Inferring The Lorax
Learning intentions:
We are learning to make inferences about the Lorax and Once-ler from a series of animated videos.
We are learning to use audio and visual cues such as tone of voice, sound effects, facial expressions and body language in order to make judgments about the character’s words, emotions/feelings and actions.
We are learning to make inferences about the Lorax and Once-ler from a series of animated videos.
We are learning to use audio and visual cues such as tone of voice, sound effects, facial expressions and body language in order to make judgments about the character’s words, emotions/feelings and actions.
Discuss inference: inference is the process of drawing conclusions using evidence in texts. We use clues and background knowledge to make an inference.
Discuss how we infer every day. You might have heard people say: “Jenny has eaten three sandwiches and two pieces of fruit already!” We can infer that Jenny is hungry. Another example might be that Michelle was rubbing her eyes and yawning – we can infer that Michelle was tired. Have students think of more examples and have a peer infer using their everyday occurrences.
Explain to the students that our experiences and knowledge, combined with the clues we see around us, shape the inferences we make every day about everyday events e.g. what type of mood your teacher is in (using their facial expressions and body language as clues), what the weather is like (using the sky and temperature as clues), how long a journey will take (using the busyness of the traffic as a clue). Our experiences and knowledge, combined with textual clues, can also help us to make inferences while we are reading.
Discuss how we infer every day. You might have heard people say: “Jenny has eaten three sandwiches and two pieces of fruit already!” We can infer that Jenny is hungry. Another example might be that Michelle was rubbing her eyes and yawning – we can infer that Michelle was tired. Have students think of more examples and have a peer infer using their everyday occurrences.
Explain to the students that our experiences and knowledge, combined with the clues we see around us, shape the inferences we make every day about everyday events e.g. what type of mood your teacher is in (using their facial expressions and body language as clues), what the weather is like (using the sky and temperature as clues), how long a journey will take (using the busyness of the traffic as a clue). Our experiences and knowledge, combined with textual clues, can also help us to make inferences while we are reading.
OneNote English T4. Fill in table.
Activating background knowledge
- Review background knowledge: Brainstorm elements that make up background knowledge, ideas include: vocabulary, travel destinations, places visited, interests and hobbies, subject-knowledge, relationships and family experiences and so on. Students create a mind map detailing things that make up their background knowledge.
- Ask the students to stand in a large circle. Play an adaptation of the memory game ‘We’re Going on a Picnic’, substituting the picnic with a scenario more suited to older students e.g. a camping trip. Explain to the students that they need to choose something to bring along e.g. a tent. Each student takes their turn around the circle, stating what they are planning to bring e.g. We’re going on a camping trip and I’m bringing a tent. For an added challenge, ask the students to try and remember all of the previous items that have been listed (prior to their turn). Items cannot be repeated.
- At the end of the game, ask the students:
- What made you choose the item you decided to bring on the camping trip?
- How might you know what camping is like, even if you have never experienced camping first-hand?
- If you were planning a real camping trip, how might this knowledge help you to prepare?
- Explain to the students that our past experiences and background knowledge can help us to make sense of the world we live in. This knowledge can also help us to understand new information while we are reading.
- Before you watch this clip: Listen for the tone of voice used by the Lorax/Once-ler and classify it as harsh, soft, polite, rude, gentle, arrogant or joking then think about what this tells me about the character.
- Describe what was the land of the Lorax like before the Once-ler arrived?
- What did the Oncel-er do to destroy it? How has it changed?
Complete “Characters Trait” graphic organiser
Write 3 different inference statements on strips of coloured paper.
Watch “Did you chop down this tree?
Using pictures to infer
Students make predictions and connections using a range of images.
1. Discuss what clues we can gather from an image, for example, objects, positioning of objects and characters, facial expressions, setting, lines and vectors, character, character physical features, colours, and modality of image.
2. Explore an image linked to current unit of learning or use unsplash.com or an image from Appendix 1 - Modelled image clues. Have students notice the clues in the image and make connections with personal experiences. Create a brainstorm of any questions the students have on this image.
3. Model identifying clues and what inferences we can make. In Appendix 1 - Modelled image clues, the clues such as magnifying glass, yellowing map, pictures and an open book, together with our background knowledge of knowing that things turn yellow when old, allow us to infer that the person is exploring or spying on something and this happened some time ago.
4. Students apply the same process of exploring images and finding clues within this. Students detail the clues they found, as well as the background knowledge they called upon, to make an inference with the images. (Refer to Appendix 2 - Image analysis student scaffold and images.)
To increase higher order thinking, students locate and display a series of images on the same subject/topic which infer different meanings, for example, this could be connected to a relevant news story on protests or climate change. Students conduct a gallery walk, explaining how they used background knowledge and clues to make inferences for each image.
Students make predictions and connections using a range of images.
1. Discuss what clues we can gather from an image, for example, objects, positioning of objects and characters, facial expressions, setting, lines and vectors, character, character physical features, colours, and modality of image.
2. Explore an image linked to current unit of learning or use unsplash.com or an image from Appendix 1 - Modelled image clues. Have students notice the clues in the image and make connections with personal experiences. Create a brainstorm of any questions the students have on this image.
3. Model identifying clues and what inferences we can make. In Appendix 1 - Modelled image clues, the clues such as magnifying glass, yellowing map, pictures and an open book, together with our background knowledge of knowing that things turn yellow when old, allow us to infer that the person is exploring or spying on something and this happened some time ago.
4. Students apply the same process of exploring images and finding clues within this. Students detail the clues they found, as well as the background knowledge they called upon, to make an inference with the images. (Refer to Appendix 2 - Image analysis student scaffold and images.)
To increase higher order thinking, students locate and display a series of images on the same subject/topic which infer different meanings, for example, this could be connected to a relevant news story on protests or climate change. Students conduct a gallery walk, explaining how they used background knowledge and clues to make inferences for each image.
How do you think this boy feels about his dinner? What makes you think so?
Why is this man on the floor? What makes you think so?
Why isn't this woman using a fork to eat her pie? Why do you think so?
What do you think is in this person's backpack? Why do you think so?
How is this girl feeling? What makes you think so?
What do you think happened here? What makes you think so?
Inference battleshiphttps://www.quia.com/ba/41785.html
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Start by picking one of the twelve puzzles. As you uncover each square you will learn more. When you know enough to guess, select an answer. The object of the game is to predict the correct answer with the fewest number of uncovered squares.
http://www.philtulga.com/Prediction.html |
What can you infer?
https://www.quia.com/pop/43335.html?AP_rand=1587632671
Before showing the video to your students, arrange them in pairs.
Once again, the emphasis will be on discussion of inferences.
Pause the video at the listed times below and ask students the questions.
Each question will require the students to infer, and perhaps more importantly, justify their thinking.
0:48 – What’s in the hole? How do you know this?
1:02 – How is Crabby feeling when he first emerges from the hole?
1:42 – Why does Crabby react the way he does when he sees the coconut?
2:36 – Where do you think he’s pushing the coconut? Why do you think this?
3:35 – Why did he roll it into the ocean?
3:46 – What is the thump noise? Why do you think this?
End – What did Crabby think when he saw another coconut? Why do you think this?
Making inferences - Making inferences when reading is using what you already know in your head and clues from the text to figure out what will happen next.
1. Sam is making a splash for his 8th birthday!
Come get soaked as we celebrate!
What type of party is Sam having? How do you know?
2. Food: Italian food
What food might Sam be serving at his party?
3. Sam’s party is due to finish at 5 pm.
Why do you think this end time was chosen?
4. Bring: Everything you need to jump in and get wet.
What are some items you would need to take to the party?
5. Based on the information on the invite, underline the events
that will probably happen at Sam’s birthday party.
a) Sam’s dad will read Sam and his friends a bedtime story.
b) Sam will blow out the candles on his birthday cake.
c) Sam’s sister will be given presents.
d) The guests will be served fried rice for afternoon tea.
e) Sam and his friends will swim in Sam’s pool.
Come get soaked as we celebrate!
