Assignment 3 EAL300

Planning and designing a unit of work for year 2 students to create multimodal text,
must incorporate English and its language, literature and literacy strands
into learning outcomes. (Australian Curriculum, 2!!".
#ur classroom will offer a rich literate learning en$ironment, exploring print and
multimodal texts, online and classroom acti$ities, incorporating students interests
and indi$idual learning styles. %ased on their own knowledge, students de$elop and
create their own meaning from what they read and see. &tudents decide
colla'orati$ely, on a multimodal text for their final pro(ect.
)se of technology and multimodal text is commonplace in students education,
allows interaction and text manipulation, assists oral language de$elopment, keeps
students engaged in learning and can 'e used to create a multimodal text, for literate
learning and storytelling.
Pedagogy will pro$ide opportunities that support emergent learning in language,
literature and literacy, scaffolding in group and independent work, critical and
creati$e thinking, student *uestioning and discussions, and opportunities to use a
$ariety of online tools and resources. +i$erse contexts will 'e incorporated within
lessons and pro$ide support for students re*uiring differentiated learning.
,essons commence with informing students of the purpose and outcome of the unit,
which includes exploring a wide range of print stories and multimodal text, authors,
genres and expected time frame of the unit. -he final pro(ect incorporates
information, skills and knowledge students construct throughout the unit.
&tudents contri'ute to their learning through in$ol$ement in acti$ities, decision
making, communication, and their final presentation. &uggestions and ideas made
are recorded on sheets of paper for classroom display throughout the unit.
&tudents $isit the school or pu'lic li'rary, selecting a 'ook of their choice, followed
with shared discussion a'out a small selection of my fa$ourite stories and authors,
sharing the meaning . make from them, inclusi$e of 'ooks without words, $arious
genres, styles and cultures, including .ndigenous and -orres &trait .slander people
and other cultures rele$ant to students in the classroom. &tudents understand that a
story has a 'eginning, middle and ending. &tudents critical and creati$e thinking
Assignment 3 EAL300
and whole class discussion, explores these literate materials through *uestions and
including 'ut not limited to/
0ho the author1illustrator is2
Comments a'out the illustrations2
0hat style is used to write the story2 e.g. story in rhyme3 story without
words2
4ow is font used, such as colour, shape, style, si5e2
6i$e or show example and discuss why.
+o you ha$e a fa$ourite character1s in the story2 0ho is it or what is
their name2
&tudents then work indi$idually in a *uiet reading acti$ity with their 'ook selection
and a worksheet answering *uestions similar to those a'o$e noting any elements
from their story they might like to incorporate into their final multimodal text.
&tudents experiencing difficulty with reading, work with a school support officer, the
teacher, or in a small group using a shared resource. -o accommodate the $arious
learning needs of all students, worksheet completion offers a choice to write a short
sentence a'out the story, draw a fa$ourite scene or character, or model their
fa$ourite character using plasticine. 0hole class participation, will gi$e students an
opportunity to discuss worksheet answers or show their fa$ourite character,
discussing likes and dislikes a'out a 'ook, including 'ut not limited to font styles,
colours, choice of language, illustrations, and themes. +iscussions rele$ant to their
future multimodal text pro(ect may 'e recorded on the classroom &mart 'oard, or
large sheets of paper for classroom display.
&hared reading acti$ity and discussion follows using a $arious formats including 'ig
'ooks. &tudents examine and compare elements including text style, language,
illustrations, repetition, rhymes, print styles including fonts, si5e, colours, placement
on pages, sentence structure and word usage, paper si5e and design, other
contri'uting authors and illustrators, identifying reasons why authors write 'ooks, the
intended meaning of the author and the message students gain from the stories.
&tudents answers and ideas will 'e recorded on paper or &mart 'oard and
displayed around the classroom.
