1. Communication is a process of transferringinformation from one entity to another This transference can take many forms They are called MODES The six modes of communication are: Linguistic VisualOral AudioGestural Spatial

2. Traditionally, TEXT referred to writing alone (uni-modal) however we now know that even the type and size of font used together with its placement can be considered multimodal as all elements convey meaning. Students need to know that information is not always interpreted the way itwas intended Using more than one mode may help the reader, viewer or listenerunderstand the intended meaningThe way these modes are used can be formal or informal depending on purpose andaudienceA variety of modes within a text means new skills and strategies are needed for constructing meaning. 3. As teachers, we need to provide opportunities toteach students about how text is used to suit thecreators purpose or to convey a particular view ofthe world, to manipulate the reader/viewer and to evoke particular responses or actions.(Wing Jan, 2009. p. 37) Therefore this series of lessons have been designed with aview to the final assessment task being the creation of a multimodal text 4. CHILDREN LEARN TOSOME SIGNS CONTAIN MORE THANREAD BASIC SIGNS FROMJUST THE OBVIOUS MEANING AND A VERY YOUNG AGEADVERTISERS HAVE BECOME VERYGOOD AT INCLUDING SUBLIMINAL MESSAGES WITHIN SIGNAGE Semiotics (the study of signs) allow for an in depth analysis of why certain signs are interpreted in particular ways. 5. The IMAGEmode provides a visual thatthe viewerneeds to read 6. KWL CHART Learning Manager explains that not all people will read theIn a classroom studentssame information from theare asked to participate picture.in a class KWL as they LM models interpreting andinterpret the image. asking questions (think aloud) of the image The type of questions we ask depend on our own experiences and interests Know Want to Know We have LearnedGirl Is she alone?Wearing a coat Where are herLong hairparents? Is it cold? 7. Foreground and background Advertisers use this cropping technique to pull attention to important parts of the image We ourselves may even use it subconsciously when taking photosExplain to students that the image may notbe showing the whole picture Images usually show only the informationthat will help us get the intended message 8. Use of colour can also alter our interpretation Do you feel more strongly about the image now? Would other colours have made you feel differently? Explain to students that colour evokesemotion and advertisers use this technique to try to make us feel a certain way they are trying to persuade us! Have you seen this use of colouration before? 9. Choosing relevantWhen children picture books toteach multimodallearn to interpretliteracy.text, they learn toThis Bookread like a WILD HORSE WINTERwas purposely chosen forwritertwo foremost reasons.and then1. The visual text clearly illustrates how the artist hasultimatelymanipulated, colour, texture and perspective to add mood to each of the images andcreate likemeaning to the written text. The INFORMATION TEXT at thean author 2. back of the book which brings a deeper meaning and a sense ofBooker, K. wonder and awe. 10. LM will conduct a guided reading session using the text Wild Horse Winterwith all print masked. During the session, attention will be focused on themeaning that can be derived from the images alone.LM will model think-aloud with 1-2 pages- explicitly demonstrating how theartist has used the visual layers of colour, texture, perspective, spatial & bodylanguage (i.e. how the horses are pushing into the storm) to create meaning andmood.Through this explicit teaching, the LM will guide the students to predict andexplain what might be happening in the story as they are directed to evaluate andanalyze the visual text on the other pages.LM will then read the unmasked book with the students and class will comparethe story with their predictions discussing how the printed text has affected orchanged these. Further discussing the enhancement nature of the written text. LMwill explain how while with some pages, meaning was gained from the visual textalone, other pages, such as on the first page, the written text was essential tounderstand the message. Curriculum Use comprehension strategies to analyze information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) 11. Students will be divided into groups to evaluate how the author/illustrator has created meaning in this book. Each groupwill focus on one aspectbecoming experts in their allocatedtextual element. 1.COLOUR-how does the choice of colour make you feel? Is it cold?Hot? Is it sad? Happy? etc. 2.PERSPECTIVE & SPATIAL ELEMENTS-how does the artist useangles, space and distance. Foreground/background to bring thereader into the story? etc. 3. TEXTURE-how does the artist use brush strokes or lack of same togive meaning, create mood. 4.WRITTEN TEXT-which words or groups of words -descriptivelanguage are most meaningful in this text? etc.New groups are now formed with EXPERTS from each textual elementrepresented. These experts teach their peers on their specialty,bringing all the 4 elements together in this multimodal text .Scaffolding lessons using cooperative learning strategies.