Do Pictures Tell the Story - Speech or Presentation Example

Adapted Unit of Work: “Pictures Tell the Story”- English Stage 2 Introduction This paper seeks to present a four week adapted unit of work, “Pictures Tell the Story” for Stage 2 English students. This unit is embodied in NSW K-6 Stage 2 English syllabus. It seeks to develop students’ understanding on how still and moving images can be used to communicate messages and convey stories. In this unit, students will engage in a wide range of activities that will require them to interpret settings, events, themes and characters as expressed in texts, pictures and other visual elements. Moreover, digital technologies, visual arts and drama elements will be incorporated to facilitate student’s engagement with texts and pictures. In addition, this unit will place emphasis on allowing students to experiment and create their own visual and narratives regarding a subject of their choice. The lessons incorporated in this unit of work are specifically designed to accommodate the learning needs of both normal students as well as that of a student with a mild case of Attention Deficit Hyperactivity Disorder (ADHD). Jane Smith is a 10 year old student in Year 3 diagnosed with a mild case of ADHD. Despite of her condition, she attends a mainstream school where she learns and interacts with normal students. Due to her condition, it is often a challenge for Jane to pay attention or focus on a task for a long time. Her attention spun ranges from five to ten minutes afterwards she deviates to other activities. Often times, Jane is unable to seat still for a long time and finish tasks. At times she is unable to decipher what is going on around her. However, in a few instances she can be calm for a long time and zealously engage in learning activities. Lesson 1 Year: Year 3 (Stage 2) Lesson Duration: 40 minutes Date: 3/03/14 Age: 8- 10 years Focus/ Topic : Interpreting Picture Messages Inquiry Questions: What can we learn from pictures? Can pictures convey certain messages? Syllabus Outcomes EN2-8B: Students identify and compare different types of texts and visual elements when reading and viewing and show understanding of purpose and subject matter. EN2-10C: Students think creatively and are able to interpret information conveyed in texts and pictures. Learning Objectives Students will learn how to interpret messages conveyed in pictures Students will learn how to convey message using pictures Students should be able to understand ideas, characters and themes conveyed in a picture story book Teaching and Learning Experience Timing and Activity Teacher Strategies Student Activities Adjustment for student with disability Introduction 5 minutes Direct Instruction: Introduce students to the topic “Interpreting Picture Messages” Listening: Student listen to teacher instruction Questioning: Students ask question in case they do not understand or they need clarification Visual prompts illustrating teacher’s instruction will be conveyed on the white board so as to assist and keep the student engaged Body Activity1:Reading 20 Minutes Activity 2: Question and Answer section 15 minutes Summarizing and closing 5minutes Direct Instruction: Provide each student with ” by Beatrix Potter Ask children to carefully read and look at the pictures in the book Questioning: Ask students about the picture story book that they have read. Questions -Which characters were present in the story? -How do the characters look like? -How do the characters in the story behave? -What did you see in the picture story book? -What happened in the story? -What did you find interesting in the picture story book? -What have you learnt from the picture story book? Summarizing -Commend students for their participation in class -Summarise the key lessons from today’s class Explain that; -Pictures contain messages and meaning -The meaning of picture messages can vary from person to person Reading and viewing: Students will carefully read text and view the pictures inthe picture story book, “The Tale of Peter Rabbit” Reflecting and Discussing: Students will reflect on what they have read and seen in the picture story book. Subsequently, they will respond and discuss the questions posed by the teacher Listening: Student listen to teacher’s final remarks Questioning: Students ask question in case they need clarification In order to accommodate the student with short attention span/ focus; A wide range of picture story books will be incorporated so as to provide student with variety Moreover, different images and sounds will be projected on the whiteboard to keep the student engaged Student will have a one-one discussion with the teacher where she will be asked to share what she has seen and learnt from the picture story books she was given Alternatively, so as to keep the student engaged, she will be asked to draw or write what she has seen and learnt from the picture story books she was given. Visual prompts illustrating teacher’s final remarks will be conveyed on the white board so as to keep the student engaged Assessment Students will be assed based on their ability to accurately interpret picture message They will also be assessed based on their ability to create meaning from picture messages Differentiation: This lesson targets Stage 2 English students with different literacy capabilities. For the student with the mild case of ADHD, it provided modifications that support the student’s learning by keeping her focused and engaged. Students read a picture