5.+Lesson+One

Unit Topic ** INSECTS AND DRAGONS |||| ** Curriculum Link: **English TS2.2 - Works collaboratively to interpret an image surrounding the theme of dragons and insects, emphasising visual aspects. TS2.1 - Uses appropriate language associated with visual grammar aspects of selected images. RS2.5 - Able to justify various interpretations when analysing images of insects and dragons. V4 - Shows confidence in using language in a variety of contexts. WS2.14 - Is familiar with grammatical features of a Venn Diagram and what is need. |||| ** Yr Level: ** Stage 2/ Year 4 || Interpret Me! Creative Arts || - Interpret the meaning of artworks by taking into account relationships between the artwork, the world and artist (BOS,2000,p.56) || Teacher (T): //Instruct students to sit on the floor having resource 1 on display//. Using the pictures as a stimulus, ask focus questions to (eliciting prior knowledge and creating an environment of open discussion) such as: What are some visual grammar techniques used in this image? How can we ‘read/ interpret’ these pictures – think about vectors/ offer/demand/ colour/angle (students would have previously gained this knowledge in the initial activities i.e grammar wall activity) - Give a quick overview of what children will be doing throughout unit – This can be done by having a list going over it with students, of the lesson sequence information in the middle of a template created by the teacher of an oversized insect/ dragon and added to the ‘Grammer Wall’ (Throughout the unit this wall will be added too! Ultimately being transformed into a literacy wall surrounding the theme Insects and Dragons.) || 1. Students go back to their desks. 2.Respond with what students know about a Venn Diagram and what the different spheres represent (//differences and similarities)//. ||||
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 * ** Lesson Number: ** 3/10
 * Lesson Name: **
 * Time: ** 45/50min |||| ** Lesson Topic: ** Compare and contrast features of insects and dragons, using Venn Diagram and understanding the different ways you can interpret an image.  |||| ** Learning Area(s): **
 * **Unit Aim or Outcome:** The unit aims for students to develop a deep understanding and knowledge of how  the various techniques that artists use provide numerous opportunities for a wide variety of interpretations by viewers. In addition, students will develop confidence in utilising visual and written grammar to portray meaning and gain an understanding of how the selected subject matter can represent different interpretations. ||
 * ** Lesson Outcome: ** VAS2.3: Acknowledges that artists make artworks for different reasons and that various interpretations are possible (BOS, 2000, p.36).
 * - ** Recognises that people have different views about their meanings that are informed by their understanding of such things as the circumstances of the work, the artist’s intention and skills, and what the work is about.
 * ** Resources: ** Resource 1,Template of Venn Diagram, Books: //The Dragon Companion, How do I know its an Ant, The Discovery of Dragons, Killer Bees,// Head band material and images for celebrity heads. ||
 * ** Lesson Outline ** ||
 * __ **Introduction:** __** 5 min **
 * **__ Teaching strategy/Learning __**** __Activity:__ ** ||
 * ** Students will …… ** |||| ** Time ** || ** Teacher will… ** ||

|| 1. Instruct students to go back to their desks.
 * 5 min **

2. Show students a template of a Venn Diagram – recap features (eliciting prior knowledge of the students). || 3. Listen as the teacher reads the selected dragon (Base, 2007,p.6) – //The Emerald Dragon// and the selected insect (Stodart, 2002,p. 20) – //A Grasshopper// (of which the kids will base the Venn Diagram on).

- Discuss what students think and how the two pictures are portrayed. What do they already know about dragons? What knowledge do students have about grasshoppers?

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|| 3. Instruct that today students will be comparing and contrasting pictures of dragons and insects and filling in the Venn. //(Displaying knowledge of oral language relationship between context and texts)//
 * 5 min **

- Have already selected images from a variety of books specifically insects and dragons to show students. - Refer to The Discovery of Dragons by Graeme Base and How do I Know it’s an Ant? by Eleanor Stodart and read/ discuss what students see. || 4. Together as a class list features such as: Body parts/ skin texture/ patterns/ colours/modality/ fact/ fiction/ physical attributes/ the angle of both images/ the context of both i.e. //(the grass hopper is structured analytical).//

- Contribute to class discussion by completing both spheres of the Venn Diagram comparing the grasshopper image and the Emerald Dragon image using visual literacy concepts. ||||

4. Using the Venn diagram together with the students fill in the two differentiating spheres comparing both (formative assessment through students responses). ||
 * 10 min ** ||

- In pairs with students next to them brainstorm a list of similarities that will fit in the middle of the Venn Diagram.

- As a class share responses and complete Venn Diagram. ||||


 * 5 min **

|| - Give students some time in pairs to then complete the similarities ‘the common part of the Venn’ of both insect and dragon with shoulder buddy/ whoever is next to them. (achieving outcome TS2.2 interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses a variety of listening strategies) (BOS,2007,p.17).
 * 5 min **

- Once time is up come back as a class and add responses to the centre of the Venn. || (T): End by playing a game based on the concept of celebrity heads. However using one of the pictures from the resources that have been just explored. (When the game commences be sure to have books open as students can refer to them and scaffold the questions they ask when guessing what they are – a great way to use the language just learnt. (T): Select 4 -5 volunteers to come to the front of the classroom. Prompt students to ask questions revolved around the language in the body i//.e. do I have a thorax?, do I have scaly skin?, do I have wings?// Am I pyroprojectile? (Great way linking context and semantic knowledge) end once first person guesses what they are. || EXTENSION: Incorporated ICT to create a Venn Diagram and researches for their own dragon and insect images they would like to compare and write a short paragraph of why they think illustrators use some techniques //such as close up (to make it look scarier ).// MODIFICATION: Student given explicit questions such as: what angle does this image use?, what colours?, is this picture real? e.t.c. to explicitly prompt the student to fill in the Venn Diagram and thus the way to examine the various features of an image. || - Were the children engaged in the entirety of this lesson? - Did this lesson go well? - Was the main idea of interpreting different pictures in different ways understood? - How can I improve/ enhance my activity if it does not go the way that I planned? - Did I have enough time for everything ? - What other resources can be linked in this activity other than books and images? - Have I sufficiently catered to the children who need an extension? - Have I catered for those who found original task challenging? ||
 * 5. Student explore a variety of literature viewing a variety of visuals of insect and dragons adding to their familiarity and knowledge, comment upon visual features and incorporates the concepts learnt above when describing the pictures. ||||
 * 5 min ** || 5. Once completed refer to some books that have dragons and insects in them allow for comments i.e. visual representation, classification e.g. structured analytical . ||
 * **__ Concluding strategy __**__ : __ **5 min**
 * ** Assessment: ** Can revolve around students picking their favourite dragon and insect and completing their own Venn Diagram without teacher assistance. Summative assessment as the teacher is then able to see whether appropriate information is inserted in the different spheres.  OR Selecting a painting of their choice to analyse and then write an information report – linking to WS2.9/10 of the English syllabus (BOS,2007,.p.19). ||
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection:  **
 * - ** What were the student’s strengths/ weaknesses?