(working in GROUPS promotes positive interdependence-face to face interaction-groupsaccountability-Interpersonal & small group skills) 12. Following the previouslessons the LM will readthe Information Text onthe last page whichreveals that this book isnot a work of fiction andis actually based onfactual events. 13. DIGGING DEEPERStudents would be asked to Think-Pair-ShareHow does this information add to or change the meaning of the story?LM reads the book See the Oceanto further demonstrate and reinforce this strategy of finding deeper meaning through reading any added information written about the book. See the Ocean is written about alittle girl who sees the ocean even though she is blind and the information text reveals that the author is in fact blind! The class would then have a group discussion about how searching for and readinginformation text in Picture books often enrichesthe enjoyment of these texts. 14. Lastly the class would again be divided into groups and each group would be given a double page of images from Wild Horse Winter without the written textand using the information text re-write this page using factual language only. LM models , p1. The Nambu horses grow long hair and thick coats to keep them warm in winter.After each group has re-written their pages the book will be re-read as a factual text. Classwill be prompted to brainstorm asking questions such as-Was the book still interesting? Asenjoyable? Why would some authors write factual information as a work of fiction?Students then individually find other examples of Picture books in the library which haveWritten, Visual and Informational texts that they will present to peers in a following lesson.Multimodal literature such as picture books contain visual and written textsand this visual text contains layers ofcolour, texture, perspective and spatial elementswhile the written text can be written in bothcreative fictional language and informational facts. The Habit of Mind-Responding with Wonderment and Awe is a highlyeffective way of engaging and encouraging students to become active readers ofmultimodal texts. 15. Sound is another mode in which informationcan be added to aid comprehensionWe only need think about how our favourite music makes us feel to understand the use of this powerful medium 16. ScaryImagesHappy Images COUNTERPOINTScary MusicHappy MusicThe new meaning is a sense ofNew meaning is found whenUrgency!!joining the happy visual withthe scary audio. 17. This Snow White clip could be used as a hook tolead into group discussion regarding theimportance of selecting appropriate sound andimages which when combined will convey theINTENDED meaning. The Y-Chart strategy could be used to interpret theclip (with or without the sound) during a classbrainstorm The clip also encourages the habit of mind: FindingHumour This knowledge will help students CREATE themultimodal text as required by their assessment 18. Using a uni-modal text to teach students the power of using multimodal texts for meaningful interpretation. An AMBIGUOUS POEM was specifically chosen for this series of lessons.This piece of written text has multiple meanings and interpretation depends onthe readers prior knowledge experience and mood. TODAYToday is The Day I always knew that it would arrive But I had thought that this day would never come and nowit was hereright in my face And all the things that I had thought Id say Had completely disappearedToday. 19. Scaffolded learning-step by step!1. Students are given this poem and asked to individually read it and interpret it. (Consider and THINK-what does it mean? )2. PAIR. Students discuss what they feel the poem is about with another student.3. In a Group discussion class SHARE individual interpretations. Students justify their reactions- this becomes inadvertent peer tutoring.4. DIRECT TEACHING. Students view two photo stories designed to demonstrate how by adding the multimodal texts of selected images and sound, two extreme but very clear meanings can be made to this written text. 20. 5. Interactive teaching. IN PAIRS students are then asked to chose images (stillor moving) and sound/music to present to their peers a Photo story, usingTHIS POEM. They will be specifically directed that their finished multimodaltext should convey the meaning that they believe the poem is trying to tell. 21. Students moveMakes me6. Using a version of PUT YOUR BODY Makes to the area toON THE LINE STRATEGY the class will me feel show how Photo feel SADthen view, decide and discuss each HAPPY stories makegroups finished Photo Story. them feel.After viewing each others photo stories,students will construct a PMI in groupsand provide warm and cool feedback toNeutraltheir peers. They will then write anstartingindividual reflection on whether the photo point.story achieved its intended purpose.This peer to peer learning and teachingwill allow all students to reflect and Makes meimprove their skills in choosing textual Makes meelements to create meaning infeel feelmultimodal literacy. SCARED ANGRY!Students learn from students. Students will be taught that recognition of purpose and audience will affect the choices made by the creator of the text. How do you want the viewer to feel? Who is the viewer? 