Unit Topic: Koala: A Native Australian Animal unit
Curriculum Link: Science and Technology
Stage/Yr Level: Stage 2 Year 4
Lesson Number: 2/10
Lesson Topic: Written Grammar
Learning Area(s): English and Science and Technology
Unit Aim: For students to be able to identify and describe the structure and function of a Koala and the ways in which a Koala interacts with other living things and its environment
Lesson Focus: The focus of this lesson is for students to explore how an information text is written with a focus on the social purpose, text structure and the key grammatical features (BOS, Droga & Humphrey, 2003, p. 135). In this lesson students will work towards deconstructing a written information text, and hence the main objective here will be to develop students’ understandings of the purpose, structure and language features of the information report genre.
Lesson Outcome: Science & Technology LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. · Identify and describe the habitat of a Koala · Identify and describe the appearance of a Koala · Identify and describe the diet of a Koala · Identify and describe the life cycle of a Koala English 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. · Students recognise and describe the purpose of an information report RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. · Enable students to select reading material relating to the purpose and topic, e.g. an information report on koalas 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 texts as models for aspects of writing such as text organization, grouping of information under headings
Resources: - IWB or computers - A full version of an Information Report on Spiders (NSW Dep. Of Schools Education, 1992, p. 64) (main resource 1). - Exploring Information Report Worksheet’ (Collis, K. 2005, p. 50) - 5-6 Envelopes that contain the cut pieces of an ‘Information Report: Spiders’ (NSW Dep. Of Schools Education, 1992, p. 64) + the ‘Headings’ (Appearance, Diet, Habitat, Movement, Reproduction) - Writing Fun: Information Report http://www.writingfun.com/ by Eather, J. (2004) (main resource 2) - Summary Table (Collis, K. 2005, p. 9) - Information report on Red Kangaroo - http://www.planetozkids.com/oban/animals/facts_kangaroo.htm by Word Design Interactive (n.d) - ‘Writing Frame for an Information Report’ (Collis, k. 2005, p. 63) - Highlighters, markers, pens, pencils & erasers
Lesson Outline
Introduction: - To start the lesson, the teacher discusses with students about what they had learnt in the previous lesson. Teacher mentions to students that in the previous lesson they had looked at what a factual text was and in particular they had read an information article from a website about koalas. Therefore the focus of this lesson will be on how to write an information report about koalas. - Therefore since students have looked at reading an information report about koalas, it is necessary for them to understand how to construct one. Hence as an introductory lesson and linking to the previous lesson, teacher provide students a copy of an “Information Report about Spiders” (Appendix A: 1). This information report is written by a stage 2 student and hence it is a good model to use for students. - The teacher will provide students with Appendix A:1 (headings and paragraphs).The students work together in small groups to identify which paragraphs go under which heading (e.g. Habitat, Diet, Appearance, Movement and Reproduction). - Once this activity is completed, have a class discussion on how they went about classifying these paragraphs under the particular headings. Ask questions as to why did you place the heading ‘Appearance’ with that particular paragraph? What information was given to you that made you place this paragraph under that heading? etc
Teaching strategy/LearningActivity:
Students will …… - Work in small groups to read and analyse the ‘Information Report on Spiders’. They will use the ‘Exploring Information Report’ to write down all the things they notice after reading this information report, for e.g. after reading the written text, students discuss and write down ‘What did the author want to do?’, ‘Who did the author think would read the information report?’ ‘How is the information report organised?’ ‘What kind of words are used?’ ‘Any other features?’ - After writing down what they have noticed, students will have a whole class discussion as to what an information report is. - Students listen to the teacher, while she/he is explaining what an information report is. - Students are encouraged to answer questions as to what they think the purpose of an information report is (for e.g. information reports are used to present information about something).
- Students observe the interactive website on the IWB. Students listen to the teacher as she/he explains how the website works
- Students can come up the front and point out to some of the features that they see in an information report. They can discuss some of the structural features included in an information report and relate it to the previous modelled activity that they were doing.
- Each student receives a ‘Summary Table’ (Appendix A: 3) as a reference that includes the structure and features involved in an information report.
- Students observe how the teacher annotates the text model of the ‘Information Report on Spiders’.