What type of party is Sam having? How do you know?
2. Food: Italian food
What food might Sam be serving at his party?
3. Sam’s party is due to finish at 5 pm.
Why do you think this end time was chosen?
4. Bring: Everything you need to jump in and get wet.
What are some items you would need to take to the party?
5. Based on the information on the invite, underline the events
that will probably happen at Sam’s birthday party.
a) Sam’s dad will read Sam and his friends a bedtime story.
b) Sam will blow out the candles on his birthday cake.
c) Sam’s sister will be given presents.
d) The guests will be served fried rice for afternoon tea.
e) Sam and his friends will swim in Sam’s pool.
Inferring from text
LI: We are learning to describe implied meaning connecting ideas in different texts
SC: I can Link ideas in the text. Identify clues in text Justify conclusions I have made Use my prior knowledge
Students connect evidence, background knowledge and text clues with an inference.
1. Review inference: inference is the process of drawing conclusions using evidence in texts. We use clues and background knowledge to make an inference.
· “He slammed the door behind him, making a huge racket! “
· The evidence in the text includes: ‘slammed’ and ‘huge racket’ as well as an exclamation mark.
· We can infer that the person is angry.
Discuss that when we infer, we are making a conclusion based on something that might not be explicitly stated and may be referred to as ‘reading between the lines’.
2. Review student understanding of what evidence in the text might be: the details, quotes, punctuation, information and visuals found within the text.
3. Students work in small groups to complete the Appendix 3 - Inference match and sort by connecting evidence, background knowledge and text clues with an inference. Students engage in discussion as to what other inferences could be drawn.
4. Students use either appendices, by cutting up and categorising them then sorting, or using the labelled option to offer additional support.
Additional task: Students are given a range of texts to create their own ‘match and sort’ inference activity for another pair to complete.
5. Encourage students to validate their inferences as they read – talking note when their ideas are confirmed or whether there is a twist in the story and their inference was debunked. Students share and justify their responses with the class.
Discuss how authors use inference in their writing by ‘showing not telling’ and using foreshadowing. It is important for a reader to not find answers to all their questions and they need to ‘read between the lines’. As students continue to read, students can add examples of where they made inferences.
1. Review inference: inference is the process of drawing conclusions using evidence in texts. We use clues and background knowledge to make an inference.
· “He slammed the door behind him, making a huge racket! “
· The evidence in the text includes: ‘slammed’ and ‘huge racket’ as well as an exclamation mark.
· We can infer that the person is angry.
Discuss that when we infer, we are making a conclusion based on something that might not be explicitly stated and may be referred to as ‘reading between the lines’.
2. Review student understanding of what evidence in the text might be: the details, quotes, punctuation, information and visuals found within the text.
3. Students work in small groups to complete the Appendix 3 - Inference match and sort by connecting evidence, background knowledge and text clues with an inference. Students engage in discussion as to what other inferences could be drawn.
4. Students use either appendices, by cutting up and categorising them then sorting, or using the labelled option to offer additional support.
Additional task: Students are given a range of texts to create their own ‘match and sort’ inference activity for another pair to complete.
5. Encourage students to validate their inferences as they read – talking note when their ideas are confirmed or whether there is a twist in the story and their inference was debunked. Students share and justify their responses with the class.
Discuss how authors use inference in their writing by ‘showing not telling’ and using foreshadowing. It is important for a reader to not find answers to all their questions and they need to ‘read between the lines’. As students continue to read, students can add examples of where they made inferences.
Show don’t tell (Character traits)
Students use evidence, background knowledge and text clues to infer character traits and key ideas in texts.
1. Explain that authors give characters traits; these traits can be about how they look (physical descriptors) or how they act and feel (personality descriptors). We use traits to add interest to a story and for the reader to connect with the reader, as well as to make inferences about what is happening and what might happen next.
2. Students brainstorm favourite characters from stories they have read, stating at least one trait that describes each character. List these traits on the board. Students to classify each as either a physical descriptor or a personality descriptor.
3. Think aloud: Introduce the text ‘Library Magician’ (Appendix 4 - ‘Library magician’) Use the think aloud strategy to explain how writers ‘Show, don’t tell.’
‘Good writers don’t ‘tell us’ all the information about characters, they ‘show us’. When I read the excerpt: ‘The children’s librarian, Mr Frank, has been leading story time ever since my mum was a little girl!’ I can make some inferences about the character. We can describe the librarian, Mr Frank, as an old man. We can infer this from the information that he has been the librarian since the narrator’s mum was a girl (and is now an adult). The author has also used an exclamation mark to emphasise just how long he has been the librarian.
4. Read the remainder of the text aloud. Using Appendix 5 - Inferring character traits ‘Show Don’t Tell’, ask students to infer additional character traits for the character of Mr Frank, reminding them that these can be a physical or personality descriptor. e.g. Mr Frank is friendly, Mr Frank is old fashioned, Mr Frank knows how to engage children in reading.
5. Think-Pair-Share: Teacher explains that often a key idea in an imaginative response is also inferred, rather than ‘told’. Using Appendix 6 - Inferring key ideas ‘Show Don’t Tell’ to record information, class brainstorms the key ideas in the text ‘Library magician’. (Key ideas include reading is exciting, libraries don’t have to be quiet, libraries are exciting places, and reading opens up new worlds.) Teacher uses the think aloud strategy to model ‘key idea 1- libraries don’t have to be quiet.’ In pairs, students highlight sections of the text which infer further key ideas (use a different colour for each idea). Students record their evidence in the table and share findings with the class. Each pair reflects on the findings of their peers and considers the reasons behind any differing conclusions.
1. Explain that authors give characters traits; these traits can be about how they look (physical descriptors) or how they act and feel (personality descriptors). We use traits to add interest to a story and for the reader to connect with the reader, as well as to make inferences about what is happening and what might happen next.
2. Students brainstorm favourite characters from stories they have read, stating at least one trait that describes each character. List these traits on the board. Students to classify each as either a physical descriptor or a personality descriptor.
3. Think aloud: Introduce the text ‘Library Magician’ (Appendix 4 - ‘Library magician’) Use the think aloud strategy to explain how writers ‘Show, don’t tell.’
‘Good writers don’t ‘tell us’ all the information about characters, they ‘show us’. When I read the excerpt: ‘The children’s librarian, Mr Frank, has been leading story time ever since my mum was a little girl!’ I can make some inferences about the character. We can describe the librarian, Mr Frank, as an old man. We can infer this from the information that he has been the librarian since the narrator’s mum was a girl (and is now an adult). The author has also used an exclamation mark to emphasise just how long he has been the librarian.
4. Read the remainder of the text aloud. Using Appendix 5 - Inferring character traits ‘Show Don’t Tell’, ask students to infer additional character traits for the character of Mr Frank, reminding them that these can be a physical or personality descriptor. e.g. Mr Frank is friendly, Mr Frank is old fashioned, Mr Frank knows how to engage children in reading.
5. Think-Pair-Share: Teacher explains that often a key idea in an imaginative response is also inferred, rather than ‘told’. Using Appendix 6 - Inferring key ideas ‘Show Don’t Tell’ to record information, class brainstorms the key ideas in the text ‘Library magician’. (Key ideas include reading is exciting, libraries don’t have to be quiet, libraries are exciting places, and reading opens up new worlds.) Teacher uses the think aloud strategy to model ‘key idea 1- libraries don’t have to be quiet.’ In pairs, students highlight sections of the text which infer further key ideas (use a different colour for each idea). Students record their evidence in the table and share findings with the class. Each pair reflects on the findings of their peers and considers the reasons behind any differing conclusions.
Actions and motivations
Students examine character actions and use text clues to infer motivations.
1. Brainstorm: Introduce Appendix 7 - ‘The mission’. Ask students to predict what the story might be about using clues in the title, the image in the text and their background knowledge of the word ‘mission’. What types of characters might they expect to see? Record student responses.
