Overview+and+Summary+of+Unit+of+Work


 * OVERVIEW AND SUMMARY OF UNIT﻿ OF WORK ** ** Healthy Living - Creating a non-fiction book **

This lesson will introduce students to some of the characteristics and layout of a factual text. As a class, students will read through Alice McGinty's "Staying Healthy: Eating Right" (1997) and look at the various features which make up a factual text book (Title Page, contents page, subheadings, visual images, glossary and index). The teacher will read through the short text, stopping at each different feature and explaining its purpose in the text. Students will be able to recognise the differences between a factual text and a non-factual text by looking at its layout and how the information is presented. This lesson gives students an opportunity to observe and think about the ways in which they may like to set out the multimodal factual text on healthy living, and think about the different features they will include.

** Lesson 2/10 - Exploring with factual picture books - building upon knowledge of characteristics **
In this lesson, students will visit the library to explore the range of factual texts on healthy living. Students will be put into groups of 4 -5 and select a factual book that relates to the "Active Lifestyle" strand in the PDHPE syllabus. (The teacher may choose to have a collection of books already gathered for students and then have groups choose a book which they would like to look at). Students will then need to go through the book paying attention to the features of the text learnt in the previous lesson, and also talking about the content of the book and what information is being presented. Groups will then swap books so that each group has the opportunity to look at 5 or 6 factual texts on healthy living. The aim of this lesson will be for students to gather ideas on the sorts of features and ideas they may wish to include for their own page of the whole class information booklet on healthy living.

** Lesson 3/10 – Understanding the structure of Information Reports Go to lesson plan **
In this lesson students will be looking at the structural and grammatical features needed to write another type of factual text - the information report. They will look at website ‘Writing Fun’ by Jenny Eather which will take them through a step by step writing guide to informational reports. It clearly sets out the structure of the correct use of paragraphing including the introduction, descriptions and conclusion. Interactive features highlight grammatical and structural features of student examples to ultimately engage and enhance student learning. The students will then have the opportunity to write their own information report about aspects of healthy living that they think is most important.

** Lesson 4/10 - Types of noun groups used in information reports Go to Lesson Plan **
This lesson is aimed to start students thinking about grammar needed to produce an information report that will be used in the final product. It has a focus on scaffolding the use of general and technical nouns within the writing of students’ information reports, while also building knowledge of technical language associated with healthy lifestyles. It will also revise some of the aspects that have been learnt in the previous lessons where students were introduced to factual texts and the structure of information reports including a first attempt at this style of text. The resource used in this lesson is designed to give them skills in viewing multimodal texts and gathering information about healthy lifestyles, while also exposing the students to a spoken information report that also incorporates visual and written elements.

** Lesson 5/ 10 – Topic sentences and Theme of the clause. **
In this lesson students will revise what they know about information reports, particularly that of dividing information into paragraphs. They will look at an example of an information report and what the topic sentences of the paragraphs tell us about the information that follows. The class will then as a group break down one of the paragraphs into its clauses and identify the Theme of the clauses. The example will include clauses that have repeated naming of the topic as the beginning focus of the clause. Students will then move back to their desks and look at their own writing and consider with a partner how they could modify it to ensure that the topic sentence of the paragraph gives an overview of the information to follow and how the Theme of the clause uses the naming of the topic.

** Lesson 6 /10 – Using images without text to communicate a message Go to Lesson Plan **
This lesson is designed to show students that images can stand alone from text to convey meaning to the reader. This lesson focuses on helping students to understand that certain features in visual images can portray meaning and communicate a message without using text. Students will explore how they can use the elements and principles of visual literacy to convey their own message about healthy living that will contribute to the page they make that forms part of their class made factual text on healthy living. Students will use visual literacy concepts to create a whole class poster on healthy living in general and a pair created mini poster on one aspect of healthy living without using text to communicate what they are trying to say in their message. The resource used in this lesson is designed to give students an idea of the different ways in which visual literacy can communicate a message and why it is an important part of certain text types.

** Lesson 7 /10 – The visual aspect of text and its importance in communicating a message **
Students will revisit the previous lesson and discuss their posters and the visual features. Students will be introduced to the visual aspects of text, for example layout, font, sub headings and dot points. Students will use this information to add text to their whole class poster and discuss the reasoning behind their decisions. Remind students of the genre of factual texts and to use the appropriate language. Students will continue to work in small groups on their page of the factual text they will be creating in the final lesson with a focus on the visual elements they will include.

Students will revise the unit of work and discuss the elements that go into making a factual information booklet about healthy living. Students will organise what they will include in their page of the information booklet and spend most of the lesson gathering information and researching for their page. By the end of the lesson students will have a draft plan for the information booklet, and will need to discuss its structure ( does it contain the characteristics of an information report/factual text) what is included to make it a multimodal text, ie. Visual and written information.
 * Lesson 8/10 - Planning the factual text **

** Lesson 9/10 – Creating a factual text **
Students will put the booklet together to create a finished factual text. Students will need to order the booklet so that it flows logically and contains the characteristics of a factual text. Final changes and modifications to any of the pages can be made before putting together the final book. The multimodal text will be put on display as a learning resource for promoting healthy living.

** Lesson 10/10 - Reflection and discussion **
Students will use this lesson to reflect on what they have learnt about healthy living and what they consider most important to contribute to leading a healthy lifestyle. Students will also reflect on what they have learnt about factual texts and information reports including both written and visual features discussed in previous lessons. Students will critically reflect on their creation of the information booklet discussing its strengths and weaknesses. Students can use this book to give a short presentation to a kindergarten class on the benefits of healthy living. This will help reinforce the importance of factual texts and their effectiveness in teaching and learning when created properly. This information booklet will be available either in the classroom for students to refer to or in the library for all students to use.