An Example Multimodal Teaching Sequence for Key Stage 1

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An Example Multimodal Teaching Sequence for Key
Stage 1
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The multimodal planning and teaching sequence

• Familiarisation with the text type
• Capture ideas
• Plan
• Draft
• Revise
• Proof read
• Present

3
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

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Resources

• Millies Marvellous Hat by Satoshi Kitamura
• Microsoft Photo Story 3 (free download)
• A range of different hats

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Key text story with a familiar setting
AWAITING IMAGE

• Millie loves the hats in the shop window but she
  cant afford them. The man in the hat shop might
  have a solution for her though, if she dares to
  imagine

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Intended outcome

• Year 2
• Narrative presentation using Photo Story 3
  write a story based on Millies Marvellous Hat
  about our own marvellous hats over the course of
  a week

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• 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

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Familiarisation with text typedevelop
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
• 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.

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Capturing ideasnote and develop initial ideas

• Learning intentions
• 1. Speaking
• Explain ideas and processes using imaginative and
  adventurous vocabulary and non-verbal gestures to
  support communication
• 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
• 9. Creating and shaping texts
• Draw on knowledge and experience of texts in
  deciding and planning what and how to write
• Make adventurous word and language choices
  appropriate to the style and purpose of the text

• Teaching and learning
• 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.

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Plandevelop, 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
• 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 childrens hats.
  Order the pictures to make a storyboard (in 35
  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.

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Draftdevelop 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.

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Revisealter and improve the draft

• Learning intentions
• 2. Listening and responding
• Listen to others in class, ask relevant questions
  and follow instructions
• 9. Creating and shaping texts
• 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)
• 12. Presentation
• Wordprocess short narrative and non-narrative
  texts

• Teaching and learning
• 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.

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Proof readcheck 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 non-narrative
  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.

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Presentprepare 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.

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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

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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?

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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) Millies Marvellous Hat.
  Andersen Press Ltd. ISBN 978-1-84270-948-1.