2. Read text aloud to students, noting the characters mentioned. After reading the text, introduce the idea of inferring information about characters in narratives. This can include the reasons for their behaviours and actions. Using the think aloud strategy, work through an example from the text, inferring information about actions and motivations for one of the characters. Use Appendix 8 - Character actions and motivations table to record answers.
‘As we read we ask ourselves what the character did. Why did they do this? How do I know? What does this action suggest about the character and their motivations? Let’s look at an example from the text:
I knew there had been a mistake. Although Bella had assured me that the house was empty, a dog bark, followed swiftly by unwelcome lights glimpsed between twitching curtains, suggested otherwise. I signalled to indicate it was time to abandon the operation.
I ask myself. ‘What did the character/narrator do?’ He signalled to the other characters to abandon the operation. ‘Why did he/she do it?’ There was someone in the house and that was unexpected. ‘How do I know?’ Bella had said the house would be empty but a dog barked, lights came on and curtains moved.’
3. Review student understanding of what evidence in the text might be: the details, quotes, punctuation, information and visuals found within the text. In the example demonstrated the why or motivation for the character’s action was inferred based on clues in the text. The clues become part of our supporting evidence.
4. Students use Appendix 8 - Character actions and motivations table to complete further analysis of character actions and behaviours. To increase complexity, students share and justify their ideas with the class. Teacher uses ‘What if...?’ questioning to stimulate thinking.
Analysing texts
Students connect evidence, background knowledge and text clues with an inference ).
Inference in poetry
Students use various strategies to determine the overall message in poems.
1. Y Chart: Students read a poem: ‘The Crowdless Man’ by Michael Leunig (Appendix 9 - Michael Leunig poem), ‘Talons of Power by Jody Cook (Appendix 10 - Poetry ) or poetry linking to a current unit of learning, such as Oodgeroo Noonuccal and other Aboriginal and Torres Strait Islander poets. Students display information in a Y chart: What I see/feel, what I wonder and what I think. Students then review the selected poetry using the T-Chart strategy.
Jigsaw task: As a class, students are given a section of a poem to determine the main message. Reconvene as a class with each section’s main idea. Using this information, determine the overall message of the poem.
1. Brainstorm: Introduce Appendix 7 - ‘The mission’. Ask students to predict what the story might be about using clues in the title, the image in the text and their background knowledge of the word ‘mission’. What types of characters might they expect to see? Record student responses.
2. Read text aloud to students, noting the characters mentioned. After reading the text, introduce the idea of inferring information about characters in narratives. This can include the reasons for their behaviours and actions. Using the think aloud strategy, work through an example from the text, inferring information about actions and motivations for one of the characters. Use Appendix 8 - Character actions and motivations table to record answers.
‘As we read we ask ourselves what the character did. Why did they do this? How do I know? What does this action suggest about the character and their motivations? Let’s look at an example from the text:
I knew there had been a mistake. Although Bella had assured me that the house was empty, a dog bark, followed swiftly by unwelcome lights glimpsed between twitching curtains, suggested otherwise. I signalled to indicate it was time to abandon the operation.
I ask myself. ‘What did the character/narrator do?’ He signalled to the other characters to abandon the operation. ‘Why did he/she do it?’ There was someone in the house and that was unexpected. ‘How do I know?’ Bella had said the house would be empty but a dog barked, lights came on and curtains moved.’
3. Review student understanding of what evidence in the text might be: the details, quotes, punctuation, information and visuals found within the text. In the example demonstrated the why or motivation for the character’s action was inferred based on clues in the text. The clues become part of our supporting evidence.
4. Students use Appendix 8 - Character actions and motivations table to complete further analysis of character actions and behaviours. To increase complexity, students share and justify their ideas with the class. Teacher uses ‘What if...?’ questioning to stimulate thinking.
Analysing texts
Students connect evidence, background knowledge and text clues with an inference ).
Inference in poetry
Students use various strategies to determine the overall message in poems.
1. Y Chart: Students read a poem: ‘The Crowdless Man’ by Michael Leunig (Appendix 9 - Michael Leunig poem), ‘Talons of Power by Jody Cook (Appendix 10 - Poetry ) or poetry linking to a current unit of learning, such as Oodgeroo Noonuccal and other Aboriginal and Torres Strait Islander poets. Students display information in a Y chart: What I see/feel, what I wonder and what I think. Students then review the selected poetry using the T-Chart strategy.
Jigsaw task: As a class, students are given a section of a poem to determine the main message. Reconvene as a class with each section’s main idea. Using this information, determine the overall message of the poem.
Term 4
Historical Letter from Convict
Unit: 1788 Was life the same for everybody
(Scootle - created by Amanda Worrely)
Lesson 1 - Finding out what we know
This sequence sets up the historical inquiry: Was life the same for everyone in 1788? to give the English unit a purpose and context. In this sequence you will find out what conceptions and misconceptions the students have about the topic. This will enable you to guide and facilitate them as they tune in to the inquiry, and there will be an opportunity to use the students’ questions to guide the inquiry.
(Scootle - created by Amanda Worrely)
Lesson 1 - Finding out what we know
This sequence sets up the historical inquiry: Was life the same for everyone in 1788? to give the English unit a purpose and context. In this sequence you will find out what conceptions and misconceptions the students have about the topic. This will enable you to guide and facilitate them as they tune in to the inquiry, and there will be an opportunity to use the students’ questions to guide the inquiry.
Jackie French’s novel for young readers Nanberry: Black Brother White will be studied in this unit. This historical novel is based on the life of Nanberry (his name is also transcribed as Nanbaree, Nanbarrey and Nanbaray in various early accounts of the colony) a young Cadigal boy from the Sydney area who lost his family to the smallpox epidemic of 1789. He was nursed back to health by John White, the settlement’s chief surgeon and went on to live with him and his convict maid Maria.
Activity 1: Setting the scene
Introduce the unit to the students by viewing the short video European Observers from the National Film and Sound Archive (NFSA).
Highlight the sort of documents historians have used to piece together an understanding of the first contact between Europeans and Indigenous Australians. Point out that there are gaps in our knowledge of the past, and whether or not we have a clear perspective from both sides. You can also mention the visual features of this multimodal text, including for example, the music, sound effects, slow panning shots and voice-overs that create meaning for the viewer. ACELA1496, ACELA1489
Activity 2: Identifying what we think we already know
Use a strategy such as a KWL chart or an adaption of the RAN strategy, which allows the identification of misconceptions of what we think we know, to elicit the students’ prior knowledge on what life was like in the early years of the colony. This RAN chart will be displayed on the classroom wall for the duration of the unit. In pairs or small groups, the students use sticky notes to record what they know about the early experiences of the First Fleet arrivals. Colour code for different groups of people (that is, free settlers, convicts, marines and guards, and Indigenous people). ACELT1603, ACELY1688
Activity 3: Framing our inquiry
Lead a class discussion about what we think we already know and pose questions to draw out what the students are wondering about. You should model posing questions about the past, then share and guide the students with the aim of having them add their own questions independently (Quality questioning gives some helpful tips on this). ACHHS083, ACELY1688
As the students work through the unit, the facts are moved into the adjacent Confirmed or Misconceptions columns, and as new things are learnt these are added, along with further questions that are posed, while questions that have been answered are removed. A digital tool such as Padlet (formerly Wallwisher) could be used instead.
You may wish to develop your own knowledge about history, visual literacy and pedagogical inquiry (learning, RAN strategy, Quality questioning). There are references listed for each of these areas in theResources.
Activity 1: Setting the scene
Introduce the unit to the students by viewing the short video European Observers from the National Film and Sound Archive (NFSA).