story book “The Tale of Peter Rabbit”, analyse pictures, reflect and engage in verbal discussions Resources/Equipment: Picture story book; “The Tale of Peter Rabbit” by Beatrix Potter Pen Paper Computer Projector Whiteboard Lesson Reflection: This lesson aims at creating awareness among students that pictures tell stories. Through this lesson students will learn how they can view, analyse, interpret, deduce and create meaning from pictures. By reading the picture story book, “The Tale of Peter Rabbit “students will learn how to interpret messages conveyed in pictures and how to convey message using pictures. Moreover, they will learn how to decipher ideas, characters and themes conveyed through pictures. To a great extent the activities incorporated in this lesson are practical and student oriented. Rather than being solely based on direct instruction from the teacher, this lesson provides students the opportunity to learn independently, think critically and creatively. This lesson also encourages students to communicate by expressing their ideas and thoughts. In addition, this lesson provides students with the opportunity to question for further understanding and clarity Time allocation for the activities incorporated in this lesson is adequate. The first five minutes have been assigned for introduction. During this time, the teacher will use direct instruction to introduce students to the lesson and give instruction for the activities to be carried. Subsequently, the students will be given 20 minutes to read the picture story book. The picture story book provided is very short and incorporates very simple and short texts thus students can quickly go through it with ease. Subsequently, 15 minutes have been allocated for the question and answer session where students will discuss what they have learnt from the picture story book. Lesson 2 Year: Year 3 (Stage 2) Lesson Duration: 40 minutes Date: 8/03/14 Age: 8- 10 years Focus/ Topic : Composing Picture Messages Inquiry Questions: What can we learn from pictures? Can we communicate through pictures? Syllabus Outcomes EN2-10C: Students think creatively and are able to interpret information conveyed in texts and pictures. EN2-11D: Students respond to and compose visual texts/ pictures that express the viewpoints or individual messages Learning Objectives Students will clearly communicate with each other Students will work collaboratively in groups Express their thoughts, ideas and views using pictures Show creativity in their communication Teaching and Learning Experience Timing and Activity Teacher Strategies Student Activities Adjustment for student with disability Introduction 10 minutes Reflection:The teacher will reflect on what was learnt in the previous lesson. Direct Instruction: Introduce students to the topic“Composing Picture Messages” Reflection:Students will reflect on what they learnt from the previous class. Listening: Student listen to teacher instruction Questioning: Students ask question in case they do not understand or they need clarification Visual prompts illustrating lessons from the previous class and teacher’s instruction will be conveyed on the white board so as to assist and keep the student engaged. Body Activity1: Grouping and Brainstorming 10 Minutes Activity 2: Group Work 15 minutes Summarizing and closing 5minutes Organizing, allocating materials and providing direct Instruction: Group students into groups of two, allocate each group the required materials and provide instructions on how students are expected to communicate with each other by composing or creating relevant picture messages Facilitating and scaffolding:From time to time, the teacher will visit each group and watch how they communicate with each other using pictures. The teacher provide feedback and provide guidance on how the students can improve their communication Summarizing -Commend students for their participation in the group work activities -Summarise the key lessons from today’s class Explain that; -People can communicate through pictures or images Listening: Student listen and comply with teacher instruction Brainstorming:After the instructions, students in their respective groups will brainstorm ideas relating to how they will communicate with each other by composingor creating relevant picture messages Group Work: Students will compose or create picture messages using pencils, crayons and paper or computersto communicate ideas, thoughts or feelings. Subsequently, their group member will respond to their message by also drawing or creating picture messages Listening: Student listen to teacher’s final remarks Questioning: Students ask question in case they need clarification In order to accommodate the student with short attention span/ focus; Student will have a one-one discussion with the teacher where the teacher will be explain on how the student is expected to communicate with her group member by composing or creating relevant picture messages Moreover, the students will be grouped with a student with a high level of literacy and good socialization skills The teacher will illustrate to the student how to communicate their thoughts, feelings and ideas using picture messages using visual prompts on the white board. Student will provided with the alternative of using different interactive computer software to draw Visual prompts illustrating teacher’s final remarks will be conveyed on the white board so as to keep the student engaged Assessment: Students will be assed based on their ability