Lesson Plan 1

Unit/Lesson Title 1 A picture is Worth a Lesson duration 70 minutes Stage 4 Class 7A

Thousand Words- Intro to Multimodal & Visual Year 7
Texts

Lesson Objectives & Rationale Syllabus Outcomes Syllabus Content

The first aim of this lesson is to EN4 1A A student responds to and composes - Recognise, reflect on, interpret and explain the
introduce the concept of the texts for understanding, interpretation, critical connections between their own experiences and the
importance of visual images in analysis, imaginative expression and pleasure. world in text
everyday life and to demonstrate how EN4 2A A Student effectively uses a widening
range of processes, skills, strategies and - Apply increasing knowledge of vocabulary, text
the images around us are composed
knowledge for responding to and composing texts structures and language features to understand the
to illicit certain responses. Students
in different media and technologies. content of texts
will learn how visual images position
us as readers. EN4 3B A Student uses and describes
language forms, features and structures of texts - Explore and explain the ways authors combine
The second aim of this lesson is to
appropriate to a range of purposes, audiences different modes and media in creating texts, and the
introduce the metalanguage of visual
and contexts. impact of these choices on the viewer/listener
texts and to introduce multimodal
texts. This will be achieved through
- Understand and use the terminology associated with
group and individual activities and will
responding to and composing digital texts
be the basis for the following two
lessons. This lesson is designed to
- Engage with the language and structures of texts in
develop the skills necessary for
meaningful, contextualised and authentic ways
further study of multimodal texts in
stages 5 and 6.
- Identify, reflect on and discuss the ideas and
information in a range of texts

- Recognise and use appropriate metalanguage in

discussing a range of language forms, features and
structures
Prior Knowledge
Varying levels of exposure to picture books
(multimodal texts) in Stages 1,2 and 3
Some exposure to the concept of
metalanguage
Risk Assessment Resources
Using smart board for Powerpoint presentation - USB with powerpoint
and Youtube Clips requiring electronic resources - Hand outs Visual Literacy Terms and
- risk minimal explanations 30 copies
Students to move desk for group work trip - Expert Jigsaw sheets 5 copies of each add for
hazard for teacher and students as they move annotations for all six tables
from place to place care to be taken to move
slowly around the room

Student Learning Time Teaching Content & Student Learning Experiences Teaching Class Organisation Assessment
Indicators Guide Approaches Techniques
Introduction (Engagement)
Establishes clearly Powerpoint on smart board with Quote At desks in rows
what will happen A picture is worth a thousand words Explicit
over the sequence Good morning year 7 today we start our unit on Visual Teaching
of the three lessons 10 Literacy and this morning were going to look at how visual Direct
culminating in a take min images can shape our understanding and very importantly instruction
home task of using how they position us as readers/ viewers. Interestingly
the annotation of a enough we do read visual images and they often have a
multimodal text. much deeper meaning than we think on first viewing so
Establishes over these next three lessons were really going to take a
boundaries for critical look at images and visual design features, explore
movement around how they work with word text and learn about the language
the classroom for High
we use to discuss the features and elements of visual texts
safety and time well look at some advertising today and then for the next Expectations for
management. two lessons well be exploring a picture book Woolvs in behaviour and
Students will the Sitee which I think youll really enjoy! By the end of the interpersonal
demonstrate there third lesson well be assessing what weve learnt by having skills
analysis skills and a go at our own analysis of a visual text in a take home
annotation skills exercise.
through
collaborative
learning and teacher We will be doing some group work over the next 2 lessons
modeled so Id like to start with some expectations about group
annotations. work and transitioning to small groups When we work in
groups its to gain other peoples perspectives and we do
 this in a respectful way. It is also an opportunity to share
ideas which doesnt mean chat about the weekendand
when I ask you to configure the desks for small groups Id
like this done quietly and efficiently as weve got a lot to
cover today and I dont want to waste time or raise my
voice over the top of everyone while were moving around
the room. Are we all clear with that. Does anyone have
any questions? Questions about when and can we choose
who we work with arise.

Body (Exploration/Transformation/Presentation) Whole Class

20 So lets start by thinking about this interesting quote, refers discussion Formative
to smartboardA picture is worth a thousand words. assessment
Who has heard that expression before? prior
Some nod, So lets Brainstorm some ideas and see if we knowledge
can work out we think this statement means? Critical Literacy and level of
Promps Personal understand-
When we think about a picture or image what information
Growth ing tested by
can we get just by looking at the picuture?
For example this photo. level of
Next slide of a picture of a family sharing a meal. participation
See Appendix A for Questions and quality of
answers and
Explanation of inference we can read between the lines Background predictions
or in this case look beyond the image, speculate or make Knowledge and made.
an assumption about what we think might be happening. Knowledge
We can make a calculated guess about the events and the Integration
people in them by what the image is telling us.

Does everyone understand inference now? So its like the

details we cant see but we can suggests are correct given
what we can see?

Class continues to build picture based on what could be

inferred. Rich/poor somewhere in between?
Food healthy? Junk food? Home cooked? Store bought?
 So as you can see that one picture tells us a lot of
information about one family and we can also then infer a
lot more that we cant actually see. Great work everbody!!!

Now well look at this brief Youtube clip about multimodal

2 l
text. It shows us what happens when we integrate
words/language written & spoken and images/visual
design- moving, stills and how they can be put together to
create multimodal texts.
https://www.youtube.com/watch?v=se3G8LV40gg

When we examine multimodal texts there is a way in which Social View of

we break them down, and specific terms we use to help us Language/ Skills
describe what is happening in the text and the effect it is model
having on us as its audience. The term that describes a
special language or set of terms that describes another
type of language is called a Metalanguage and in English
there are lots of terms we want to develop in our
metalanguage to discuss multimodal texts.
Background
10 So now were going to look at this slideshare about the Knowledge and
metalanguage of multimodal text or the words we are Knowledge
going to use to analyse and examine the advertisements Integration
that well be working with in groups. Social view of
https://www.slideshare.net/rlinnenlucke/visual-literacy- language/skills
techniques-glossary-of-terms perspective
Discussion on 5 semiotic systems- what does this really
mean?
25 Discussion of sheet of Terms Appendix B distributed
So now were going to arrange the desks into groups
please 6 groups of five then just sit at a table it doesnt
matter where because then youll get a number and move Student self
tables anyway. regulation
 Student self
Tables numbered Advertisements distributed 5 same each direction
table Appendix C

I assign numbers 1 5 for each student Desks are Critical Literacy/

numbered 1 5 all the ones to desk 12 to desk 2 etc
Cultural View of Group desks
Commence annotations. Explain annotation as breaking
down the add according to the descriptions on the Terms Language 5 students per
sheet. Teacher move around each group helping students Perspective group. Groups to
to decode and assist with understanding and uses of the Metalanguage/ be heterogeneous
terminology to model the language. Higher order
thinking
Discuss Elements- Audience, Purpose?
What visual elements grab our attention?
3
Conclusion (Presentation/Reflection)
OK everyone its time to stop and you can all take these
home tonight and keep working on it because tomorrow
we are going back to our expert groups to discuss each
add and show each other all our interpretations and
annotatons.

I would like you all to quietly put the desks back into there
positions for the next class.

Finish with expression of gratitude for really great work

and tell them how much you look forward to tomorrows
lesson when you start Woolvs in the Sitee.