Highlight the sort of documents historians have used to piece together an understanding of the first contact between Europeans and Indigenous Australians. Point out that there are gaps in our knowledge of the past, and whether or not we have a clear perspective from both sides. You can also mention the visual features of this multimodal text, including for example, the music, sound effects, slow panning shots and voice-overs that create meaning for the viewer. ACELA1496, ACELA1489
Activity 2: Identifying what we think we already know
Use a strategy such as a KWL chart or an adaption of the RAN strategy, which allows the identification of misconceptions of what we think we know, to elicit the students’ prior knowledge on what life was like in the early years of the colony. This RAN chart will be displayed on the classroom wall for the duration of the unit. In pairs or small groups, the students use sticky notes to record what they know about the early experiences of the First Fleet arrivals. Colour code for different groups of people (that is, free settlers, convicts, marines and guards, and Indigenous people). ACELT1603, ACELY1688
Activity 3: Framing our inquiry
Lead a class discussion about what we think we already know and pose questions to draw out what the students are wondering about. You should model posing questions about the past, then share and guide the students with the aim of having them add their own questions independently (Quality questioning gives some helpful tips on this). ACHHS083, ACELY1688
As the students work through the unit, the facts are moved into the adjacent Confirmed or Misconceptions columns, and as new things are learnt these are added, along with further questions that are posed, while questions that have been answered are removed. A digital tool such as Padlet (formerly Wallwisher) could be used instead.
You may wish to develop your own knowledge about history, visual literacy and pedagogical inquiry (learning, RAN strategy, Quality questioning). There are references listed for each of these areas in theResources.
- 2 — Exploring an informative text: Avoid Being a Convict
- In this sequence the students will examine the text Avoid Being a Convict Sent to Australia by Meredith Costain, illustrated by David Antram.
This sequence will give students an opportunity to participate, while you model how to explore the differentsemiotic systems in multimodal texts. The book also provides historical background information for the unit (see Resources).
Class novel - Continue reading the class novel, Jackie French’sNanberry: Black Brother White, to the students, to at least Chapter 6 where Nanberry is taken to Surgeon White. In small groups, the students provide a personal response to the characters, events and issues in the novel to date. Groups share their responses with the whole class. ACELT1603
To complement the reading, explore some of the primary sources from the period. These include first-hand accounts from the First Fleet such as John Hunter’s journal, which refers to Arabanoo and the outbreak of smallpox and Watkin Tench’s book 1788, both of which are available online. A study of the transcripts of Tench’s book or Hunter’s journal could be undertaken to examine the language features and vocabulary of the time. - Above: 1793 drawing by Juan Ravenet titled Convicts in New Holland, public domain image, no copyright
More primary sources can be found on the Resources page for this unit. ACELY1686, ACHHK079, ACHHK080
Activity 1: Shared reading
In this activity, the students will be doing a shared reading of Avoid Being a Convict Sent to Australia.
Before reading: Cover the title and look at the cover of the book. Ask the students what type of book they think it is (that is, whether it is informative or imaginative). Reveal the title and ask whether their opinion has changed. Open and skim through the book and identify characteristics and features such as the contents, index and glossary, confirming that it is an information text. Ask the students why the illustrator has used this type of illustration and who is the intended audience. ACELY1690
During reading: Assist the students to identify the features and characteristics of this informative text, such as layout, contents, index, glossary, use of headings and subheadings, and bold type used to convey meaning. Discuss the text structure and organisation (for example, how it is written in the second person and has a narrative structure combined with informative features – it is a hybrid text). Make connections between the words and images. Discuss the point of view of the text and the fact that it is written from a convict’s point of view. Ask the students what points of view are missing (those of Indigenous people and a woman, for example) and how the text might change if it was written from these points of view. ACELY1692, ACELY1690, ACELA1490, ACHHK079
Identify any new vocabulary and create a word bank for new vocabulary and words used in Standard Australian English that have been derived from Aboriginal languages. This could be a chart on the classroom wall, or a digital tool such as Padlet (Wallwisher) can be used. ACELA1498, ACELA1487
Activity 2: RAN chart updateRefer to the class RAN chart and have the students identify whether there are any ideas that can be confirmed or misconceptions identified. Have the students add any new learnings or new wonderings.ACELA1498, ACHHK079, ACHHS083
Activity 3: Explicit teaching of semiotic systems used in this textFirst draw the students’ attention to how cohesion is realised in the visual text through the use of visual elements such as the chain border, consistent placement of handy hints on each page (spatial), and the first letter of the first word on each page. Then together look at how the guard’s body language and facial expressions are presented throughout (gestural) and what impact this might have on the reader. Compare how the convicts are depicted. ACELA1491
Choose a double page to examine with the students. Using the Semiotic systems worksheet on the interactive whiteboard, draw the students’ attention to the visual elements of the text such as framing, placement of items in the foreground to create salience and use of colour. The Worked example: Semiotic systems at work in the text, using pages 18 and 19 of the text, may be useful. Go through each of the different sections in the grid and give examples as this may be a challenging worksheet for students.ACELA1496
Further professional reading on multimodal texts and semiotic systems is noted in the Resources section.
Examine elements of audio in this text through call-out boxes and sound effects (for example, page 15). Make connections between the text and images and inferred meaning. ACELY1692 - 3 — Exploring the text: Captain Arthur Phillip and the First Fleet
- In this sequence the students will examine the informative text Captain Arthur Phillip and the First Fleet by Melanie Guile (from the Stories of Australia’s History series). This text can be purchased as a single title hardcover or as part of a set. The set is available in digital format that comes with a site licence, so the title can be displayed on an interactive whiteboard or by projector, and each student can view their own copy of the book on a device. If this text is unavailable, you could use another junior non-fiction text that covers the First Fleet and the early days of the colony. The purpose of this sequence is a close study of the semiotic features of the text and a comparison to the text Avoid Being a Convict Sent to Australia examined in Sequence 2. Comparisons may also be made to Nanberry: Black Brother White.
Above: Captain Arthur Phillip, source Project Gutenberg, public domain image, no copyright
Class novel - Continue reading the class novel Nanberry: Black Brother White by Jackie French to the students. Make explicit your thinking as a reader, monitoring for meaning, re-reading passages to make sense and predicting. The students should continue adding to the word bank of historical vocabulary, which can be drawn upon for their own writing. They also identify words used in Australian English that have been derived from Aboriginal languages. A simple chart on the classroom wall or a digital tool such as Padlet (formerly Wallwisher) could be used. ACELA1487
Activity 1: Shared readingIn this activity, the students will be doing a shared reading of Captain Arthur Phillip and the First Fleet by Melanie Guile.
Before reading: Show the cover of the book: what type of text do the students think it is? Skim and scan the book to locate the contents, glossary and index, to confirm their choice. Orient the students to the purpose of reading this text: to interpret the possible meanings of the different design elements that have been used.
During reading: Read the book from the beginning and examine its features with the students. You may elect not to read every page and just examine the features, or you may decide to discuss and study some areas in more depth. Use the Semiotic systems worksheet on the interactive whiteboard to jointly construct a list of design elements of the semiotic systems as they are identified. You will need to ensure that the students are familiar with these semiotic systems before beginning this activity. ACELA1496, ACELA1492, ACELA1490, ACELA1491, ACHHK079, ACHHK080, ACHHS084
The Worked example: Semiotic systems at work in the text examines some of the semiotic elements in the book.
Ask the students what the similarities and differences are between this text and the text discussed in Sequence 2, such as explicit use of primary sources in the text, written in the third person as opposed to the second person, use of graphic novel and cartoon features including call-out boxes and thought bubbles, visually cohesive elements on each page, and an exploration of all viewpoints. Model and jointly construct a visual representation of this discussion, using a Venn diagram or another appropriate graphic organiser. The students might also consider how Jackie French engages the reader in Nanberry: BlackBrother White without having visuals in the text. ACELT1602
Continue to add to the class word banks and to the RAN chart. - 4 — Exploring an informative text: Grim Crims and Convicts
- In this sequence the students will explore Grim Crims and Convicts by Jackie French. In Sequences 2 and 3 they explored features of informative texts and jointly constructed, with teacher assistance, a chart to identify the features of the semiotic systems used to construct the texts. In this sequence they will have the opportunity to do this independently. The students may complete this activity individually, in pairs or in small groups, depending on their previous experiences and capabilities. This sequence also provides an opportunity to explore the devices that the author uses to create a cohesive and coherent text.
