| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Viewing |
| What length (min) | 30 |
| What age group | Year or Grade 2 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Viewing
Year 2 (Grade 2)
English
20 students
This lesson aligns with the Australian Curriculum for English, specifically focusing on understanding visual texts and their components.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Viewing | 5 | Briefly explain the concept of viewing and its importance in communication. Show a sample visual. |
| 2 | Distribution of Printable Cards | 5 | Hand out printable cards to each student, explaining how they will be used during the lesson. |
| 3 | Analyzing Visuals | 10 | Display a series of visuals. Guide students in discussing what they see, prompting them to think critically. |
| 4 | Filling in Printable Cards | 5 | Students use the cards to record their observations, interpretations, and any questions about the visuals. |
| 5 | Collecting or Checking Cards | 3 | Randomly collect or quickly check the cards, ensuring all students participated without formal presentations. |
| 6 | Review and Discussion | 2 | Lead a class discussion highlighting key observations from the students' cards and reinforcing learning outcomes. |
"Good morning, everyone! Today, we're going to dive into the world of viewing. Can anyone tell me what they think viewing means? (Pause for responses.)
That's right! Viewing is all about looking at visual information, like pictures and posters, and understanding what they are trying to tell us. It’s an important way of communicating! To get us started, I have a fun image to show you. (Display a sample visual on the projector.)
What do you notice about this picture? (Pause for observations.) Great job! We can learn a lot from what we see. Now, let’s explore this together throughout the lesson!"
"Next, I have something special for each of you. (Hand out the printable cards.)
Each of these cards will help you today as we analyze different visuals. On these cards, you can write down what you see, what you think it means, and any questions that come to your mind. Remember, there's no right or wrong answer—just your own thoughts! Keep these cards handy, as we’ll be using them shortly."
"Now comes the exciting part! I'm going to display a series of visuals one by one on the screen. Pay close attention!
Here’s our first visual. (Display the first image.)
What do you see? (Encourage responses.)
Hmm, I see you’re noticing the colours and shapes. Can anyone guess what this might be about? (Take responses.)
Excellent work! Now, let's look at another image. (Repeat for the next visuals, encouraging discussion for each.)
Remember to think critically—what message could these visuals be conveying? How do they make you feel?"
"Now that we’ve analysed the visuals, it’s time to use our printable cards.
On your card, please start jotting down your observations about the images we just discussed. What did you see? What do you think it means? And do you have any questions about it?
You have five minutes to fill in your cards, so take your time and be thoughtful in your responses. (Circulate the room to provide support as students work.)"
"Alright, everyone! Please put your cards on my desk as you finish up, or if I walk around, you can hand them to me.
I’m going to quickly check some of these cards to see what wonderful insights you’ve written down. Remember, this is all about sharing and learning together, so don't worry if your ideas differ from your friends!
(Collect or check the cards randomly as students finish.)"
"Let’s settle down and have a quick discussion about what we’ve learned today!
Who would like to share something interesting from their card? (Encourage several students to share.)
That’s fantastic! You’ve all done a wonderful job of observing and interpreting. Viewing isn’t just about looking; it's about understanding and connecting with what we see. Keep this in mind as you go through your daily lives!"
"Before we wrap up, here’s your homework for today. I would like you to find a visual that interests you—maybe from a magazine, a book, or even online.
Once you've found it, write a few sentences about what you see and what you think it means. Bring this back to class next time, and we'll share our findings!
Great work today, everyone! I’m looking forward to seeing what visuals you choose for homework. Have a fantastic day!"
| Question | Answer |
|---|---|
| What does viewing mean in the context of visual information? | |
| How can we learn from the visuals we observe? | |
| What kind of things should we jot down on our printable cards while analysing visuals? | |
| How did the colours and shapes in the first visual affect your interpretation of it? | |
| What messages do you think visuals can convey? | |
| How do visuals make you feel, and why do you think that is? | |
| Can you share an interesting observation from the visuals discussed today? | |
| What insights did you gather from your observations on the printable card? | |
| How can the skills we learned today about viewing be applied in our everyday lives? | |
| What visual did you choose for your homework, and what are your thoughts on it? |