Lesson+6+of+10

__**Lesson Six**__

ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
 * **Lesson:** 6 of 10 (60mins) |||||| **Unit:** Relationships with Places |||| **KLA:** HSIE || **Stage/Year:** S2/Year 4 ||
 * **Outcomes:**

Cross-Curriculum Links: English RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a range of media and uses various listening strategies for different situations WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features

Science and Technology BES2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors |||||||||| **Indicators:** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Recognise the different features of a website and how the writers have used techniques to convey a certain message <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Identify the words and phrases used to persuade <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Work independently to write a persuasive piece of text (exposition) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Cooperate within a small group <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Distinguish between fact and opinion <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Critically respond to a visual text using some visual literacy terms <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Use knowledge of building functionality and aesthetic qualities to support their persuasive texts || 10mins |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Show the class the Historic Houses Trust website on the IWB, thinking aloud as you navigate the pages to show the students the types of thought processes that they should go through when viewing a source such as a website. Highlight the words, phrases and visual aspects that the students identify as persuasive elements of the site. //<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How do they help to persuade or convince? // <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;"><span style="font-family: arial,helvetica,sans-serif;"> |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of students’ responses to the website |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">IWB <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Historic Houses Trust website
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Timing |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teaching and Learning Strategies |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Assessment |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Resources ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Introduction
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Introduction

http://www.hht.net.au/ || 40mins |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">As a class, make a word bank of persuasive words that the students can later use as a reference when writing their expositions.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Body

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">As a class, jointly write an exposition on the board on the topic of ‘//Why this historic site should be cared for and what must be done’// using an historic site that is not located at The Rocks but that can be found on the Historic Houses Trust website. This resource should be used as a stimulus for finding information to support the exposition.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Using the exposition scaffold provided (from Lesson 2), students independently write their own expositions on the same topic but focussing on the historic site they chose in their small groups. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students self-assess their finished draft using the Self Assessment Checklist. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Self assessment of draft exposition |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">IWB

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Historic Houses Trust website

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Exposition Scaffold

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Self Assessment Checklist <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;"> || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">10mins |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students divide up into their small groups and share the main points from their expositions. The group then decides on the specific preservation focus of their multimodal presentation, i.e. environmental decay, building maintenance, graffiti, public advertising. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of group work |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Draft expositions || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Were the students engaged in the introduction? How did they respond to the website?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Did the students identify the different persuasive elements of the website?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //How well did they work independently? Which students needed one-on-one attention?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Did the students cooperate in their groups and show signs of positive cooperation?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Was the teacher constantly monitoring the students as they worked independently?// ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Conclusion
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Evaluation