Above: Image from back cover of Fair Dinkum Histories: Grim Crims and Convicts by Jackie French and Peter Sheehan, Scholastic Press, a division of Scholastic Australia Pty Ltd 2005, reproduced with permission of Scholastic Australia Pty Ltd, text © Jackie French 2005, illustrations © Clop Pty Ltd 2005
Teacher background
This sequence uses a partial chapter from the text Grim Crims and Convicts by Jackie French from the Fair Dinkum Histories series. A class set of this text could be used extensively for engaging classroom activities as the class explores this period of history.
Some useful texts for teaching grammar can be found in the Resources.
Class novel - Continue reading the class novel Nanberry: Black Brother White by Jackie French to the students. Chapters 1–12 tell the story up to the death of Arabanoo. The text in this sequence touches briefly on the smallpox plague and Arabanoo’s death. Lead a discussion about the fact that these texts are written by the same author and think about the way the novel has engaged the reader through the character development of Nanberry. ACELT1605
Links to primary sources for these events, including first-hand accounts from John Hunter’s journal and Watkin Tench’s 1788, are provided in the Resources. A study of the transcript of Tench’s book or Hunter’s journal could be undertaken to examine the language features from earlier times and to compare the vocabulary. ACELY1686, ACHHK079
Activity 1: Before shared reading - As a class, examine the book. Ideally, if multiple copies are available, students can share and explore the features of the text with you. Ask them the following questions:- From examining the cover: What sort of text is this? How do we know?
- Show the contents and index. Does this confirm what we thought?
Read and discuss the author’s notes prior to page 1. Ask the students why they think she has written this book and what she is encouraging the reader to do. Revisit the meaning of primary and secondary resources with the students. Compare this text with other informative texts they have studied. Ask them what similarities and differences they have noticed. ACELA1490, ACELT1602, ACELY1690
Extension activity - Published first-hand accounts of the journey of the First Fleet, including those of Watkin Tench, Arthur Phillip and John White, can be found online at the State Library of NSW. The students may choose a particular time or event and compare accounts from these sources. ACELY1686
Activity 2: During shared readingThe students read, or have read to them if they need support, Chapter 7 (pages 63–67) of Grim Crims and Convicts. Briefly discuss the information in this passage. Ask the students whether this is factual reporting or opinion or a combination of the two.
Ask them to consider the following questions:- Why does the author use questions? (Inviting the reader to think about the limitations of our knowledge of the past and to participate actively.)
- What does the author use to orient the reader to this way of thinking? (Questions, modal language choices such as ‘as though’ and ‘we will never know for sure’.)
- How do the language choices establish a relationship between the author and the reader?ACELA1489, ACELA1488
Using a copy of a section of the text, you can select passages to use with an interactive whiteboard to make a closer study of the language features, such as the use of pronouns, that make the text cohesive and coherent.
Activity 3: After shared readingWorking in pairs, small groups or individually, the students view the visuals on pages 63 to 67. Using theSemiotic systems worksheet, they identify the visual, spatial, gestural and audio systems that have been used in Grim Crims and Convicts. The students could also compare the three informative texts they have been studying. ACELA1496
The Worked example: Semiotic systems at work in the text examines some of the semiotic elements in the book.
Continue to add to the class word bank and to the RAN chart for this unit. - 5 — Analysing and comparing literary and informative teXt
- During the shared reading of Nanberry: Black Brother White by Jackie French, specific reading practices have been modelled and made explicit. In this sequence the students will discuss the class novel so far (having read at least to Chapter 10) and identify techniques the author has used to make the story engaging. They will then compare the novel with the other texts that they have been examining.
Further teaching strategies and resources can be found in the Resources.
Left: Cover of Nanberry: Black Brother White by Jackie French, HarperCollins Publishers, Australia 2011 reproduced with permission of HarperCollins, © Jackie French 2011
Activity 1: Comparing Nanberry to factual texts. Lead the class in an in-depth discussion of the class novel and compare it to factual texts. ACELT1602
Ask the students what type of text Nanberry is: is it informative (factual), imaginative (narrative) or a combination? Discuss the features of historical narratives. Ask the students if the book attempts, either implicitly or explicitly, to persuade readers to any particular point of view. ACELA1490
Look at the structure of the text (narrative point of view and alternating character point of view). Why do the students think the author has alternated the points of view? ACELA1490
Discuss the chapter titles and location and time identifiers at the beginning of each chapter. Ask the students how these support the reader. ACELA1490, ACELY1690
Select a specific passage that deals with a historical fact (for example, the discovery of Nanberry, the smallpox epidemic or the death of Arabanoo). Compare this with a factual text that has been examined dealing with same fact. Ask the students how these texts differ and how they are similar (for example, language choices and description). Use a graphic organiser such as a Venn diagram to provide visual support. ACELA1489
Activity 2: Analysing points of view in a literary textUse a strategy such as think-pair-share. In small groups the students will discuss the characters of Surgeon White, Nanberry and Maria and how points of view can be presented in literary texts. They will work with a set of question cards, or questions displayed on the interactive whiteboard to analyse this literary text. They should first think about their answer, share this with their group and then share with the class. ACELT1603, ACELT1604, ACELT1605, ACELY1688
Instructions for analysing points of view:- Briefly have the students think about how they initially responded to each character. Did they like the character? Why or why not? What sort of person did they think this character was? Record these ideas on the interactive whiteboard, flip charts or a table to use in Sequence 6.
- Form the class into small groups and supply each group with an Analysing literary texts question card or display the questions for each character on the interactive whiteboard.
- Have students think about the questions by themselves first. Then discuss them with their group.
- Regroup and share with the class after each question has been discussed in the groups. The students should use evidence from the text to support their responses.
- 6 — Looking at the language: Nanberry
- This sequence encourages students to engage withNanberry: Black Brother White by Jackie French to explore complex language features they may use as models for constructing their own work. It aims to encourage them to explore the techniques the author has used to develop the character and create an exciting and absorbing story.
Useful texts for teaching grammar are listed in theResources.
Activity 1: Looking at grammatical elementsOrient the students to this sequence by revising or teaching about single grammatical elements (verb, noun, adjective and adverb) prior to exploring grammatical groups or phrases.
There are a number of engaging learning objects inScootle that help students learn to select appropriate nouns, adjectives, verbs and adverbs to enhance a story. ACELA1493, ACELA1495
Model and jointly construct the first learning object with the class. The second and third may be completed in pairs or individually. Learning object 4 can be completed individually and can be used for assessment.- Learning object 1 Super Stories: The Abandoned House – nouns and adjectives
- Learning object 2 Super Stories: The Sea Cave – nouns and adjectives
- Learning object 3 Super Stories: The Sea Cave – verbs and adverbs
- Learning object 4 Super Stories – verbs and adverbs, assessment
Activity 2: Examining grammatical groups and phrasesUsing these Text extracts from Nanberry, examine as a class how:- adverbial phrases and prepositional phrases provide information about circumstancesACELA1495, ACELT1604, ACELT1605
- noun groups/phrases, verb groups/phrases and prepositional phrases enrich the meaning of sentences. ACELA1493, ACELT1604, ACELT1605
First model Exploring the text: exploring the language choices made by the author to build up meanings in the text and then arrange for students to work in small groups to conduct their own explorations. To assist the students in identifying particular grammatical forms, a frequently used convention is to colour code noun groups in red, verb groups in green and circumstances (prepositional or adverbial phrases) in blue.
Activity 3: Enriching a simple sentenceAfter the novel text has been studied, undertake a joint construction of enriching a simple sentence using noun groups/phrases, verb group/phrases, prepositional phrases and adverbial phrases.
This activity allows the students to experience how rich and detailed information can be added and encourages improvement in their own writing. Choose a particular incident or event that the students are familiar with, write a simple sentence and have the students add information using groups and phrases. An example is:- We played ball.
- We played dodge ball. (What type?)
- The whole class played dodge ball. (Who?)
- The whole class played dodge ball after lunch. (When?)
- The whole class played dodge ball after lunch for an hour. (How long?)
