Resource+2

[[image:reverse.png width="800" height="116"]]
====Reverse Garbage Website (Reverse Garbage. (n.d.) //Reverse Garbage.// Retrieved September 25, 2011, from []). ====

**EXPLANATION OF THE RESOURCE** The resource that deals with waste products and how they can be reused is the ‘reverse garbage’ website. Reverse Garbage is a not-for-profit organisation that sells ‘//industrial discards, off-cuts and over-runs to the public for creative and practical uses’// (Reverse garbage, n.d.). The website provides information about sustainable living with an emphasis on reusing waste products to make new products, and ultimately aims at promoting this message in the local community. Reverse garbage provides community workshops, and information so that people can informed about sustainable living.

**RELEVANCE TO THE FOCUS (HSIE) OUTCOME** In the HSIE **focus outcome** ENS2.6 //Describes people’s interactions with environments and identifies responsible ways of interacting with environments// (NSW Board of Studies, 2006, p. 33) it states that students will identify //‘some organisations concerned with the care of features, places and environments in the community’// (NSW Board of Studies, 2006, p. 33)//.// This unit of work and the associated focus outcome ultimately aims at students taking conscious and informed action in promoting the wellbeing of this country and planet.

=ASPECT OF LITERACY TO BE EXPLORED=

This website is an excellent resource for students to gather necessary information about a community organisation that is committed to sustainable living and the reduction of waste products that would otherwise end up in landfill. During lesson 5 on grammar, students will use this multimodal text to inform their writing of an information report about the community organisation. While navigating the website, students will be encountered with a large amount of information about reverse garbage, and students will be required to synthesise this information into a cohesive text. This will lead to students achieving the appropriate ‘Producing Texts’ outcome //(WS2.9) ‘Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features’// (NSW Board of Studies. 2007, p. 37).

At first the multimodal text will be discussed as its social purpose. Students need knowledge of this to link the ‘text’s purpose to it’s structure’ (Santoro, 2004, p. 57). The website is a resource that aims at displaying information about the organisation, and how they interact with the community. The website would then be used as a stimulus to provide students with the structure of an information report. Information reports are responsible for ‘presenting the reader with information about something’ (NSW Board of Studies, 1998, p. 223) with a focus on reporting the facts or classification of the topic (Droga & Humphrey, 2003, p. 135) while remaining objective in their opinion. This lesson ultimately aims at equipping students with an understanding of required grammatical features, structure and social purpose of an information report.

The website lends itself to an information report’s grammatical structure featuring general and technical nouns (Droga & Humphrey, 2003, p. 135) such as ‘//environment’, ‘recycling’, ‘consultancy’, ‘education’, ‘sustainability’, ‘co-op’ and ‘manufacturing process’// (Reverse garbage, n.d.). Furthermore, the text uses of nominalisation to add lexical density in descriptions of particular processes (Droga & Humphrey, 2003, p. 103).

Much of the written text on this website is organised into sections such as //‘Education’, ‘consultancy’, ‘resource reuse’ and ‘environmental promotion’// (Reverse garbage, n.d.). This will aid students in structuring their work cohesively by using paragraphs for describing different features of the organisation.


 * References **

Droga, L, & Humphrey, S. (2003). //Grammar and meaning: an introduction for primary teachers//. Berry: Target Texts.

NSW Board of Studies. (1998). //English K-6 Modules.// Sydney: Author.

NSW Board of Studies. (2007). //English K-6 Syllabus.// Sydney: Author.

NSW Board of Studies. (2006). //HSIE K-6 Syllabus.// Sydney: Author.

Reverse Garbage. (n.d.) //Reverse Garbage.// Retrieved September 25, 2011, from []

Santoro, N. (2004). //Using the four resources model across the curriculum.// In A. Healy & E. Honan, //Text next: New resources for literacy learning// (pp. 51-67)//.// Newtown: PETA.