Lesson+3

· English: **WS2.12** Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop __publishing skills on the computer__. o Investigates the use of multimedia incorporating text, graphics, sound, animation. · HSIE (Environments): **ENS2.6** Describes people’s interactions with environments and identifies responsible ways of interacting with environments. o Evaluates the necessity of caring for and conserving the land in agricultural areas. || - Identifies and uses modal adverbs - Identifies and uses modal auxiliaries || Post-it notes (2 per student) // We should plant // //trees// exposition Cut-outs of modal adverbs for cline activity Scaffold of table for cline activity Scaffold of sentences for cline activity Close missing modal auxiliaries Scaffold for exposition Scaffold of a close for exposition Assessment criteria || Teacher gives each student two post-it notes. Teacher will explain that on the first post-it note students must come up with a statement that they are certain about, i.e. I will have dinner tonight. They must stick the note on the board underneath the heading ‘Certain’. On the second post-it note students must write a statement that they are uncertain about, i.e. It will rain tomorrow. Accordingly, they must stick the note under the heading ‘Uncertain’. Teacher reads through responses. Teacher then asks how students could express their certainty, uncertainty using language. I //definitely// will have dinner tonight. It //might// rain tomorrow. Teacher will explain that high modality means certain, and that low modality means uncertain. Teacher will explain that some adverbs can be used to show modality, and that these are called modal adverbs. Teacher will explain that some auxiliary verbs can help show modality, these are called modal auxiliaries. || Teacher explains the meaning of modal adverbs: **// Modal adverbs //**// are used to demonstrate how certain we are about something. Like other adverbs, they add meaning about the degree of certainty to verbs, adjectives, and other adverbs. For example, definitely is a modal adverb. I could say, “I am definitely hungry”, and it would mean that I am very certain that this is the case. However, if I said, “I am possibly hungry”, it would mean that I am not very sure or certain. Possibly is also a modal adverb. //
 * **Unit Topic:** Multimodal texts || **Curriculum Link:** English and HSIE (Environments) || **Yr Level:** 4 (Stage 2) ||
 * **Lesson Number:** || **Lesson Topic:** Modality in expositions || **Learning Area(s):** English and HSIE ||
 * **Unit Aim:** To create a multimodal text about caring for the land
 * Syllabus outcomes:**
 * **Lesson Outcome:**
 * RS2.8** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
 * **Resources:**
 * **Lesson Outline** ||
 * __Introduction (5 mins):__
 * __Teaching strategy/Learning__ __Activity:__ ||
 * **Teacher will…** || **Students will ……** ||
 * ** Activity 1: Modal adverbs (10 mins) **

Teacher asks students to think about the degrees of modality that could be used in an exposition. //What is the social purpose of an exposition?// Expected response: To persuade the reader to think in a particular way, or act in a particular way. Therefore, //Which modality do you think would be more persuasive for the reader, and why do you think that is the case?// Expected answer: high modality shows a high level of certainty or surety, which would be more persuasive to the reader because they might think that what you write is more trustworthy.

Teacher issues each student with a copy of the exposition text //We should plant trees,// and asks them to read it, and try to highlight all the modal adverbs with high certainty that appear in the text. After this, teacher will go through and discuss the answers with the class.

Teacher then asks students to swap the modal adverbs with high modality, with those with low modality such as //possibly, slightly, perhaps, sometimes, probably, maybe, seemingly,// by writing the new modal adverbs above the old ones//.// The bank of modal adverbs will be written on their exposition text.

Teacher then asks students, //Which// //version (with the low modality adverbs or high modality adverbs) is more convincing (persuasive)?// He/she further asks them to explain why this is the case. || Listen to teacher’s explanation of modal adverbs.

Think about the social purpose of an exposition, and offer answers to the question. They will consider the persuasive power of high and low modality and why this is so.

Receive and read exposition text, highlighting modal adverbs of high modality. Then they will check their responses as the teacher goes through the answers. Students look at bank of modal adverbs of low modality on their sheet, and insert them into the places of the original modal adverbs with high modality. Students decide which version is more convincing and justify their answer. || Group students in pairs. Some students will be specially chosen to work together, as they will receive extra scaffolding.
 * ** Activity 2: Cline activity **

Issue each pair with an envelope containing cut out modal adverbs and a cline. Explain that students will have to construct four clines (each containing three words) to show the degree of certainty of the following modal adverbs: // Perhaps, maybe, definitely // // Seldom, sometimes, always // // Possibly, probably, certainly // // Slightly, somewhat, absolutely. // Teacher will give a demonstration on how to arrange the modal adverbs on the cline, i.e. those with low modality (weak certainty) on the left hand side, those with medium modality in the middle and those with high modality on the right. To provide further scaffold for some students which English as an additional language, sentences which use the modal adverb in an appropriate context will be provided. Some other students who need scaffolding will be given a table with some of the answers already included. || Students will be put in pairs.

Receive an envelope with the modal adverbs and cline.

