that in the rest of the lesson, students will be creating a short video about what makes their community great. Briefly talk about lesson 6 where students learned about the different modes to a multimodal text. Introduce the Jaycut program and focus on teaching them how to upload images/photos and their charts that they have already gathered into the program.
 * <span style="display: block; font-family: Georgia,serif;">Explain and demonstrate how to do the above, as well as how to insert text and music files to the background. [Note: For this lesson only, teachers should provide some specific music files for students to choose from as it will take too long for students to source out their own on during the lesson. ]
 * <span style="display: block; font-family: Georgia,serif;">Walk around and assist students having difficulty with any of the skills or program functions. ||
 * <span style="color: #000080; display: block; font-family: Georgia,serif; font-size: 130%;">**Concluding strategy (5 min):**
 * <span style="display: block; font-family: Georgia,serif; font-size: 130%;">**Assessment:** * <span style="display: block; font-family: Georgia,serif;">Observation of participation and ideas in their discussion groups
 * <span style="display: block; font-family: Georgia,serif;">Checklist to mark off groups that managed to insert some images and music into their video
 * <span style="display: block; font-family: Georgia,serif;">Copies of their video in progress ||
 * <span style="display: block; font-family: Georgia,serif; font-size: 130%;">**Any special considerations or contingency plans:**
 * <span style="display: block; font-family: Georgia,serif;">For Indigenous students in the class, it may not be good to assume they will know about the language group presented in the video. However, encourage them to share about their own experiences if they are comfortable to do so.
 * <span style="display: block; font-family: Georgia,serif;">For ESL learners, the teacher may wish to work closely with them during the JayCut section, perhaps even getting the ESL teacher in to help.
 * <span style="display: block; font-family: Georgia,serif;">For more GT students, teachers may ask them to explore the other tools in Jaycut (such as transitions, changing tempo, and writing voice-over narrations). ||
 * **<span style="font-family: Georgia,serif; font-size: 130%;">Self-reflection: **

//<span style="font-family: Georgia,serif;">Did the video provide the issue in an engaging and relevant way? //

//<span style="font-family: Georgia,serif;">Were the students able to examine different viewpoints and apply that to the discussion panel activity? //

//<span style="font-family: Georgia,serif;">Was enough support given to students to enable them to explore and create a short moving text in JayCut? //

//<span style="font-family: Georgia,serif;">How can I more effectively assess each individual's learning/achievement? //

//<span style="font-family: Georgia,serif;">What needs to be done to improve these learning experiences? // ||