Four Paws and a Tail What makes a multimedia story an exciting adventure?



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Subject

DANCE


DRAMA

MEDIA

MUSIC

VISUAL ARTS



Unit Title:


Four Paws and a Tail – What makes a multimedia story an exciting adventure?




Achievement Standard

By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principlescomposition, sound and technologies.



Learning Intention


Learning Intention: Children investigate the big question ‘What makes a multi-media story an exciting adventure?’ They examine the term ‘multi-media’, and think about what makes a media piece engaging. Children construct a narrative about a cat or a dog in an adventure, capturing the story on the iPad app ‘Our Story’. Students share their story with the class in a ‘screening afternoon’, providing feedback to peers.


Learning Framework


Community Contributor

Leader and Collaborator



Active Investigator

Effective Communicator



Designer and Creator

Quality Producer






Cross Curricular Priorities

Catholic Ethos

Aboriginal and Torres Strait Islander Histories and Cultures



Social Emotional Learning

Asia and Australia’s Engagement with Asia



Inclusive Education

Sustainability Education







General Capabilities

Literacy

Critical and Creative Thinking



Numeracy

Ethical Behaviour



Information and Communication Technology

Personal and Social Competence




Content Descriptors

Elaborations



Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)


  • capturing and sequencing images and text to create books that retell familiar and traditional stories to share with the class

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)

  • identifying interests and preferences in media artworks they make and view

It is recommended that this unit is combined with English-Creating Texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)




Sessions

Learning and Teaching Activities

Resources

Assessment

1
  • (NOTE: THIS LESSON IS AN ENGLISH BASED LESSON, YET NECESSARY TO BUILD ESSENTIAL MEDIA UNDERSTANDINGS... COULD BE TAUGHT IN ENGLISH TIME ALLOCATION)


  • Read to ‘Pocket Dogs’ by Margaret Wild without showing children the pictures.

  • Now re-read ‘Pocket Dogs’ to class, this time with the pictures. Explain to the students that illustrators cannot illustrate ALL of the narratives content, but instead select pivotal moments in the storyline to illustrate. Discuss whether they agree or disagree?

  • Create a plot tension/plot excitement graph relating to the book... ie. On p. 1 how did we rate the excitement out of 10, p. 2?, p. 3? Etc.

  • Now talk about what’s happening with the pictures as the excitement builds

Final oral discussion what did we enjoy about this book? Were the characters funny? Was there a complication/resolution? Did they go an adventure?

Pocket dogs by M. Wild

Vocab-


Exciting

Adventure





Modelling and joint construction of a plot tension/plot excitement graph relating to the book

2

  • Ask students to respond to the big question ’What makes a story an exciting adventure?’ Record responses on a chart for future reference. Refer students back to their understandings developed in lesson one when reading ‘Pocket Dogs’

  • Write these headings on poster paper: STORY, CHARACTER, PICTURE, SOUND EFFECTS. Explain to children that these 4 heading are important when creating an exciting narrative
  • Use the silent conversation strategy, asking students to think about what they know, think they know, want to find out about the headings (see https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/big-paper-building-silent-con for explanation of this strategy)


  • Share posters as a whole group and discuss any wonderings that may have arisen from them

  • Explain to children the the assessment activity.

Poster paper

Coloured markers



Assessment for: Learners responses to ‘What makes a multimedia narrative an exciting adventure”

3

  • (NOTE: THIS LESSON IS AN ENGLISH BASED LESSON, YET NECESSARY TO BUILD ESSENTIAL MEDIA UNDERSTANDINGS... COULD BE TAUGHT IN ENGLISH TIME ALLOCATION)

  • STORY: Recap that characters and plot development (tension, complication, resolution) make an exciting story.

  • Shared writing of a narrative about a cat or dog using key structures and features of a narrative (adventure) in English lesson

  • Share with children the task and criteria sheets, explain what their project will be.

Performance task and criteria sheets





4

  • Students work individually to write an adventure story about a cat or a dog, the ‘writer’ takes the lead role.







5-7

• Using the shared writing narrative from Week 3, model constructing a story board from this that depicts key visuals from the text.

Poster paper and textas

Story board templates






8

Interpreting and appraising the works of others

    • Adventure story at our ‘screening afternoon’, providing feedback through the use of voting cards.

Focus responses on three key questions

~Who is the intended audience?

~What are the features of this text?

~How is the text structured?


Create a class excitement graph relating to multimedia product








Year 2 Media Task

Task: Four Paws and a Tail

Students Name:


Type of Task:

☐Oral

☐ Written




Task Conditions



☐Pair

☐ Group

 In Class

☐ Homework

☐ Other

Task Description:

Children construct a narrative about a cat or a dog in an adventure, capturing the story on the iPad app ‘Our Story’. Students share their story with the class in a ‘screening afternoon’, providing feedback to peers.

Procedure:


  • Create an exciting adventure about a cat or dog. Capture this story using the iPad app ‘Our Story’, and share your work with the class during our ‘Screening Afternoon’.

  • You will need to complete the following steps, check them off as you go along...

    • Write an exciting adventure about a cat or dog (remember what makes a story exciting, such as characters, events, plot tension)

    • Draw up a story board that shows what visuals you want to include with your story (remember to think about composition and colour)

    • Under each visual on your story board, note what sound will need to be recorded. This will be someone reading aloud your story, but could also be sound effects i.e. music made with percussion instruments.

    • Make a list of props you will need and collect these props together

    • Make sure that you have a good location to take your still photographs

    • Take your photographs (5)

    • Import your photographs into ‘Our Story’ app (5 slides)

    • Find a quiet location to record sound to your captured story

    • Record sound

    • Share your adventure story at our ‘screening afternoon’, providing feedback to your other class groups through using the voting cards.







Media Criteria - ‘Four Paws and a Tail’

NAME:

YEAR LEVEL: 2

TERM:

Criteria

High

Sound

Developing

Learners demonstrates evidence of:

Create and present media artworks that communicate ideas and stories to an audience


  • Learners typically explore the potential of media technology to express ideas, tell stories and present information

  • Learners typically describe technical challenges and use of design elements in an effective multimedia text

  • Learners typically use trial and error to select materials

  • Learners typically recognise basic technical elements and talk about how those elements help to convey a message

  • Learners typically experiment with available media

  • Learners typically identify and describe basic features of a media product eg. music is quick in a fast pace sequence


Respond to media artworks and consider where and why people make media artworks


  • Learners typically make judgements about the success of their own and others work

  • Learners typically articulate a considered response to the multimedia text and justify their position

  • Learners typically identify what it is they like about their own and other’s media products

  • Learners typically begin to identify reasons for their personal response to a media product and the specific elements that made them feel that way-light, music, camera angles, characters, script




  • Learners typically talk about how their media text was made and what it is about

  • Learners typically view the work of others and discuss how it makes them feel and why they might feel that way

Planning for Differently Abled Students


Student/s

Different Ability

Australian Curriculum being addressed

Learning and Teaching Strategies

Assessment Strategies






























































































Reflection on Unit

Identify what worked and how it worked during the unit




  • Learning activities that worked well and why
  • Learning activities that could be improved and how

  • For, Of and As assessment that was effective and why

  • For, Of and As assessment that could be improved and how

  • Common student misconceptions that need, or needed, to be clarified.








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