- As a reward, the whole class played dodge ball after lunch for an hour. (Why?)
- As a reward for everyone doing their homework, the whole class played dodge ball after lunch for an hour. (For what?)
Activity 4: Looking at how language constructs a characterThis activity may be undertaken if you have completed Sequence 5, where the students are asked to discuss what they thought of the characters of Surgeon White, Nanberry and Maria.
Display a flip chart with the with the students’ responses to the Analysing literary texts activity next to the chapter excerpt for one of the characters. Look closely at the language features that the author has used and discuss how these choices may have positioned us as readers. Some possible language features to focus on are provided in the Characters and language features table. After you have modelled and jointly constructed the first section of the table, on Nanberry, break the students into small groups and have them identify language features relating to Surgeon White and Maria.
See the Resources for further information on teaching strategies. ACELT1605, ACELA1493, ACELA1495 - 7 — Creating our own informative text
- The students will work in small groups to create an informative text that displays their knowledge of the design elements of the different semiotic systems at work in multimodal texts. Determine with the students how the text is to be finally presented. Further details, including important teacher considerations and ideas for presentation, are included in Assessment task 1 and the Assessment task 1 rubric. ACELY1694
Teacher backgroundSince this unit has not included the explicit teaching of the writing of an informative text, a Sample assessment text has been included for use if you would prefer the students to concentrate on other design elements (visual, audio, gestural and spatial). The students may enhance the sample text using noun groups/phrases, verb groups/phrases, prepositional phrases and adverbial phrases, as studied in Sequences 4, 5 and 6. Alternatively, you may decide to have the students write their own text. Information sourced throughout the unit so far may be used to inform the text. You may need to organise further research time in the library to enhance the information gathered. The co-operative learning Jigsawtechnique might be used to facilitate this. ACHHS216, ACHHS084
Consider the use of images to enhance the text and copyright issues relating to the use of images. The students will need instruction on which images they can and can’t use and how these should be cited, or they may create their own visuals for this project.
The time frame for this activity will depend on the publishing choices that you give the students. You may leave this choice open, or narrow the choices. A variety of presentation/publishing ideas are presented, since access to and knowledge of technology will also be determining factors.
Activity 1: Planning the informative textDiscuss the task parameters with the students. In groups of five, they are to create an informative text titled ‘1788: Was life the same for everyone?’ They will use their knowledge of the features of multimodal texts, including the elements of language, visual, gestural, spatial and audio if appropriate.
Each student will create one page and there will be a page for each of the following groups: Indigenous Australians, convicts, free settlers, marines and guards, governor and officers.
The information will cover the details of the daily life of these groups of people when the new colony was established at Port Jackson. The information must be historically accurate, based on researched facts and the text must have a bibliography.
The students will present their text to the rest of the class, explaining why they used particular design features.
Review the features of multimodal texts that they studied in Sequences 2, 3 and 4:- Include cohesive features of texts, as discussed in Sequence 2 (spatial layout: repeated elements in the same place on each page) and Sequence 3 (spatial: scrapbook layout, repeating elements). Even though five different people are doing a page each, they need to make sure that they are cohesive and look as if they are part of the same text. Consider how cohesion aids the reader by ensuring predictability in the way information is presented. The students could think about texts that are well or poorly organised and how this assists or inhibits their reading.
- Also include the use of primary documents (quotes from journals) and how these were presented. Use of call-out boxes: small boxes of information to highlight important (salient) information.
Discuss the Planning our informative text worksheet that they can use in their group to help organise their text.
Discuss and establish the time frame for the completion of the task, how the final product might be published and how the students will be presenting their work to the rest of the class. Add the timeframe to the planning sheet.
The students break into groups to discuss and plan their informative text. ACELT1603, ACELT1604, ACELY1688
Activity 2: Discussing the draft plansDiscuss the students’ draft plans individually. They should identify the features and elements that they are going to include and how their work is going to be presented. They publish their individual pages and the group text. ACELY1697, ACELY1695, ACELY1694, ACHHS086, ACHHS087
You could also present the Sample assessment text to the students to give them an idea of what is expected of them.
Activity 3: Presenting the informative textsThe students present their informative texts to the rest of the class. They should use the metalanguage of multimodal texts as they point out the features of the text and explain why these choices were made.ACELY1689, ACELT1604 - 8 — Viewing texts from the past
- In this sequence the students will examine primary sources from the period as they view the material in the ‘Convict Artists of NSW 1791–1814’ collection on Scootle. They will use their knowledge of multimodal texts to examine these artworks and reflect on the way they inform our understanding of history.ACHHK080, ACHHS216, ACHHS084
Teacher background‘When Image and Text Meet: Teaching with visual and multimodal texts’, PETAA Paper 181 by Jon Callow discusses teaching using picture books, but is useful for this sequence as it reviews the key visual metalanguage.
Above: Oil painting by Joseph Lycett (1775–1828) titled Corroboree at Newcastle, public domain image, source NSW State Library, no copyright
Activity 1: Examining the difference between primary and secondary sources
Discuss with the class the difference between primary and secondary sources and how we can use these texts today in studying history. Revisit some of the primary sources that may have been viewed during the unit, such as original journals from the First Fleet, published accounts from the First Fleet and letters sent home from the colony. Then revisit the secondary sources that have been studied in previous sequences, such as Avoid Being a Convict in Sequence 2, Captain Arthur Phillip and the First Fleet in Sequence 3 andGrim Crims and Convicts in Sequence 4.
Activity 2: Looking at historical artworksDiscuss how artwork from the period can be used in historical study. Artwork provides our only visual glimpse of this history as photography was not invented until the 1800s. What do these artworks tell us?
Use the Scootle resource ‘Convict Artists of NSW 1791–1814’ collection to view artworks from the period. There are 22 resources in this collection, and extensive education notes about each painting.
As a class, view image R4027: ‘Indigenous Australians Hunting in Trees’. Ask the students to identify the multimodal features of this text, such as frame/shot – long, salient features, gestures, layout and colour. What do they think is happening? Do they think this picture would be accurate?
Draw attention to the loincloths that the Indigenous men are wearing. The notes on the painting tell us that the artist painted loincloths in so as not to offend European viewers with images of naked men. How does this affect the reliability of the image?
Activity 3: Presenting information about artworksArrange the students in small groups and allocate each group two images to study. Give each group aDiscussion guide worksheet.
Have the students:- discuss the multimodal features of the image
- identify what they think is happening in the image
- discuss what the artist is trying to show the viewer about Indigenous life in Australia at that time.
Each group will report back briefly to the class on their images, identifying the multimodal features, the content or activity portrayed and any other interesting information about the image they found after reading the notes. ACELA1496, ACELT1603, ACELT1604
Do the students think that the images portray an accurate account of life at the time? Why or why not? Is there anything missing (for example, portrayals of sickness)?
Continue to add to the class word banks and to the RAN chart for this unit. - 9 — How history can be presented in film
- In this sequence the students will examine how history can be presented in film by viewing a documentary-style text from 50 years ago and a contemporary historical narrative text, and identifying the design features that the producers of these texts have used to position the viewers.
Teacher backgroundIn this sequence the students will be viewing a clip about the First Fleet settlers at Sydney Cove from the 1963 documentary series The Land that Waited. They will also be viewing a a clip from a 2004 film about the First Fleet convict Mary Bryant (the Australian Dictionary of Biography online provides further information about Mary Bryant). Both of these clips are held at the National Film Archive Australia (NFAA), which has over 1000 film clips with associated curator and teacher notes, on a huge variety of subjects. You may want to also view a short excerpt from the 1927 silent film For the Term of His Natural Life (also held at the NFAA) with the students, to view a text from another time. Discuss the features used, particularly the music, to enhance meaning for the viewer. Note that there are three short excerpts from the film on the NFAA website, but all are rated PG so you may need to obtain parental permission for this.
