3.+Annotated+Resources

​ [] || || || (//50 words or so describing what it is)//  || This resource is an image of a dragon that will give scope for students to explore its different features. It provides a rich source of ideas and will allow changing viewpoints based on this imagined setting and what it represents.  || //(50 words or so justifying your choice with respect to your focus outcome)  // || This visual, will assist in satisfying the outcome VAS2.3 (Board of Studies NSW, 2000, p.36) as students will be calling upon prior knowledge of visual grammar and the various techniques that can be analysed. Essential in terms of students “intellectual engagement” (Wolf, 2004, p.18) in the onset of the lesson as dragons seem to spark the creativity of student’s imagination. Synonymous to the outcome, being a great resource as the messages produced by each student “will reflect the differences which characterise social life” (Kress & Van Leeuwen, 1996, p.20) and therefore, different interpretations available by each student. || //(i.e. extended noun groups, use of structured analytical images, use of compositional devices).
 * **RESOURCE 1: An image of a Dragon  **
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 * **Explanation of the resource **
 * **Relevance to the outcome **
 * **Aspect of Literacy suitable to be explored **

Here you should focus on the grammatical element(s) which would be most significant for working on with children, depending on the resource. You should offer examples of how the grammar works in your resource, to demonstrate your own understanding. You should include a reference from the readings to support the significance of their focus. This is the crux of your annotation and should be approximately 400 words. <span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;"> // || <span style="font-family: 'Arial Narrow'; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: X-NONE; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">The dominant form of grammar associated with this resource would be visual. The desired aim, using this resource, will be to build the students vocabulary and ways they can analyse an image; taking into account experiential/ interactive and compositional meanings. Perry Nodelman (1996) (cited in Wolf, 2004) suggests that the pleasure of children’s literature is represented through recognition, connection and reflection (p.19). For example he discusses the pleasure of students recognising forms and genres of seeing similarities between works of literature as well as “ the pleasure of understanding of seeing how literature not only mirrors life, but comments on it and makes us consider the meaning of our own experiences” (Wolf, 2004, p.19) whether it be fact or fiction. In analysing this image, students will build an ample amount of vocabulary. For example, the dominant vectors created by the wings of the dragon; the angle of which it has been shot emphasising dominance; colour metaphorical to the mythical creature – moody/ scary; salience and whether it is //conceptual// or a demand. By exploring these aspects (and ofcourse many more) through an ample amount of discussion within the classroom, students are able to build their vocabulary and demonstrate the expected development of language across the primary years of school. “In order for students to successfully participate in all curriculum areas of schooling, students need to move beyond the language of everyday domain to the language of the specialised and critical domains of learning” (Droga & Humphrey, 2005, p.132). Furthermore, written grammar can also be incorporated through students using text types. For example a discussion, looking at this image from a range of perspectives; using varied degrees of modality to express opinion, synonyms, antonyms, sensing verbs and adjectivals. Furthermore, a response, where students can comment upon the fantasy aspect and ICT used to provide context, giving scope for an opinion to be made. Using, opinion adjectives, relating verbs and action verbs in context expressing personal comment and opinion (Droga & Humphrey, 2005, p.153). Incorporating this resource, will thus allow wide scope for gramma focused activities to be explored, satisfying outcomes: WS2.9/ 10 (BOS, 2007, p.19) and TS2.1 (BOS, 2007, p.17). Validating the cross curricular link between Creative Arts and English. ||

