Planned literacy sequence which integrates reading, writing and the teaching of multimodal literacy 20/10 9am Design a sequence of three innovative lessons (annotated) with a general introduction...

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Planned literacy sequence which integrates reading, writing and the teaching of multimodal literacy

20/10 9am

Design a sequence of three innovative lessons (annotated) with a general introduction and a specific 350-500 word rationale for each lesson. Students are required to develop and justify three sequential annotated lessons plans that demonstrate ability to plan, teach and assess an area of multimodal literacy in an ESL/EFL/additional language setting.

The general introduction and the three introductory rationales:

• • must provide details of the intended learner group (e.g., institutional setting, age, level of English language proficiency, etc.);

• • course and overall lesson goals/outcomes;

• • must be written in academic essay style and include references where appropriate;

• • refer to and demonstrate understandings of concepts related to multimodal second/additional language literacy learning;

• • reflect specific circumstances and needs of ESL/EFL/LOTE students or learners of an additional language.

Lesson plans must:

• • be related to your current or intended ESL/EFL/LOTE/additional language teaching setting;

• • include lesson outcomes or learning objectives (as appropriate for your context)

• • include use of multimedia in support of specific multimodal literacy strategies;

• • include annotated second/additional language literacy activities/strategies describing what the teacher will do, what the students will do, and, where appropriate, referenced to academic sources;

• • be designed to cater for a range of English/additional language abilities;

• • indicate assessment points and provide details of formative assessment processes;

• • be presented in annotated tabular format with the covering introduction;

• • reflect teaching periods equivalent to your current or intended teaching setting.

Please note this online e-book provides useful commentary on multimodal literacy practice:

Pahl, K. & Rowsell, J. (2006). Travel notes from the new literacy studies: Instances of practice. Clevedon: Multilingual Matters (available as a UOW library e-book).

40 % of final Grade

1,500 word Rationale + Annotated Lessons

• •
Knowledge: Evidence of understanding of important terms, issues and background to topic;

• •
Critical thinking: Ability to connect literacy theories/principles and personal insights to your writing; Ability to address the stated needs of the students as well as the requirements of their socio-cultural context.

• •
Research: Evidence of background reading and referencing (At minimum, make reference to some of the relevant subject readings.)

• •
Design: Innovative, multimodal design that engages and motivates students through an appropriate and relevant sequence of lessons. Provides opportunities for practice and skills development.

• • Written presentation and Genre: ➢ Evidence of proof reading to correct grammar, spelling and formatting;

• ➢ Adherence to word limit.

• ➢ Accurate and complete APA referencing of all sources, including the internet, used in the assessment

• ➢ Clear presentation of argument and development of thesis

3. Be familiar with multimodal approaches to second language literacy development

4. Demonstrate an ability to identify and assist ESL/EFL students with various types of literacy difficulties, using a repertoire of different teaching strategies;

5. Design a literacy learning program for a particular learner group which draws upon multimodal literacy pedagogy and design, and integrates the macroskills of listening, speaking, reading and writing.

Online via Turnitin link on Moodle

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Answered Same DayOct 06, 2019

Answer To: Planned literacy sequence which integrates reading, writing and the teaching of multimodal literacy ...

