EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Stage 3: Multimodal text: Visual literacy (theme of belonging)
Week 1:
( hr)
lessons

Outcomes

Designing, Selecting and Sequencing Activities

Resources

Assessment

1.
Introduction
/ Establish
(Ss)
Background.

EN3-2A
EN3-7C

- Introduce unit Multimodal text: Visual literacy: Belonging.

- Explain visually literacy journal activity to be completed
over 10-days.
- 5min free writing about the topic theme belonging
- Whole class reading of text The Arrival using Thinklink chart in journal throughout reading (Sicinski-Skeans,
2000). (T) stops every several pages read for (S) to fill out
chart.

- Student
Journal book,
pens
-The Arrival
hard copy or
IWB text.

Formative:
Journal writing
for 10 days/
lessons.

2. Establish
(S)
background/
Noticing
visual
features.

EN3-3A
EN3-7C

- Explain visual-talk out loud strategy (VTL) for noticing

features of multimodal text, to be used throughout group
activity. (T) models this strategy.

- Student
Journal
- Selection of
enlarged
prints of The
Arrival
displayed
around the
classroom.

Group Postit
notes on
enlarge pages
allows (T) to
structure the
next lesson for
class.

- Group activity: several stations with enlarged pages from

The Arrival set up around the room. Groups are given
5mins at each before rotating to next station. Groups use
VTL strategy, place post-it on enlarge page and elected
features. Groups assigned roles.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3. Develop
visual
literacy
vocabulary/
Metalangua
ge.

4. Develop
visual
literacy
vocabulary.

EN3-3A
EN3-2A
EN3-7C

EN3-3A:
EN3-2A
EN3-7C:

8 Elements of visual grammar: Perspective, composition,

image zone, salience, framing, motifs & Symbols, modality,
Narrative process (Serafini, 2008). The next 2 lessons: Based
on learning needs shown from postit activity for gaps in
visual literacy, vocabulary, metalanguage (last lesson), show
specific examples of these 8 elements from The Arrival,
other picture books, advertising (TV, poster, magazines,
internet), movies, images, etc.
- 2 Whole class lessons, exploring different explicit features
and visual vocabulary and metalanguage in The arrival and
other texts.
- Activity in groups: use of multimodal text to show specific
examples of each element. Record in Journal. Use internet,
magazines, other books for examples.
- (S) to find/bring to class/next lesson examples of elements
in their lives and stick in journals demonstrate to (T) or
class.
- Group demonstrate highlighted element examples

- The Arrival
- Other visual
text
demonstratin
g the 8
elements
being
discussed.
- Journals
-Computers/
internet
connection

- Journal entries
- (S)s
examples given
for the 8
elements.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5. Develop
visual
literacy
vocabulary

EN3-3A:
EN3-2A
EN3-6B
EN3-7C:

Basic Art Elements: Lines, Shapes, patterns, colours,

angles, vectors and other graphic design features. (Explore
Peritext to look for type of media used and artistic
techniques chosen in The Arrival or other books and texts).
- (T) Has explicit examples for each basic art Element, and
describes the impact on text and for the reader (T).
- Activity: In pairs, partnership demonstrate explicit art
element examples and write what the impact has for the
text and on the reader (S). Use computer/internet
connection then save to word and send to the (T). Or draw
and write in Journal.

- The
Arrival; (T)
has examples
of Basic Art
Elements.
- Use other
examples
from text if
necessary.
- Computers/
internet
connections,
magazines,
books etc.

- (S) examples
of basic art
elements in
texts
- Explanation of
impact
example had
on (S).

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Week 2
Outcomes

Designing, Selecting and Sequencing Activities

Resources

Assessment

6. Text as
Multimod
al event.

EN3-1A:
EN3-3A:
EN3-2A
EN3-5B
EN3-7C:
EN3-8D

Connecting Written & visual text: Pearl Barley and Charlie

Parsley by Aaron Blabey: Themes: belonging & friendship.
- (T) reads through book as whole class using Think-link
chart. Models how (S) will analyse picture book with words
using journal book and Callows (2013) three column chart
(Visual; Multimodal; Written).
- In groups (S) fill out their column analysing Pearl Barley
and Charlie Parsley
- (T) prompts (S)s to use new visual literacy vocabulary and
metalanguage

- Several
copies of
Pearl Barley
and Charlie
Parsley
- Journals

- Group
collaboration
- Journal entry
(Think-link
chart) and
(three column:
Visual;
Multimodal;
Written).

7. Text as
Multimod
al event.

EN3-1A:
EN3-3A:
EN3-2A
EN3-7C:
EN3-8D

Different picture books: Theme of Belonging

- Activity: Things we notice []What things might mean
(Sicinski-Skeans, 2000), 2 columns of Journal.
- (T) prompts (S)s to use new vocabulary
- Group activity: each group given different picture book.

- Several
different
picture books
identified with
theme of
belonging
- Journals

- Group
collaboration
- Journal entry
(notice/mean
column).

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

8. Text as
Sociocult
ural
Artifacts

EN3-1A:
EN3-3A:
EN3-2A
EN3-6B
EN3-5B
EN3-8D

Conduct author and illustrator research using

computer/internet access/ Shaun Tan website (T)
demonstrates Shaun Tan website & youtube interview other
resources. http://www.shauntan.net/;
https://www.youtube.com/watch?v=5fHkSS6dbbY
Contribute to classroom blog page by answering and
discussing questions developed by (T) on blog with
information gathered. Can run into homework.
(T) to probe social, political, cultural contexts through
comprehension and blog discussion about the Arrival (Luke,
Woods, Dooley, 2011).

9. Create
Multimod
al text.
10.
Create
Multimod
al text

EN3-1A:
EN3-2A
EN3-6B
EN3-7C:
EN3-8D
EN3-9E

Create Multimodal Assignment (MI/Bloom matrix) (McGrath &

Noble, 2005)
(T) explains the MI/Bloom matrix and what is expected.
(T) assists (S) to form groups, work out which activity they
will do. Help (S) reflect on their learning strengths.

Individual/pair
computers.
- (T)
developed
blog
questions.

- Individual blog
responses to
questions.
- Monitor
responses as it
progresses.

Journals
Computer,
IWB, Internet
connections

- Journal entry
- Summative:
Create
Assignment
- Observations
of group work.

(T) allow for some activities to be presented in 10mins.

EN3-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas,
issues and language forms and features.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in
different media and technologies.
EN3-2A: Composes, edits and presents well structured and coherent texts.
EN3-6B: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies.
EN3-5B: Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
contexts.
EN3-7C: Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts.
EN3-8D: Identifies and considers how different viewpoints of their world, including aspects of culture are represented in
texts.
EN3-9E: Recognises, reflects on and assesses their strengths as a learner.