Lesson+Sequence

**Lesson One:** //An introduction to the content of the focus outcome (SSS2.7) using one of the resources//
 * Lesson Sequence: **

English and HSIE: Metalanguage focus for literacy
 * **WS2.10** //Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type//
 * //**SSS2.7**// //Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.//
 * **RS2.7** //Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.//

This lesson will act as an introduction. Revisit the content learnt in stage 1 regarding needs and wants and how these are met within a community activating schema and leading discussion into the purposes of products and services. Students are each given two post-it notes, on one they are instructed to write a need, on the other a want. They then bring these to the class and stick them on the correct side of the white board. As a class, these are discussed and any changes made. The class then categorises into self suggested groups. Definitions of products and services are then collectively produced through exposure to dictionary definitions, student understanding and teacher direction. This is copied into the class dictionary. Students are then given explicit instruction on the value and purpose of the Yellow Pages and are provided with the opportunity to locate specific products and services to meet the needs of individuals and communities. Resource 1: Yellow Pages **Lesson Two:** HSIE:
 * **SSS2.7** **Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.**
 * //Examines possible consequences if a system changes in some way, eg if components are missing or break down, if technology improves//

Based on lesson one, where students discussed individual needs and wants and what products and services were used to meet these, students are introduced to the concept of how a town meets the needs and wants for everyone within a community. I.e. with water, a bathroom tap meets individual needs if they are thirsty, but a water plant is needed to provide this service for the whole town. Students differentiate between the needs and wants. What facilities are required for their wants? Cinemas for movies, skate parks for bikes and skateboarding. Students are also probed with questions to offer any they missed, e.g. “Johnny was sick last Wednesday, where did he have to go?” “Where did you learn to read and write?” Cause and effect is also discussed to prioritise needs and wants, “What would happen if one of these facilities broke down or was removed from a town?” E.g. the importance of public transport over water plants and hospitals etc. **Lesson Three:** PDHPE
 * **SLS2.13 Discusses how safe practices promote personal wellbeing.**
 * //Demonstrates ways to improve unsafe environments, eg home, school, local park//
 * //Uses safety devices and protective equipment in relevant situations, eg wear seatbelts, helmet//

Teacher presents students with an unsafe environment commonly used within PDHPE (e.g. oval, indoor court, swimming pool etc.) Teacher asks students to identify some elements of the environment which makes it unsafe and why (e.g. large sticks, loose balls, rubbish can cause injuries to children) Teacher then ask students to remove and hazards and make the environment safe for use for their PDHPE lesson. Once environment is deemed safe students can begin their lesson and discuss ways in which schools in their should address safety issues within the classroom setting. Furthermore within this lesson students recognise equipment used to promote safety such as seat belts for riding in cars, helmet for when riding bikes etc and how their town people could incorporate these into the town's policies.

Overall students during this lesson should not only be able to identify an unsafe environment and be able to remove hazards to make it safe but also identify elements within our daily lifestyles that have been invented to promote personal safety and reduce the risk of injuries.

**Lesson Four:** //A lesson using 1 or 2 resources focussing on the written grammar required to develop students' knowledge of the content of SSS2.7// English- Procedure Writing >>
 * **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//

As apart of making students aware of their personal safety, students during this literacy lesson will learn how to write an emergency procedure in response to an example of an emergency that could possibly happen within their town. Students will work together both as a class, in groups and independently to solve emergency situations and also to write an procedure that could be used by the whole town to follow if an emergency was to occur. For example, students could write a procedure to follow if a fire was to erupt in the town, students could include, who to call, where to go, what to do if you catch on fire etc. Overall students by the end of this lesson should be able to identify examples of emergencies, what to do in these emergencies and who to contact when an emergency occurs.

Resource 2: Emergency Video

**Lesson Five:** //A lesson focusing on the visual grammar required to develop students' knowledge of the content.// English- Visual Literacy

-//identifies types of visual information, eg map, chart, table, animation// -//interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics// //-retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts.//
 * **RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.**
 * **RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.**

Students will look at elements and features of a map of Canberra to explore how a city/town is set out and how it is presented. Students will explore how designs and planning influence the final creation of the town. Students will work in groups to discuss elements of the Canberra map, such as the use of different colours for different roads and what that represents. Students will also explore the large occurance of the natural amongst the built and develop an understanding that it is not only the built elements that make up a town and that parks, lakes and trees are an imporatant part of cities and towns. Students will complete their own map of the classroom in order to demonstrate their understanding of representation through mapping. Exploring the layout of a city through map reading will assist students when it comes time for them to consider the layout of their own town for the creation of the multimodel text.