to; Work efficiently in groups Convey their ideas and thoughts through messages Communicate creatively using pictures Differentiation: This lesson is relevant forStage 2 English studentsbetween the ages of 8-10 years. It accommodates students with different literacy capabilities as well as those with learning disabilities For the student with the mild case of ADHD, it provides modifications that support the student’s learning by keeping her active, focused and engaged. It incorporates engaging group work activities that enable students to interact with each other and use their creativity. It also involves the use of digital technologies Resources/Equipment: Crayons, pencils Drawing boards, paper Sketchbooks Computers Drawing computer software; My Paint, Tux paint and Rainbox Lesson Reflection: The key aim of this lesson is to equip students with practical skills on how they can communicate through pictures of images. Through this lesson,students will channel their creativity by composing or creating picture messages that convey their ideas, thoughts and feelings to their counterparts. Moreover, they will work in groups and learn to collaborate and communicate with each other. The activities incorporated in this lesson are student centered, engaging and practical. This lesson provides students with the opportunity to interact with each other and learn from each other while working in groups. It also encourages students to think creatively and communicate by expressing their ideas, thoughts and feelings using pictures. Moreover, students will provided with the option of working with digital technologies. Each activity incorporated in this lesson plan is allocated adequate time. The first 10 minutes are directed towards reflecting on the lessons learnt during the previous class and introducing students to the lesson. Moreover, students are provided with the opportunity to ask questions. Afterwards, students are given 15 minutes to brainstorm on how they will communicate their ideas, thoughts and feelings by creating pictures. Students also provided adequate time to interact with each other using pictures. Lesson 3 Year: Year 3 (Stage 2) Lesson Duration: 40 minutes Date: 15/03/14 Age: 8- 10 years Focus/ Topic : Exploring Moving Images/ Visuals Inquiry Questions: What aspects of film/ video increase enjoyment? What can we learn from the film/video? Syllabus Outcomes EN2-10C: Students think creatively and are able to interpret information conveyed in texts and pictures. Learning Objectives Students will identify what aspects of film/ video increase enjoyment Students will learn how to interpret messages conveyed in moving images and create meaning from them Teaching and Learning Experience Timing and Activity Teacher Strategies Student Activities Adjustment for student with disability Introduction 7minutes Reflection:The teacher will reflect on what was learnt in the previous lesson. Direct Instruction:Introduce students to the topic“Exploring Moving Images/ Visuals” Reflection:Students will reflect on what they learnt from the previous class. Listening: Student listen to teacher instruction Questioning: Students ask question in case they do not understand or they need clarification Visual prompts illustrating lessons from the previous class and teacher’s instruction will be conveyed on the white board so as to assist and keep the student engaged. Body Activity1: Watching a short animation film 13Minutes Activity 2: Class Discussions 15minutes Summarizing and closing 5minutes Facilitating and Viewing:The teacher will put a short animation film “The Red Rider” and ask the students to watch it and carefully analyse it Facilitating and questioning The teacher will engage and facilitate a discussion among students by asking questions such as; -What was the film about? -what did you enjoy most about the film? -what didn’t you like in the film? -What do you think about the sound in the film What do you think about the colours used in the film? What did you learn from the film? Summarizing -Commend students for their participation in the class discussion -Summarise the key lessons from today’s class Viewing: Students will watch the animation film Class Discussion:Students will engage in a classdiscussion where they will express their views and opinion on the questions that the teacher has posed. Listening:Student listen to teacher’s final remarks Questioning: Students ask question in case they need clarification The teacher will encourage the student to focus and remove distractions such as pens, books and crayons from the student A one-one discussion session between the student and teacher will take place. During this session the student and teacher will discuss what aspects of the film they found enjoyable and interesting. In the course of this discussion the teacher will use visual prompts in a computer to keep the student engaged. Visual prompts illustrating teacher’s final remarks will be conveyed on the white board so as to keep the student engaged Assessment: Students will be assed based on their ability to; Relate to different aspects of the showcased film Form ideas and opinion about the film Identify aspects in the film that are intriguing and enhance enjoyment Differentiation: This lesson provides students the opportunity to engage with moving images/ visuals and independently creating meaning from them. Additionally it provides students with the ability to think critically and express themselves It is relevant forStage 2 English studentsbetween