22. CurriculumUse comprehension strategies to analyse information, integrating and linkingideas from a variety of print and digital sources (ACELY1703)Understand, interpret and experiment with sound devices and imagery,including simile, metaphor and personification, in narratives, shape poetry,songs, anthems and odes (ACELT1611)Plan, rehearse and deliver presentations for defined audiences and purposesincorporating accurate and sequenced content and multimodal elements(ACELY1700)Plan, draft and publish imaginative, informative and persuasive print andmultimodal texts, choosing text structures, language features, images andsound appropriate to purpose andaudience (ACELY1704)Use a range of software including word processing programs with fluency toconstruct, edit and publish written text, and select, edit and place visual, printand audio elements (ACELY1707) 23. Bringing it all together.7. INDEPENDENT LEARNING.Students will lastly write their own short poem-choosingemotive language, selecting images (making decisions oncolour-cropping-perspective & texture). They will add audio-(sounds or music) and using these, create their ownindividual photo stories to present to their parents at the endof year break up performance.It is better to create than to learn! Creating is the essence of lifeJulius Caesar. 24. Hot PototoThe Macademia nut advert will be used in aclassroom to further analyse and evaluate theuse of multimodal texts.Students build their higher order thinkingskills by:Deconstructing the text and identifying thedifferent genres within.Justifying the choice of including vegetablesin the photo.Describing the audience and purpose.Finally the students will adapt each elementof the text, ie images, genre, wording, colouretc. to CREATE a new advertisement usingGlogster software, which needs to attract an Understand how texts vary in purpose,audience of their own age.Further to this students will then evaluate structure and topic as well as the degreeeach others work and provide warm feedback of formality (ACELA1504)enabling reflective activities. 25. Class will be divided intogroups of 4 and eachgroup will choose a topicfrom a hat. Within theirgroups they will pair upand then use the digitalencyclopaedia to navigateto information about theirchosen topic.Each pair will navigateusing a different method.One pair will use thesearch bar and the nextpair will use the variousheading. Students willcomplete a Venn diagramInvestigate how the organisation of texts into chapters, headings,to compare the hardcopysubheadings, home pages and sub pages for online texts andencyclopaedia with the according to chronology or topic can be used to predict contentdigital version and theand assist navigation (ACELA1797)various ways digital sitescan be navigated.Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers interpretations (ACELA1511) 26. Students will be divided into 5 groups andeach group will design a poster using DIGITAL SOFTWARE(i.e. Glogster, publisher, photo story etc) ...to advertise the upcoming school market day. They will be asked to structure the text and select appropriatemultimodal elements (vocabulary, image, sound, etc) ...to attract their allocated audience(i.e.. young children, teenagers, parents, grandparents... etc)These posters will then be published in both print and digital form and used in the community to advertise thisREAL-WORLD EVENT. Curriculum.Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequencedcontent and multimodal elements (ACELY1700)Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures,language features, images and sound appropriate to purpose and audience (ACELY1704)Use a range of software including word processing programs with fluency to construct, edit and publish written text, andselect, edit and place visual, print and audio elements (ACELY1707) 27. Whilst learning to Understand the use of vocabulary toexpress greater precision of meaning, and know thatwords can have different meanings in different contexts(ACELA1512), students can be given tasks that have realmeaning in real-world contexts, such as creating apersuasive formal letter to the Principal to suggest thatthe tuck-shop should run on a daily basis.They could then investigate how by changing thestructure and using other modes such as moving or stillimagery and sound in a less formal manner could still beused to persuade a different audience, perhaps parents orpeers! This will allow students to Understand how textsvary in purpose, structure and topic as well as the degreeof formality (ACELA1504) 28. NOW THEY HAVETHE SKILLS THEY NEEDMulti-literate children have the ability to decode the signs and symbols used by society today.They are able to critically interpret, analyse and evaluate a variety of text structures.They can derive meaning from written, spoken,visual and gestural texts.They are able to communicate using a variety of well chosen appropriate modes and mediums.