Literacy+lesson+4-+lesson+7+of+10

**WS 2.9-** **Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.** - //uses other texts as models for aspects of writing such as text organisation, grouping of information under headings// - //identifies key words for a specific purpose// - //uses some effective planning strategies// - // contributes to joint text-construction activities // - // writes a wider range of text types: persuasive writing // - // structures text types in appropriate stages // |||||||| **Assessment Strategies:** Observation of interaction and discussion. Questioning throughout activities and gauging answers. Evaluating student justification of position on the continuum Did students correctly categorise their strong and weak words? Did students offer appropriate answers for the joint construction indicating an understanding of the purpose of persuasive writing? || - Place continuum cards at front of room (1 A4 page for each of the following words- strongly agree, agree, disagree, strongly disagree) || Students are asked to stand behind their chairs while the teacher explains that while she asks the following statements, they will be required to move to the corresponding place on the floor continuum, depending on how they feel and have a reason for their choice. Statements: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- //Every town should have a school// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- //There must be a local cinema// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- //The town must not have police// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- //Bus stops can be placed anywhere// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- //It is important for a town to be planned to make sure all important components are included// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After each statement is made, some students justify their choice of position. This will lead to discussion surrounding the connotations of words (e.g. must, should, could etc) and their place in persuasive writing. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Continuum printouts || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">10 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students are brought to the front of the class to commence joint construction of an exposition. The basis of their exposition writing will be point 5 of the introduction activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">On the IWB, provide students with 5 sentences and have them identify whether they are a strong or weak sentence and the word which indicates this. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Schools should definitely have school uniforms <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Schools can have school uniforms <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Schools must have school uniforms <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Schools must not have school uniforms <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Schools should maybe wear school uniforms <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">On butchers paper, ask students to compile lists of strong words used to convey an opinion that will create a word bank of persuasive language for inclusion in their exposition writing. Also create a word bank of weak words not to be used. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">IWB <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Butchers paper <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Markers || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">10 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Print joint construction for inclusion in the class text resource book || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">IWB <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Jenny Eather Website <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Printer || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">30 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">From the word bank created previously in the lesson, students choose 5 strong words and 5 weak words and copy them into their books to be used in a game of bingo where all ten words need to be called out. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Word bank from body activity <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student workbooks || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">10 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//To what extent have all students achieved the learning outcomes?// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Effectiveness of the lesson://
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**LESSON PLAN:** Literacy || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Stage:** 2 (Year 4) |||||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Date:** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Lesson Focus:** Exposition writing || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Lesson Number:** 7/10 |||||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Duration:** 1 hour ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Outcomes & Indicators:**
 * ^  |||||||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Prior to lesson:**
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**SEQUENCE OF TEACHING / LEARNING EXPERIENCE** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**RESOURCES** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**TIME** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Introduction**:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Body://
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Using Jenny Eather’s website as a guide, progress through the structure of an exposition, using student suggestions for arguments and justification within a joint construction.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Conclusion:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**EVALUATION / SELF-REFLECTION:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to identify the difference between strong and weak words?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did students recognise the need to use strong words in persuasive writing?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Do students use the correct metalanguage in both verbal and written arguments and justification?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students engaged in the tasks and working productively?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were activities suited to students’ abilities, allowing them to gain a deep understanding of the key concepts to which the lesson was geared to achieve?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was sufficient time granted for each activity?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was the learning supported by the teacher or other resources?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did any classroom or behaviour management issues arise? If so, how could these be addressed?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Did students have opportunities to engage in substantive communication about the learning?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Was the lesson meaningful to students and did it make links to students’ prior knowledge? ||

Return to Home Page