Lesson+2+of+10

The Great Barrier Reef ||= **Curriculum Link:** Human Society & its Environment || **Yr Level: ** Stage 2 ||
 * **Unit Topic: **
 * **Lesson Number: **

2 {60 minutes} ||= **Lesson Topic: ** Grammatical features of a exposition ||= **Learning Area(s): ** English Human Society & its Environment || ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
 * __**Lesson Aim: **__ ||
 * The aim of this lesson is to explore the grammatical features of an exposition. Students are given time to explore, discuss and question the development of an argument and how text can be organised. Towards the end of the lesson, students collaboratively move towards developing their own exposition on the Great Barrier Reef. ||
 * __**Focus Outcome: **__ ||
 * Human Society & its Environment:


 * evaluates the necessity of caring for and conserving significant natural places in Australia
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">gives reasons why a specific places should be cared for
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">recognises that Aboriginal peoples have a special relationship with the land and sea ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Outcomes & Indicators **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">ENGLISH:

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Writing <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">WS2.9 //Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.//

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">﻿Joint and Independent Writing <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Audience <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Subject Matter
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">﻿uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">uses some effective planning strategies
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">contributes to joint text-construction activities
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">expresses a point of view in writing with some supporting argument
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">writes for a chosen audience
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">selects relevant information to use in own writing

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Talking and Listening <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">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.//


 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">responds to different viewpoints in the discussion of a model exposition
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">participates in group discussion of gramatical features of an exposition ||
 * **__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Resources: __** ||
 * * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Interactive White Board (IWB)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Internet
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Laminated card, laminated arrows & markers
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Copies of thet script- accessed from []
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Books, computer research, charts (from lesson 1) ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Sequence: **__ ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Introduction {10 mins} __ ||
 * * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Make it clear to students, as a class, they will be looking at an example of an exposition that is similar to one they will be writing for their multimedia task. Explain they will be looking at the important features of an exposition about Uluru.


 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Watch the 'Behind the news' video- Uluru Uproar as a class on the IWB which can be accessed from:[| http://www.abc.net.au/btn/story/s2627617.htm]

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Higher order thinking questions: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Do you agree with the author- that people should be stopped from climbing Uluru? Why? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What parts of the exposition made you think this? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Do you think this information is accurate or correct? Why/why not?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Observation: Throughout the lesson, observe students how students interact in their groups/pairs. Do students discuss/ debate ideas? Can students collaboratively identify features of an exposition e.g. text strucutre, statement of poisition. ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">On the blackboard, make a chart of positive & negative views on banning people from walking up Uluru. ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities {40 minutes} __ ||
 * **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">TEACHER ** || **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">STUDENT ** ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Strategies for writing an exposition
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Ask students to move into pairs. Give each pair a copy of the script of the video.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Model, using the example exposition, how the author has made a clear statement of position and then used points to back up the argument. Ask students to discuss together, which are the strongest points and which are the weakest and where are they placed in the exposition?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Ask students to join another pair and compare ideas
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Explain to students they will now be focusing on beginning to create their...
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Brainstorm a wordbank of content words associated with the Great Barrier Reef.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Remind students, in a well written exposition, the 'theme' is placed at the beginning of the sentence. Create a 'theme of clause' chart of words/phrases that may be associated with the Great Barrier Reef.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Organise students into their groups. Explain to students they are going to co-operatively discuss ideas on how they can reduce the impact of outsiders on the reef.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Explain to students they can write their ideas on laminated cards and organise them into a cohesive argument using arrows.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Encourage students to revisit books, computer research and charts developed last lesson. || * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students move into pairs and look at the written script of the video.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">In pairs, students discuss the structure of an argument in the example exposition
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students compare ideas
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students brainstorm words for wordbank
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students contribute chart, possible 'themes' they may use in their exposition
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students move into their groups.
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students collaboratively discuss ideas and organise them into a cohesive argument using laminated cards, laminated arrows and markers. ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Conclusion: __ <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students copy their argument points from the laminated cards onto a draft piece of paper. ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment: **__ <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Work samples: Collect the draft papers students completed in their groups. Have students followed a logical sequence of ideas? Have the placed their strongest points at the beginning on their writing?