An Example of a Multimodal Teaching Sequence for Key Stage 2

1
An Example of a Multimodal Teaching Sequence for
Key Stage 2
2
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, The multimodal planning and
  teaching sequence to explore this process in more
  detail

4
Resources

• Deathtrap Dungeon by Ian Livingstone
• Microsoft PowerPoint
• Microphones or sound recording equipment

5
Key text adventure narrative
AWAITING IMAGE
Deathtrap Dungeon, a single player role-playing
game book, written by Ian Livingstone (1984), one
of the creative pioneers in the successful
Dungeons and Dragons genre. Since his series
was launched its popularity has led to further
novels, magazines, board games, video games and
role-playing game systems which could also be
used in this sequence.
6
Intended outcome

• Years 4, 5, 6
• On-screen adventure narrative using Microsoft
  PowerPoint

7

• 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

8
Familiarisation with the text typedevelop
understanding of multimodal texts

• Teaching sequence
• Read Deathtrap Dungeon. This could be begun as a
  class and continued in groups.
• Using the score grid (see next slide) the
  children can play as they read discussing and
  justifying the decisions that they make.
  Particular emphasis could be placed on
  prediction, cause and effect.
• Each group focuses on Livingstones style of
  writing, collecting powerful words and phrases
  that have been used to create mood such as
  tension.
• List as a class the features of this style of
  text (this can be an ongoing resource which the
  children consult when creating their own texts
  further into the unit).

• Learning intentions
• 3. Group discussion and interaction
• Y5 Understand the process of decision making
• 7. Understanding and interpreting texts
• Y6 Understand how writers use different
  structures to create coherence and impact
• Y6 Use inference and deduction to understand text
• Y5 Make notes on and use evidence from across a
  text to explain events or ideas
• Y4 Explain how writers use figurative and
  expressive language to create images and
  atmosphere
• 11. Sentence structure and punctuation
• Y4 Create a list of language features and
  descriptive phrases

9
Familiarisation with the text typedevelop
understanding of multimodal texts

• Possible resource score sheet for the adventure
• Adventure sheet Monster encounter boxes

SKILL Initial skill STAMINA Initial stamina LUCK Initial luck
ITEMS OF EQUIPMENT CARRIED SPECIAL ITEMS SPECIAL ITEMS
ITEMS OF EQUIPMENT CARRIED PROVISIONS REMAINING PROVISIONS REMAINING
SKILL STAMINA SKILL STAMINA SKILL STAMINA
SKILL STAMINA SKILL STAMINA SKILL STAMINA
SKILL STAMINA SKILL STAMINA SKILL STAMINA
SKILL STAMINA SKILL STAMINA SKILL STAMINA
10
Capture ideasnote and develop initial ideas

• Learning intentions
• 4. Drama
• Y4 Use drama strategies to explore story
• 8. Engaging and responding to texts 
• Y4 Identify features that writers use to provoke
  readers reactions
• Y4 Interrogate texts to deepen and clarify
  understanding and response
• Y5 Compare the usefulness of techniques such as
  visualisation, prediction and empathy in
  exploring the meaning of texts
• Y6 Sustain engagement with longer texts, using
  different techniques to make the text come alive
• 7. Understanding and interpreting text
• Y4 Understand how writers use figurative and
  expressive language to create images and
  atmosphere
• Y6 Draw on different features of text, including
  print, sound and image to obtain meaning
• 9. Creating and shaping texts
• Y5 Discuss text conventions associated with each
  mode and different media

• Teaching and learning
• In groups take a scenario from the text and
  recreate through drama. Explore cause and effect
  offering the audience two possible ways of moving
  the drama on.
• The children perform both scenes to their
  audience and review as a class which was the most
  appropriate decision.
• Discuss how this would work on the page. Ask
  the children how their scenes could be conveyed
  on the screen through PowerPoint.
• Explore word, picture and sound by taking a
  scene from Deathtrap Dungeon and planning how it
  could be re-created in PowerPoint with the
  opportunity to use different modes.
• Model or revisit with the children the
  PowerPoint tools.

