Skip to main content
Create interactive lessons using any digital content including wikis with our free sister product
. Get it on the
Pages and Files
Lesson 1 (1 of 10)
Lesson 2 (4 of 10)
Lesson 3 (6 of 10)
Lesson 4 (7 of 10)
Lesson 5 (8 of 10)
Lesson 4 of 10
Key Learning Area/s
ENS2.6: Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more
demanding in terms of topic, audience and written language features.
To bring together students’ knowledge of threatened species, natural habitats and impacts of human industry and activity by supporting them to construct a discussion text. This will be based on their group’s chosen endangered animal and will therefore give them background understanding, context and written grammar skills for use in their final multimodal text.
Links with previous learning
Students have explored different Australian environments, their species and what these animals need in order to survive in their natural habitat. They have also explored different human industries and activities that have had a negative impact on the environment, the reasons for these, and possible alternatives.
They have taken part in a debate on these issues, developing the talking and listening skills necessary for arguments.
Specific indicators of learning
Identifies and applies the main structural features of a discussion text
Identifies and applies the main grammatical features of a discussion text
Uses text connectives to link arguments
Uses judgement vocabulary to evaluate the issues surrounding a particular endangered species
Uses appreciation vocabulary to express concern and understanding of the importance of these issues
Observe students’ contributions to class discussion
Checklist to ensure all students can identify features
Final discussion texts to assess for use of appropriate structure, text connectives and vocabulary
SEQUENCE OF TEACHING AND LEARNING EXPERIENCES
Based on students’ experiences of the debate, brainstorm purposes for a written discussion text.
Use prior knowledge to brainstorm purpose of a discussion.
Put up structure of a discussion on whiteboard:
In another column put a list of grammatical features for students to focus on:
Offer thoughts on these features, including examples and how they relate to the purpose.
List of requirements for discussion on interactive whiteboard
Go to the Australian Government website of threatened species list:
Navigate to page for Great White Shark so students can see how the website works. As a class, jointly construct a discussion text around the issue of the protection of this species. Focus student attention on use of text connectives to link arguments, use of judgement vocabulary and use of appreciation vocabulary.
Jointly construct a discussion text for the issue.
website of threatened species list:
Hand out graphic organisers outlining requirements for discussion texts to each student. Tell students that they can split up the elements of the text for good teamwork.
Get into groups they will be working in for final multimodal text. Using the Australian Government website, make notes on graphic organiser about their focus animal.
30 graphic organisers
Computers for students to access Australian Government site
Have students write up their discussion texts individually. Remind students of language features discussed; they can refer back to joint text on Great White Shark if necessary.
Write short discussion text, mainly individually but can discuss with group. Focus on language.
30 graphic organisers
As a whole class, ask students to think about how what they have learned could contribute to their multimodal texts: what sort of written text might you include? What can written text do that other types of text cannot?
Think about how written text can enhance videos and other texts.
help on how to format text
Turn off "Getting Started"