Assignment 3 EAL300
&tudents work indi$idually or in pairs to draft and design a paper copy of a
story'ook, choosing a theme of their choice pro$iding it is culturally and socially
rele$ant, or using an existing story, create a different ending. Considering students
learning a'ilities, stories may include hand drawn illustrations or illustrations from
classroom maga5ines cut out and pasted onto their pages. &tudents learn that 'oth
'ooks and multimodal text follow a se*uence of e$ents from 'eginning to end. +raft
and completed stories must contain a title page, 'eginning, middle and ending7
essential elements of their story construction. &tories may 'e read to another
student for suggested corrections in language and sentence structure.
-he class is then introduced to multimodal texts, and its fi$e semiotic systems,
including images, sounds, written or spoken words, gestures and o'(ects, 'eginning
with whole class discussion identifying the meaning of multimodal texts and formats
used. &tudents use opportunities to explore and 8discuss messages and meanings
of digital texts9 (0hite, 2:".
&tudents explore many multimodal formats including compact discs, audio cassette,
tele$ision, ;ou-u'e, internet we'sites, +<+, $ideo3 'ook with accompanying C+, e7
'ooks, =indle and other formats rele$ant to student learning. >ultimodal texts
incorporate still pictures, animation and audio, gi$ing students design, layout and
presentation ideas, mo$ing o'(ects $ersus still o'(ects, used in con(unction with a
text $ersion for comparison. &ome examples using ;ou-u'e presentations that
incorporate $arious elements such as sound, $isual and text include 84andas
&urprise9 (Ceiplama*uinsita 2!2"3 86oldilocks and the three 'ears9 (Asdcde,
2!", and a presentation of this story, produced as a play (.ceman?@A?, 2B".
&tudents discuss what elements such as colour and illustrations, make a text more
engaging. -hrough critical and creati$e thinking, students de$elop awareness that
illustrators also consider the age, facial expression, 'ody shape, clothing and stance
of a character, when designing their work (%arratt7Pugh C Dohl, 2".
&tudents use 84andas &urprise9 (-es, 2!2", 8-rue &tory of ,ittle Ded Diding 4ood9
and 8,ittle Ded Diding 4ood and the <egetarian 0olf9 (-eachEind, 2!!" which
demonstrate mo$ement of o'(ects, insertion of illustrations within each frame, use of
sounds, $oices, font colour and styles, and how stories can 'e rewritten to create
Assignment 3 EAL300
different $ersions using PowerPoint. &tudents will also de$elop inspiration for writing
ideas from pictures allowing critical and creati$e thinking (-eaching .deas, ".
.n pairs or indi$idually, students search internet, li'rary and classroom resources to
find, document and draw examples of multimodal texts to share with the class, noting
elements such as sound, $isual images, effects, speech, music, songs, mo$ement
and gestures. +iscussions will 'e written on the classroom &mart 'oard or paper for
classroom display. &tudents compare differences and similarities in print 'ased
materials, and multimodal texts, discussing ad$antages and disad$antages of 'oth.
-ools and resources for learning a'out multimodal story writing will include creating
an internet we'page or using interacti$e programs such as =ar2ouche, .nklewriter,
6oAnimate@&chools, or computer generated program such as Powerpoint.
)sing an online planning sheet and cu'e creator, students re7create their print story,
or create a new story, using an online Cu'e Creator program. &tories are then
printed, cut out and assem'led into a cu'e (Dead0rite-hink, 2!?".
>any internet sites are 'eneficial to support literacy learning. . will recommend three
to my students, howe$er others may 'e used pro$iding they meet with teacher
appro$al, are culturally and socially accepta'le and inclusi$e of E&, students or who
re*uire further knowledge and skills de$elopment. E&, 6ames caters for students
with English as a second language, pro$iding areas for indi$idual, small group or
whole class practice in language (E&, 6amesF".
Dead, 0rite, -hink, allows interacti$e learning in picture and story mapping, A%C
letter matching, construction and sorting of words, identify 'eginning letter sounds,
short and long $owel sounds. 6ames incorporate sounds and $isual learning,
allowing skills in critical and creati$e thinking and decision making (Dead, 0rite,
-hink".