David answered on Nov 26 2019
107 Votes
Lesson Plan 1
Topic: Camouflage
Class: 5&6
Subject: Science
Time: 30 Minutes
Objective: To enable the students to understand the concept of Camouflage, to identify the animals who exhibit this feature and to know the benefits of camouflaging behavior.
Materials Required: Red Paper, yellow paper, Blue paper sheets (15 each), Gum, Tape, Scissor, Color Pencils and HB Pencil.
Method or Class Structure:
· Begin with an activity or interesting multimedia like show the videos of animals showing camouflage on the Projector.
· Listen to the responses of children. Ask them to identify and speak out what they saw in the video.
· Facilitate the studen
ts to do their own learning rather than implying ‘top-down’ approach of just Lecturing in the class.
Organize an activity in which all the students of the class get involved.
General Introduction:
Definition: When an organism has the same color and features as that of its environment, the animal can hide itself very easily and can remain safe from the attack of predators. This property is known as Camouflage (Franchino 2015).
For example: an insect named walking stick, looks just like a small
own stick, so when it sits on the log of wood, it looks like a wooden stick only. An insect named Leaf Katydid looks just like a leaf, hence can successfully live on a plant without being caught.
For following ESL/EFL Teaching we have to keep in mind following points:
· The objectives of the class. Like making them understand the meaning of Camouflage. Not only by reciting but make them know practically.
· Learning Background of the students. It means what do they already know and what they need to know. The already known facts should be co
elated with the new concepts to facilitate interest and quest among the students.
· Available resources and learning material like Textbooks, charts, Colors, Computer, Projector, Videos, Internet and interactive ICT tools can be extensively used to help them understand the topic.
· Learning style of each student. If each student has a different style of learning then the class must be divided into smaller groups of three levels. The slowest learners must be given extra time/classes and focus by the teacher.
The multimodal literacy related to the concept can be embedded in the learning practice by the use of ICT and technology(Sanders n.d.).
· Ask the students to
owse Google and find out 10 pictures with names of animals that use camouflage as a defense.
· Ask the students to watch camouflage related videos in Youtube. And note down its main points.
· Ask the students to draw pictures of an animal hiding in its environment. Like Green Frog hiding in the leaves.
· Charts, and Posters of Camouflaging animals can be shown in the class.
· Ask them to write
ief explanation about the animal they have drawn.
· They can be asked to cut out different shapes of animals out of colorful papers and to stick them on dashboard of the class.
· Activities can be repeated to help them understand the results.
· A play can be organized in which students may dress up like Green frog, or white owl and can hide in their green and white environment, to hide themselves from predator who is seeking for them (with the help of a drama play).
· Children can be taken for a Field visit, to watch the animals living in their matching color environments.
    Assessment type:
    Designing Learning Sequence in Science
    1. Camouflage
Course and Overall lesson Goals:
1. To involve all the students in activities related to the chapter.
2. To promote maximum use of technology to co
elate their studied matter with real life.
3. To include attractive Videos and Interactive sessions like Quiz and plays to involve all the senses in understanding.
4. Students can read, write, draw, view, listen, interact and express their views on the topic.
5. The learning should not be confined to doing written work, but it has to include real time experiences as well.
6. For additional Language learning, the media used in the study must be simple in English. And difficult words must be enlisted and explained in detail by the teachers.
7. English must be accompanied with images, videos, audios and colorful activities to allow quick grasping.
    Subject learning
    On successful completion of this subject, students will
· be able to understand the concepts of learning camouflage;
· be able to utilize a range of technologies, digital tools and ICTs to design projects and to communicate their own learning among peers;
· be able to identify animals exhibiting camouflage;
    Assessment task:
    Task description:
    1. Distribute all the colored papers among the students.
2. Ask them to cut out 5 butterflies from the sheet given to them (without putting any pencil mark or folding on them).
3. Spread out a large red sheet on the desk.
4. Ask all the students to place their butterflies on the desk.
5. Evenly spread all the butterflies with equal gap between them on the desk.
6. Ask the students to stand in a line and one by one come to pick just one butterfly from the desk.
7. When any one color gets finished out from the desk, just stop the students. And ask them to go to their seats.
8. Count the butterflies of each color left on the desk. You will find the Red color butterflies are left over in largest number. Why? Discuss the possibility with the students. Why they picked up Yellow and Blue papers most randomly ?
9. Students will reach to a conclusion that the Blue and Yellow colors were in contrast to the Red colored base, so they were very easy to pick up. But Red butterflies being put on the same Red colored base, were hard to identify.
10. Introduce them with the definition of Camouflage.
    Intended Learner Group:
The study is meant for the students of age group 9 to 11 years studying in V and VI standards. The students study in English medium Primary School and understand normal English vocabulary. They can follow the instructions given by the teacher in English, can perform the activities as told by the teacher and can handle electronic devices like palmtop, laptop and multimedia mobile phones quite easily. They can identify the pictures of different animals and can understand the videos shown to them.
Lesson Plan 2
Topic: Our Sense Organs
Class: 5&6
Subject: Science
Time: 30 Minutes
Relation with previous Lesson: As we saw camouflage tendency in many animals in the last chapter. We can see that the animals were showing...

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