Lesson+2

** HSIE ** // • evaluates the necessity of caring for and conserving a // //feature, site or place// // • presents alternatives to, and consequences of, using // //features, sites and places in particular ways// // • gives reasons why a specified feature, place or site // //should be cared for// WS2.9 **** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ** • // uses other texts as models for aspects of writing such as text organisation, grouping of information under headings // • // identifies key words and phrases // • // writes a range of literary texts. //  || This lesson gives student’s opportunity to practice using text connectives, sensing words and emotive language to produce an exposition on Global Warming. By the end of the lesson, student’s should be able to take factual information and change it’s tone to produce an exposition. || “Global Warming” by Angela Royston Cartoon Images || Stick cartoon images representing Global Warming to get student’s to think about what is happening. Have student’s contribute to the whole class what the image is trying to tell us about Global Warming (by using information discussed in previous lessons). Image D would lead up student’s on the idea to write an Exposition. The comic strip is used to get student’s to start thinking how they would influence other citizens on the issues of Global Warming. On the board have 4 different sheets of paper that are titled “ Text Connectives”; “Sensing Verbs”; “Modality” and “Statement of Position” Under each sheet are examples of this on Global Warming, however they are not placed under their correct heading Get students to come up and rearrange them to show that they understand concepts established in Lesson One. ||  ||
 * **One Hour ** || **Curriculum Link: HSIE and ENGLISH ** |||| **Yr Level: 4 (STAGE TWO) ** ||
 * **Lesson Number: 4/10 ** || **Lesson Topic: Global Warming ** |||| **Learning Area(s): ** ||
 * **Lesson Outcome: **
 * ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. **
 * **Lesson Aim: **
 * **Resources: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Lesson Outline: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Introduction 10 minutes **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> ||
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Teaching strategy/Learning __****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> __Activity: 40 minutes__ **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Students will... ** || **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Teacher will… **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Students will be working in groups of 5.

Each group will be given a copy of Global Warming by Angela Royston and a scaffold worksheet for an Exposition.

Using the information provided by the book, student’s are to write up a draft exposition that contains a statement of position, three arguments and a reaffirming concluding statement.

Student’s will be encouraged to use the terminology presented on the charts of paper (discussed in the introduction). || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">

Provide copies of Global Warming by Angela Royston (enough for one per group)

Separate the class into groups of five, providing them with a scaffold of an exposition.

Teacher is to monitor each group to clarify any queries and make sure student’s are on track. || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Each group should nominate a speaker to speak on their behalf. Students are required to present their arguments and statements of position with the rest of the class. By sharing this information, students will learn more about the different arguments that exist in Global Warming.
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Concluding strategy: 10 minutes __**

During this time, the rest of the class should be listening and noting the variety of sensing verbs, text connectives, and emotive language used that they thought was impressive and provide this feedback to the rest of the class. || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Group work is a good way to organize student’s in mixed ability groups to support each other(depending on their needs). Student’s that have physical limitations to writing can participate in the discussion and concluding speaking task. || <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> || INTRODUCTION SORTING ACTIVITY
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Assessment: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">OBSERVATION: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> There are plenty of opportunities to observe student contribution to class discussion. Are student’s able to identify what a sensing verb and a text connective? What are the confusions that student’s are coming across? The concluding activity will demonstrate to the teacher what the student’s came up with as a class, and whether other students from other groups can identify the specific language used.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">WORK SAMPLE: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> The Exposition worksheet will provide a hard copy of the evidence to show how student’s are using language to produce an exposition. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Any special considerations or contingency plans: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Self-reflection **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">1) ****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Were student’s engaged in the lesson? **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">2) ****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Did the grouping of student’s support them in completing the task? **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">3) ****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">What did student’s find most challenging about the lesson? **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">4) ****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">What were the strengths of the lesson? **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">5) ****<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Was the information in the booklet too easy or too difficult? **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> INTRODUCTION IMAGES ||
 * Image A**
 * Image B**
 * Image C**
 * Image D**[[image:file:///C:%5CUsers%5CThillai%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image008.jpg width="331" height="253"]]
 * //__The f__//****//__ollowing is not__//** **//__in order, and is up to the students to place under the right heading.__//**

Feel Remember Secondly It is true that... always Firstly In conclusion I Strongly Believe ... Need Must Afterward Global Warming is.. Therefore should furthermore Think Believe never
 * STATEMENT OF POSITION**
 * SENSING VERBS**
 * Modality**
 * TEXT CONNECTIVES**