**The Discovery of Dragons: New Research Revealed, by Graeme Base.** || <span style="font-family: Times New Roman; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msohansifontfamily: LucidaGrande;"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">(50 words or so describing what it is) || This resource is a spectacular picture book illustrating the discovery of European, Asiatic, Tropical and New World Dragons. Each spread includes a different letter on the left side of the page with an intended audience in mind that describes their encounter with a certain ominous dragon or dragons, including their special characteristics of these notorious creatures which are displayed majestically on the right side of the page for the 'visual' reader to explore and travel through. || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">(50 words or so justifying your choice with respect to your focus outcome) <span style="font-family: Times New Roman; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msohansifontfamily: LucidaGrande;"> || <span style="font-family: Times New Roman; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msohansifontfamily: LucidaGrande;"> Graeme Base provides a huge scope for students to explore a number of elements, predominantly visual metalanguage, drawing in his audience by inviting them into a world of adventure and mysticism. As a resource, teachers can take advantage of the multi aspects this text has to offer and work towards the Visual Arts outcome of acknowledging that "artists make artworks for different reasons and that various interpretations are possible." (Creative Arts K-6 Syllabus, 2000, p.36) Students will benefit in gaining appreciation of a particular genre through discussions of why artists make artworks focusing on who, where, when, why and how, and will recognise that people have different views about artworks and their meanings that are informed by their understanding of things such as the artist's intentions, skill, and how artists can interpret the world in particular ways in their artmaking. (Creative Arts K-6 Syllabus, 2000, p.56) || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">(i.e. extended noun groups, use of structured analytical images, use of compositional devices).
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 8pt; msobidifontsize: 10.0ptmso-bidi-language;">=<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">RESOURCE 2: =
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">Insert a **screen capture** **/ image or copy of the text**
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">Explanation of the resource **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">Relevance to the outcome **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">Aspect of Literacy suitable to be explored **

Here you should focus on the grammatical element(s) which would be most significant for working on with children, depending on the resource. You should offer examples of how the grammar works in your resource, to demonstrate your own understanding. You should include a reference from the readings to support the significance of their focus. This is the crux of your annotation and should be approximately 400 words. <span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande;"> || <span style="font-family: Times New Roman; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE; mso-hansi-font-family: LucidaGrande; msobidifontfamily: 'Times New Roman'; msobidifontsize: 10.0pt; msobidilanguage: X-NONE; msohansifontfamily: LucidaGrande;"> Given our move to a more 'visual culture', the role of visual literacy in the school curriculum becomes imperative. This inclusion of a metalanguage, combined with relevant content and teaching approaches, "scaffolds the students enabling them to make sophisticated and critical interpretations about their own work and the work of others." (Callow, 2006, p.8) Graeme Base provides for his readers a visual journey into the underworld of dragons discovered by one of the greatest explorers of the Viking Age; a 13th Century teenage daughter of a Chinese silk trader who wanted to travel and meet people; a 19th Century cartographer and amphibiologist determined to prove that a rare species of amphibian is closely related to another that he hopes to find in the remote rainforests of south-western Tasmania; and a 16th Century young Peruvian, smart enough to run away rather than march with the Spanish forces to avoid conquest. Unsworth suggests moving students from informal, tacit knowledge to transformative knowledge, which is an understanding that what appears to be a 'natural' view of the world is actually a view "produced by particular combinations of historical, social, political influences, and that alternative combinations of these influence could produce different views." (Unsworth, 2001, p.19) In exploring this resource, students are exposed to powerful images, accompanied by descriptive written text, of awe-inspiring beasts which tricks the reader into craving for more. Callow claims how appropriate pedagogies for teaching literacy should not only involve meaningful and challenging learning experiences that develop students' repertoires of literacies, but also be enjoyable and culturally relevant. (Callow, 2006, p.9) Therefore, teaching about visual literacy should provide students with an understanding of visual and multimodal texts and also carefully support these learning experiences with proper modelling and scaffolding. Although this resource may benefit older students through the investigative process of the text type, Stage 2 students can take the advantage of 'reading' the striking images offered. Students can be scaffolded in their learning about multimodal and visual texts, including aspects of visual design and grammar. For instance, the interactive aspect can be explored which describes the relationship constructed between the viewer and what is viewed. Students can examine the power relations of an image, and the emotional reactions and issues of objectivity and subjectivity of an image. An inquiry into at what angle dragons are construed, whether it is a high, low or eye level, will enable students to discuss how angles position the viewer when looking at an image and what effects this has, or how it feels to look down or to be looked down upon, or at an eye level. Moreover, students will learn to use 'visual' language such as 'offer' and 'demand' as they discuss the effects those dragons have which look directly at them as opposed to those looking in other directions, away from the viewer. Indeed, in //The Discovery of Dragons: New Research Revealed,// colour is an essential component for students to explore. Colour here is manipulated by the illustrator to suggest certain feelings and mood, creating at times a sense of danger and at other times a feeling of ambivalence or uncertainty. Finally, but by no means exhaustive, the compositional aspect, which is concerned with the layout and information value among the visual elements in an image can be discussed. (Callow, 2006, p.10) The layout of each page includes the use of salience to draw the viewer's attention to the impressive size of each beast or its boasting colour revealing to the onlooker the extent of power these creatures possess over mankind. As Callow appropriately sums it up, the inclusion of these elements has the potential to "improve the quality of learning not only of multiliteracies but the deeper understandings that lead to challenging and engaged learning for all students." (2006, p.22) ||

