Literacy+Lesson+2+-+Lesson+4+of+10


 * **LESSON PLAN:** Literacy - Procedure Writing || **Stage:** 2 (Year 4) |||| **Date:** ||
 * **Lesson Focus:** Student recognition of emergencies and their abilities to write emergency procedures. || **Lesson Number:** 4/10 |||| **Duration:** 1 hour ||
 * **Outcomes & Indicators:**

//WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features//

- uses other procedural texts as models for aspects of own writing such as text organisation, grouping information under headings - compares the features of different procedures and discusses how differences are related to purpose, context and audience

//WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.//

- writes a procedure with some attention to detail and essential steps in logical order

//SLS2.13 Discusses how safe practices promote personal wellbeing//

//-// formulates and practises action plans for accident and emergency situations in the home, school and local environment. - identifies individuals and services in the community that help protect their well-being |||||| **Assessment Strategies:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Observation of interaction and discussion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Questioning throughout activities and gauging answers.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Final completion of procedure worksheet, filled out logically and sequentially. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">- Students in previous lessons identify examples of ways to protect oneself in the school environment
 * ^  |||||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Prior to lesson:**

<span style="font-family: 'Times New Roman',Times,serif;"> -Students identify safety equipment used to protect oneself. (e.g. seat-belts helmets)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Students in stage one learn about the <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">emergency services and how to contact them in an emergency using a specific procedure. ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**SEQUENCE OF TEACHING** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Aim:** //to revisit stage 1 content regarding safety and emergencies. In this lesson students previous knowledge is identified and extended upon to provide students with the opportunities and skills to use if an emergency was to occur in their presence. By the end of this lesson students should be able to// //write an emergency procedure that relates to an incident that could occur in their town.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Students, through visual examples and the use of the New South Wales Triple Zero Kid's Challenge, will be able to identify examples of emergencies in which the police, fire department or ambulance are required. Through their procedure writing, students should be able to explain how to respond to an emergency and how to contact the emergency services.// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students watch the youtube clip [|Triple Zero (000)] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After watching the video, teacher asks student what they think the lesson is going to be about.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**LEARNING EXPERIENCES** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**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%;">**Starter**

<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%;">Students as a class will go through an example of an emergency using the [|New South Wales Triple Zero Kids Challenge Website] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher and students work through an example of a common emergency and how to approach it and contact the emergency services. Teacher uses questioning throughout this activity to prompt student thinking of the reality of these situations and how to approach these situations if these were to happen in real life.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher uses the [|Procedure Writing Worksheet] <span style="font-family: 'Times New Roman',Times,serif;"> as an example and works as a class to go through and use this example to fill out the worksheet on the board. Students will answer questions and clarify understanding of procedures and how to write them. This modeled example will help students in their individual writing of an emergency procedure later in the lesson. This worksheet has been selected as it is very simplistic and introduces students to the structure of procedures easily accompanied by the use of visual images to help students process their thoughts into words. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">IWB (with access <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> to the internet) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">15 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students in small groups or in pairs work through their own example of an emergency procedure on the New South Wales Triple Zero Kids Challenge Website. Teacher monitors student work and asks questions throughout this process to prompt student thinking and challenge them to think beyond the activity.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Body: (Part 1)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students work collectively as a group so that every student has an input in the activity and so that students can work through the activity quickly and effectively. Students should use this example to help them in their individual writing piece next. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Access to <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Computers with <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the internet <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(one between <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">two or one <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">between <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">small groups) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">15 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students use the class example in the introduction of the lesson to help them in their own procedure writing. Students are given a procedure worksheet to complete using their emergency example seen in the body (part 1) of this lesson. Students work through independently describing the procedures to follow in an emergency and drawing illustrations to accompany them. Teacher monitors student’s progress and works specifically with students who appear to be struggling to write the emergency procedure sequentially.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Body: (Part 2)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Extension**: Students who complete this activity quickly can return to the computers and work through a different example of an emergency procedure. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|Procedure Writing Worksheet] (one per <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">student)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Computers || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">25 mins || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher asks 2-3 students to read out their emergency procedures to the class and praises them for their efforts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teacher presents the whole class with an emergency procedure that is illogical and out of order and asks students to work collaboratively as a class to place the procedure in the correct sequential order. Teacher finishes this activity by asking students to justify why they have placed this procedure in this specific order. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">IWB (with example <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">of emergency <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">procedure that is <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">out of order) || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">5 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%;">**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%;">Could students recognise examples of emergencies in which emergency services should be contacted?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Were students able to work as a class and in small groups to solve emergency situations using the triple zero website?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Could students recognise a logical sequence in which to follow in an emergency?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Could students work individually to write a sequential emergency procedures in which their towns people could follow in an emergency?
 * <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? ||

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