** Lesson Six: ** Mathematics
 * **WMS2.2 Selects and uses appropriate mental or written strategies, or technology, to solve problems**
 * **WMS2.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 2 content**

Students are introduced to the idea of scale and area in regards to town planning. As this lesson follows the visual literacy lesson that discussed planned towns such as Canberra, students have developed an understanding of spatial dynamics within a town and how some components are specifically placed. This lesson will get students thinking about applying their previous knowledge of area and space to solve the problem of planning their town layout. By introducing these concepts early, it allows fundamental skills to be established before implementing them to the multimodal text. Students are presented with puzzled whereby a certain number of specific shapes must be placed in an order to cover a square similar to tetris. Once the puzzle has been solved, students are to decide which will be labelled with the 8 categories chosen for the multimodal text. This will highlight the significance of the whole area of a town and that every component must be considered. This will also create knowledge and understanding that every aspect is inter-linked.
 * Links:** Visual literacy and HSIE.

** Lesson Seven: ** // A lesson which provides scaffolding for creating a written aspect of the multimodal text // English- Joint construction- exposition writing for literacy
 * **WS 2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.**

As a class, students are posed numerous questions and asked to stand on a continuum (strongly agree, agree, disagree, strongly disagree) and justify their choice. This will highlight the appropriate word choice to achieve a desired connotation and the teacher introduces the concept of strong and weak words for inclusion in persuasive writing. Students identify strong and weak words in context, defining how and when they are used. 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. Point of argument for exposition: //It is important for a town to be planned to make sure all important components are included.// To conclude and to reinforce strong and weak words, students play word bingo.

** Lesson Eight: ** Science
 * **//BE S2.1//** **Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors.**
 * **//DM S2.8//** **Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.**

Within this lesson, students revisit science concepts they have been developing throughout the year. Students are provided with a simple problem to solve within groups. The purpose is to rediscover techniques and skills that will prove useful within the design and make component of the multimodal text. Encourage students to plan and work to the criteria provided which gives scaffolding for how the final assessment will be expected to be carried out and the way in which it will be marked.

** Lesson Nine: **

**Research** Within this lesson, students are provided with the concept of their multimodal text. Students are organised into groups, where each student picks a partner and the teacher assigns two partner pairs together. Each group of four is then assigned with one of the components of the town as indicated in the unit outline. Students are then given library time where they are to research their focus topic in more depth and create a list of components they wish to include considering how large they wants parts to be and begin their individual group planning. During this time, students are to conduct their research against a criterion that will eventually compose their exposition writing for the support document within the booklet.

** Lesson Ten: ** English- Individual construction- exposition writing for literacy
 * **WS 2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.**

After joint construction of an exposition and research time in the library regarding their individual area focus, students are to construct individual expositions whereby they direct their writing to the town planner identifying "why (their town component) must be included in the town plan for 50 000 people". Their writing is draw upon exisiting knowledge established through class discussion, individual and group reseach. This writing will be individually assessed against a set of criteria ensuring student understanding of persuasive writing.

** Following lessons: ** - Further research time in the library within their groups - Create town council policies for safety; build on from lesson Three - Class planning of town set up, allowing time for development of ideas and debate, justifying why components should be where and why - Design and make lessons of the town and its components, considering aesthetics, layout etc.- Combined exposition writing, one per group that draws on the best ideas presented, is edited as a group and published for presentation in the support booklet. This writing will be assessed. - Develop a class presentation to present to the other year 4 class.

- **VAS2.1:** Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter.
 * Students are to consider the aesthetics of their components. What are the important factors? Is it easily identifiable?

- Exposition and procedure writing task- Children could develop a speech (in the exposition format) from their written work, for English Talking and Listening assessment. - Students assessed on contribution within their groups through observation. - Major assessment:
 * Assessment Points: **
 * group written exposition justifying why their component of the town is vital to be included.
 * production of their town components
 * aesthetics of their buildings
 * easily recognisable?
 * visually pleasing individually and collectively?
 * verbal presentation and justification: why they made buildings a certain size, why it was placed in a specific part of the town, why they included various components etc.

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