|| (50 words or so describing what it is) || This is an interesting and effective advertisement poster for Baygon’s bug-spray. It features an adaptation of the ‘King Kong climbing Empire State Building’ scenario, replacing King Kong with a huge insect. There is also a screaming woman pictured, and this combined with the ‘monster bugs’ text aims at reminding viewers how horrifying insects can be. The viewer desires a solution, and this can be found by buying Baygon bug-spray. || (50 words or so justifying your choice with respect to your focus outcome) || This resource will assist in satisfying the outcome VAS2.3 (Board of Studies, NSW, 2000,p.36) as students will explore the purpose of this poster and its intended audience, thereby linking directly to the outcome. Students will be utilising prior knowledge of visual techniques and their purpose to analyse this image and determine the focus questions related to the outcome, that is “who, where, when, why, how” this resource was created. || (i.e. extended noun groups, use of structured analytical images, use of compositional devices).
 * **<span style="font-family: 'Arial Narrow'; font-size: 11pt; mso-ansi-language: EN-US; msoansilanguage: EN-US; msobidifontfamily: 'Times New Roman'; msobidilanguage: X-NONE; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-US;">RESOURCE 3: An Advertisement involving Insects **
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 * [[image:http://pretselcam.files.wordpress.com/2009/06/bug-ad-2a.jpg width="304" height="429"]]
 * ** Explanation of the resource **
 * ** Relevance to the outcome **
 * ** Aspect of Literacy suitable to be explored **

Here you should focus on the grammatical element(s) which would be most significant for working on with children, depending on the resource. You should offer examples of how the grammar works in your resource, to demonstrate your own understanding. You should include a reference from the readings to support the significance of their focus. This is the crux of your annotation and should be approximately 400 words. || This resource will aid in the exploration of visual literacy, as students will analyse the resource in terms of its use of visual techniques. For example, students will identify the high salience of the ‘monster bugs!’ text and the image of the insect on the building, as a result of their size relative to the other aspects of the ad. Students will note the reading path which moves from the ‘monster bugs’ text, to the insect, to the screaming woman and then over to the Baygon can. Students will recognise that this reading path is created by vectors and that this is done intentionally in order to sell the product. Students will perceive that the Baygon information is put in the more ‘real’ portion of the ad, and that it is placed here because it is the practical information and the least captivating factor. Students will identify the high saturation of colour used, and that the images in this ad present a hyper-realistic modality due to this saturation of colour and the scenario pictured. Students will identify that the purpose for doing this is to make the advertisement eye-catching and interesting to view. It will also be noted that this advertisement presents a Demand, which is more effective in advertisement than an Offer as the eye contact creates a link with the viewer. Students will realise that, as Kress (2006, p. 122) expresses, the vectors from the eyes of the insect serve to ‘establish contact’ and “acknowledges the viewer explicitly, addressing them with a visual ‘you’”. Students will further discern that the intended audience for this ad and product is predominantly working women. They will determine this by discussing the small script “ferocious phasmids swarming the workplace…”, and the image of the woman screaming. Students will understand that men are also targeted by this ad, but less so than women. Incidentally, vocabulary regarding insects is also expanded as students will need to look up the word ‘phasmid’. As is evident, this resource allows students to analyse and explore many aspects of visual literacy and thus the resource is highly suitable to this unit. Asha (2009) supports the relevance and significance of this lesson on visual literacy, by impressing that many aspects of our society are becoming highly visually-based and that “as these texts become more prevalent what it means to read and be literate is affected” (p.1). It naturally follows that teachers are expected to instruct students on reading and constructing such texts.