.C- 6ames offers a wide $ariety of literacy learning, with $isual and audio options.
&tudents, who spell words incorrectly, can remo$e letters and replace with correct
spelling. 6ames also teach interacti$e phoneme patterns, rhyming, spelling
including a look, co$er, write, check module, with le$els from easy to difficult (.C-
6ames".
Assignment 3 EAL300
&cratch is also a useful tool that students could also use to create and share their
own interacti$e games and stories. (&cratch"
-hese literacy learning games, allow se$eral key o'(ecti$es of the Australian
Curriculum, to 'e incorporated, including the opportunity to express and de$elop
ideas3 identify, reproduce and experiment with rhythmic, sound and word patterns in
poems, chants, rhymes and songs (Australian Curriculum, 2!!".
&tudents plan and write a multimodal text as part of their final class colla'orati$e
pro(ect, using resources such as word lists, thesauruses, dictionaries, online and
print materials to assist them with word selection, 'eginning and closing sentences.
.n small groups, students 'rainstorm topic ideas for a class story and preferred
format. -his can 'e 'ased on a story pre$iously read to the class, ideas pre$iously
su'mitted, a group choice, or a fa$ourite story creating a different ending.
>ultimodal text may include $ideo1audio production3 PowerPoint3 online resources3
and may 'e in the form of paper, digital electronic, or a li$e performance. &tudents
discuss and decide on the format appropriate for the audience 'y *uestioning the
a$aila'ility and suita'ility of each format. 0ill it 'e accessi'le 'y anyone, or will it 'e
a format that only a limited num'er of people will ha$e access to, or can afford2
+iscussion, design and text purpose needs to illustrate cultural and social rele$ance,
demonstrating a link to culture 'y incorporating a character of A'original or other
origin and pro$ide the students and the reader1listener with a multimodal text that is
considered a *uality product. >ultimodal text allows readers choices a'out where
they focus their attention, such as an initial mo$ing image, 'ackground, sound or
text. -his $isual1audio content is an ad$antage for students who struggle with
reading and learning allowing them to integrate *uickly and easily with the text to
de$elop 'etter understanding of language, literature and literacy. &tudents
8construct texts featuring print, $isual and audio elements using software, including
word processing programs,9 and are re*uired to 8listen for specific purposes and
information, including instructions, and extend (their" own and others ideas in
discussions9 (Australian Curriculum, 2!!".
&tudents may negotiate to work in small groups3 whole class3 or indi$idually for story
de$elopment. Gointly writing a multimodal text with my students following the ten
steps in 0inch et al., allows skill and knowledge de$elopment in literacy, critical,
Assignment 3 EAL300
creati$e and reflecti$e thinking when creating ideas and texts, pro'lem sol$ing,
decision making, and working colla'orati$ely with other students (2!, p. @!A".
&tudents as a whole class, present, discuss and 'rainstorm ideas to decide on
topic1theme choices, recorded on the classroom &mart %oard. -his allows ideas to
'e altered, added or deleted easily. &tudents decide on the num'er and names of
each character3 style of language such as story in rhyme or other language used.
Elexi'ility is essential in all elements throughout the pro(ect.
Huestions displayed on the classroom &mart 'oard to assist students in planning
their story, may include/
!. 0ho will the main character of the story 'e2
2. 0hat other characters will feature in the story2
?. 4ow will characters relate to each other2
@. 0hat words and sentence structure will 'e used2
-he story will 'e designed in three parts focusing initially on the 'eginning, then the
middle, and ending, allowing each section to follow on from the pre$ious regarding
the same topic and characters. Each group will re7(oin the whole group after a gi$en
time, to contri'ute ideas and decide on a final draft 'efore addressing su'se*uent
parts.
