Scaffolding+Lesson

Lesson plan document available here The unit Out In Space, allows students to explore and investigate our Solar System. Throughout the unit, students will be working with a variety of text about the Solar System which will cover content of the planets, space rocks, Earth, the Moon and explorations in space. Students will produce an educational video for peers to conclude the unit. **TS2.1** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. - Describes their segment on a topic around the Solar System. - Engages in role play based on texts read or viewed//.// **TS2.3** Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English. - Selects suitable spoken text for purpose and audience. - Understands the difference between formal and informal language. - Considers expressive features related to spoken language such as facial expression and voice quality - Writes for a chosen audience. - Selects relevant information to use in their storyboard and script. - Uses illustrations to accompany their storyboard. By the end of the lesson, students will produce a storyboard and a script for their segment for the educational video. Students will consider film techniques and the use of props during their planning to present their video segment effectively. || Storyboard template for each group (10 frames) and for example, Film Techniques handout (from previous lesson), board, marker/chalk, notes from research lesson, Video clip: Bill Nye the Science Guy – Solar Systems [] || __Introduction (10mins)__ Introduce by recalling what was learned so far about film techniques. Place ideas on a concept map. Show a short exert of a segment about the solar system (Bill Nye the Science Guy clip). Pause parts of the video and ask students what film techniques have been used. After viewing, ask students what other elements were besides film techniques in the video (sound and text). Provide an example, on how they used it to accompany information (e.g. There was sound used because Bill was talking during the segment). Display the video once more to assist students to develop ideas how use sound/text/images and film techniques. Place ideas on the board. Have students think about one scene and ask students: How might you organise this scene? Where will objects be placed? What sound will be used? Explain that when people make videos they use storyboards to organise their segment before they produce it. || Describe the activity to students. Students will be reminded of their groups and their allocated segment using a storyboard.
 * Scaffolding Lesson**​
 * **Unit Topic:** Out in Space || **Curriculum Link:** Science and Technology || **Yr Level:** Stage 2/ Year 4 ||
 * **Lesson Number:** 9 |||| **Lesson Topic:** Scaffolding ||
 * **Unit Aim or Outcome: **
 * Focus Outcome: **
 * <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">ES S2.6 **<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> Identifies some of the features of the solar system and describes interactions that affect conditions on Earth. <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Lesson Outcome: **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">
 * TS2.4** Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.
 * WS2.9** Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Resources: **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">
 * **Lesson Outline:**
 * __<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Teaching strategy/Learning __<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> __Activity (40mins)__ ||
 * **Teacher will:**

Ask students for some ideas of how they can display their topic in a video segment. Place them on the board and provide other examples. <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> Scaffold learning by demonstrating how to use a storyboard in front of the class. Explain to students that they have up to 10 frames to use for their 3-5 minute segment. Provide an example of how to fill in the storyboard (using the introduction frame). Refer to the image section of the storyboard. Have students think about what props they will use in each scene. Refer to the film technique handout from previous lesson and ask students questions (e.g. Will you have a long shot to show all the planets of the solar system? What are other film techniques?). Explain that the film techniques used should be written underneath the image of each scene along with the spoken dialogue and texts that accompany the scene. Label the example storyboard and display for students to refer to. <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> Remind the students that these scenes will be acted out/produced next lesson, so students must consider the practicality of their scenes. Provide an example: “If you say there will be a big telescope in the background, can you bring the telescope to class? What other ways can you show a telescope? Students will also consider the targeted audience for the video. Ask students: "Do you think your peers will understand what you are showing?"

<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Have students assemble in their groups and provide each group a storyboard. Visit each group and discuss how they might organise their scenes and what props they may use. Allow each group to produce their first frame of their storyboard and have them checked. If groups have understood what to do, they will be allowed to complete their storyboard. Provide any assistance for groups who might be struggling in their first frame or completing storyboard. |||| **Students will:** <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Suggest possible ways to produce a segment on a specific topic about Earth and the Solar System. <span style="color: #ffffff; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">f f f <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Listen to the explanation of how to use a storyboard to understand where images go. Suggest some examples of film techniques. Observe where dialogue, text and film techniques fit on a storyboard. <span style="color: #ffffff; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">f f f f f <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> Discuss in their groups about how they will organise their information (collected from previous lesson) for their segment. Groups will consider the use of props, dialogue, sound, film techniques, text and if it is possible to produce.<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> Complete the first frame by drawing and writing any text for selected scenes (dialogue, sound effects, film techniques). Groups will present their first frame to show the teacher.

Continue producing their storyboard after teacher has checked the first frame. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Select groups to present their storyboard to the class to describe what they have so far in their storyboard, explaining film techniques, sound, text and the image for each frame. Have the rest of the class ask questions about the segment. Discuss with students what props the school and teacher can provide. If students require other props they will have to bring from home for next lesson. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Group work samples of storyboard: Check whether students have completed their frames for their storyboard, considering film techniques, sound and dialogue. Identify whether their story is sequenced and is relevant to their selected topic.
 * __<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Concluding strategy (10mins) __
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Assessment: **

Class discussion/observation: Contributions made by students throughout the lesson to check for understanding about storyboards and its features. Positive communication and participation by members of the group. Suggestions made by all members of the group about organising their segment. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">- Did students find it hard to understand how to use a storyboard? - Was there enough time for students to develop an understanding? Why/Why not? - Were students engaged in the task? - Was there enough scaffolding to support learning? Why?/Why not? - What worked well in the lesson? - Did the students achieve the outcomes specified? - Did all groups complete their storyboard? Why/Why not? Did I ask enough questions to the students to evoke their understanding of the lesson? ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Self-reflection: **