**+Lesson+7+of+10

The unit “Tales of Ancient Greece” aims to enable students to learn about Greek Mythology. They begin to explore the way in which the mythical stories concerning the Greek Gods and Goddesses were significant to the people of Ancient Greece, forming part of their belief system and culture. Such content will provide a stimulating basis for students to develop knowledge and skills in creating multimodal texts; specifically in relation to PowerPoint presentations which incorporate visual, written and audio elements. || **Human Society and Its Environment ** **CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. ** **English ** **TS2.2 **Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. **WS2.9 **Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. || § Myths and Legends story creator website (Resource 5) § 12x storyboard graphic organisers § Interactive whiteboard § 6x envelopes containing jumbled storyboards || § Using the Interactive Whiteboard, show students the Ancient Greek multimodal story of ‘Pandora’s Box’ from Resource 5(__[]__). gxg § Referring to the shown example, explain to students that before a final product is made, there needs to be a process of planning. To ensure that the integration of visual, written and audio elements work together and flow in a sequential manner, help students identify that the creators of the text used a **storyboard**. jhgfj g  § Show students the Storyboard creator on the website ( []). <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;"> Draw their attention to the main features of a storyboard, specifically the separate sequential boxes which provide a scaffold for creators to plan where they will place their relevant images, texts and sounds. ||
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 85%;">**Unit Topic:** Greek Mythology |||| <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 85%;">**Curriculum Link:** HSIE and English || <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 85%;">**Yr Level:** Stage 2 //(Year 4)// ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Lesson Number: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">7 of 10 |||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Lesson Topic: ** <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Storyboarding multimodal texts  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Learning Area(s): **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Cultures  ||
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Unit Aim or Outcome: __**
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Lesson Outcome: __**
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Resources: __**
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Lesson Outline ** ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Introduction: __
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Teaching strategy/Learning Activity: __ ||||  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Teacher will… ** |||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Students will… ** ||
 * § <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">In working toward their final product, explain to the class that they will work in their pairs to create two PowerPoint slides on their assigned God or Goddess. Using their factual descriptions and knowledge of visual grammar, inform students that they will use this lesson to plan their slides on a storyboard graphic organiser.

§ <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Distribute a storyboard graphic organiser sheet to each pair (see //Appendix 4.1)//. With the class, refer to the sheet and specify where each of the visual, written and audio elements should be placed- emphasising that in each section of the storyboard, the three elements must complement and clearly link with each other (as seen in the provided example).

§ <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Explain that students must refer to their factual descriptions in selecting **key** information to place in the ‘text’ section of the storyboard (help students understand that large chunks of text are not appropriate for their final product). Encourage students to consider the previous lesson on visual grammar when sketching their images for the slides. Finally, instruct students to complete the ‘audio’ section of the storyboard, considering how they can use their oral speech and expression to make their slides more engaging (the audio and written text do not have to be the same). |||| § <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Find and sit with their partner in preparation for their task.

§ <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Listen to teacher’s explanation and follow on referring to their handout.

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;"> § Complete the written ‘text’ section of the storyboard by working in their pairs to select the key points from their factual descriptions; begin sketching their images in the boxes to link to their text, and also determine the speech they would like to include in the voiceover component of their PowerPoint. || · <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Student pairs are to join with another pair to form a group of 4. · <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Teacher distributes envelopes to each group containing a jumbled storyboard of ‘Arachne the Spinner’ from Resource 5 ([]). The images have been separated from the text. · <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Students must work together to match the images with their related text and order the story of ‘Arachne the Spinner.’ Once this is completed, they can choose **one** section of the storyboard and add their own ‘audio’ element to it. · <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">As a class, discuss the correct sequence together and have each group share the ‘audio’ element they added to their chosen section. This emphasises how multimodal texts work and helps students identify the importance of linking written, visual and audio elements in a storyboard. · <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Give students the opportunity to change their storyboards if need be, to ensure that each written, visual and audio element work and link together effectively. || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Assessment will take place through teacher observation and analysis of student’s storyboards. Specifically, the teacher will look for: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">a) **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Selection of appropriate key aspects of their factual descriptions  **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">b) **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Sketching of relevant images that reflect an understanding of visual grammar explored previously as a class **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">c) **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Creative choice of audio text to accompany written and visual aspects of storyboard  **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">d) **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Demonstration of an understanding of how multimodal texts work, in clearly linking the written, visual and audio elements together successfully   <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">**e)** Appropriate knowledge and representation of a Greek God/Goddess  ||  § <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">How did the students respond to the resources selected? § <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Did I provide students with opportunities to develop and understand the significance of multimodal texts? And to what degree? § <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">To what extent was the lesson objective achieved competently? ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Conclusion: __
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Assessment: __**
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Any special considerations or contingency plans: __ * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">In the case of no interactive whiteboard access, the teacher would provide students with a printed copy of the multimodal text, and modify the presentation of the auditory component by having students read this part aloud. * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Students will be working in pairs, so any students who require support, such as ESL students, can be paired with a student who is able to provide appropriate support.  ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; line-height: 115%;">Self-reflection: __