Lesson+1

 ENS2.6 – Describes people’s interactions with environments and identifies responsible ways of interacting with environments. - give reasons why groups are associated with a feature or site. - Evaluates the necessity of caring for a particular feature or site. WS2.9- Drafts, revises, proof reads and publishes well structured texts that are more demanding in terms of topic, audience and written language features. - Understands and uses the organizational structure of exposition including a statement of position (thesis), argument, with points and elaboration, sometimes with evidence, and a conclusion.  || English Syllabus K-6 Modules- Stage 2 Exposition ‘Cars should be banned in the city’ (p.254).  Butchers paper & Textas. Interactive Whiteboard || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">As a class, a KWL (know, want to know & learned) chart is established. This provides a beginning opportunity for students to start thinking about the topic of Global Warming and its impact on Australia and the world. It also alerts to the teacher prior knowledge and is student centred around what they would like to gain from the experiences. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;"> || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;"> <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·<span style="font: 7pt Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">As a whole class, students will view the video ‘Will I still call Australia home?’ <span style="font-family: Arial,Helvetica,sans-serif;">· <span style="font-family: Arial,Helvetica,sans-serif;">After viewing the video will break into groups of 5 with butchers paper and Textas. They will discuss the main concepts and their thoughts about what they have seen. Student share their points with the clas s. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;"> <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Students discuss as a class, the commercial deconstruction (teacher facilitated). By participating in this activity the students will have a sound understanding of the key messages portrait. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;"> <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">As a class using the IWB and highlighter pen, students will identify and highlight the statement of position in the modeled exposition text. They will identify the set of argument points and elaboration necessary. <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: Arial,Helvetica,sans-serif;">Students underline the connectives to sequence argument s. <span style="font-family: Arial,Helvetica,sans-serif;">·  <span style="font-family: Arial,Helvetica,sans-serif;">Students will circle on the IWB special language features such as: Action verbs, relating verbs and modal verbs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;"> || **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher will… **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Topic: Introduction- Global Warming & Modelled Exposition ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Curriculum Link: HSIE ** |||| **<span style="font-family: Arial,Helvetica,sans-serif;">Yr Level: Yr 4 Stage 2 ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Number: 3/10 ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Duration: 45mins ** |||| **<span style="font-family: Arial,Helvetica,sans-serif;">Learning Area(s): HSIE/ English ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Lesson Aim:** Students will be given a modelled & guided lesson on text structure and langauge features of persuasive writing. They will also be responding to the topic of Global Warming and its future impact on our society. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Lesson Outcome: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msospacerun: yes;">
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">HSIE **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">ENGLISH **
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Resources: **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msospacerun: yes;"> ‘Will I Still Call Australia Home’ []
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Outline ** ||
 * __<span style="font-family: Arial,Helvetica,sans-serif;">Introduction (5mins): __
 * <span style="font-family: Arial,Helvetica,sans-serif;">__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Teaching strategy/Learning __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;"> __Activity:__
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Students will …… **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Activity 1 (10mins) **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Activity 2 (10mins) **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Activity 3 (15min) **

<span style="font-family: Arial,Helvetica,sans-serif;">* <span style="font-family: Arial,Helvetica,sans-serif;">Break the class into groups of 5 and tell students they have 10mins to discuss the commercial, the youth that made it and the key issues involved. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">

*<span style="font-family: Arial,Helvetica,sans-serif;">Teacher facilitates conversation and poses questions where necessary higher order thinking. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;"> <span style="font-family: Arial,Helvetica,sans-serif;"> * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher models the first argument point and elaboration and then chooses students to follow the 2nd and 3rd points. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">* <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teacher underlines first use of connective word as a scaffold. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> *Teacher provides examples of action, relating and modal verbs text as a scaffold. || Teacher re-arranges the paragraphs of the modeled text on the IWB. As a class students discuss and decide the sequence of the text and take turns using the IWB to arrange it in the appropriate exposition structure. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;"> || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt; mso-bidi-font-size: 11.0pt; msobidifontsize: 11.0pt;"> ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Conclusion/Student Reflection: __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Assessment: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Teacher observes the class as they discuss and re-arrange the text to suite an exposition format. Notes are taken and the next lesson is structured accordingly. <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;"> **<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">Self-reflection:<span style="font-family: Arial,Helvetica,sans-serif;"> **<span style="font-family: Arial,Helvetica,sans-serif;"> Did the students all get a chance to participate equally? Was the video engaging? Was meaning inferred from the video? Could the students identify key symbols from the video? Did this lesson empower students to think using higher order strategies? <span style="font-family: 'Verdana','sans-serif'; font-size: 8pt; mso-bidi-font-size: 12.0pt;">   ||