Activity 1: Looking at a documentary from the 1960sView Clip 1 from the 1963 documentary series The Land that Waited and use the Semiotic systems worksheet to jointly construct the semiotic systems at work in this text. What sort of text do the students think this is (imaginative, informative, persuasive or a combination)? Why?
The text is made from a collection of still images from convict artists’ works from the early days of the colony. Draw attention to the audio features of this text such as music and sound effects. Identify the visual effects that have been used, including panning and the use of framing. This can be used to compare to contemporary texts. The curator’s notes and educational notes on the website discuss the techniques used to create the point of view of the narration. Display the transcript of the narration to discuss the language of the 1960s and the language choices that position the reader, such as noun groups (hopeless convicts, reluctant soldiery, opportunist officers, kindred eyes, nostalgic settlers) and verbs (gaze, adore).ACELA1491, ACELA1493, ACELY1690
What point of view is the narrator suggesting? (The colonists did not like the landscape of Sydney Cove and wanted to create a landscape in the image of England.)
What position has the narrator taken towards the colonists? (The convicts were hopeless, the soldiers were reluctant to carry out their duties and the officers were looking for ways to make their lives easier.)
What techniques other than language have been used to support this? (Music; images of the cottage-type gardens; close-up framing of people looking longingly at their ‘little bit of England’: the primrose plant and close-ups of faces appearing to be thinking of home.) ACELY1686, ACELA1496, ACHHK079, ACHHS084, ACHHS085
Activity 2: Looking at a contemporary textView Clip 1 from the from the 2004 dramatisation The Incredible Journey of Mary Bryant. Curator notes about this mini-series tell us, ‘Mary Bryant sets up a battle between classes, between convicts and their keepers, underdogs and overlords, with sympathies firmly on the convicts’ side’. How does the filmmaker achieve this?
Play the first 1:10 minutes of the clip, up until the pork is served (as awkward dialogue follows) and have the students view it without trying to take notes. This clip allows the students to see the way the class roles are clearly defined. What sort of text do the students think this is (imaginative, informative or persuasive)? Why?
Break the students into small groups and have them use the Semiotic systems worksheet to identify the features that the filmmaker has used. Replay the clip and ask them this time to just concentrate on the convict characters. How are they portrayed and what has the filmmaker used to emphasise this? View thetranscript for the convict parts. Have the students discuss these in their groups and complete the Semiotic systems worksheet.
Replay the clip once more, this time concentrating on the officers. What contrasts can the students see? They record their findings on the worksheet and these can be shared with the class. It may be necessary to explicitly teach some concepts related to the clip, such as ‘reform’ and ‘criminal classes’. The students should also consider whether some convicts would be considered criminals by today’s standards.ACELA1496, ACELA1493, ACELT1603, ACELY1690, ACHHK079, ACHHS084, ACHHS085 - 10 — Examining online informative text
- In this sequence the students continue to study the multimodal aspects of text by examining online texts (websites). The activities provide opportunities to discuss the point of view and perspective of texts. The whole-class discussion in the first activity orients the students explicitly to the features of online text, and these texts are studied more closely in the second activity. However, before students can examine the features of the text it is important that they recognise and understand the meanings.
Activity 1: Examining online textsIn this activity the students examine the layout and appearance of a number of websites that present the history of Australia. The TV series First Australians, which documents the history of contemporary Australia from 1788 from an Indigenous perspective, can be found on the SBS website. The Content section of this website has a timeline view and small video clips relevant to the period. You should check the ‘comment’ section that appears on the right-hand side of the website before viewing. This section can be collapsed.
Inform the students that they are going to view a number of different websites that have information about Australian history. They will continue to examine the different semiotic systems, particularly spatial, visual and audio. They will explore how the choices made by the creators of the sites indicate particular points of view. Open up the First Australians website on the interactive whiteboard or using a projector. Play can be paused to discuss the semiotic systems.
Move your mouse across the timeline. What happens? Discuss the navigation of this website.
Compare these features to some other websites that can be opened up in other windows, for example,European Discovery and the Colonisation of Australia from the Australian Government Australian Stories series and the Australian History Timeline from the National Film and Sound Archive (NFSA). Are these websites constructed from the same perspective? How do they differ? ACELA1793, ACELA1496, ACHHK080, ACHHS084, ACHHS085
Note: In this activity the students examine different features of online texts, such as navigation, links, layout and graphics. They do not evaluate the websites for currency, authenticity, bias or accuracy. Evaluation of websites is a critical information literacy skill that students need to acquire, but is not part of this sequence or unit. Information and activities, including links to bogus sites, can be found in theEvaluating websites section of the Department of Education WA website. Comprehensive information, ideas and resources are also available from Kathy Schrock, including ‘The 5Ws of Web Site Evaluation’ and tools to help teachers select appropriate websites for their students.
Activity 2: Close examination of an online textThe students work in pairs or small groups and examine the timeline up to and including 1792 on theContent section of the First Australians section of the SBS website. They will view the short videos and can use the Semiotic systems worksheet to identify the different semiotic systems that work to create meaning for the viewer. Regroup the class and have different groups present their findings. ACELA1793, ACELA1496, ACELY1690
Note: Rather than having the whole class study the one website, you may wish to allocate different groups to examine the other two websites that have been briefly viewed, and then discussion can include a comparison of the information (video content, graphics, links, points of view and so on) and how it is - 11 — Exploring historical narrative in multimodal texts
- In this sequence the students will continue to build on their knowledge of the features of multimodal texts and examine elements in historical narrative video. These activities use resources from the website My Place for Teachers, which is the companion site for the My Place series, based on the book by Nadia Wheatley and Donna Rawlins.Left: Still image of Alice and Sarah from the series My Place, Episode 21 (1808: Sarah). Stills from the My Place for Teacherswebsite reproduced with permission of the Australian Children's Television Foundation © Chapman Pictures Pty Ltd
My Place was the 1988 Children’s Book Council of Australia Children’s Book of the Year Award for Younger Readers. A twentieth anniversary edition was released in 2008. The My Place TV series extended the original story, but retained many of the key elements. Read about the journey from book to screen on the My Place for Teachers companion site, which contains many teaching resources such as short clips and images. My Place has aired on ABC Schools TV and can be purchased from the Australian Children’s Television Foundation.
Activity 1: Texts that have been made into films
As an introduction to this sequence, read the text My Place by Nadia Wheatley and Donna Rawlins with the students. This text could be used outside of this unit for a number of other activities in the classroom, including, but not limited to, visual literacy.
Lead a brief discussion about texts that have been made into films. Draw examples from the students’ knowledge. You may wish to show part of an episode from the My Place TV series (check the rating first).
Take the opportunity to recap with the students the different sources that they have been investigating to learn about history during this unit of work. Lead a brief discussion about how the authors or creators of a text can tell their story in many different ways. Discuss hybrid texts such as infotainment, where there can be a mixing of elements of various genres. ACELY1690, ACHHS216 - Activity 2: Examining still images from My Place
In this activity the students examine still images from the historical film narrative My Place, and identify which elements of the different semiotic (design) systems have been used to create meaning for the viewer.
Left: Still image of Sam from the series My Place, Episode 22 (1798: Sam). Stills from the My Place for Teachers website reproduced with permission of the Australian Children's Television Foundation © Chapman Pictures Pty Ltd
Display the images of Sam and jointly complete the Semiotic systems worksheet for this character with the students. ACELA1496, ACELY1692
The students can be split into small groups, or work individually to examine the image of either Sarah washing clothes in the creek or Alice and Sarah (above), again using a Semiotic systems worksheet to help frame their discussions or thinking.
Have the students discuss the elements they have identified, the salient feature(s) of each image and what the photographer has done to emphasise this (for example, placement, lighting and colour). Images could be displayed on the interactive whiteboard, with a range of annotation tools and labels for students to drag and drop to label features of the text.