Ium'ered 'ox frames will 'e used on the .nteracti$e &mart %oard, according to the
pages to 'e used. .deas and story content suggested 'y students is recorded in
each 'ox, which students can refer to when planning and further de$eloping their
story writing task.
&tudents, in groups of three, then 'rainstorm ideas for the story 'y discussing the
first part of the story. &tudents can assume responsi'ility for one page each, or work
colla'orati$ely in their group to de$elop ideas. &tudents draft their story using paper,
a computer 'ased program, or internet 'ased tools for writing interacti$e stories such
as .nklewriter. (222
&tudents regroup as a whole class after 'rainstorming sessions, to discuss, share
and decide on ideas, characters, sentences and language used, to de$elop a final
'eginning draft, recorded in the 'ox frames on the .nteracti$e &mart %oard.
Assignment 3 EAL300
-he middle of the story occurs using the same method as the 'eginning of the story.
Huestions used to prompt students creati$e and critical thinking include/
!. 4ow will the middle section start J
2. 0hat will happen in this part2
?. 0hat characters are in this part of the story, or make an appearance in
the middle part2
@. 0hat words and sentence structure will 'e used to form the middle
section of the story2
-he final part of the story occurs using the same method as the 'eginning and
middle of the story. Huestions used to prompt students include/
K. 4ow does the story end2
:. 0hat character will 'e present in the final part2
A. 0hat words, sentence structure and style will 'e used to complete the story2
L. 0ill it 'e a happy ending, or lea$e the reader expecting another story2
&tudents remain focused on the topic1theme of the story, with self and group checks
to ensure that their ideas, characters and use of language continue to fit the
theme1topic. &tudents may 'rainstorm descripti$e words they want to incorporate,
and how they interact with each other. -his is encouraged 'y the teacher asking
students to think of themsel$es as the character and what they might say or how
they might 'eha$e. &tudents also need to $isualise their characters and what they
might look like. #nce the final draft has 'een made, students regroup as a whole
class to read and discuss their story, sentence structure, language use, spelling, and
topic, allowing the teacher to discuss sentence structure, student re7reading and text
editing 8for spelling, sentence7'oundary punctuation and text structure9 (Australian
Curriculum ".
&tudents can colla'orate with other classes1students, to decide the intended
audience. Eor example, if a story has 'een written to suit students in reception, the
teacher can in$ite other students1classes to $isit for story reading. Deaders1listeners
are a'le to gi$e feed'ack or suggestions.
Assignment 3 EAL300
#nce the story plan has 'een decided, pages can 'e printed and displayed in the
classroom and read aloud to see if the story makes sense, flows, or needs
modifications. -o demonstrate the design, creation and production of multimodal
text students will $iew an animated PowerPoint presentation
(&tudentCreated>ediaPro(ects, 2!?".
0orking in small groups students discuss, plan and de$elop ideas for page designs
including scenery, 'ackground, student art works, characters, whether images will 'e
salient, mo$ing or still, pre7recorded sounds or their own sound effects, colours, font
style and si5e, and placement of text on pages.
&tudents are reminded to remain focused on the text purpose, and the intended
audience. -his consistency is essential when using illustrations, sounds and
language. &tudents work colla'orati$ely and inclusi$ely into all components.
Extension acti$ities may include students de$eloping a read7along 'ook with C+ to
support early readers or E&, students3 sharing the completed multimodal text with
other year 2 classes and intended audiences3 creating a story and multimodal text of
their own indi$idual choice, or writing a multimodal text in their first language if not
English3 or design a play presentation of the class story.
Iearing completion, the multimodal text will 'e shown to the whole class with each
student taking turns to read the text, suggesting corrections and impro$ements to all
elements including punctuation and choice of language.
&tudents will 'e in$ol$ed in pu'lishing their final text which includes a print and C+
copy, added to students portfolios. +ependent on school policy and parental
permission, a copy may 'e pu'lished on the school we'site or internet.
