Literacy+Lesson+3+-+Lesson+5+of+10

**RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types**. • //identifies types of visual information, eg map, chart, table, animation//
 * **LESSON PLAN**: Visual Literacy || **Stage:** 2 (Year 4) || **Date** ||
 * **Lesson Focus:**Students will look at and discuss the layout of a city and how maps use certain elements to convey meaning to its audience. || **Lesson Number:** 5/10 || **Duration:** 1 Hour ||
 * **Outcomes & Indicators**:

**RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.** • //interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics//

//• retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts.// |||| **Assessment Strategies**

Questioning at beginning of lesson and throughout group discussions.

Observation of group work and ideas shared with the rest of the class.

Classroom map utilizing the elements explored in the discussion. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Place image of Canberra city map up on Whiteboard. Ask students what they think is being shown with this image.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Sequence of Teaching/Learning Experience** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Resources** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Time** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Introduction:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ask students if they went up in a helicopter above Canberra, would it look exactly like this map does? What is one major thing you would see from the helicopter that you do not see in this map? Guide students to recognise that representations of buildings and structures are missing from the map. Explain to students that this type of map is a representation of what it is depicting. In real life all the streets are not yellow and white, the green is not all that same green etc. ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">City map of Canberra

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Poster of original design of Canberra by Walter Burley Griffin ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">10 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Have students work in groups to explore the map and its features. Have the following questions up on the board for all the students to refer to. Each student in the group needs to take a turn in writing down the groups answers. The written answers do not need to be full sentence, but reminders of discussion so the group is able to share their ideas later with the whole class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Body:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The following questions will be put up on the board for students to discuss.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//What do you think is most important in this city? Why? (Teacher can encourage discussion with pointing out how all the main lines come from capital hill and parliament house.)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Compare the map and the original design on the poster. What sort of shapes can you see in both images? How are these shapes created?//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//What do all the lines represent? Why do you think there are thick yellow roads, thin yellow roads and white roads?//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Why do you think there is different coloured writing? What do the different colours represent?//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//What does all the blue and green represent?//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//A large amount of the map is taken up with the blue and green, why do you think this is important?//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher will move around the classroom, aiding in student discussion and ensuring all groups are on task.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Bring students attention back and have groups share some of their discussion points with the rest of the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ensure students discuss the significance of the abundance of water and parks/greenery in the map. Encourage students to explore the importance of having natural elements in a town/city as well as the buildings and structures.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If there are any main points that have been overlooked by student’s discussion, teacher should ensure to bring them up.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students are now asked to create their own map of their classroom using the elements they have just explored with the Canberra map. Teacher needs to explain to students that their classroom maps need to be from a birdseye view and they need to create a colour/labeling system for their map.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Extension**: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Either for students who finish early or as a whole class extension, students can draw a map of the school using the same elements. ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Copies of both the map and the poster, one per each group.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Blank paper and pencils.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Questions on board. ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">20 Mins

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">25 Mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Bring students back together and have a few students share their maps of the classroom, explaining the elements they chose to depict and why and how. Teacher should use questions to encourage explanation about key points of the map, i.e. What have you chosen to put in your map and why? What elements of the classroom did you categorise together and how? (furniture in one colour, books in another etc) ||  ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5 Mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//To what extent have all students achieved the learning outcomes?//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Conclusion**:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**EVALUATION/SELF-RELFECTION:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to identify the use of the map?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to discuss their opinions about the meaning of different elements of the map?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to create their own classroom map?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to justify choices they made for their own maps?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Effectiveness of the lesson://
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students engaged in the tasks and working productively?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were activities suited to students’ abilities, allowing them to gain a deep understanding of the key concepts to which the lesson was geared to achieve?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was sufficient time granted for each activity?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was the learning supported by the teacher or other resources?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did any classroom or behaviour management issues arise? If so, how could these be addressed?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did students have opportunities to engage in substantive communication about the learning?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was the lesson meaningful to students and did it make links to students’ prior knowledge?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did students have the necessary skills to work collaboratively and productively in small groups? ||