Asha, J (2009) Teaching with visual texts. //Practically Primary 14//(1) pp.38-41 Kress, G. R (2006) Reading images: the grammar of visual design, 2nd ed. Routledge: New York. ||


 * ** RESOURCE 4: Example Multimodal Text- The Vineasite **<span style="font-family: Arial; font-size: 8pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;">

<span style="font-family: Verdana; font-size: 8pt; mso-ansi-language: EN-AU; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> media type="file" key="Assignment_2_Vinasite.mp3" width="240" height="20" || <span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> || Speech Bubble: //“Thousands of years on, I’m still unknown to mankind. And in a jungle this size, I’ll never be found!”// Short Paragraph: //This image shows an imaginary insect, a Vineasite, deep inside in a dense jungle so far untouched by humans. The imaginary insect is a large parasite that lives on thick vines and spends its time running up and down the vine, a ritual to mark its territory. The model Vineasite was made with recyclable materials paper-machéd together and is a real life replica of the imaginary insect. A photo of the model has been edited into an image of the Vineasite’s natural habitat. The Vineasite was placed relatively close to the centre as it is the focus of the image, and is ‘framed’ by the surrounding trees. The size of the Vineasite acts as a comparison with the surrounding background to support the idea presented in the speech bubble that the Vineasite cannot be found.// || The multimodal resource outlined above is an example of what students will be working to create during a Visual Arts lesson that explores multimodal texts, and has been provided as a guide for students to follow. Students must edit an image of their model insect or dragon, and to write a short paragraph to appear in a guidebook for visitors to read when viewing the model, as well as a voice recording for visitors to listen to on their information headsets. Throughout the process, students will be working towards achieving the outcome VAS2.3, in that they will “acknowledge that artists make artworks for different reasons” ( Board of Studies NSW, 2000, p.36). In creating an artwork for a specific reason, or to covey s a specific reason, students will need to think carefully and imaginatively about the way in which they use the various modes of their text to support a single message (Kress, 2003, p.59). ||
 * Insert a **screen capture** **/ image or copy of the text**
 * ** Explanation of the resource **<span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> || This resource is an edited image that is accompanied by a short paragraph and a voice recording, and are an example of what students are expected to achieve during the multimodal lesson (6/10). Together, these form one multimodal text designed by the students (artists) for a specific audience (art gallery visitors). ||
 * ** Relevance to the outcome **<span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> || In creating their own multimodal texts, students will be required to consider their artistic intention in creating the artwork, and how to best represent their intention. In doing so, students will be working towards achieving the Visual Arts outcome VAS2.3. Throughout the process of creating their own artwork, students will discover the power of multimodal texts as artworks that convey meaning and relay intent. ||
 * ** Aspect of Literacy suitable to be explored ** <span style="font-family: LucidaGrande; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: X-NONE;"> || As this resource is a multimodal text, there are numerous elements of literacy that can suitably be explored. In particular, three modes are evident within this resource represented by speech, image and writing. The marriage of these three modes to form one complex text has a dynamic effect: A single meaning is realised, or ‘spread out’ (Kress, 2003, p.35), across several modes in which various principles somehow intricately work together to convey a message. In this particular resource, the artist has intended a specific meaning to be generated (ie. That there is yet so much humans are still to discover), and has used the three separate modes to unite and strengthen the intended message. The message conveyed in the image of the imaginary insect, a Vineasite, so small in comparison with its impenetrably dense habitat, parallels the message described in the writing with phrases like “deep inside a dense jungle” and “untouched by humans”. This message clearly indicates the (almost certain) impossibility that humans will ever discover the Vineasite. Elements within the image can be seen to specifically support this message, further reinforced by other modes such as writing. For example, the vectors (highlighted by red lines) extend the image upwards and encourage the viewer to imagine the soaring height of the jungle trees, creating an appreciation for the vast scope of the jungle. This is supported by the writing within the speech bubble, which indicates that the Vineasite will never be found, as well as the writing within the short paragraph which states that “the Vineasite cannot be found”. Furthermore, the multitude of nouns and adjectives within the writing of the short paragraph reinforce the idea that the jungle is dense and thick, as implied in the image. Of course, the final mode, speech, further emphasises this message as intended by the artist through the use of emphasis, intonation, and pausing particularly in the phrases “deep inside a dense jungle so far untouched by humans” and “the Vineasite cannot be found”.

