Lesson+Plans

=Sequence of Lesson Plans= __Science:__ LT S2.3 __English:__ TS2.1, TS2.2, RS2.5 __Science__: LTS2.3 __English:__ TS2.1, TS2.2, RS2.5 Students will consolidate their knowledge on how visual and written text support one another. The focus is then placed upon the visuals in scientific texts where students study and determine the common features in scientific drawings. Here, they learn to understand why such features are used in scientific drawings and how to apply these features into their own scientific drawings. || __Science:__ LT S2.3 __English:__ WS2.9 __Science:__ LT S2.3 __English__: TS2.1, TS2.2 __Science:__ LT S2.3 __English:__ RS2.5
 * **__Lesson 1 Introduction__**
 * 1. Topic:** Overview: human body organs & systems
 * Focus:** To establish students' prior knowledge of organs, develop students' use of adjectives to describe organs, and introduce students to the concept that different organs in the body are part of different body systems which work both independently and together to form a functioning human body.
 * Outcomes:**
 * Description:** In groups students draw organs of the human body on butcher's paper. Students will then work in pairs to play an interactive game which both assesses and develops their current understanding of organs and their respective body systems and explores how systems and organs must work together for a fully functioning body. Knowledge gained from this activity will be used by students to assess their group drawings of the human body and identify what they would change, with an emphasis on using descriptive language. ||
 * **__Lesson 2 Visual Grammar__**
 * Topic:** Labeling scientific drawings
 * Focus:** How to draw and label scientific diagrams (relate to previous lesson)
 * Outcomes (English / other KLA):**
 * Brief description of what will be taught:**
 * **__Lesson 3 Written Grammar__**
 * Topic:** Written Grammar: Human Body Organs
 * Focus:** Focus on developing descriptive language
 * Outcomes:**
 * Description:** Lesson begins with "organ riddles" to engage students with the lesson focus. Teacher then reads "What about the human body?" (non-fiction text) up to page 10 to the class, before modeling and guiding students to write a descriptive sentence and paragraph about a selected organ. ||
 * < **Lesson 4 Multimodal**
 * Topic:** Body systems
 * Focus:** Investigating how many modes enhance the meaning of a text.
 * Outcomes:**
 * Description:** Students will look at movies about the different body systems, and discuss how the written, visual and audio aspects combine to portray information. Students will be in groups for this task. ||
 * **__Lesson 5 Visual Grammar__**
 * Topic:** Visual Grammar of camera techniques
 * Focus:** camera angles and shots
 * Outcomes**:

__Science:__ LT S2.3 __English:__ WS2.9 __Science:__ LT S2.3, __English:__ WS2.14 __Science:__ LT S2.3
 * Description:** Children examine the different effects a certain shot will have on an image. ie. close up, long shot, framing, from behind, from the side etc. ||
 * **__Lesson 6 Scaffolding__**
 * Topic:** Storyboard Development
 * Focus:** learning how to write storyboards (how the visual allows the reader to see what the scenes will look like - a major advantage over a script due to its visuals).
 * Outcomes** (English / other KLA):
 * Description:** Students learn about how storyboards are important for creating multimodal texts and are exposed to different scenarios that they can create a storyboard for. This will specifically incorporate the previous lesson of camera techniques and framing. ||
 * **__Lesson 7 Written Grammar__**
 * Topic:** Interview questions
 * Focus:** How to write interview questions
 * Outcomes:**
 * Description:** Students will watch examples of interviews to develop an understanding of the structure of interviews and effective questioning techniques. ||
 * **__Lesson 8 Rich Multimodal Task__**
 * Topic**: Creating a multimodal interview.
 * Focus**: To transfer the skills and knowledge they have achieved from previous lessons to begin creating a TV Interview with body organs. Students develop their scripts.
 * Outcomes:**

__Science:__ LT S2.3 __English:__ WS2.9 Topic: Creating a multimodal interview. Focus: Filming and editing the ideas they have created to have a final product of a TV Interview. __Science:__ LT S2.3 __English:__ TS2.1, TS2.2
 * Description:** They engage with the stimulus of a TV Interview of someone who survived being lost in the wilderness. Students begin taking notes of certain elements of the interview and use these elements to begin forming ideas for their TV Show. The script is then developed within their groups. ||
 * **__Lesson 9 Rich Multimodal Task__**
 * Topic**: Creating a multimodal interview.
 * Focus**: Development of storyboards
 * Outcomes**:
 * Description:** Bring together the elements of the multimodal tasks. Developing their story boards and incorporating appropriate camera angles. Additional components such as props can be developed by students if they desire to work on it outside of classtimes. ||
 * **__Lesson 10 Rich Multimodal Task__**
 * Outcomes:**
 * Description:** Students film and edit their TV interviews using the scaffolds they have created from their storyboards and scripts. Editing is done using a computer program where sound effects and captions can be added. Children give a summary of their idea and considerations that were taken into account when developing the show. Videos will be shared with the whole class. ||

__**Explanation of how the five lessons follow a logical sequence**__

Lesson 1: Introduction Lesson 2: Visual Grammar Lesson 3: Written Grammar Lesson 4: Multimodal Lesson 8: Rich multimodal task These five lessons clearly follow a logical sequence as each builds upon knowledge gained from the previous lesson to develop and create new knowledge in both Science and English. That is, the first lesson begins with an overview of organs and systems of the human body, which provides background knowledge for the focus on the digestive system in the second lesson. The third lesson also builds on knowledge of descriptive language gained from the first lesson for students to write a descriptive paragraph of a particular human body organ. Lessons 4 and 8 draw then draw from all the knowledge and understanding gained from each of the first 3 lessons of the unit to scaffold students’ understanding of what they are expected to achieve by the end of the unit. This is achieved by providing students a more refined focus on how meaning is constructed through the multimodal aspects of a text. Ultimately, each of these 5 lessons is designed in such a way as to build up a bank of background knowledge in Science content as well as an understanding of grammar and multiliteracies, to aid students in the making of the rich and meaningful multimodal task at the conclusion of the unit. ||
 * Of the ten lessons in this unit, the five key lessons that will be further explored include:

The task is a talk as performance task that takes into account the audience. Students will need to develop clear questions and develop the context for the audience.
 * __Description of the Rich Multimodal Task__**
 * The rich multimodal task is a small group assignment that requires students to create and film their own TV Interview with a body organ. Students will be exposed to a few interviews and be given the opportunity to incorporate their knowledge of the body organs into a multimodal setting.

The video of the interview develops a student’s understanding of multiliteracies. Where the textual is related to the visual, audio and spatial (Cope and Kalantzis, 2000). Each element is looked at individually and as a whole to create the final product. The rich multimodal task is separated into 3 lessons. First lesson reviews their knowledge of visual and spoken grammar, and students begin to construct their script. Second lesson reviews their knowledge of creating storyboards and students then begin to create the storyboard for their TV Interview. Third lesson compiles both previous lessons through filming and editing to create a final product. Students share with the class what they have made and the process they went through to achieve the final product. ||