LESSON PLAN: Literacy and History, recap of visual text evaluation, introduction of camera angles

Year Level: 7-9

Date: 16.5.14

Time: 9:00am

Period/Lesson: Literacy &

History

Topic: Evaluating a visual text recap of Length: 55 minutes

work/homework

What do the learners already know, do and value? What a visual text is; concept of keywords; identification;
interpretation. Have learned about evaluation. Introduce new material: camera angles and effects.
Where do learners need and want to be? Need to be able to evaluate a text without help, using strategies they have
learned prior. Looking at the skills learned in prior lesson and re-evaluating via homework activity. Understanding of
how camera angles affect a piece of film, such as highlighting emotion or relevant details.
How do learners best learn? A combination of class activity and individual activities with floating help and
supervision. Respond well to combination of explicit and reciprocal teaching. Positive engagement with active
questioning. If 2-3 students are having difficulty with a task, acknowledging said difficulty helps others bring
questions forward.
Curriculum Outcomes and Essential Learnings:
Language Expressing and developing ideasAnalyse and explain the use of symbols, icons and myth in still and moving
images and how these augment meaning (ACELA1560) ; understand that authors innovate with text structures and
language for specific purposes and effects(ACELA1553); compare and contrast the use of cohesive devices in texts,
focusing on how they serve to signpost ideas, to make connections and to build semantic associations between
ideas (ACELA1770)
Literature Literature and contextInterpret and compare how representations of people and culture in literary texts are
drawn from different historical, social and cultural contexts (ACELT1633)
Literacy Texts in contextAnalyse how the construction and interpretation of texts, including media texts, can be
influenced by cultural perspectives and other texts (ACELY1739)
History Identify the origin, purpose and context of primary and secondary sources (ACHHS169); evaluate the reliability
and usefulness of primary and secondary sources (ACHHS171); identify and analyse the perspectives of people from the
past (ACHHS172); identify and analyse different historical interpretations (including their own) (ACHHS173); Select and
use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

Lesson Outcomes: Students will be able to (know cognitive processes AND do demonstrate):
Use and adjust text-processing strategies when viewing and reading, including questioning context, content, purpose, and
representations of people and events. Gather information based on adjusted strategies and form an evaluation. Students will
demonstrate understanding of process of evaluation of primary sources, difference between primary and secondary sources, and
evaluation from perspective of target audience. Will also begin to recognize variety of camera angles and potential effects on
viewer.

Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
In-class activity based on work sheet provided (camera angles). Use of visual text from previous lessoncreating annotated
posters as formative assessment. Ask students what we learned today.

Productive Pedagogies: (How will productive pedagogies/ behaviour management be applied to / realised in the learning?)
Class activity and discussion. Pair work to larger group discussion. Behaviour management as necessary reminders of focus,
rephrasing to help student engage. Seeking to involve disengaged and potentially disruptive students. Visual cues to remind
students of task at hand. Eye contact and clear identification of disruptive behaviour, suggested modification.

Safety and Risk assessment: (prac lessons)

Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
Give clear instructions on class task, how it will be structured, and a set time for participation. Explain why task is important.

INTRODUCTORY PHASE:
Time:
5 min

5 min

Teacher direction/ activity /

instruction:
Introduction: Getting
focussed.

Student activity / what students are Check for understanding / key

questions / manage the learning:
doing:
Students prepare necessary
materials pens/pencils, notebooks
etc and settle at desks.

Beginning: Explanation of
activity and why its
important revisiting our
homework, making a poster
of the visual text and
annotations for class display.

Active listening

Does everyone understand

what were doing? Who can
tell me why this is important?

Resources:
Pair-share copies of
visual texts.

BODY OF LESSON:
Time:

Teacher direction/ activity /

instruction:

Student activity / what students are Check for understanding / key

questions / manage the learning:
doing:

10 min

Now well create posters.

Floating to help them
annotate. Reminders of
evaluation. Asking questions
helps us in our evaluation
why/why not?

Creating posters with visual texts

and annotations discussed
yesterday.

Speak with students

throughout exercise.

5 min

What did we learn? Why is

evaluating important?

Answering questions.

Who can tell me what

evaluate means, why its
important? What have we just
done that might help us? Does
the text have a message or
aim? What is the message?
Does the text achieve its
aims?

5 min

Were moving on to the next

thing we need for our
assignments today: camera
angles for our documentary.
Whats a camera angle?

Suggesting a couple of camera

angles.

5 min

Take a look at your work

Active listening, asking questions
sheets. Id like you to look at about activity.
the glossary of camera angles,
then the example for each
one, then list the effects it
might have.

Resources:
Pair-share copies of
visual texts. A3
paper and pens

Provided glossary
and worksheet.

I do demonstration from
explicit teaching.
10 min

You have five minutes to

start. Time extended if
needed.

Working through sheet listing

potential effects of camera angles

Assessment of worksheet.

CONSOLIDATION:
Time:

Teacher direction/ activity /

instruction:

Student activity / what students are Check for understanding / key Resources:
doing:
questions / manage the
learning:

10 min

Review processes used today, Class discussion. Providing a

why theyre important, that
summary of evaluation and
activity will help with their
meaning of camera angles.
assessment.

What did we talk

about/whats the takeaway?
Whats evaluation? Who can
tell me three things we did
today to help us evaluate our
text?

Finish / summing up / link to the next lesson:

This was practice for our literacy assessment, final encouragement.
Homework:
Think about the text we worked with, write down a list evaluation strategies.
Evaluation:
Student:

Outcomes met / engaged / on task / learning

My teaching: Strengths / Weaknesses / Changes