Transcript An Example Multimodal Teaching Sequence for Key Stage 1

An Example Multimodal Teaching
Sequence for Key Stage 1
The multimodal planning and teaching
sequence
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Familiarisation with the text type
Capture ideas
Plan
Draft
Revise
Proof read
Present
Reflection
• How is this planning process similar to
teaching sequences you currently plan?
• Use the presentation, Activity E: The
multimodal planning and teaching sequence
to explore this process in more detail
Resources
• Millie’s Marvellous Hat by Satoshi Kitamura
• Microsoft Photo Story 3 (free download)
• A range of different hats
Key text – story with a familiar setting
AWAITING IMAGE
Millie loves the hats in the
shop window but she
can’t afford them. The
man in the hat shop
might have a solution
for her though, if she
dares to imagine
Intended outcome
Year 2
Narrative presentation using Photo Story 3 –
write a story based on Millie’s Marvellous Hat
about our own marvellous hats over the
course of a week
This planning sequence includes learning
intentions using the National Strategy Primary
Framework strands and should be adapted by
teachers where appropriate for specific tasks
and groups of learners
Familiarisation with text type
develop understanding of multimodal texts
Learning intentions
2. Listening and responding
• Listen to others in class, ask relevant
questions and follow instructions
7. Understanding and interpreting texts
• Draw together ideas and information from
across a whole text, using simple signposts
in the text
• Give some reasons why things happen or
characters change
• Explore how particular words are used,
including words and expressions with
similar meanings
8. Engaging and responding to texts
• Engage with books through exploring and
enacting interpretations
• Explain their reactions to texts,
commenting on important aspects
Teaching and learning
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Introduce a large box full of different hats. Ask: Who might wear
the hat? For what occasion? How do you think the person
wearing the hat might feel when they wear it.
Thought track the characters and compose thought bubbles and
speech bubbles whilst wearing different hats.
Read Millie's Marvellous Hat, discuss aspects of the story with
the children and reread at appropriate times.
Discuss illustrations and text. What do the illustrations tell us
about the characters, setting, events?
Use a view finder / spotlight to select specific parts of the
picture and discuss what is happening in this portion of the
page.
Freeze frame and role-play Millie's meeting with the sales
assistant in the hat shop.
Explore the double page illustration of Millie in the peacock hat.
How does Millie feel?
Talk about what happens to Millie's hat as she walks home. Why
does her hat change? How might Millie feel when her hat
changes?
Ask the children to design and draw their own versions of
Millie's hats, e.g. a cake hat.
Explore the double page illustration of the people in the park
wearing different hats. Encourage the children to explore
aspects of the image that interest them. What does the hat tell
us about the wearer?
Plot how different characters in this image feel on a feelings'
graph.
Cover the text on this page. Through shared writing consider
what Kitamura's text might read. Rewrite this part of the story.
Capturing ideas
note and develop initial ideas
Learning intentions
1. Speaking
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Explain ideas and processes using imaginative and
adventurous vocabulary and non-verbal gestures to
support communication
2. Listening and responding
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Listen to others in class, ask relevant questions and
follow instructions
7. Understanding and interpreting texts
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Draw together ideas and information from across a
whole text, using simple signposts in the text
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Give some reasons why things happen or characters
change.
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Explore how particular words are used, including words
and expressions with similar meanings
8. Engaging and responding to texts
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Engage with books through exploring and enacting
interpretations
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Explain their reactions to texts, commenting on
important aspects
9. Creating and shaping texts
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Draw on knowledge and experience of texts in deciding
and planning what and how to write
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Make adventurous word and language choices
appropriate to the style and purpose of the text
Teaching and learning
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Thought track different people in the park. What are
they thinking? What are these people like? Annotate
the illustration.
Consider the illustration of the old lady. Why is her
hat described as a dark, murky pond hat? How does
she feel? What does Millie do to make her feel
better? How would her hat be described now? How
do we know to look at the hat? What makes the hat
stand out?
Discuss with the children how the words and images
work together to tell the story.
Using the hats in the box, ask the children to wear
different hats and consider how they feel. Children
to wear a range of hats and consider how they feel.
Does this change when different types of music is
played? Discuss which music matches which hat and
why. How does it make them move, think, feel?
Use the book and hats in the classroom to collect
adjectives to describe different hats. Display these.
Design and make 2D or 3D hats with the children their own marvellous hats. Encourage the children to
think about their hobbies, likes and dislikes and what
makes them unique. They can add these to their
own hats.
Through modelled talk describe your hat to the
children. Draw on vocabulary found in the book.
Model write sentences to describe your hat before
the children do the same.
Role-play or freeze frame Millie's arrival at home.
Talk about her mum and dad and the hats they wear.
Ask the children to consider what they tell us about
the characters.
Plan
develop, record and structure initial ideas
Learning intentions
1. Speaking
• Explain ideas and processes
using imaginative and
adventurous vocabulary and
non-verbal gestures to support
communication
9. Creating and shaping texts
• Draw on knowledge and
experience of texts in deciding
and planning what and how to
write
10. Text structure and organisation
• Use planning to establish clear
sections for writing.