Students will discuss with their partner how to arrange the modal adverbs, and put them on the cline accordingly. || Teacher reminds the students of the introductory activity, and asks them, //Did we think of any ways other than using modal adverbs to express certainty?// // Teacher // explains that auxiliary verbs such as, //will, won’t, might, might not, should, should not// can also show modality.
 * ** Activity 3: Modal auxiliaries **

Teacher asks students to continue working in the pairs from the previous activity. He/she gives out a close to each pair which has modal auxiliaries missing. Teacher explains that they are to insert an appropriate modal auxiliary into each space. When they have finished, teacher asks, “How did you choose which modal auxiliary to insert? How could the modal auxiliaries change the persuasiveness of the text for the reader? || Students think of examples from the introductory activity.

Students complete the close in their pairs. Students think about how they chose which modal auxiliary to use in each instance, i.e. the effect of it on the reader, and whether this matched the purpose of the text. || Teacher asks students to compose an expository letter to a local farmer, persuading him/her to adopt some sustainable farming measures. Teacher explains that they must use at least one appropriate modal adverb and at least one modal auxiliary, and that they must underline these. Teacher will explain that their understanding of modal adverbs and auxiliaries will be assessed through this task. He/she will give them a criteria form. || Students compose their persuasive letters employing modal adverbs and auxiliaries which they will underline. ||
 * ** Activity 4: Writing an exposition **
 * __Concluding strategy:__

Teacher will ask students to create a quick poster (in groups of four) to teach students in the parallel class about modality. He/she will explain that they might include definitions of high and low modality. They might like to include examples of modal adverbs and modal auxiliaries. They might do this by highlighting them in different colours where they appear in their letter. Also they might like to explain why we would use high modality, particularly in expositions. || Students understanding of modal adverbs and auxiliaries will be assessed through their persuasive letters. The criteria will be: A: Uses 2 modal adverbs and 2 modal auxiliaries in a way that makes sense and is very **persuasive** and underlines them. B: Uses **2** modal adverbs and **2** modal auxiliaries in a way that makes sense and __underlines__ them. C: Uses a //modal adverb// and a //modal auxiliary// in a way that makes **sense** and __underlines__ both. D: Uses either a modal adverb or auxiliary but does not __underline__ it. E: Does not use any modal adverbs or auxiliaries. ||
 * **Assessment:**
 * **Any special considerations or contingency plans:**

For activity 2, the cline activity sentences which use the modal adverb in an appropriate context will be provided further scaffold for some students which English as an additional language. Some other students who need scaffolding will be given a table with some of the answers already included.

For activity 4, the exposition letter, a medium level of scaffolding in the form of a exposition letter structure will be provided. A high level of scaffold will be provided for some students in the form of a close passage where they must insert a modal adverb or auxiliary. In activities 2 and 3, the teacher will carefully consider pairing so that students who will work effectively together are paired. Also students who require the same scaffolding will be paired. || - Did this lesson achieve its objectives of teaching students to use and identify modal adverbs and auxiliaries? Why or why not? - Were your students able to master the outcome of using and identifying modal adverbs and auxiliaries? Explain. If not, what modifications would be necessary to allow them to achieve the outcomes? - Would you use this lesson plan again? Why or why not? What, if anything, would you change about it? ** Resources ** - Were the resources engaging and reasonable to manage? ** Timing ** - Was the timing appropriate to allow for sufficient exploration and achievement in the activities? - Did the lesson allow time for students to ask questions? - Was there sufficient time for quality and substantive discussion over key questions? ** Assessment ** - Did the assessment criteria reflect the outcomes? - Did you give quality feedback that would foster learning? ** Was the lesson of intellectual quality? **  - Were the activities challenging? - Did the lesson encourage higher order thinking such as evaluation and decision making? - Were the students exposed to and encouraged subject area specific metalanguage? - Was the construction of deep knowledge facilitated by building on prior knowledge, skills and experience? ** Did the lesson reflect significance? ** - Did the activities allow for differentiation of achievement? - Was the lesson inclusive to all members of the class? - Did the activities integrate knowledge from other Key Learning Areas? - Did the lesson reflect connectedness with competencies and concerns beyond the classroom? ** Did you foster a quality learning environment? ** - Were students engaged in the activities? - Were the instructions clear so that students were aware of what was expected of them during the activities? - Are students encouraged to take intellectual risks? - Did you encourage mutual respect and support between you and the students, and students and peers? Did the students work collaboratively in groups? If not, what could you do to facilitate collaboration? || ** Farmers should reduce land clearing ** I definitely believe that farmers should reduce land clearing, as this would certainly benefit the land, animals and even the farmer. Firstly, the bush undoubtedly provides the vital habitat for native animals. For example, mature trees with hollows are home to many animals, such as birds. If these trees are cleared, the animals will surely lose their home. As these trees will take many, even hundreds of years to grow, they will never be able to be replaced for the same wildlife. Therefore, farmers must not cut down these trees. Secondly, the bush plays an absolutely crucial role in protecting the soil. This is because the roots of the trees prevent erosion by holding the soil, and stopping it from being blown or washed away. In fact, the trees also prevent salinity. Because of this, farmers need to save the trees; otherwise the soil will be destroyed. If this happened, the farmer would definitely not be able to grow crops. Obviously farmers have to reduce land clearing because trees are important for everyone.
 * **Self-reflection**