Activity 3: Examining video clips from My Place
The students will view short video clips from the My Place TV series and use their knowledge of multimodal texts to identify the different design elements that the director has used to create meaning. You may wish to first view the clips as a whole class to model and jointly complete the Semiotic systems worksheet, allocate different clips to small groups or it could be an individual task. If the unit has been completed in sequence order, the students will have had a number of opportunities to identify the design features used within a range of texts and may be able to complete this task independently using the worksheet to help organise their thinking. ACELY1692, ACELA1496
The students can be split into small groups to view and discuss the video clips Farm Lad and A Female Gaol. The Semiotic systems worksheet may help frame their discussions. Use Some questions to explore and points for discussion to engage the class in further discussion.
Additional optional activityA transcript of Farm Lad is provided should you wish to explore its language features and how this develops the characters in more detail. - 12 — Creating our own historical narrative
- The students will create their own excerpt of a historical narrative, demonstrating their knowledge of the design features of the visual, gestural, spatial and audio semiotic systems. They will work in small groups to plan, draft and publish a one- to one-and-a-half-minute multimodal text. Further details of the item are provided in Assessment task 2 and the Assessment task 2 rubric.
Teacher backgroundThis sequence does not involve the explicit teaching and learning of information and communication technologies, but these technologies may be used in Activity 1. Software or webtools used will be determined by what is available to the students at school and what you are comfortable using. Suggestions and resources to help are offered in Assessment task 2.
This activity can be modified for different learners in the classroom (for example, the activity could be extended by having the students write their own narrative text). Students who need more support and find the language area challenging could be given a script to work with. They can then demonstrate their knowledge of the other semiotic systems to enhance the meaning of the script.
Activity 1: Planning and drafting a multimodal textModel the planning and drafting of a multimodal text. Using one of the Text extracts from Nanberry from Sequence 6, lead the students in a discussion to brainstorm ideas for how this text could be transformed from the page into a multimodal text. For example, have one character talking to another, relaying the information or use a narrator reading the story with accompanying images. Ask the students:- Can we include any of the vocabulary from our word bank?
- What sort of media could be used (for example, PowerPoint, MovieMaker, iMovie or another digital tool for digital storytelling)?
- How are we going to approach the visual aspect of this text (for example, are we going to use students as actors, create our own images or use animation)?
- What sort of audio elements could be included to enhance the text (for example, sound effects and music)?
Discuss the task parameters with the students. They are to plan and draft a one to one and a half minute historical narrative video using a Historical narrative planning sheet. An excerpt from a text that has been studied during the unit, or another, may be used as a foundation for the video or the students may write their own script.
A draft of the video is to be conferenced between the group and teacher, where the students must justify their design choices. Final production will be made using software or an online source as determined by you.
Note: You may modify this task to suit your own class.
Activity 2: Using a planning sheetThe students work in small groups to plan and draft their text. The Historical narrative planning sheet will help frame their discussion and thinking.
The students could use one of the Text extracts from Nanberry from Sequence 6 or another text that they have been exploring throughout the unit. They could also use a prepared script dealing with a topic such as first contact; the kidnapping of Bennelong, Arabanoo or Colbee; a convict activity; a convict reflecting on their life; interaction between an Indigenous person and a European regarding the food shortage or Captain Phillip discussing his ideas for the new colony. Remind the students that it will only be a snapshot of the event.
Arrange a conference with each group so they may discuss their draft prior to publication. They should justify their design choices and how this will add to the meaning of the text. The students can then edit their draft. ACELY1695, ACELY1688
Activity 3: Creating the multimodal textThe students create their multimodal text using their edited drafts. This activity may take a number of sessions, depending on the software or digital technology selected. The final texts could be uploaded to the school’s website so they can be shared with the school community. ACELT1794, ACELY1694, ACELY1697, ACHHS086, ACHHS087 - Assessment task 1: Creating an informative text
- The students will work in groups of four to create an informative text about what life was like in the early years of the colony for the five groups they have been looking at: Indigenous Australians, marines and guards, free settlers, the governor and the officers, and the convicts. Further details of this assessment item are provided in Sequence 7.
Teacher backgroundSince this unit has not included the explicit teaching of the writing of an informative text, a Sample assessment text has been included for use if you would prefer the students to concentrate on other design elements (visual, audio, gestural and spatial). The students may enhance the sample text using noun groups/phrases, verb groups/phrases and prepositional phrases and adverbial phrases, as studied in Sequences 4, 5 and 6. Alternatively, you may decide to have the students write their own text. Information sourced throughout the unit so far may be used to inform the text. You may need to organise further research time in the library to enhance the information gathered. The co-operative learning Jigsawtechnique might be used to facilitate this. ACHHS216, ACHHS084
Consider the use of images to enhance the text and copyright issues relating to the use of images. The students will need instruction on which images they can and can’t use and how these should be cited, or they may create their own visuals for this project.
The time frame for this activity will depend on the publishing choices that you give the students. You may leave this choice open, or narrow the choices. A variety of presentation/publishing ideas are presented, since access to and knowledge of technology will also be determining factors.
Resources for this taskBooks and e-books:- If technology is not readily available, the students can hand design pages and bind them together.
- If they are using widely available software, their work can be printed out and bound together. The book could also be presented in digital format (as an e-book) through a digital tool such as Flipsnack, where pages are saved as PDF files and uploaded. Flipsnack can be used to attach e-books to class blogs or websites.
- Design pages that hyperlink to a title page in PowerPoint software.
- Use a digital presentation tool such as Prezi.
Tools and devices: information and communication technology in everyday learning – toolkit for teaching- Presentation tools: Joy Valenza’s Only2Clicks page
- Web 2.0: Cool Tools for Schools: a site that has links to a wide range of digital tools.
The students can engage with a wide variety of information and communication technologies to develop and create their texts. You will need to determine which information and communication technologies would be suitable, based on your school’s technology capabilities and the knowledge and capabilities of the students. Some presentation ideas are noted for consideration.
The assessment item is flexible, to meet the needs of a diverse classroom. There is a opportunity for the students to write their own text or enhance a pre-written text through the use of groups/phrases. You can evaluate both individual and group aspects of the item with the Assessment task 1 rubric. - Assessment task 2: Creating a historical narrative
- The students will work in small groups to plan, draft and publish a one- to one-and-a-half-minute multimodal text. The narrative text will be cohesive and reflect their understanding of the design elements used as studied throughout the unit. The item will provide an opportunity for students to experiment further with design elements, including audio, as studied in Sequences 8, 9, 10 and 11.
The students could use one of the Text extracts from Nanberry from Sequence 6, another text that they have been exploring through the unit or a prepared script dealing with a topic discussed in the unit. Such topics include first contact; the kidnapping of Bennelong, Arabanoo or Colbee; a convict activity; a convict reflecting on their life; interaction between an Indigenous person and a European regarding the food shortage or Captain Phillip discussing his ideas for the new colony. Remind the students that it will only be a snapshot of the event.
The students can engage with a wide variety of information and communication technologies (ICTs) to develop and create their texts. You will need to determine which ICTs would be suitable, based on your school’s technology capabilities and the knowledge and capabilities of the students. Some presentation ideas are listed below for consideration. ACELT1794, ACELY1694, ACELY1697, ACHHS086, ACHHS087
Resources for this taskProfessional reading and further information about uses of digital storytelling:- The Scootle resource ICT in Everyday Learning: Toolkit for teaching has a comprehensive list of technology that can be used in the classroom, as well as learning activities for the Australian Curriculum. You will need to use your educator’s sign-on to access this material.
- Adam Brice and Richard Lambert (2009) Digital Storytelling, Curriculum Corporation (ESA), Melbourne.
- Digital Storytelling in the Classroom: Microsoft in Education, Teaching Guides, Microsoft Windows website.
- Thinking Digitally – Creating with ICT: ICT Learning Innovation Centre, Brisbane.
- Getting Started with Windows Movie Maker: Microsoft Windows website.
- Find out how: iMovie: Apple website.
- Audacity audio recording.
- PowerPoint: Microsoft Office website.
- Microsoft Photo Story: Microsoft Office website.
- Cartoon making tools: Joy Valenza’s Only2Clicks page.
- Web 2.0: Cool Tools for Schools: a wiki space that has links to a wide range of digital tools.