Lesson+B

__**HSIE- Relationships with places**__ • identifies some organisations concerned with the care of features, places and environments in the community __**Learning to Write- Producing Texts**__ • writes a wider range of text types • contributes to joint text-construction activities • writes more extended descriptions of each feature in an information report • writes information reports that include information about different parts of things and their components • writes for a chosen audience • chooses when to write subjectively or objectively. • demonstrates understanding of a range of topics • selects relevant information to use in own writing • researches specific topics to write about • writes on both familiar and researched topics. __**Learning to Write- Skills and Strategies (Grammar and Punctuation)**__ • identifies nouns, verbs, adjectives and adverbs in own writing and how these add to the meaning of the text • uses present tense in factual texts such as information reports and procedures • uses correct punctuation in published version of own writing, eg capital letters, full stops, question marks and commas • builds word families in preparation for writing __**Learning About Writing- Language Structures and Features**__ • recognises and discusses the organisational structure of a range of literary and factual texts. || Activate student prior knowledge by discussing the various ways that people can responsibly interact with their environment, minimising human impacts. Refresh the various ways that Michael Mobbs used the resources available to him to create a house of low environmental impact. Teacher asks the students if it is just up to individuals to create a sustainable environment. Students need to be aware that sometimes people need to be informed and encouraged to live sustainably. Ask students if there are there any organisations that are committed to reducing human impact on earth. Introduce students to the Reverse Garbage website. Ask students why might reverse garbage need a website. Is it purely to advertise or do they want to promote a message to their readers? Students will observe that the Reverse garbage web-site's purpose is to provide people with information sustainable living. Inform students that they will be using this information for the purpose of writing an information report. || Review the structure of an information report with students. Ask students what the purpose of writing an information report is. Scaffold students by displaying the Information report proforma. This breaks down the a report into diffeerent sections including introduction, first sub topic, second subtopic etc. and then the conclusion. Discuss grammatical structure of an information report. It must be impersonal, use technical terms and general nouns, be in the simple present tense and use relating verbs to describe phenomena (NSW Board of Studies, 1998, p. 223).
 * **Unit Topic:** Sustainability |||| **Curriculum Link: HSIE ** || **Yr Level: Stage 2/ Year 4 ** ||
 * **Lesson Number: 5 of 10 ** |||| **Lesson Topic: Writing an Information Report using key grammatical features ** || **Learning Area(s): English (Writing) ** ||
 * **Lesson Aim: This lesson aims to introduce the students to the 'reverse garbage' website. This introduction to the community organisation will aim at equipping students with information to stimulate the writing of an information report. ** ||
 * **Lesson Outcome and Indicators :**
 * (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.**//
 * (WS2.10)** //**Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.**//
 * (WS2.14)** //**Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used**//
 * **Resources:** - Interactive White Board (IWB), Laptop, Reverse Garbage website- http://www.reversegarbage.org.au/index.html, Pens, Information Report Proforma. (see appendix lesson B), writing books, Computers x 15. ||
 * **Lesson Outline** Lesson will be an ICT task that will take place in the computer room. ||
 * __Introduction: (8 minutes) On the floor in front of the IWB.__
 * __Teaching strategy/Learning__ __Activity:__ ||
 * **Teacher will ……** |||| **Students will…** ||
 * **Guided Writing Activity (in front of the IWB) (12 Minutes)**

While navagating the website on the IWB, jointly Fill in the introduction box in the proforma. Pair students off at their computers. Students will jointly fill in their proforma. Get students to think about selecting necessary information to write about in their information report. This will require them to read and decide on its relevance to their topic. Get them to include technical terms, relating verbs to identify phenomena, and to make it as objective as possible.
 * Paired research and Construction (15 Minutes) (Students at computers)**

Students at their desks will individually use their proformas to write their information reports. |||| **Guided Writing Activity** **(in front of the IWB)** **(12 Minutes)** Students are on the floor contributing to class discussion. Teacher and students are to collectively fill in the introduction box on the proforma with the intention of informing their introductory paragraph in their information report. Students suggest title, introductory sentences to begin the information report. eg. //Reverse garbage is a not-for-profit organisation that is committed to environmental sustainability. They reclaim home, commercial and industrial waste products and sell them to people to make new products. Reverse Garbage are committed to providing information to people about sustainable living, allowing them to think about actions and how that affects the environment.//
 * Individual writing (23 minutes)**

. Students pair off to research Reverse garbage and their contribution to sustainability. Students navigate the website to research important topics for use in their information report. Students fill in their Information report proforma which will they will use to write their information report.
 * Paired research and Construction (15 Minutes) (Students at computers)**



Students will use the information of the proformas to write their information report. Students will focus on making a coherent and cohesive text that clearly communicates Reverse Garbage's contribution to sustainability. || With students in their paired groups, go around the room and ask students what their three major sub topics were. Write these up on the IWB to give students a wide range of topics that were discussed in the class. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Select 1 or 2 student to read their information report to the whole class. After reading, students will offer positive feedback to the students work, outlining successes in their writing. || - Teacher can collect students’ proformas for assessment of their research skills their analysis of information in a multimodal text. - Collect information reports at the end of the lesson and provide constructive feedback on their strengths and areas for improvement. Discuss directly with the child if possible. - Teacher observation of in class discussion. Teacher observes if they have understood key concepts from previous lessons. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">- Teacher observes students working in pairs, and if they are making a contribution to the discussion. || The teacher may want to be strategic in their grouping of certain students, especially if they are experiencing difficulties in their research and writing skills. Student grouping as a scaffold can aid students with special needs as they are able to get support by hearing and seeing a good educational model (Gibbons, 1991, p. 27).
 * Individual writing (23 minutes)**
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">__**Concluding strategy (7 mins):**__
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**Assessment:**
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**Any special considerations or contingency plans:**

Students who find the task too easy may want to research some of the other environmental organisations linked to the reverse garbage website. This will further extend their information report, and add a new level of understanding to environmental sustainability. Successful students may also want to include nominalization to enhance the text and make it more lexically dense. || Have students met the desired outcomes? Why/ Why not? Did you achieve the goals you set for yourself? Was there a good sequence between activities? Did the timing and pacing suit the lesson? Where there any time management issues? Were students encouraged to talk and listen? How clearly were the expectations for the lessons stated and communicated to students? Were students able to demonstrate they understood and could apply the outcomes? What will you change for next time? What are your goals for next lesson? Did this lesson aid the students in achieving the focus outcome of the unit of work?
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**Self-reflection**

Gibbons, P. (1991). Learning to learn in a second language. PETA, Newtown. NSW Board of Studies (1998). English K-6: Modules. Sydney: Board of Studies. ||
 * References**