Lesson+1

HSIE ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. || //**RS2.8** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.// • identifies quoted and reported speech in literary texts and discusses the different effects of their use
 * **Unit Topic: **The Plight of the Bush Curlew (multimodal text) || **Curriculum Link: **English and HSIE (Environments) |||| **Yr Level: **4 (stage 2)  ||
 * **Lesson Number: **1/10 || **Lesson Topic: **Text Types and Land Clearing  |||| **Learning Area(s): ** Multimodal texts. ||
 * **Unit Aim or Outcome: **To inform students of the effects of land clearing on the environment and to create a multimodal text. Exploring different multimodal text to acquire knowledge on the subject.
 * Syllabus outcomes:**
 * **Lesson Outcome:**

//**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.// • identifies writer’s intended audience. || Computers Smartboard Images of Land Clearing (Appendix 2) || 1) Introduce and brainstorm with students the effects of land clearing 2) Place images of land before and after being cleared (Appendix 2) T Discuss with students who is effected by this process 4) If land was being cleared in their play ground, what animals might be effected by this?5) Pro’s and Con’s of land clearing || //Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’ // || Students are to be involved in discussion about what the article is about.
 * **Resources: ** Newspaper article:Letters from the eye in the sky watching farmers By Kim Bartley (Appendix 1)
 * **Lesson Outline ** 1) Introduce students to the topic of land clearing, promoting group discussion and brainstorm 2) Display and read out local newspaper article on land clearing 3) Introduce and explore expositions 4) Work in pairs on computer, using game eco farm 5) Print of assessment of farm and present results to the class. ||
 * __Introduction: __
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Teaching strategy/Learning __<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;"> __Activity:__
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Students will …… **
 * Activity 1**

Listen to article

Discussion: Students are to work out what text type this article is. Exploring the grammatical features. Students are to come and highlight some of the main grammatical features in the article on the smart board. For example: The use of nominalisation to name issues, arguments, reasons etc (Droga & Humphrey, 2005, p144-145). || **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Teacher will… ** Display article on the smart board. Ask students what they might think the article is about.

Read out the article aloud to the class.

Helps scaffold students learning about exposition.

Focus on asking if the text is persuasive that argues a case for or against. (Droga and Humphrey, 2005) ||
 * <span style="display: block; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Activity 2**

Students are to pair up on the computers to look eco farm.

This website provides students with their own farm, they are to manage their farm thinking about the profit they will make and looking after the environment.

Students are to run through the game and at the end are given a yearly report of how they managed their farm in terms on biodiversity and profit. Ask students to print of their report at the end so they can share their results with the class. || <span style="display: block; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Pair students up and allocate them a computer.

Observe students are working productively.

Walk around the room and give students some help with difficult concepts or language. Encourage students to look at profit and biodiversity equally. ||
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">Concluding strategy: __** Once students have finished on the computer they are to return to their seats with their print out of their report.

Students are to present their findings to the class explaining one thing they through was positive for the farm and one that was not so positive that they might like to change.

Promote group discussion during this time. Encouraging other students to share their views with the class, remembering to be respectful of other students and to be good listeners.

Inform students that land clearing is not all bad. Refer back to the article and how its only looking at the argument against land clearing. Remind students to keep an open mind about such topic, and to look at a variety of resources before make a decision. || Images- If you are unable to display images of land clearing on smart board, print of A3 sized pictures, preferably in colour. Computer- Students may have to work in bigger groups if there is not enough computers for students to work in pairs. If students are unable to get access to computers lesson may have to be postponed. || // Were the student’s challenged? // // Were the student’s engaged? // // Did the students meet the outcome/are the students working towards the outcome? // // Did students understand the effects of land clearing, pros/cons? // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Assessment: **<span style="font-family: Verdana,sans-serif; font-size: 11px;">**<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-weight: normal;">Observe students working in pair ****<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-weight: normal;">Use post it notes to record students participation and understanding of exposition in activity 1. ** Students participation in introduction discussion on land clearing. Review the results from the eco farm game. ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Any special considerations or contingency plans: ** Newspaper article- if there is no smart board in the classroom provide students with print out of article, one between two. Students are to be given highlighters to pull out the grammatical features of an exposition.
 * **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Self-reflection **<span style="font-family: Verdana,sans-serif; font-size: 8pt; margin: 0cm 1.65pt 0cm 1.7pt;">// Did student understand the social purpose of an exposition? //