Karen's Resource
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">RESOURCE 5: Wikispaces Wiki page of Insects and Dragons. ** ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; msoansilanguage: EN-US; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; msobidilanguage: AR-SA; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-US;">[[file:picture.docx]]

This is a hyperlink that will take you to the Wikispaces. It is not possible to insert an image of a Screen Capture here. ** || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">This resource is a Wiki page. Students will be given the opportunities to develop a practice page and get used to the different aspects of Wiki in preparation to their final lessons on the Rich Task. || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">This resource links to the outcome as it provides students with the opportunity to appreciate the use of particular techniques when creating a work of art. That is, they will be using their ICT skills to develop a page online that is visually appealing to viewers. They will consider how the subject matter can convey a story on its own nd will develop their knowledge of how artworks can be developed using a variety of techniques. || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%; mso-bidi-language: X-NONE;">Teachers who are considering teaching literacy using a computer/the internet provide opportunities for their students to develop both their visual and written grammar effectively as this mode of learning allows students to explore a variety of textual landscapes that can be very different from everyday print. Furthermore, it has been found that many texts are now using a variety of media and technologies to communicate. This statement means that it is important for teachers to provide opportunities for their students to develop their knowledge of a range of multi-modal texts if they are to successfully navigate and develop their literacy skills (Healy & Honan, 2004, p. 20).
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">Explanation of the resource **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">Relevance to the outcome **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;">Aspect of Literacy suitable to be explored **

The development of a Wiki page in the classroom is a great way for students to not only participate in and construct their own texts, but also to consider the purpose of the text and the audience for which they are developing it. The skills that students will develop in this lesson will inform them in future lessons, not only in visual and verbal grammar but also in how texts can be in any shape and form. This resource is effective in developing students’ ability to consider a variety of designs. For example, students may explore visual designs on their Wiki page, such as Vectors, background and colour; they may explore audio design, such as inserting their voice, sound effects or music into the text; they may develop their understanding of linguistic designs such as their vocabulary and the structure of their Wiki page; they may develop their knowledge of spatial design, which encompasses such information as architectural structure or geographic location; and finally they may develop their knowledge of gestural design, which considers such things as emotion and kinesics to name a few (Healy & Honan, 2004, pp. 20-21). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-language: X-NONE;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%; mso-bidi-language: X-NONE;">Students who speak English as a second language may particularly benefit from this resource as they are given opportunities to consider a variety of ways of communicating messages to their audience. Furthermore, the Wiki page that the teacher has developed in the lesson allows students to consider in depth how images and text can be placed in certain positions/ways in order to tell a story/get a point across. This helps to develop the students knowledge of how visual and written grammar works as it provides them with opportunities to look more deeply at a screen/text and analyse it in a way they may not have previously done so (Callow, 2006, p. 7).

Finally, this resource allows students to integrate their prior knowledge of visual and written grammar, and multi-modal texts as developed in this unit with new knowledge. This integration of new and prio knowledge thus enables students to develop a deeper understanding of the subject matter, while simultaneously providing students with opportunities to learn new terms and procedures as well as deepening their understanding of the variety of ways that texts work (Healy & Honan, 2004, pp. 29-31). ||