Lesson+Plan+4+-+Visual+Literacy

CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. Students will engage with a range of visual and verbal resources to explore the characteristics of a different culture (i.e. Japan). This will enhance their understanding of the social and linguistic features of a different culture and raise their awareness of the cultural diversity in this country. || - ** Makes general statements about how techniques in images enhance or detract from meaning. ** - ** Identifies visual techniques used in the text and their purpose and meanings. ** || - 4 copies of each of the 4 visual images placed in plastic sleeves - Question / instruction sheet attached to each visual image - Markers - Paper - Pencils || - Students will be working in small groups and rotating through 4 workstations. - Each workstation will have 1 of the 4 visual images and an accompanying question / instruction sheet. || - Show students the 4 visual images that they are going to be examining during the lesson. - What do these images have in common? - How are these images different? - What do you find interesting about any of these images? - Why were these images created? - Who were these images created for? || - Each group begins work at 1 of the 4 workstations. - Workstations 1: Image 1 1. Is this an action image or a conceptual image? How do you know? 2. Mark the vectors on the image. What do these vectors do? - Workstation 2: Image 2 1. Is this an action image or a conceptual image? How do you know? 2. Is this a structured (all parts of the object with labels) or unstructured (part of the object without labels) analytical image? 3. What is the purpose of this image? 4. How well does this image achieve its purpose? - Workstation 3: Image 3 1. Is the boy in the middle of the image offer or demand? How do you know? 2. Is the old man on the right of the image offer or demand? How do you know? 3. What is the short length of the boy and the old man (close-up, medium, long)? Why do you think this shot length has been used? 4. What is the shot length of the person on the bottom left corner (close-up, medium, long)? Why do you think this shot length has been used? - Workstation 4: Image 4 1. Circle the object of salience on the image. 2. Mark the reading path on the image. 3. Why do you think the image is placed on top and the text is placed at the bottom? || - Divide class up into 4 small groups.
 * **Unit Topic:** Japan || **Curriculum Link:** English & HSIE || **Yr Level:** 3/4 ||
 * **Lesson Number:** 8 of 10 || **Lesson Topic:** Karate (Visual Literacy) || **Learning Area/s:** English (Visual Literacy, Reading); HSIE (Cultures) ||
 * **Unit Aim or Outcome:**
 * **Lesson Outcome:**
 * RS2.7 ** Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
 * -** ** Talks about different interpretations of written and visual texts. **
 * **Resources:**
 * **Organisation:**
 * **Lesson Outline** ||
 * __Introduction:__
 * **Teaching strategy/Learning Activity:** ||
 * Students will … || Teacher will… ||
 * - Students form 4 small groups.

- Allocate groups to the appropriate workstations.

- Signal rotation every 10 minutes until all the groups have attempted all the tasks.

- Observe groups at work and prompt / assist where necessary. || - Go through the images one by one. - Have the groups share their responses for each activity. - Discuss and reinforce important visual concepts. || - Observation during group workstation activities. - Analysis of group recording sheets from the lesson. || - Group structures provide students with a supportive environment to work within. - It is however important for the teacher to monitor group interactions to minimise individual dominance or free-riding within group dynamics. || - Were students able to work effectively and cooperatively in their groups? - Were students able to correctly respond to most of the activity questions? - Which concepts did the students have trouble with and needs to be further developed? - Was the timing of each lesson segment appropriate? - Were students motivated and engaged throughout the lesson? ||
 * __Concluding strategy:__
 * **Assessment:**
 * **Any special considerations or contingency plans:**
 * **Self-reflection**