- Students listen to the key structural and grammatical features that are being annotated and pointed out.
- Students work in small groups to identify and discuss: - the structure of the report - use of bold print, headings - type of words that start the sentences - linking and binding conjunctions - types of verbs used - whether facts or opinions included - tense - some spelling patterns - use of diagrams, labels, tables, graphs.
- Students would highlight the identified features and make note of certain structural features. - Students complete their ‘Writing Frame for an Information Report’ (Appendix A: 5)
Teacher will… - Put up the full version of the modelled writing (Information Report: Spiders) on the IWB or overhead projector. - Mention to students that they are going to look more closely at this written text, and in small groups they are going to work together to identify the features. - Provide students the ‘Exploring Information Report’ worksheet (Appendix A: 2) to which they work together in small groups to analyse the text. - Teacher may need to go over the questions in the worksheet that students will answer. - After providing some time for students to complete the worksheet, as a whole class, discuss some of the features included in this information report.
- Teacher then moves onto explaining what an information report is and asks students what they think the purpose of it might be (i.e. ‘information reports are used to give generalised information about entire class of things, e.g. snakes, computers, rocks, plants, and so on) (Droga & Humphrey, 2003, p. 135; BOS NSW, 1998, p. 223). - Teacher mentions to students ‘let’s have a good look at what an information report really looks like’. Teacher then opens up the ‘Writing Fun’ website http://www.writingfun.com/ on the IWB or on a computer. This interactive writing help site explains thoroughly how an information report looks like (also uses text organizers to assist students in the learning process). - Teacher clicks ‘Enter’ and the interactive website opens up. On the right-hand side, there is a range of text-types, once clicked on, the text organizer loads. - Teacher clicks the ‘Information Report’ heading, and it will load to what an information report is (http://www.writingfun.com/writingfun2010.html). - Teacher can ask students what they see in an information report; students can come up to the front and point to the features. The teacher would then use the embedded example of the 'Humpback Whale' to point out to the structural and key features of an information report and hence explains this to the students. - Teacher should also explain to students that information reports are usually organised to include, “a general statement identifying an subject of the information report, perhaps defining and classifying it and a description – (‘bundles’ of information relating to, for e.g. appearance, behaviour, etc) (BOS NSW, 1998, p. 223). Teacher should point this out by turning on the 'Organizer' on the 'Writing Fun' website to demonstrate how the 'Humpback Whale' can be categorised and organised according to how an information report looks like, i.e. with the introduction (definition or classification of the subject), description (important facts about the subject) and conclusion (summary and comment - optional).
- Teacher refers back to the spider information report that was used earlier in the lesson. The teacher annotates the text model using highlighters and markers. - Before annotating the text, provide each student a ‘Summary Table’ (Appendix A: 3) of an Information Report, and this can be used as a reference to the structure and features of the text type that is being explained. - As students had already analysed this spider written text in their ‘Exploring Information Report’ worksheet and given the new information they have gained about information reports, they can as a whole class discuss the features while it is being annotated. For e.g. the teacher can point to how the report contains a ‘general statement’ that identifies and classifies the subject of the information report (i.e. Spiders are invertebrates. Spiders belong to the family Arachnids...). - This can be further moved on to the language features, for example the use of passive voice, general nouns, technical language (i.e. spinnerets, camouflage, etc); and the use of quantity, factual and classifying adjectives to build description in expanded noun groups (e.g. somelarge spiders...). Also teacher should point to other key grammatical features such as relating verbs (spiders are invertebrates...), simple present tense, the repeated naming of the topic as the theme and as well as the use of paragraphs with topic sentences to organise bundles of information (Droga & Humphrey, 2003, p. 135; BOS NSW, 1998, p. 223). Teacher engages students in further deconstruction of an information report. - Teacher divides students in small groups (4-5), and provides each student a copy of an Information Report on Red Kangaroos (Appendix A: 4). Students work in groups to discuss the purpose and audience for the text and they would further identify and discuss the structural features. This deconstruction will further develop students’ understandings of the purpose, structure and language features of the information report genre. - When students have worked in small groups and have highlighted the identified features, they will complete the ‘Writing Frame for an Information Report’ worksheet in Appendix A:5 This would help students understand how to structure their information report. - A whole-class discussion would then take place, once all students have finished. Discuss with students as to what they have identified. What did they include in their Opening and in their Finishing-off sentence? How did they structure their paragraph frames? etc
Concluding strategy: - In pairs, students play a ‘Matching Activity’, whereby they match sections of an information report to headings (Appendix A:6 ). - This activity will lead students onto the next lesson whereby they will research information about Koalas. This activity will help students understand the structural features of an information report, and what they need to look for when researching information about their koalas. - In the next lesson, students will be doing a joint construction of an information report, followed by an independent construction on Koala.