11
Plandevelop, record and structure initial ideas

• Learning intentions
• 9. Creating and shaping texts
• Y5 Select words and pictures drawing on knowledge
  of literary features and design
• Y3 Make decisions about from and purpose,
  identify success criteria
• Turn a paper text into a screen text
• 10. Text structure and organisation
• Y5 Use an identified structure to plan a mystery
  story

• Teaching and learning
• The children plan their adventure stories,
  developing a plot and considering opportunities
  for the reader to make decisions.
• Model with the class how to develop plots through
  several routes. These can be explored as reading
  pathways by numbering slides which will be
  linked, for example choose slide 3 or 5.
• In ICT session children import possible pictures
  for their on-screen texts.

12
Draftdevelop ideas from the plan into a
structured text

• Learning intentions
• 7. Understanding and interpreting texts
• Y6 Apply understanding of how writers use
  different structures to create coherence and
  impact
• Y6 Understand how different modes can change mood
  and atmosphere in a narrative
• 9. Creating and shaping texts
• Y5 Use visual cues to tell a story
• 12. Presentation
• Y4-6 Use ICT programs to present text, image and
  sound making informed choices about which
  electronic tools to use for different purposes

• Teaching and learning
• Children write the content of each scene as a
  slide referring back to the language features and
  key phrases that they listed when they read
  Deathtrap Dungeon.
• As the childrens writing develops they can
  decide where they would like to include pictures
  and sounds.
• Model how to hyperlink slides so that the
  pathways that have been planned can be followed
  by the reader when a decision point is reached
  (these can be simply numbered as shown in the
  next slide).

13
Example of a PowerPoint slide by a 10 year-old
boy

• 1
• The screaming spectators are cheering you on as
  you slowly venture
• into the never-ending sewer tunnel. You sense
  movement from
• underneath you, it freaks you out but you carry
  on anyway. After
• walking for about ten minutes you stumble on a
  full chest. If you want to
• open it turn to part 11, if you wish to carry on
  north turn to part 5.
• 2
• You enter an extremely long corridor. It
  stretches as far as you can see.
• Then you hear chomp say this

14
Meteor Crash.

• You walk down the steep narrowed tunnel, it
  suddenly comes to a stop! You then see a HUGE
  Meteor that has crashed into the core of the
  ground but how?? There is no way that it could
  have fallen from the sky because the cave is
  sealed off. There are 6 eagles guarding it, then
  suddenly a bright, light shines behind you onto a
  sharp pointed sword and a pack back. Do you??
  Throw your sword at the Meteor, Kill the eagles
  or leave the cave like a chicken? If you wish to
  throw your sword at the Meteor then turn to slide
  10, if you wish to kill the eagles turn to slide
  12, if you wish to leave the cave like a chicken
  turn to slide 6.

15
Revisealter and improve the draft

• Learning intentions
• 9. Creating and shaping texts
• Y5 Reflect critically on the text and edit and
  improve
• 10. Text structure and organisation
• Y5 Experiment with different effects such as
  sound to improve and add meaning
• Y3 Signal sequence, place and time to give
  coherence

• Teaching and learning
• Children look for opportunities to improve their
  stories by adding modes such as, change of font
  colour, sound features etc.
• Model recording and importing sounds.
• Children create or import sounds to add meaning.

16
Proof readcheck design and layout, spelling and
punctuation

• Learning intentions
• 11. Sentence structure and organisation
• Y4 Use class check list to proof read each
  others work

• Teaching and learning
• In pairs the children read the PowerPoint
  adventure stories consulting the class list of
  text type features and looking for opportunities
  to enhance meaning.
• Children are given the opportunity to improve
  their work following the peer review activity.

17
Presentprepare and present final copy to a
reader/audience

• Learning intentions
• 12. Presentation
• Y4-6 Use ICT programs to present text, image and
  sound making informed choices about which
  electronic tools to use for different purposes

• Teaching and learning
• The PowerPoint adventure stories could be shared
  in a wider forum such as the school website or to
  other classes and schools.

18
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

19
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?

20
Bibliography

• Bearne, E., and Wolstencroft, H. (2007) Visual
  Approaches to Teaching Writing Multimodal
  Literacy 5-11. London Paul Chapman Publishing.
• Bhojwani, P. (2010) Multimodality and Assessment.
  Do you dare enter? Part story, part game, a text
  designed to be different, in Classroom. NATE
  Classroom Issue 11.
• Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I
  know what to write now' Engaging Boys (and Girls)
  through a Multimodal Approach. Leicester UKLA.
• Livingstone, I. (1984) Death Trap Dungeon.
  Reading Cox and Ryman Ltd.