the ages of 8-10 years. It accommodates students with different literacy capabilities as well as those with learning disabilities For the student with the mild case of ADHD, it provides modifications that support the student’s learning by keeping her active, focused and engaged. Resources/Equipment: Computer Projector Whiteboard Short Animation Film, “The Red Rider” Lesson Reflection: One of the key aims of this lesson is to create enable students to think creatively and interpret information conveyed in moving images and visuals. By watching the animated film “The Red Rider” and thereafter engaging in discuss session; this lesson hopes to enablestudents to identify what aspects of film/ video increase enjoyment. It also hopes to equip students with knowledge and skills on how to interpret messages conveyed in moving images and create meaning from them. Through this lesson, students will learn how to think critically, interpret visuals messages and express their views and opinion. Generally, this lesson is engaging. The activities incorporated in this lesson not only allow students to thinking critically and creatively but it also enables them to exercise their imagination and form views and opinions about the images that they have seen. After watching the animation film students engage in a discussion where they get to share their views and listen to the views of others. Sufficient time is allocated for each learning activity thus allowing students to completely immerse themselves in learning. Lesson 4 Year: Year 3 (Stage 2) Lesson Duration: 30 minutes Date: 21/03/14 Age: 8- 10 years Focus/ Topic : Reflecting and writing Inquiry Questions: What can we learn from pictures? Can we communicate through pictures? Syllabus Outcomes EN2-2A Students review and compose different texts that are more complex in terms of topic and language EN2-10C Students think creatively and are able to interpret information conveyed in texts and pictures. Learning Objectives Students will learn how to interpret and comprehend text effectively Showcase independent, creative and critical thinking by forming their own ideas and opinions regarding features in the text. Teaching and Learning Experience Timing and Activity Teacher Strategies Student Activities Adjustment for student with disability Introduction 10 minutes Reflection: The teacher will reflect on what was learnt in the previous lesson. Direct Instruction: Introduce students to the topic” Reflecting and writing” Reflection:Students will reflect on what they learnt from the previous classes. Listening: Student listen to teacher instruction Questioning: Students ask question in case they do not understand or they need clarification Visual prompts illustrating lessons from the previous class and teacher’s instruction will be conveyed on the white board so as to assist and keep the student engaged. Body Activity1: Reflecting and writing 25 Minutes Summarizing and closing 5minutes Direct Instruction: The teacher will ask student to re-visit the previous lessons and brain storm on what they learnt Afterwards students will be asked to compose a reflective journal that records what they have learnt regarding pictures and communication Commend students for their participation Collect student journals for marking Reflecting: Students will reflect on what they have learnt from their previous class regarding how pictures tell stories Writing: Afterwards students will write in their reflective journal about what they have learnt Listening:Student listen to teacher’s final remarks Questioning: Students ask question in case they need clarification In order to accommodate the student with short attention span/ focus; Student will have a one-one discussion with the teacher where the teacher will explain what the student is expected to do Student will be provided with the alternative of using a computer to draw or write what they learnt in class. Visual prompts illustrating teacher’s final remarks will be conveyed on the white board so as to keep the student engaged Assessment: Students will be assed based on; Quality of ideas, creativity, critical and independent thinking exhibited by students in their journal compositions. Writing skills and the coherence of their compositions Differentiation: This lesson is relevant forStage 2 English studentsbetween the ages of 8-10 years. It accommodates students with different literacy capabilities as well as those with learning disabilities For the student with the mild case of ADHD, it provides modifications that support the student’s learning by keeping her active, focused and engaged. It allows students to think independently and creatively Moreover it provides students with the opportunity to develop and exhibit their writing skills Resources/Equipment: Pen Reflection journal White board Projector Computer Lesson Reflection: This lesson will help students reflect on what they have learnt in the previous lessons regarding how pictures can be used to convey messages. Moreover it will provide students with the opportunity to develop and exhibit their writing skills. Besides this, it will help think independently and creatively. The learning activities incorporated in this lesson to reflect, brainstorm ideas and express themselves through writing. Adequate time is allocated for each learning activity to allow students to tap into their creativity and express themselves through writing. Reference Board of Studies NSW.English K–6: Pictures Tell the Story. Retrieved February 25 2014 Read More