I.

OBJECTIVES
A. CONTENT STANDARDS The learner listens critically; communicates feelings and idea orally and in writing with a high level of proficiency; and reads various text types materials to
serve learning needs in meeting a wide range of life’s purposes.
B. PERFORMANCE The learner listens critically; communicates feelings and idea orally and in writing with a high level of proficiency; and reads various text types materials to
STANDARD serve learning needs in meeting a wide range of life’s purposes.
C. MOST ESSSENTIAL Interpret the meaning suggested in visual media through a focus on visual elements, for example, line symbols, colour, gaze, framing and social distancing
LEARNING COMPETENCY
D. OBJECTIVES
II. CONTENT
A. TOPIC Visual Elements
B. KEY CONCEPTS
C. PRE-REQUISITE SKILLS Critical thinking skills
III. LEARNING
RESOURCES
A. REFERENCES
B. OTHER LEARNING https://visual-literacy-skills.weebly.com/visual-techniques.html
RESOURCES https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx#link76
C. MATERIALS
IV. PROCEDURES
A. REVIEWING THE Activity (Review)
PREVIOUS LESSON/ Tell whether each sentence is a fact or opinion. Write “fact” next to each statement that gives information that you can prove. Write “opinion” next to
PRESENTING THE NEW statements that tell how someone feels about something.
LESSON 1. ________________ A giant tortoise can live to be over 150 years old.
2. ________________ Jennifer saw a zebra at the zoo.
3. ________________ A polar bear is the most fun animal to watch.
4. ________________ Parrots are prettier than blue birds.
5. ________________ Elephants eat grass and leaves
B. ESTABLISHING A Interpreting visual media—line, colour, gaze, framing and social distancing.
PURPOSE FOR THE The visual metalanguage is organised around three simultaneously operating meaning functions, in the same way language is organised in the language strand
LESSON in the Victorian curriculum. To effectively comprehend, respond to, and compose visual texts, students need to understand how visual semiotic (meaning
making) resources enact meaning through three sub-strands:

1. Expressing and developing ideas in visual texts: for example, how meaning about who, what, where, when, why, can be designed through
choices of lines, symbols, vectors, size, and colour.
2. Interacting and relating with others through visual texts: for example, how meaning about how we interact and relate with subjects and
characters, and how we feel, can be designed through choices of focaliser or ‘who sees’, social distance, subject gaze, and colour.
3. Composition and structure of the image: for example, how a visual text can be organised to create a cohesive, coherent whole, through choices of
 salience (what the viewer’s attention is drawn to first), colour, and viewing path.

C. PRSENTING EXAMPLES/ (https://visual-literacy-skills.weebly.com/visual-techniques.html)

INSTANCES FOR THE https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx#link76
NEW LESSON https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx#link54
D. DISCUSSING NEW Student will expand on their responses by explaining reasons why, and encourage them to use evidence from the image to justify
CONCEPT AND their responses.
PRACTICING NEW SKILLS

What type of text is this image from?

What is this image about?

1. Who and what is in this image? Who are the main participants – characters, or things/objects – seen?
2. What is happening? What are different participants/objects doing?
3. Where and when and why is this happening? What information is provided in the image which tells us about the circumstances surrounding these participants and
actions?

E. DEVELOPING MASTERY line, colour, gaze, framing and social distancing.

_________1. an image include: straight or curved, length, angle, intersection of vertical and horizontal lines, and direction. Lines are used in
images to indicate movement and direction. 
_________2. an image can be used to represent feelings and mood. The meaning viewers make depends on the context and is strongly
influenced by historical and cultural conventions.
_________3. Refers to where the figure in the image is looking.
_________4. elements in a layout can be disconnected and marked off from each other or connected.
_________5.  close-up is intimate and creates a connection with the viewer whilst a long shot creates objectivity and
distance. 
F. FINDING PRACTICAL Interpreting visual element in each photo.
APPLICATIONS OF
CONCEPTS AND SKILLS
G. MAKING Write the visual elements in the box.
GENERALIZATION AND
ABSTRACTIONS ABOUT
THE LESSON
H. EVALUATING LEARNING Exhibiting technique: Choose one element and draw something that related to the technique. Explain why you choose the technique and your drawing.
V. REMARKS
VI. REFLECTION