Lesson+4

SLS2.13 Discusses how safe practices promote personal wellbeing. - Describes certain behaviours that can create a safe environment for themselves, their school and community.
 * **__Written Grammar __** ||
 * **KLA: English ** |||| **KLA links: PDHPE ** |||||| **Stage: 2 ** |||| **Sequence: 4/10 ** ||
 * **Lesson Purpose:** This lesson works to review and consolidate students’ knowledge of the written grammar specific to the procedure text type, in addition to adding the sophistication appropriate for a Stage 2 level. ||
 * **Lesson Outcomes and Indicators: **

RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. - Recognises the structure and grammatical features of the procedure text type

WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. - Writes for a chosen audience - Demonstrates understanding of a range of topics - Selects relevant information to use in own writing - Write longer, more complex procedures

<span style="font-family: Verdana,Geneva,sans-serif;">WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. <span style="font-family: Verdana,Geneva,sans-serif;">- Uses present tense in factual texts such as procedures <span style="font-family: Verdana,Geneva,sans-serif;">- Uses correct punctuation in published version of own writing <span style="font-family: Verdana,Geneva,sans-serif;">- Identifies nouns, verbs, adjectives and adverbs in own writing and how these add to the meaning of the text || <span style="font-family: Verdana,Geneva,sans-serif;">- Observation of student contribution to class and group discussions, and class and group tasks <span style="font-family: Verdana,Geneva,sans-serif;">- Analysis of group written procedure <span style="font-family: Verdana,Geneva,sans-serif;">- Analysis of peer assessment ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Assessment Strategies: **
 * __<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Teaching/Learning Sequence __ ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Teacher ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Student ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Timing ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Management ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Resources ** ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Introduction ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Brief students on the purpose of the lesson, making expectations and goals of the lesson explicit (as above).

<span style="font-family: Verdana,Geneva,sans-serif;">Access students’ prior knowledge by reviewing the social purpose of the procedure text type. After discussing with students on what they know and adding them to a class brainstorm on the Interactive Whiteboard (IWB), provide a set answer: <span style="font-family: Verdana,Geneva,sans-serif;">Procedures tell us how to make or do something by giving a sequence of steps to follow (Droga & Humphrey, 2003, p. 137).

<span style="font-family: Verdana,Geneva,sans-serif;">Question students: <span style="font-family: Verdana,Geneva,sans-serif;">Why is a procedure an appropriate text type for our Safe Living task? <span style="font-family: Verdana,Geneva,sans-serif;">[Because we are informing the community on how to be safe in different environments] |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students contribute to class discussion using prior learning.

<span style="font-family: Verdana,Geneva,sans-serif;">Students may question or respond to set answer.

<span style="font-family: Verdana,Geneva,sans-serif;">Students contribute a variety of answers. || <span style="font-family: Verdana,Geneva,sans-serif;">10 minutes |||| <span style="font-family: Verdana,Geneva,sans-serif;">Ensure all students are participating in discussion and attempting to answer key questions. || <span style="font-family: Verdana,Geneva,sans-serif;">IWB || <span style="font-family: Verdana,Geneva,sans-serif;">Display the Writing Fun IWB resource to the class. Model how the resource works to scaffold and annotate the procedure text type. Distribute student copies of resource to be used throughout task (Appendix B).
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Body ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Scaffolding & Annotating Procedures

<span style="font-family: Verdana,Geneva,sans-serif;">Beginning with the Blank Template page, question students on the structure of a procedure. Drag cursor over each section of the template to reveal key features to students after discussion (guide as below). Depending on the ability of the class, added information may be necessary to heighten the level of sophistication.

<span style="font-family: Verdana,Geneva,sans-serif;">Structure: <span style="font-family: Verdana,Geneva,sans-serif;">- Goal (indication of purpose) <span style="font-family: Verdana,Geneva,sans-serif;">- Materials (listed) <span style="font-family: Verdana,Geneva,sans-serif;">- Steps (numbered)

<span style="font-family: Verdana,Geneva,sans-serif;">Moving to the Example Number 5 page of the resource, model how to annotate and colour code the grammatical features of the Stage 2 example procedure. This task should then be handed to students, as guided by information below. Clarify student queries throughout this task via explicit discussion and examples.

<span style="font-family: Verdana,Geneva,sans-serif;">Grammatical Features: <span style="font-family: Verdana,Geneva,sans-serif;">- Action verbs (as commands; specific to content area) <span style="font-family: Verdana,Geneva,sans-serif;">-Text connectives (to indicate sequence of steps) <span style="font-family: Verdana,Geneva,sans-serif;">-Adverbials (to add information regarding place, extent and manner) <span style="font-family: Verdana,Geneva,sans-serif;">- Present tense <span style="font-family: Verdana,Geneva,sans-serif;">(From Droga & Humphrey, 2003, p. 137)

<span style="font-family: Verdana,Geneva,sans-serif;">Safe Living Procedures <span style="font-family: Verdana,Geneva,sans-serif;">Explicitly link what students have just learnt to their Safe Living task. {We need to tell the community how to live safely). <span style="font-family: Verdana,Geneva,sans-serif;"> Describe relevant examples if necessary (as below).

