Lesson+B

TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts WS 2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. WS 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. **Indicators:** - recognises the main organisational stages of a spoken information report - uses language features of an information report - uses some effective planning strategies to participate in a dictagloss activity and construct an information report - works collaboratively and contributes to producing a joint information report |||||| ** Resources: ** - IWB [] (youtube clip of //Festival of the Winds//) (appendix 3) - Information report on "The Festival of the Winds" (Resource 2) - notebook & pencil for each student to record key information - large piece of butcher's paper for group construction of information report - whiteboard marker for each group || <span style="font-family: 'Comic Sans MS',cursive;">Finally, for formative assessment, the teacher will collect each information report and will use these to assess how well each group of students were able to produce an information report using the key language features of the text. |||| <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">**Reflection:** <span style="font-family: 'Comic Sans MS',cursive;">**References:** <span style="font-family: 'Comic Sans MS',cursive;">NSW Board of Studies, English K-6 Syllabus, Sydney: Author. <span style="font-family: 'Comic Sans MS',cursive;">NSW Board of Studies, English K-6 Modules, Sydney: Author. <span style="font-family: 'Comic Sans MS',cursive;">Droga, L., Humphrey, S. (2010) //Grammar and meaning: an introduction for primary teachers//. Target Texts: NSW <span style="font-family: 'Comic Sans MS',cursive;">Renner, C. (2002). //Shows and Festivals//, Echidna Books: Victoria
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Stage **: 2 <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Year **:4  |||||| <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Duration **: 50 minutes  || <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Lesson **: 3 of 10  ||
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Lesson focus: ** Students will be learning how to construct an Information report, following a dictagloss activity. As a class students will participate in a dictagloss activity and individually record key points of the information report read aloud by the teacher. Students will then work in groups to construct an information report using knowledge of language features and structure of this text type. The aim of this lesson is to remind students of the key grammatical features of this text type and prepare them for developing an information report on a celebration at the conclusion of this unit of work. ** Links with previous learning: ** Students have prior knowledge of information reports and are aware of key grammatical features and structure.  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">** Links with other KLAs: ** <span style="font-family: 'Comic Sans MS',cursive;">** CUS2.4 (HSIE) **  <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.  <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">- discuss different celebrations in the local community  |||||| <span style="font-family: 'Comic Sans MS',cursive;">** Prior organisation: ** Teacher has an information report to read to class which will also be shown on the IWB at the conclusion. In addition, a short youtube clip will be shown at the start to introduce them to the concept of the Festival of the Winds celebration and to engage them in the lesson content   ||
 * <span style="font-family: 'Comic Sans MS',cursive;">** ENGLISH KLA Outcomes and indicators: ** <span style="font-family: 'Comic Sans MS',cursive;">TS2.2 interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
 * < <span style="font-family: 'Comic Sans MS',cursive;">** Introduction: ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">The teacher begins by reminding the class about the text type - information report and initiates a brief class discussion about the various features of an information report, i.e. use of general nouns, use of factual and classifying adjectives, use of relating verbs and action verbs and use of simple present tense to indicate the general nature of the information. The teacher then shows the students the short youtube clip of //Festival of the Winds// (appendix 3) to engage students and advise that they will be constructing an information report about this particular celebration.  <span style="font-family: 'Comic Sans MS',cursive;">** Activities/ Learning sequence: **  <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Advise the students they will be participating in a Dictagloss activity, which they have done previously during English lessons. Remind them that the information report will be read to the class twice; students should listen for meaning the first time without writing and during the second reading they should make a note of any key points individually in their notebooks. They will then be asked to work in their table groups to pool their key notes and phrases and attempt to reconstruct the text using correct grammar where possible. Students should use the marker and butcher's paper to write out their jointly constructed information report. Each group then reads their final version to the class and each text is analysed and compared to the original version, which is now displayed on the IWB (Resource 2). Students will compare their own version with the teacher's information report and discuss any similarities and differences. The teacher will highlight the key grammatical features of the displayed information report and students will feedback their understanding of these features during discussion.  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">** Extension or support ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">For students who may require support, ensure they are in a group that is able to scaffold and support them during this activity  <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">For students who are fast finishers, they could draw a picture to accompany the information report  ||
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">** Evidence of Learning / Assessment: ** <span style="font-family: 'Comic Sans MS',cursive;">The teacher will use observation to assess how well students' are able to record key information during the dictagloss activity. Also, teacher will observe how effectively students are able to work collaboratively to participate in this joint construction of text.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">Were students engaged throughout the lesson?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">Were the learning outcomes met?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">Did the students understand how to properly construct an information report using key grammatical features & structure?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">How effectively did students collaborate to produce an information report following a Dictagloss activity?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">Did I cater enough for the different learning styles in the group?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 95%;">Was the timing reasonable? ||