Teaching and learning
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Introduce the idea of our hats changing as Millie's
did during the course of a week. Create a list of
activities that we undertake during a week and
display them.
Ask the children to think about how the week's
activities make them feel: which are their favourites?
Which activities make them feel tired, unhappy,
frustrated? Annotate the activities with the
children's feelings.
Create a storyboard of your week using the children's
ideas (take an appropriate number of days). Talk
about how you feel on each day and what your hat
might be. Explain that we are going to write a story
about our week and the imaginary hats we might
wear.
Children draw or create collages of hats for selected
days of the week.
Children take pictures of the children’s hats. Order
the pictures to make a storyboard (in 3–5 frames,
one for each day) considering type of shot.
Children import the photographs into Photo Story
and select appropriate music to match each hat.
Share the images and sounds with each other and
review the mood and type of hat created.
Children storyboard their ideas in Photo Story.
Draft
develop ideas from the plan into a structured text
Learning intentions
9. Creating and shaping texts
• Draw on knowledge and experience of texts
in deciding and planning what and how to
write
• Sustain form in narrative, including use of
person and time
• Make adventurous word and language
choices appropriate to the style and purpose
of the text
10. Text structure and organisation
• Use planning to establish clear sections for
writing
• Use appropriate language to make sections
hang together
11. Sentence structure and punctuation
• Write simple and compound sentences and
begin to use subordination in relation to time
and reason
• Compose sentences using tense consistently
(present and past)
Teaching and learning
• Model using the Photo Story
storyboard to tell your story.
Demonstrate how to use descriptive
language to describe your hats on
different days.
• Ask the children to think about what
they do on one day of the week and
what hat they would wear. In pairs
the children tell their episode to a
partner.
• Develop success criteria.
• Through modelled and shared writing
use the storyboard to draft your story
based on Millie's Marvellous Hat.
• Children draft their story
independently using their drawn/
collaged hats.
Revise
alter and improve the draft
Learning intentions
2. Listening and responding
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Listen to others in class, ask relevant questions
and follow instructions
9. Creating and shaping texts
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Sustain form in narrative, including use of
person and time
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Make adventurous word and language choices
appropriate to the style and purpose of the text
10. Text structure and organisation
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Use planning to establish clear sections for
writing
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Use appropriate language to make sections
hang together
11. Sentence structure and punctuation
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Write simple and compound sentences and
begin to use subordination in relation to time
and reason
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Compose sentences using tense consistently
(present and past)
12. Presentation
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Wordprocess short narrative and non-narrative
texts
Teaching and learning
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Model how to insert images of your
hats and create different effects
using Photo Story 3.
Through modelled and shared
writing insert text from drafts into
the presentation.
Children insert pictures of their
hats into Photo Story 3. Remind
children of various effects available.
Children experiment with effects
and write the text for their
presentation.
In pairs, children work together to
improve their presentations.
Model this using the success
criteria.
Proof read
check design and layout, spelling and punctuation
Learning intentions
2. Listening and responding
• Listen to others in class, ask relevant
questions and follow instructions
10. Text structure and organisation
• Use appropriate language to make
sections hang together
11. Sentence structure and punctuation
• Write simple and compound sentences
and begin to use subordination in relation
to time and reason
• Compose sentences using tense
consistently (present and past)
12. Presentation
• Wordprocess short narrative and nonnarrative texts
Teaching and learning
• Work with groups of children to
review their Photo Story
presentations. Guide the children to
proof read and edit their work.
• Children check their work for spelling
and punctuation errors.
• Explore aspects of design and layout:
is the font appropriate? What about
colour and the transitions?
• Review and revise the final versions
with groups.
Present
prepare and present final copy to a reader/audience
Learning intentions
2. Listening and responding
• Respond to presentations
by describing characters,
repeating some highlight
and commenting
constructively
12. Presentation
• Wordprocess short
narrative and non-narrative
texts
Teaching and learning
• Children share their
presentations with groups within
the class.
• Children share their
presentations with the chosen
audience.
Reflection
• Consider how this teaching sequence links to
your current practice
• Reflect on how explicit teaching of aspects of
multimodality are integrated into each part of
the teaching sequence
Reflection
• How might you use and develop some of
these approaches to teaching and learning in
your own classroom?
• How will you personalise ideas, approaches
and texts to meet the needs and build on the
experiences of the children you teach?
Bibliography
• Bearne, E., and Wolstencroft, H. (2007) Visual
Approaches to Teaching Writing Multimodal Literacy
5-11. London: Paul Chapman Publishing.
• Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know
what to write now' Engaging Boys (and Girls) through
a Multimodal Approach. Leicester: UKLA.
• Kitamura, S. (2009) Millie’s Marvellous Hat. Andersen
Press Ltd. ISBN: 978-1-84270-948-1.