DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 7 Contents Editorial Learning & teaching Research Share this Resource reviews be spread over a number of lessons. It may also be useful to have students read sections of the text in small groups. • Display the double-page spread above for individuals or groups of students. • Pose the question: How have words been used to represent information about Tokyo? Allow thinking time then take responses from across the class. Record student’s ideas in the left column of a t-chart under the heading ‘words’. • Title and sub-headings • Labels • Listing of facts (bullets) • Use of captions, etcetera. • Use a graphic outline (as shown previously) to model to students how the text has been structured. • Allow students more time to add ideas to the list. How can drawing, writing and digital forms of communication be used together to represent information about Tokyo? • Engage students in a Think, Pair, Share using the question: How have images been used to represent information about Tokyo? • Record students’ responses under the right column of the t-chart under the heading ‘images’. • Close up of trains representing different sizes • Vending machines displayed in grid to represent variety • Bird’s eye view of Shibuya Crossing to represent it as the world’s busiest intersection Relevant English K-10 syllabus content EN1-8B A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter. • understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles EN1-2A A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers. • 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 (ACELY1661, ACELY1671) • compose texts supported by visual information (such as diagrams and maps) on familiar topics. Lesson purpose To understand how information and ideas can be represented differently using text structure, words and images. Scaffolding student understanding of representation How have words been used to represent information about Tokyo? • Explain the purpose of the lesson to students. • Read the text ‘Lots’ as a whole class (the text may have already been read in a previous lesson). Due to the way in which the text has been organised and the density of information, the reading may need to Planning to teach representation This text typifies a trend of representing large amounts of information creatively and is frequently encountered by students. It marks a breaking away from traditional informative text structures that organise information and ideas in a more linear fashion, like Wikipedia. The ideas and information represented in such texts are very dense and may prove somewhat difficult for students to navigate and make meaning. The use of a graphic outline may be helpful in visualising how the composer has organised the text. This graphic outline shows how the composer has organised information about Tokyo and also reveals the representation of the Japanese flag. Colour coding different sub-headings may also be useful (for example, business = blue, food = green, culture = pink, etc).
Volume 36 Issue 2