<span style="font-family: Verdana,Geneva,sans-serif;">Direct students to work with their groups to draft a procedure that relates to their area of focus. Each student is to use a procedure scaffold (Appendix C). Examples include: <span style="font-family: Verdana,Geneva,sans-serif;">- How to dress for time in the sun. <span style="font-family: Verdana,Geneva,sans-serif;">- How to stay safe at the beach. <span style="font-family: Verdana,Geneva,sans-serif;">- How to be safe when using kitchen appliances. <span style="font-family: Verdana,Geneva,sans-serif;">- How to play safely at school.

<span style="font-family: Verdana,Geneva,sans-serif;">Supervise group work, aiding students’ when necessary. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students are to contribute to discussion, and engage with resource and student handout.

<span style="font-family: Verdana,Geneva,sans-serif;">After teacher modelling, students (as called upon) are to select and colour code grammatical features on the Writing Fun IWB program. All students are to colour-code their handout copy of the procedure in alignment with the work being done on the IWB.

<span style="font-family: Verdana,Geneva,sans-serif;">Students are to engage with example, and ask any questions.

<span style="font-family: Verdana,Geneva,sans-serif;">Students are to work with their groups to draft a procedure relating to their area of focus and Safe Living task. Research from lesson 1 & 2 should be used as reference. Students may ask teacher for example topics. Students must use the individual procedure scaffold to ensure all students are working effectively. || <span style="font-family: Verdana,Geneva,sans-serif;">20 minutes

<span style="font-family: Verdana,Geneva,sans-serif;">25 minutes |||| <span style="font-family: Verdana,Geneva,sans-serif;">Ensure all students are contributing to discussion and attempting to answer key questions.

<span style="font-family: Verdana,Geneva,sans-serif;">Ensure all worksheets are being completed.

<span style="font-family: Verdana,Geneva,sans-serif;">Students may need a workbook to lean on whilst colour-coding handout.

<span style="font-family: Verdana,Geneva,sans-serif;">Ensure students have understanding of how the earlier task relates to their Safe Living task.

<span style="font-family: Verdana,Geneva,sans-serif;">Ensure groups are working effectively together.

<span style="font-family: Verdana,Geneva,sans-serif;">Ensure individual students are contributing equally and meaningfully. || <span style="font-family: Verdana,Geneva,sans-serif;">Writing Fun IWB Resource (as download via TaLE) (See Appendix B)

<span style="font-family: Verdana,Geneva,sans-serif;">IWB

<span style="font-family: Verdana,Geneva,sans-serif;">Student handouts

<span style="font-family: Verdana,Geneva,sans-serif;">Stationary (coloured pencils)

<span style="font-family: Verdana,Geneva,sans-serif;">Rural Safety Procedure Example

<span style="font-family: Verdana,Geneva,sans-serif;">IWB

<span style="font-family: Verdana,Geneva,sans-serif;">Procedure Scaffold (See Appendix C)

<span style="font-family: Verdana,Geneva,sans-serif;">Research information from Lessons 1 and 2 ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Conclusion ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Ensure same-ability peer assessment takes place for this task, to ensure effective learning.

<span style="font-family: Verdana,Geneva,sans-serif;">Display grammatical features on IWB, as discussed earlier in the lesson.

<span style="font-family: Verdana,Geneva,sans-serif;">Collect all work for assessment and evaluation. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students are to swap procedures with peers in other groups, and annotate their procedures in terms of grammatical features, using the colour-coding method. Information on the IWB should be used as a guide. || <span style="font-family: Verdana,Geneva,sans-serif;">5 minutes |||| <span style="font-family: Verdana,Geneva,sans-serif;">Ensure peer-assessment guidelines are in place to avoid personal or negative remarks. || <span style="font-family: Verdana,Geneva,sans-serif;">Work samples

<span style="font-family: Verdana,Geneva,sans-serif;">IWB || <span style="font-family: Verdana,Geneva,sans-serif;">- Were students engaged through the use of IWB resources, group work, and peer-assessment? <span style="font-family: Verdana,Geneva,sans-serif;">- Did discussion indicate deep understanding of the procedure text-type? <span style="font-family: Verdana,Geneva,sans-serif;">- Were students’ learning styles catered for in this lesson? <span style="font-family: Verdana,Geneva,sans-serif;">- Was this lesson integrated so that students could see the link between procedures and their Safe Living task? <span style="font-family: Verdana,Geneva,sans-serif;">- Was the timing appropriate for the abilities of the class? <span style="font-family: Verdana,Geneva,sans-serif;">- Were concepts reiterated enough for students to apply skills to new contexts? <span style="font-family: Verdana,Geneva,sans-serif;">- Were the examples used appropriate for this class and lesson? ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Evaluation: **

<span style="font-family: Verdana,Geneva,sans-serif;"> Droga, L., & Humphrey, S. (2003). Grammar and meaning: an introduction for primary teachers. Berry: Target Texts.
 * <span style="font-family: Verdana,Geneva,sans-serif;">References: **