Assessment: Observation: - Teacher systematically observes students throughout the lesson - Teacher observes how students work together and complete their group work Questioning: - Teacher asks a number of questions and notes which students were successfully able to answer questions accurately Task: Worksheet - Student’s completed work on the ‘Exploring Information Worksheet’ - Student’s completed work on the ‘Writing Frame for an Information’
Self-reflection - Did the students enjoy and engage with the activities in the lesson? - Were the time frames accurate? - Were there any areas of the lesson the students struggled with? - What area/s could be modified to improve the lesson? - Did the lesson meet the learning abilities of the students?
References
Board of Studies. (2006). English K-6 Syllabus. Sydney: Author. Board of Studies (1998). English K-6 Modules. Sydney: Author. Collis, K. (2005). All you need to teach nonfiction text types ages 8-10: Discover, explore and write nonfiction. South Yarra: Macmillan Education Australia Droga, L. & Humphrey, S. (2005). Grammar and Meaning: An Introduction for Primary Teachers. Berry, NSW: Target Texts. Eather, J. (2004). Writing Fun by Jenny Eather: Text organizer - Information report. Retrieved on Thursday, 16th of September 2010 from http://www.writingfun.com/writingfun2010.html New Arrivals Program. (n.d.). Australian animals: Developing an information report. Retrieved on Thursday, 16th of September 2010 from http://www.decs.sa.gov.au/curric/files/links/Australian_Animals_screen.pdf NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program. Word Design Interactive. (n.d). Animals, myths & legends: Red Kangaroo. Retrieved on Thursday, 16th of September 2010 from http://www.planetozkids.com/oban/animals/facts_kangaroo.htm
For students to be able to identify and describe the structure and function of a Koala and the ways in which a Koala interacts with other living things and its environment
The focus of this lesson is for students to explore how an information text is written with a focus on the social purpose, text structure and the key grammatical features (BOS, Droga & Humphrey, 2003, p. 135). In this lesson students will work towards deconstructing a written information text, and hence the main objective here will be to develop students’ understandings of the purpose, structure and language features of the information report genre.
Science & Technology
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment.
· Identify and describe the habitat of a Koala · Identify and describe the appearance of a Koala · Identify and describe the diet of a Koala · Identify and describe the life cycle of a Koala
English
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. · Students recognise and describe the purpose of an information report RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
· Enable students to select reading material relating to the purpose and topic, e.g. an information report on koalas 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 texts as models for aspects of writing such as text organization, grouping of information under headings
- IWB or computers
- A full version of an Information Report on Spiders (NSW Dep. Of Schools Education, 1992, p. 64) (main resource 1).
- Exploring Information Report Worksheet’ (Collis, K. 2005, p. 50)
- 5-6 Envelopes that contain the cut pieces of an ‘Information Report: Spiders’ (NSW Dep. Of Schools Education, 1992, p. 64) + the ‘Headings’ (Appearance, Diet, Habitat, Movement, Reproduction)
- Writing Fun: Information Report http://www.writingfun.com/ by Eather, J. (2004) (main resource 2)
- Summary Table (Collis, K. 2005, p. 9)
- Information report on Red Kangaroo - http://www.planetozkids.com/oban/animals/facts_kangaroo.htm by Word Design Interactive (n.d)
- ‘Writing Frame for an Information Report’ (Collis, k. 2005, p. 63)
- Highlighters, markers, pens, pencils & erasers
- To start the lesson, the teacher discusses with students about what they had learnt in the previous lesson. Teacher mentions to students that in the previous lesson they had looked at what a factual text was and in particular they had read an information article from a website about koalas. Therefore the focus of this lesson will be on how to write an information report about koalas.
