Understanding by Design: Communicating Across the Modes

Curriculum, Planning, Assessing and Reporting - 9868

Dude Date: Thursday 14th April 2017
Weighting: 50%

Communicating Across the Modes

Semester T3, Term 2, Week 1-5
Year 11 Contemporary English

s 7- 8 students in the Australian Capital Territory (ACT) listen to, read, view, interpret, evaluate and perform a range of
written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade.
nclude various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction,
nd dramatic performances. (ACARA: http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level7).

7 students engage with language variation and change and participate in learning activities to enable understanding of the
which language evolves to reflect a changing world, particularly in response to the use of new technology for presenting
d communicating (ACELA1528). The introduction to strategies to enable the comprehension of multimodal texts continues
out years 8 and 9 when students explore and explain the ways authors combine different modes and media in creating
nd the impact of these choices on the viewer/listener (ACELY1735) continuing through to developing skills in the
ion and development of ideas which enable the analysis and explanation of the use of symbols, icons and myth in still and
images and how these augment meaning (ACELA1560).

nicating Across the Modes is a five-week unit developed to support Unit 3: Contemporary English - Multimodal Texts;
ng the jigsaw (BSSS Contemporary English A/M Course based on the Australian Core Skills Framework ACSF). This unit Duncan.Driver 17/4/17
students in an investigation of a range of media including film, written texts, podcasts and digital media. This unit will serve Deleted:
ntinuation of students prior knowledge of multimodal texts and will consolidate previous learning of textual communication
Students will focus on the visual images and multimodal aspects of texts they encounter on a day to day basis.
Duncan.Driver 17/4/17
ulmination of this unit students will have engaged in a revision of prior learning and metalanguage as well as exposure to Comment [1]: This is in
f quality texts and images through a variety of media. Teaching and learning will promote independent practice and a little opaque at thi
ion of new skills and knowledge. The culminating project will enable students to create a multimodal text which Duncan.Driver 17/4/17
trates a practical understanding of the development of multimodal text based literature. Deleted:
 - Desired Results
shed Goals
ange of strategies to locate
information and construct
g from explicit and highly familiar
CEA02)
umber of reading strategies to
and interpret relevant information
amiliar text types. (CEA04)
s intended meaning on familiar
f a range of purposes and
es. (CEA09)
SSS Contemporary English Unit B
Descriptors
ng the techniques and conventions
different genres, mediums and
(ACEEN044)
ering how the conventions of
can be challenged, manipulated or
d. (ACEEN045)
nglish Senior Secondary
um Unit 3
l Capabilities
Transfer
Students will be able to independently use their learning to
T1 Understand relationships between texts, genres and contexts.
T2 Investigate the effects of different conventions and media on research.
Duncan.Driver 17/4/17
T3 Create, transform and adapt oral, written and multimodal texts in a range of
mediums and styles. Deleted: mediums
Duncan.Driver 17/4/17
From the Australian Curriculum; Comment [3]: Three st
transfer goals, though
http://www.australiancurriculum.edu.au/seniorsecondary/english/english/curriculum/se
element of S1 is really
niorsecondary#page=3
rather than employ es
from AC (thats what E
Meaning
Understandings Essential Questions
Students will understand that... The essential questions are...
U1 The purpose of a multimodal text (both EQ1 Why is it important to be able to
generally and specific to gothic fiction). deconstruct multimedia texts? Duncan.Driver 17/4/17
U2 Different modes can elicit different EQ2 What is unique about the gothic Comment [4]: AH, so th
responses/provide different genre of fiction? focuses on aspects of
interpretations. EQ3 How do different modes represent have framed that in yo
U3 Multimodal comprehension is useful in the gothic genre? think.
a 21st century society. EQ4 How can different modes interact to Duncan.Driver 17/4/17
U4 Meaning is constructed by the way in create meaning? Comment [5]: Clear an
which sign systems interact. differentiation between
of meaning.
Duncan.Driver 17/4/17
Comment [2]: Clear an
avoided any temptation
descriptor that might b
which is a good thing
quantity.
cy
CT Capability
Critical and Creative Thinking
- Personal and Social
Capability
- Evidence
ive Criteria
- Responds to text modes
with insights
- Justifies viewpoint and
makes effective use of examples
of a range of modal texts
- Synthesises and evaluates
material to construct a competent
esponse
- Demonstrate creativity and
originality
- Communicates with control
of language for a range of
purposes and audiences
- Demonstrates consistent
control of the conventions of
Acquisition
Knowledge Skills
Students will know... Students will be skilled at
K1 Multiple modes of texts S1 Determining purpose of multimodal
K2 Social constructs of language texts.
K3 Multimodal Metafunctions S2 Creating multimodal texts.
K4 Impact of technologies on S3 Analysing characteristics of the gothic
language and texts. genre.
K5 Changes in communicative S4 Presenting gothic fiction in a
environments multimodal format.
S5 Recognising the influence of modes in
text.
Duncan.Driver 17/4/17
Comment [6]: As above
might have been to con
Assessment Evidence knowledge and skill,
clear on their differenc
Performance Task
Reading in the Now Creating a Multimodal text
Texts are no longer read in a linear mode. They are rich and complex and often rely
on the Arts and digital technologies. Duncan.Driver 17/4/17
Comment [8]: A bold cl
Your editor has asked you to create a multimodal text to present at the Gothic provocative, but quite b
Literature Book Fair. Due to the lateness of the advice your editor has suggested that
you work with one of your previous books although if you think that you up to it, you
could write an original short story for the fair.
Duncan.Driver 17/4/17
You may choose to work individually or with a co-writer (partner). If you choose to Comment [9]: Nice way
work with a partner, each author will need to write their own rationale for their project. scenario as a means fo
task!
To complete this project in time you will need to:
- Reacquaint yourself with the unique features of gothic literature, folklore
multimodal texts
ive Assessment:
Student demonstrates
understandings of in-class topics
and some multimodal features
Students share newly acquired
skills and knowledge.
Feedback to teacher of what
opics may require further study
Correctly identify different sound
modes in texts.
Demonstrate understanding of
ound features and techniques.
Teacher identifies areas needing
urther study
Contribute ideas and questions to
class discussions.
Demonstrate use of effective and
polite feedback to peers.
and stories.
- Develop an understanding of timeline of representation of the gothic Duncan.Driver 17/4/17
genre. Comment [7]: Clear lin
- Analyse the how advertisers and promoters craft their messages criteria, understanding
through the use of movie posters and signage. Focus on the use of language,
colour, line, design, images, etc
- Understand the basic techniques for analysing the messages shared
through digital media.
- Demonstrate how digital media are constructed representations of
information, opinions and reality.
Exit Slip - before students leave class they will be asked a variety of questions that
require them to reflect on their learning from that specific lesson. Expectations for Duncan.Driver 17/4/17
these slips may differ depending context. Comment [10]: Such as
overview of this nature
demonstrate concrete
this aspect of the task.
Quiz - students complete a teacher created kahoot quiz on the use of sound in
movies.
Duncan.Driver 17/4/17
Comment [11]: Good, t
myself wanting a little m
diagetic sound works t
induce emotional respo
audience would be cle
Class Participation - students will be expected to participate fully in class discussion
and pair/group work with peers. Duncan.Driver 17/4/17
Comment [12]: How ar
going to use formative
participation?
Student-to-Student Feedback - after uploading Scary Sounds activity, students will
be required to provide feedback on three students work using a pre-established
feedback format.
Accurately identify newly acquired Work Samples (x2)
skills (vocabulary and theme) - Highlight Vocabulary and gothic themes
Apply knowledge of gothic themes - Short Story
and vocabulary