&elf7assessment will in$ol$e students own self7reflection on the process3 their
participation as an indi$idual and as a group. -hese will 'e recorded on teacher
designed assessment forms and include/
!. audience reaction to the text
2. students commenting on their own learning J did they feel they
Assignment 3 EAL300
contri'uted well2 +id they feel they were listened to 'y other students2
?. what would they include if they did the pro(ect again2

-eacher e$aluation on student process and final product includes/

!. 0as the student engaged in learning2
2. +id the student remain on task2
?. 0as the process too long1too short2
@. +id the student de$elop an awareness of 'oth literate and multimodal
text re*uirements for their year le$el2
K. 0ere students gi$en scope to impro$e their writing styles2
:. +id students de$elop and understanding of se*uencing of e$ents2
Self-assessment as the teacher will involve:
!. did . ha$e a good knowledge of multimodal texts a$aila'le or was more
training re*uired to offer learning that ena'les students to achie$e
higher le$els of learning2
2. +id . allow students ample opportunity to 'e in$ol$ed and learn at their
own pace1de$elop new skills and knowledge2
?. 0ere the students well informed of all processes2
-here are many other ad$antages of multimodal text including allowing creati$e
expression3 cost effecti$e as only one item is needed for a whole class to watch,
rather than purchasing a print copy for each student3 students, particularly those with
English as a second language can interact *uickly and easily with multimodal text to
de$elop, use and understand word pronunciation, phonological awareness and
knowledge of the alpha'et.
>any multimodal texts allow an extension of learning with games and acti$ities
contained within the text or as added extras. 0ell7presented texts often keep
students engaged in their learning, and often doesnt need teacher input Jthey are
a'le to learn 'y themsel$es. &tudies conducted 'y <erhallen, et al., found
8increased comprehension and $oca'ulary outcomes in the electronic conditions
o$er the traditional conditions9 (>oody, 2!".
+isad$antages of multimodal texts may occur where students ha$e not had
exposure to using multimodal formats3 poorly produced texts may distract the learner
Assignment 3 EAL300
from 'eing engaged and learning3 the teacher may not ha$e a suita'le le$el of
knowledge and understanding to teach using multimodal texts3 teacher controls the
learning of the students and doesnt allow students to explore or ha$e choices in
their learning or modes used.
Pronunciation may occur in another language or accent to the one students are used
to, leading to incorrect use of language. Eamilies may experience financial
difficulties and not ha$e access to multimodal texts so students miss opportunities to
engage and de$elop skills and knowledge. &ome digital features such as
animations, sounds, and games, may distract the learner from the comprehension of
the story.
.n conclusion, . would make use of ta'lets in the classroom such as iPads containing
applications to ena'le downloading to any ta'let1operating system such as i#&,
0indows, ,inux, and Android, clearly la'elled according to media type J $ideo, text,
and audi'le, inclusi$e of interacti$e text that would explain literacy at a chosen year
le$el, language and difficulty le$els.
Engaging with the new media for curriculum and classroom practices has
necessitated changes to 'oth social and literate knowledge and 'eha$iour. As a
result, literacy educators need to understand how .C-s influence, shape and
transform social and literate practices, and how they need to 'e proacti$e in the use
of technology to achie$e educational goals. -hey also need to understand how
digital electronic texts are similar yet different from paper and print technologies,
deli$ered on a $ariety of platforms. ,iteracy educators are 'eing challenged to
reconceptualise the ways in which literacy impact on their roles, understand the
complex relationships 'etween $isuals, space and text, and interpret a range of
sym'ols in critical and culturally appropriate ways. -his is essential if future
generations are to participate empoweringly in their own li$es.
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ABC Reading Eggs. Level 2. Beginning to read. (2!". MC+ D#>N. Australia/ %lake
Pu'lishing.
Assignment 3 EAL300
(8A%C Deading Eggs,9 2L" starting out (A%C Deading Eggs,9 2!" J %eginning
to read
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Assignment 3 EAL300
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Assignment 3 EAL300
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