- Therefore since students have looked at reading an information report about koalas, it is necessary for them to understand how to construct one. Hence as an introductory lesson and linking to the previous lesson, teacher provide students a copy of an “Information Report about Spiders” (Appendix A: 1). This information report is written by a stage 2 student and hence it is a good model to use for students.
- The teacher will provide students with Appendix A:1 (headings and paragraphs).The students work together in small groups to identify which paragraphs go under which heading (e.g. Habitat, Diet, Appearance, Movement and Reproduction).
- Once this activity is completed, have a class discussion on how they went about classifying these paragraphs under the particular headings. Ask questions as to why did you place the heading ‘Appearance’ with that particular paragraph? What information was given to you that made you place this paragraph under that heading? etc
- Work in small groups to read and analyse the ‘Information Report on Spiders’. They will use the ‘Exploring Information Report’ to write down all the things they notice after reading this information report, for e.g. after reading the written text, students discuss and write down ‘What did the author want to do?’, ‘Who did the author think would read the information report?’ ‘How is the information report organised?’ ‘What kind of words are used?’ ‘Any other features?’
- After writing down what they have noticed, students will have a whole class discussion as to what an information report is.
- Students listen to the teacher, while she/he is explaining what an information report is.
- Students are encouraged to answer questions as to what they think the purpose of an information report is (for e.g. information reports are used to present information about something).
- Students observe the interactive website on the IWB. Students listen to the teacher as she/he explains how the website works
- Students can come up the front and point out to some of the features that they see in an information report. They can discuss some of the structural features included in an information report and relate it to the previous modelled activity that they were doing.
- Each student receives a ‘Summary Table’ (Appendix A: 3) as a reference that includes the structure and features involved in an information report.
- Students observe how the teacher annotates the text model of the ‘Information Report on Spiders’.
- Students listen to the key structural and grammatical features that are being annotated and pointed out.
- Students work in small groups to identify and discuss: - the structure of the report - use of bold print, headings - type of words that start the sentences - linking and binding conjunctions - types of verbs used - whether facts or opinions included - tense - some spelling patterns - use of diagrams, labels, tables, graphs.
- Students would highlight the identified features and make note of certain structural features.
- Students complete their ‘Writing Frame for an Information Report’ (Appendix A: 5)
- Put up the full version of the modelled writing (Information Report: Spiders) on the IWB or overhead projector.
- Mention to students that they are going to look more closely at this written text, and in small groups they are going to work together to identify the features.
- Provide students the ‘Exploring Information Report’ worksheet (Appendix A: 2) to which they work together in small groups to analyse the text.
- Teacher may need to go over the questions in the worksheet that students will answer.
- After providing some time for students to complete the worksheet, as a whole class, discuss some of the features included in this information report.
- Teacher then moves onto explaining what an information report is and asks students what they think the purpose of it might be (i.e. ‘information reports are used to give generalised information about entire class of things, e.g. snakes, computers, rocks, plants, and so on) (Droga & Humphrey, 2003, p. 135; BOS NSW, 1998, p. 223).
- Teacher mentions to students ‘let’s have a good look at what an information report really looks like’. Teacher then opens up the ‘Writing Fun’ website http://www.writingfun.com/ on the IWB or on a computer. This interactive writing help site explains thoroughly how an information report looks like (also uses text organizers to assist students in the learning process).
- Teacher clicks ‘Enter’ and the interactive website opens up. On the right-hand side, there is a range of text-types, once clicked on, the text organizer loads.
- Teacher clicks the ‘Information Report’ heading, and it will load to what an information report is (http://www.writingfun.com/writingfun2010.html).
- Teacher can ask students what they see in an information report; students can come up to the front and point to the features. The teacher would then use the embedded example of the 'Humpback Whale' to point out to the structural and key features of an information report and hence explains this to the students.
