Lesson+2+of+10

**__Lesson Two__** ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. |||||||||| **Indicators:** - Contribute to class discussions - Demonstrate an understanding of the concept of heritage - Jointly read a written text and identify it as a persuasive text - Jointly deconstruct an exposition example by identifying the main features including statement of position, arguments and conclusion - Complete an exposition scaffold on the topic of heritage protection - Reflect upon the learning experience || English TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety 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 RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types || 10 mins |||||| - Have students recall what they learnt in the previous lesson in a whole class discussion about how The Rocks have changed over the past 100 years. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Have students bring their small written reflection from the previous lesson to the floor and divide the class into pairs. Instruct students to, in their pairs, share their writing with their partner by explaining the aspect of change they decided to focus on and their suggestions of why this change may have taken place (See Lesson 1 for details about this activity). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After the pair share has taken place, have the students share the different aspects of change they came up with and write these on one brainstorm cloud on the IWB. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of students’ talking and listening skills in their whole class and pair discussions |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Student's writing samples from the previous lesson <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">IWB || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">10-15 mins <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">30 mins |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">__Part 1:__ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Write the word "Heritage" in the centre of a second brainstorm cloud on the IWB and explain that the class is going to a brainstorm about all the things they know about heritage. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Depending on the responses of the class, try and come up with a working definition of "heritage" that has been jointly constructed by the class. This may require a bit more teacher-instruction if the majority of the students are unfamiliar with the term or its meaning. A suggested working definition might be "something inherited from the past, that could refer to natural elements of the environment, customs and practices, or physical structures and other man-made objects." (It can be explained that there are types of heritage, eg. natural, built, cultural and some images of examples of these should be shown on the IWB for support). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Ask focus questions to the students to assess their current understanding, including: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Is The Rocks part of Sydney's heritage? Why?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//What particular parts of The Rocks are considered to be heritage?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Is it important to protect parts of the community that are considered our heritage? Why?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">__Part 2:__ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Put a copy of Resource 2 up on the IWB and explain its context to the students (part of a public speech given by the Chairman of the National Trusts as a welcome to PM Julia Gillard). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After the context has been explained, read through the text together as a class and put a circle around any words the students don't know. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After the first reading of the text, ask students to summarise the main ideas and ask questions to work out what kind of text it is: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Is it factual or fictional?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//What is its purpose?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Who is the audience?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Is it giving facts or an opinion?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The purpose of these questions is to lead students to an understanding that this is a persuasive text as it contains an opinion, or argument, that is being presented to the audience. Explain that in English this type of text is called an **exposition**. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- As Resource 2 is not a classic exposition, the teacher will put up a different example of an exposition on the IWB to deconstruct with the class. This will be a joint effort, encouraging the students to identify the following: statement of position, argument 1,argument 2, argument 3 and summing up. Particular persuasive language should also be identified including "should", "need to", "must" and so on. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Students will then receive an exposition proforma which they will work ongroups to act as a scaffold for their writing as well as individual copy of Resource 2. The proforma will breakdown the elements of the exposition under the aformentioned headings, with the statement of position being given already: "Australia needs to do more to protect its heritage" <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- The students will work to fill out their exposition proforma, using the resource to gain relevant information, as well as bringing any of their own arguments. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//(NB. If there are any extension students in the class, they can have the opportunity to start writing up their exposition in full. Depending on the nature of the class, some students may work in pairs or small groups to complete the proforma.)// |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teacher observation of whole class discussion. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teacher observation of students' responses to the focus questions <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teacher observation of students' reading ability and comprehension abilities when answering questions about the text <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of students' contributions to the joint deconstruction of the example exposition <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students work samples of filled-in exposition proformas as well as teacher observation of collaboration and group work |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">IWB <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Images of different aspects of heritage <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Copy of Resource 2 on the IWB <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Example of a simply written exposition on IWB for joint deconstruction <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Handouts of exposition proforma on A3 paper <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Individual handouts of Resource 2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- The reflection worksheet will require them to identify one new thing they learnt, something challenging they learnt, a question they have and what they enjoyed about the lesson. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- These will also be collected and used to inform future planning of the subsequent lessons if need be. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Self-reflection about the lesson and what the students have learnt. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Individual worksheet for students to refelct upon the lesson. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Were the students engaged in the introduction? Did they contribute to the whole class brainstorms?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">-//By the end of the heritage brainstorm, were the students able to demonstrate a sound understanding of the concept of heritage?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Were the students engaged in the joint reading of the text? Did they draw upon their reading cues and roles to understand the text?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Were students able to identify Resource 2 as a persuasive text and subsequently identify the relevant features of this text?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Did the students participate in the joint deconstruction of the exposition example?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Were the students able to successfully demonstrate their understanding of the structure of an exposition when filling out their individual proformas?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Did the students critically reflect on the lesson and what they have learned?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Was appropriate assessment of student learning conducted throughout the lesson?// ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Lesson:** 2 of 10 |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Unit:** Relationships with Places |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**KLA:** HSIE || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Stage/Year:** S2/Year 4 ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Outcomes:**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Cross-Curriculum Links:**
 * <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;">**Body**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Conclusion** |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After the student's have completed their exposition proformas, the class will come together again as whole with the opportunity for some students to share the arguments they came up with. The proformas will then be collected by the teacher to be assessed and will be given a reflection worksheet to fill in.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Evaluation**