Lesson+4+of+10

**Written Grammar**
 * Lesson 4**

Stage: 2 **//Syllabus outcomes//** 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. || 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. || · 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
 * Key Learning Area/s |||| English, HSIE ||
 * Grade: || 4 || Duration: || 60 minutes ||
 * **OUTCOMES**
 * **LESSON FOCUS**
 * **Links with previous learning**
 * **Specific indicators of learning** |||| **Assessment strategies** ||
 * · Identifies and applies the main structural features of a discussion text

Identification Arguments for Arguments against Conclusion/recommendation In another column put a list of grammatical features for students to focus on: Text connectives Judgement vocabulary Appreciation vocabulary || Offer thoughts on these features, including examples and how they relate to the purpose. || 10 mins || List of requirements for discussion on interactive whiteboard || 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. || 15 mins || Interactive whiteboard Australian Government website of threatened species list: http://www.environment.gov.au/biodiversity/threatened/index.html || Computers for students to access Australian Government site || Writing books ||
 * INTRODUCTION**
 * TEACHER || STUDENTS || TIME || RESOURCES ||
 * Based on students’ experiences of the debate, brainstorm purposes for a written discussion text. || Use prior knowledge to brainstorm purpose of a discussion. || 3 mins || Interactive whiteboard ||
 * MAIN BODY**
 * Put up structure of a discussion on whiteboard:
 * Put up structure of a discussion on whiteboard:
 * Go to the Australian Government website of threatened species list: http://www.environment.gov.au/biodiversity/threatened/index.html
 * 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. || 15 minutes || 30 graphic organisers
 * 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. || 10 minutes || 30 graphic organisers


 * CONCLUSION**
 * 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. || 4 mins ||  ||