- Teacher should also explain to students that information reports are usually organised to include, “a general statement identifying an subject of the information report, perhaps defining and classifying it and a description – (‘bundles’ of information relating to, for e.g. appearance, behaviour, etc) (BOS NSW, 1998, p. 223). Teacher should point this out by turning on the 'Organizer' on the 'Writing Fun' website to demonstrate how the 'Humpback Whale' can be categorised and organised according to how an information report looks like, i.e. with the introduction (definition or classification of the subject), description (important facts about the subject) and conclusion (summary and comment - optional).
- Teacher refers back to the spider information report that was used earlier in the lesson. The teacher annotates the text model using highlighters and markers.
- Before annotating the text, provide each student a ‘Summary Table’ (Appendix A: 3) of an Information Report, and this can be used as a reference to the structure and features of the text type that is being explained.
- As students had already analysed this spider written text in their ‘Exploring Information Report’ worksheet and given the new information they have gained about information reports, they can as a whole class discuss the features while it is being annotated. For e.g. the teacher can point to how the report contains a ‘general statement’ that identifies and classifies the subject of the information report (i.e. Spiders are invertebrates. Spiders belong to the family Arachnids...).
- This can be further moved on to the language features, for example the use of passive voice, general nouns, technical language (i.e. spinnerets, camouflage, etc); and the use of quantity, factual and classifying adjectives to build description in expanded noun groups (e.g. some large spiders...). Also teacher should point to other key grammatical features such as relating verbs (spiders are invertebrates...), simple present tense, the repeated naming of the topic as the theme and as well as the use of paragraphs with topic sentences to organise bundles of information (Droga & Humphrey, 2003, p. 135; BOS NSW, 1998, p. 223). Teacher engages students in further deconstruction of an information report.
- Teacher divides students in small groups (4-5), and provides each student a copy of an Information Report on Red Kangaroos (Appendix A: 4). Students work in groups to discuss the purpose and audience for the text and they would further identify and discuss the structural features. This deconstruction will further develop students’ understandings of the purpose, structure and language features of the information report genre.
- When students have worked in small groups and have highlighted the identified features, they will complete the ‘Writing Frame for an Information Report’ worksheet in Appendix A:5 This would help students understand how to structure their information report.
- A whole-class discussion would then take place, once all students have finished. Discuss with students as to what they have identified. What did they include in their Opening and in their Finishing-off sentence? How did they structure their paragraph frames? etc
- In pairs, students play a ‘Matching Activity’, whereby they match sections of an information report to headings (Appendix A:6 ).
- This activity will lead students onto the next lesson whereby they will research information about Koalas. This activity will help students understand the structural features of an information report, and what they need to look for when researching information about their koalas.
- In the next lesson, students will be doing a joint construction of an information report, followed by an independent construction on Koala.
Observation: - Teacher systematically observes students throughout the lesson - Teacher observes how students work together and complete their group work
Questioning: - Teacher asks a number of questions and notes which students were successfully able to answer questions accurately
Task: Worksheet - Student’s completed work on the ‘Exploring Information Worksheet’ - Student’s completed work on the ‘Writing Frame for an Information’
- Did the students enjoy and engage with the activities in the lesson?
- Were the time frames accurate?
- Were there any areas of the lesson the students struggled with?
- What area/s could be modified to improve the lesson?
- Did the lesson meet the learning abilities of the students?
References
Board of Studies. (2006). English K-6 Syllabus. Sydney: Author.Board of Studies (1998). English K-6 Modules. Sydney: Author.
Collis, K. (2005). All you need to teach nonfiction text types ages 8-10: Discover, explore and write nonfiction. South Yarra: Macmillan Education Australia
Droga, L. & Humphrey, S. (2005). Grammar and Meaning: An Introduction for Primary Teachers. Berry, NSW: Target Texts.
Eather, J. (2004). Writing Fun by Jenny Eather: Text organizer - Information report. Retrieved on Thursday, 16th of September 2010 from http://www.writingfun.com/writingfun2010.html
New Arrivals Program. (n.d.). Australian animals: Developing an information report. Retrieved on Thursday, 16th of September 2010 from http://www.decs.sa.gov.au/curric/files/links/Australian_Animals_screen.pdf
NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program.
Word Design Interactive. (n.d). Animals, myths & legends: Red Kangaroo. Retrieved on Thursday, 16th of September 2010 from http://www.planetozkids.com/oban/animals/facts_kangaroo.htm