Reflect on successes in individual Questionnaire - students will be required to reflect on their learning over the course of
project. the unit.
Analyse changes that they would
make to project.
Share feedback with peers on
ndividual successes.

Stage 3 - Learning Plan

Week One

One; U1, U3, U4, EQ1, Lesson Two: U1, U2, U3, EQ1, EQ2, K1, Lesson Three (Double): U1, U2, U3,
Q3, K1, K3 K5, S1 EQ2, K1, K2, K4, K5, S1
ncept: Introducing Gothic literatureKey Concept: Interpreting and Comparing Key Concept: Language in the Visual
timodal text. Visual Mode Mode/Revision
estion: What is gothic? What do Key Question: What is a visual mode? Key Questions: How does language
ook like? What do I already Where do we see visual modes? How do influence opinion, view and responses?
visual modes influence our opinion? (e.g. How does language persuade?
ces: Nosferatu,Lore podcast, colour) (Persuasion techniques and forms) What
hort story (x20) Resources: Gothic movie poster stereotypical representations are used
s: Begin lesson by watching Activities: Begin lesson by revising within the images?
rom Nosferatu, discuss. (e.g. language and key concepts discussed in Resources: Posters (Dracula
nd of film is this? How we do know previous lesson.Introducing key concepts 1931/Twilight 2008 & Batman Dark Knight
Write student suggestions on of visual media, and explore effects of Rises 2012/Batman Lego Movie2016), T-
Listen to excerpt from Lore concepts on individuals perceptions. (e.g. Chart Worksheet
, discuss. (e.g. How does this How does colour impact your feelings?) Activities: Students will revise previous
ou feel? How does this differ from
?) Write student suggestions on
rd. Read gothic short story,
(e.g. When do you think this
as written? What words do you
with?) Write suggestions on the
Ask students to look for
ions and similarities between
udents to fill out questionnaire; I
s text...because...
ment: Formative - class
ation, exit pass.
tiation: Student can use TA to
students who finish early can
end similar texts.
Show students a series of gothic film
posters and allow them to discuss in
groups the key questions from the board.
(e.g. Describe the posters theme, origin,
time-period) Instruct students to draw on
knowledge from previous lesson. Students
to swap between groups and conduct
Pair-Share.
Assessment: Formative - student
participation in group work.
Differentiation: Students may work
individually if more comfortable.
lesson content. Whole class discussion
on language used in posters, e.g.
influence, style, font, colour, size and
quantity. Using Dracula/Twilight poster,
students will engage in whole class
comparison on white board, examining
visual and language features. Give
students T-Chart worksheet and instruct
them to complete it using the posters;
Batman Dark Knight Rises, and Batman
Lego Movie, displayed on the board. As
students work through the task
independently, teacher can assist
students who need support.
Assessment:Formative - T-Chart, class
participation.
Differentiation: Students who complete
work early, can research online examples
of movie posters which display these
features.

