The following unit of work is designed around the Creative Arts Unit entitled Insects and Dragons, and is aimed at meeting Stage 2 outcomes (Board of Studies NSW, 2000, pp. 32-37).It will integrate both English and Science and Technology to ensure that students will be provided with opportunities to achieve the outcomes.Students will develop their knowledge and skills of multi-modal texts through exploration of a variety of visual and written grammar.
This unit focuses on developing Healey and Honan’s (2004) four resources model to enable students to become more accomplished in the areas of code breaker, text participant, text analyst and text user.It does this by ensuring that the resources used are interrelated and interdependent.Furthermore, it assists teachers to gain techniques for training students in developing their written and visual literacy skills (p.1). Development of these knowledge and skills enables students to work towards completing the rich multimodal task in a variety of ways.Firstly, students explore a variety of aspects of written grammar through text types such as poems, Venn Diagrams, advertisements and additional writing tasks incorporated in the rich multimodal task. Secondly, students are introduced to visual literacy through activities that engage and enhance their knowledge of these concepts by allowing students to use these skills in analysing and creating visual texts. Finally, students are given the chance to explore and create multimodal texts that enhance and integrate prior knowledge of different literacy and grammar modes as well as incorporating ICT skills.
Outcome to be explored:
Creative Arts Outcome to be explored:
VAS2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible. Indicators: -Develop their intentions in art-making and consider how these affect the look of the work, its details and the audience’s response. -Interpret the meaning of artworks by taking into account relationships between the artwork, the world and the artist. -How artists think about what an audience may think about their work when they make art. -How pictures and other artworks invite interpretations from audiences. Other English outcomes are addressed in this unit of work. These are: TS2.1 - Participates in class discussions - Give a coherent report on the construction of their advertisement - Uses appropriate language associated with visual grammar aspects of selected images TS2.2 - Works collaboratively to interpret an image surrounding the theme of dragons and insects, emphasising visual aspects. TS2.3 - Identifies the effect of purpose and audience on spoken texts RS2.5 - Predicts and lists a range of print and non print resources for answering focus questions, e.g. Internet, literary and factual films, photographs, charts, people - Obtains information from selected Internet/computer sites and other computer graphics and texts. - Able to justify various interpretations when analysing images of insects and dragons. WS2.9 - Uses descriptive language effectively - Writes using mostly correct grammar and spelling - Writes short factual text and simple poems - Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings - Identifies key words and phrases - Uses computers to draft and edit writing WS2.10 - Uses a variety of nouns and adjectives to add meaning to their poems. WS2.14 - Identifies an intended audience for their advertisement and has constructed the text to fit that purpose - Is familiar with grammatical features of a Venn Diagram and what is need.
Evidence of Learning We will assess student’s progress towards these outcomes by incorporating both formative and summative assessment throughout the unit. Evidence of learning will be collected via the following means: -Observation of students throughout the activities oEffective group/pair work and collaboration -Work samples, annotated to outcomes and indicators oCompletion of: §the Venn Diagram §Poem §Advertisement §Multi-modal frame creation §Procedure §Wiki Page -Oral explanations and presentations oDo they support reasoning with examples? oDo they elaborate on their own and other’s contributions? -The Rich Multi-Modal Task will allow for assessment of multiple areas, such as VA, English, SciTech, and ICT. -Discussion with individual students to gain a greater knowledge of their understanding of the content and concepts
Unit Overview
The following unit of work is designed around the Creative Arts Unit entitled Insects and Dragons, and is aimed at meeting Stage 2 outcomes (Board of Studies NSW, 2000, pp. 32-37). It will integrate both English and Science and Technology to ensure that students will be provided with opportunities to achieve the outcomes. Students will develop their knowledge and skills of multi-modal texts through exploration of a variety of visual and written grammar.This unit focuses on developing Healey and Honan’s (2004) four resources model to enable students to become more accomplished in the areas of code breaker, text participant, text analyst and text user. It does this by ensuring that the resources used are interrelated and interdependent. Furthermore, it assists teachers to gain techniques for training students in developing their written and visual literacy skills (p.1).
Development of these knowledge and skills enables students to work towards completing the rich multimodal task in a variety of ways. Firstly, students explore a variety of aspects of written grammar through text types such as poems, Venn Diagrams, advertisements and additional writing tasks incorporated in the rich multimodal task. Secondly, students are introduced to visual literacy through activities that engage and enhance their knowledge of these concepts by allowing students to use these skills in analysing and creating visual texts. Finally, students are given the chance to explore and create multimodal texts that enhance and integrate prior knowledge of different literacy and grammar modes as well as incorporating ICT skills.
Outcome to be explored:
Creative Arts Outcome to be explored:
VAS2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible.
Indicators:
- Develop their intentions in art-making and consider how these affect the look of the work, its details and the audience’s response.
- Interpret the meaning of artworks by taking into account relationships between the artwork, the world and the artist.
- How artists think about what an audience may think about their work when they make art.
- How pictures and other artworks invite interpretations from audiences.
Other English outcomes are addressed in this unit of work. These are:
TS2.1
- Participates in class discussions
- Give a coherent report on the construction of their advertisement
- Uses appropriate language associated with visual grammar aspects of selected images
TS2.2
- Works collaboratively to interpret an image surrounding the theme of dragons and insects, emphasising visual aspects.
TS2.3
- Identifies the effect of purpose and audience on spoken texts
RS2.5
- Predicts and lists a range of print and non print resources for answering focus questions, e.g. Internet, literary and factual films, photographs, charts, people
- Obtains information from selected Internet/computer sites and other computer graphics and texts.
- Able to justify various interpretations when analysing images of insects and dragons.
WS2.9
- Uses descriptive language effectively
- Writes using mostly correct grammar and spelling
- Writes short factual text and simple poems
- Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
- Identifies key words and phrases
- Uses computers to draft and edit writing
WS2.10
- Uses a variety of nouns and adjectives to add meaning to their poems.
WS2.14
- Identifies an intended audience for their advertisement and has constructed the text to fit that purpose
- Is familiar with grammatical features of a Venn Diagram and what is need.
Evidence of Learning
We will assess student’s progress towards these outcomes by incorporating both formative and summative assessment throughout the unit.
Evidence of learning will be collected via the following means:
- Observation of students throughout the activities
o Effective group/pair work and collaboration
- Work samples, annotated to outcomes and indicators
o Completion of:
§ the Venn Diagram
§ Poem
§ Advertisement
§ Multi-modal frame creation
§ Procedure
§ Wiki Page
- Oral explanations and presentations
o Do they support reasoning with examples?
o Do they elaborate on their own and other’s contributions?
- The Rich Multi-Modal Task will allow for assessment of multiple areas, such as VA, English, SciTech, and ICT.
- Discussion with individual students to gain a greater knowledge of their understanding of the content and concepts