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12 — Creating our own historical narrative

The students will create their own excerpt of a historical narrative, demonstrating their knowledge of the design features of the visual, gestural, spatial and audio semiotic systems. They will work in small groups to plan, draft and publish a one- to one-and-a-half-minute multimodal text. Further details of the item are provided in Assessment task 2 and the Assessment task 2 rubric.

Teacher background

This sequence does not involve the explicit teaching and learning of information and communication technologies, but these technologies may be used in Activity 1. Software or webtools used will be determined by what is available to the students at school and what you are comfortable using. Suggestions and resources to help are offered in Assessment task 2.

This activity can be modified for different learners in the classroom (for example, the activity could be extended by having the students write their own narrative text). Students who need more support and find the language area challenging could be given a script to work with. They can then demonstrate their knowledge of the other semiotic systems to enhance the meaning of the script.

Activity 1: Planning and drafting a multimodal text

Model the planning and drafting of a multimodal text. Using one of the Text extracts from Nanberry from Sequence 6, lead the students in a discussion to brainstorm ideas for how this text could be transformed from the page into a multimodal text. For example, have one character talking to another, relaying the information or use a narrator reading the story with accompanying images. Ask the students:

Model the creation of a storyboard, draw simple stick figures and make notes about the design elements to be included in each scene (audio, gestural, spatial and visual). Share the task parameters and criteria that will be used to assess the final product.

Discuss the task parameters with the students. They are to plan and draft a one to one and a half minute historical narrative video using a Historical narrative planning sheet. An excerpt from a text that has been studied during the unit, or another, may be used as a foundation for the video or the students may write their own script.

A draft of the video is to be conferenced between the group and teacher, where the students must justify their design choices. Final production will be made using software or an online source as determined by you.

Note: You may modify this task to suit your own class.

Activity 2: Using a planning sheet

The students work in small groups to plan and draft their text. The Historical narrative planning sheet will help frame their discussion and thinking.

The students could use one of the Text extracts from Nanberry from Sequence 6 or another text that they have been exploring throughout the unit. They could also use a prepared script dealing with a topic such as first contact; the kidnapping of Bennelong, Arabanoo or Colbee; a convict activity; a convict reflecting on their life; interaction between an Indigenous person and a European regarding the food shortage or Captain Phillip discussing his ideas for the new colony. Remind the students that it will only be a snapshot of the event.

Arrange a conference with each group so they may discuss their draft prior to publication. They should justify their design choices and how this will add to the meaning of the text. The students can then edit their draft. ACELY1695ACELY1688

Activity 3: Creating the multimodal text

The students create their multimodal text using their edited drafts. This activity may take a number of sessions, depending on the software or digital technology selected. The final texts could be uploaded to the school’s website so they can be shared with the school community.  ACELT1794ACELY1694ACELY1697ACHASSI082