Week Two

One: U1. U2, EQ1, EQ2, K1, K4, Lesson Two: U1, U2, U3, EQ1, EQ2, K1, Lesson Three: U1, U2, U3, EQ2, K1, K4,
K4, K5, S1, S2 K5, S1, S2
ncept: Introduction to Sound/Audio Key Concept: The Four Key Elements of Key Concept: Making Sense of Sound in
estions: What are the four key Sound Film
s of sound? How do they Key Questions: How does vocal delivery Key Questions: What is a gothic sound?
e emotional responses? How do influence the listener? What is the impact What is a gothic special effect? What is
elements interact? of music/score? How do special effects the effects of silence in gothic film?
ces: Lore Podcast: Unboxed influence feeling? What is the impact of Resources:
s: Begin with an introduction of silence? Four to Five Gothic Film Trailers
o mode. Instruct students that Resources; Movie Soundtrack Kahoot (Depending on Time Available) Student
stening to the podcast they are to (Name That Movie), Devices, Computer, Projector,
mple notes on themes, interests Activities: Begin with a revision of Garageband
 sible techniques. Listen to the first
he podcast, and pause. Discuss
s notes, writing common themes
oard. Ask probing question (e.g.
o you know so far? Why do you
? How do you feel? What do you
going to happen next?) Play
half of the podcast, discuss
on/outcome.
ment: Class participation, Exit
What was your prediction? Was it
) Assessment: Formative, Kahoot quiz,
tiation: Students may listen
dently uses digital devices and
ones.
One: U1. U2, EQ1, EQ2, K1, K2,
ncept: Gothic Literature
nted in the Written Word
estions: What are the typical
of a gothic novel? How does
e influence atmosphere? Does
e structure influence the theme of
previous lesson on Lore. Students to sign
into Kahoot and play teacher created quiz
on movie sounds including soundtrack,
famous quotes, special effects. Introduce
the four key elements of sound, create a
table on white board with those concepts.
Students use information from quiz to
complete table on whiteboard. Students to
use personal devices to find examples for
each of the four key elements and share
in google classroom.
class participation.
Differentiation: Provide a script of the quiz
questions.
Week Three
Lesson Two: U1, U2, EQ1, EQ2, K1, K2,
K5, S1
Key Concept: Interpreting Gothic Features
Key Questions: What is the relationship
between words and themes? What are the
key devices use by authors of gothic
fiction?
Resources: The Castle of Otranto by
Horace Walpole excerpts, highlighters.
Activities: Students will watch two gothic
film trailers and discuss the use of the
four key elements of sound and their
impact on them as a listener. Students will
watch two gothic film trailers with sound
on mute, and hypothesis on the style of
sound that may be used in those trailers
as a whole class, discuss student
predictions. Watch trailers again, with
audio. Introduce students to task for the
lesson, Scary Score. Demonstrate the
creation of an audio file using garage
band. Provide students with a movie
trailer without sounds, and instruct them
to individually create a scary score.
Upload to google classroom.
Assessment: Formative; class
participation, feedback on three students
scary scores using already established
feedback format and protocols.
Differentiation: Score length may be
shortened, students able to use different
technology.
Lesson Three (Double): U1, EQ2, K1,
K2, K5, S1, S2
Key Concept:Writing Gothic Literature
Key Questions: How do you use
vocabulary to create Gothic themes?
What is the essential criteria for analyzing
gothic literature? How do various
elements work together to create
atmosphere.
ces: Excerpts from Mary Shelley's
nstein and Bram Stoker's Dracula
s: Give class feedback on audio
Scores. Introduce the aims of the
Individual readings of
nstein. Ask for students immediate
s, What genre is this?, How do
w?, What are the key indicators
Write students answers on
Categorise student answers into
of gothic literature (e.g. damsels
ss, curses and prophecies,
tural beings, gloomy settings).
s to read Dracula excerpt,
g on the elements discussed prior.
ment: Formative; class
ation.
tiation: Students with low literacy
ve TA read texts allowed to them.
One U1, U2, U3, U4, EQ1, K1,
S1, S4, S5
ncept: Understanding Multimodal
estions: What is a multimodal
ow do elements of multimodal
ork together to create meaning?
rategies are useful in reading
dal texts?
ces: Inanimate Alice (TEXT),
devices
s: Introduce summative
ment task, and discuss marking
Activities: Students to read through Castle
of Otranto excerpts and discuss key
themes and devices with a partner.
Students to highlight gothic themes and
language within the text. (One colour for
theme, one colour for words).
