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 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 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 Livingstone’s 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).

9. Familiarisation with the text typedevelop understanding of multimodal texts Possible resource – score sheet for the adventure Adventure sheet Monster encounter boxes

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 children’s 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 other’s 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.