Assessment: Formative: Pair participation,
worksample.
Differentiation: Students can use Google
Docs to highlight and text-to-speech
capabilities.
Week Four
Lesson Two: U1, U2, U3, U4, EQ1, EQ2,
EQ3, EQ4, K1, K4, K5, S1, S4, S5
Key Concept: Conveying Meaning and
Communicating Information through a
Multimodal Text
Key Questions: How can I combine
aspects of differents texts to make a
multimodal interpretation? What design
elements go into creating a multimodal
text?
Resources: Students workbooks (eight
panels per sheet, two sheets per student),
Lore podcast Unboxed, podcast script,
Resources:Students have access to
previous work samples.
Activities: Begin with a review of students
highlighter activity, allowing time for
clarification. Introduce task for the lesson.
Individual or in pairs students are to write
either a short story or a preview for a
novel. During this time, teacher will
conference with students individually and
provide feedback.
Assessment: Formative: pair participation,
worksample.
Differentiation Students with low literacy
required to write less, maybe use visual
inspiration.
Lesson Three (Double), U2, U4, EQ1,
EQ2, EQ3, EQ4, K1, S1, S2, S4, S5
Key Concept: Performance Task
Key Questions:
Resources: Projector, student devices,
student workbooks.
Activities: Students to be shown multiple
examples of student created multimodal
texts from previous students. (e.g.
powerpoints, websites, poster, book
trailers, movie trailers); discussing pros-
cons, usability and feasibility of each
design. Students are then instructed to
 Summary discussion of past three
e.g. what are the main features of
ode?) and work through and
examples of multimodal texts.As
watch episode one of Inanimate
scuss modes present and what
ught the text was about. The
s will then divide into groups of
nd watch the text again. Within
oup, one student will discuss one
odes discussed previously.
ment: Formative - Class
ation in small group activities,
oks.
tiation: Students may watch the
tiple times, may work
dently or with a teacher's
nt.
One; U4, EQ1, EQ2, EQ4, S1,
S5
ncept: Work on Assessment Task
estions: How will I include each
Which gothic features will I focus
ces: Student devices, student
oks.
s: Students to work on
ment task, conferring with teacher
once throughout lesson to
g they are meeting achievement
ds.
ment: Individual work, Exit Pass
student devices.
Activities: Teacher will introduce outcome
for lesson, and hand out worksheets.
Class will listen to small excerpt from
podcast, teacher will model a visual
representation of this using stick figure
drawings and language (speech bubbles).
Whole class and teacher will collaborate
to draw the connecting panels.
Assessment: Formative - Class
participation, worksheets.
Differentiation: Students may complete
less panels/less language features for
those students with low literacy.
Week Five
Lesson Two; U4, EQ1, EQ2, EQ4, S1,
S2, S4, S5
Key Concept: Work on Assessment Task
Key Questions: Am I on track to finish my
assessment on time? Have I met the
assessment criteria?
Resources: Student devices, student
workbooks.
Activities: Students to work on
assessment task, conferring with teacher
at least once throughout lesson to
ensuring they are meeting achievement
standards.
Assessment: Individual work, Exit Pass
begin work on their performance task, and
that the teacher will conference with
students throughout lesson to ensure that
students are on task, understand the
project and that suitable resources are
available to students.
Assessment: Formative - class
participation. Exit Pass (Highlighting
modes used, and if students are working
collaboratively)
Differentiation: Students may work with
TA to chose a text, suitable texts may be
provided to those students to ease
uncertainty
Lesson Three (Double); U4, EQ1, EQ2,
EQ4, S2, S4, S5
Key Concept: Presentation of
Assessment Task
Key Question How can multimodal texts
represent gothic fiction?
Resources: Student assessment tasks
Activities: Students to be given the first
quarter of the lesson to refine assessment
tasks, print rationales. The students will
be divided into two groups,
Presenters/Watchers and the
presenters will explain their creative work
using their rationale to explain their modal
will you have done by the start of
son?)
tiation: TA to provide assistance
red.
(Am I ready for my presentation?)
Differentiation: TA to provide assistance
as required.
and gothic choices. When all presenters
have shared, the two groups will switch.
Students to fill out questionnaire.
Assessment:
Formative: Questions (What do I want to
improve on next time? What did I do well?
Whos text would you like to read?)
Summative: Assessment Task

A student who achieves
an A grade typically,
independently
g responds to texts modes
critically and with insight
justifies viewpoint
through logical argument
and effective use of
relevant multimodal
examples
nd synthesises and
eas evaluates multimodal
material in a competent
manner to construct a
perceptive response
nd effectively
demonstrates creativity
and originality in
constructing multimodal
texts
Achievement Standards for A Courses
A student who achieves a A student who achieves a A student who achieves a A student who achieves
B grade typically, with C grade typically, with D grade typically, with an E grade typically, with
some assistance occasional assistance continuous guidance direct instruction
responds to text modes understands and understands simple paraphrases modes or
with insight responds to key ideas in modes and retells retells
text modes narrative
justifies viewpoint and demonstrates a shows some capacity to does not express a
makes effective use of viewpoint, not always form a viewpoint viewpoint
multimodal examples justified through the use
of multimodal texts
synthesises and evaluates multimodal evaluates some constructs a simplistic or
evaluates multimodal material to construct a multimodal material in a incomplete response
material to construct a satisfactory response limited manner to
competent response construct a response
demonstrates creativity demonstrates some demonstrates limited demonstrates little
and originality in creativity in constructing creativity in constructing understanding of simple
constructing multimodal multimodal texts multimodal text and concrete ideas
texts may present work that is presents a literal
derivative in nature interpretation
ge communicates with communicates with communicates with communicates with communicates with little
effective control of control of language for a developing control of partial control of language control of language
language for a range of range of purposes and language for a range of with little understanding
purposes and audiences audiences purposes and audiences of purposes and
audiences

demonstrates demonstrates consistent demonstrates demonstrates a partial does not demonstrate

effective and consistent control of the conventions understanding of the understanding of the understanding of the
control of the conventions of the medium conventions of the medium and limited use conventions of the
of the medium medium but applies them of its conventions medium
inconsistently
 raphy

A/T/M/C/V Courses - ACT Board of Senior Secondary Studies. (2017). Bsss.act.edu.au. Retrieved 12 April 2017, from
www.bsss.act.edu.au/curriculum/courses

h Senior secondary Curriculum - The Australian Curriculum v8.3. (2017). Australiancurriculum.edu.au. Retrieved 12 April 2017,
tp://www.australiancurriculum.edu.au/seniorsecondary/english/english/curriculum/seniorsecondary#page=3

h Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3. (2017). Australiancurriculum.edu.au. Retrieved
2017, from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level7

al capabilities - Introduction - The Australian Curriculum v8.3. (2017). Australiancurriculum.edu.au. Retrieved 12 April 2017,
tp://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

R. (2016). Effective Teaching Strategies (7th ed.). Victoria: Cengage.

e, A., & Mahnke, A. (2017). Episode 15: Unboxed. Lore. Retrieved 12 April 2017, from
www.lorepodcast.com/episodes/15
den, D., Akib, J., & Shelley, M. (2006). Frankenstein (1st ed.). New York: Sterling Pub.

atu (1922) [Silent Movie]. (2017). YouTube. Retrieved 12 April 2017, from
www.youtube.com/watch?v=FC6jFoYm3xs&t=1s
B., & Kelly, J. (2008). Dracula (1st ed.). New York: Baronet Books.

, D., & Leahy, S. (2015). Embedding formative assessment (1st ed.). Victoria: Hawker Brownlow.