Lesson+Plan+3?+-+Nyssa

__ Introduction __ Explain to the students that we are going to watch a video clip on healthy living and that this video is a spoken information report. Discuss some of the features of an information report that they learnt in the previous lesson (ie. Introduction, Description with or without sub-headings, Conclusion) and ask them to look for these features in the video. Play the video clip, ‘Lifestyle and behaviour’ for the students. Discuss with the students any elements of the report that they had learnt about in the previous lesson. || **Teacher will.......** Seat all students on the floor in front of the interactive whiteboard. Discuss with the class what a noun is. Ask for ideas and jointly come up with a definition that is to be written on the white board. Tell the students that they will be watching the clip again and this time you want them to take note of any nouns that they hear and that these will then be used to create a word bank. Ask the students to give responses as to the nouns that they identified in the information report. Write these responses on the interactive whiteboard. Ask for responses from all students to ensure engagement, participation and understanding of a noun from all. Ask the students if they can think of any ways that these nouns can be classified? Organise the nouns into a word bank using sub-headings that the students create. Explain that some of the nouns may fit under multiple categories and that it is up to the students to decide where they best think it fits, or if it should go in more than one category. Ask the students if they can think of any other nouns that can be included in the word bank that relate to healthy lifestyles. Explain meanings of any unfamiliar words or ask for the students own definitions of these. Explain to the students that one way to classify a noun is either particular or general. Give examples of the difference between the two, using a noun from the word bank (ie. ‘People’ is a general noun, whereas ‘the person’ would be a particular noun). Ask the students to identify general nouns and particular nouns from the list and highlight these in different colours. Discuss how information reports usually use general nouns and that some of these may be technical (ie rather than using the word ‘fat’, which would be considered an everyday noun, an information report would use the term ‘obese’ which is more technical.) Ask the students if they can see any technical nouns in the word bank, mark these with a ‘t’ next to them. Ask why the students think that more general and technical nouns are used in information reports. What type of writing do the students think it would be appropriate to use particular and everyday nouns in? Look at the words in the word bank that have been identified as being particular or everyday nouns. Ask the students if they can come up with nouns that could replace these that are general and technical. Students are to go back to their desks and look at their information reports that they completed yesterday. Ask them to identify the nouns by underlying them with a pencil. They then have to list these in their own word bank and identify whether they are general or particular, technical or everyday nouns. They can complete this with a partner if they need more scaffolding. Using this word bank and their previous information report students are to re-write the information reports using more general and technical nouns, or alternatively if they feel that their information report has already used enough technical and general nouns they can use the word bank completed by the class to create some more paragraphs. |||| **Students will.......** Discuss with the teacher what a noun is and give their own definitions. Watch the video clip and take note of any nouns that they hear. Students take it in turns giving responses as to nouns that they identified in the video clip. Students discuss ways in which to classify the nouns that they have come up with by creating sub-headings and taking it in turns to move the nouns under these with the interactive whiteboard. Discussion as to which category and how many categories certain nouns should go under are encouraged. Students identify and place into the word bank, more nouns that they think relate to healthy lifestyles. Students identify nouns that are general (highlight in red) or particular (highlight in blue) in the word bank. Students identify the technical nouns and mark these with a ‘t’. Students think about and give response as to why they think that information reports use more general and technical nouns. Students come up with responses as to types of writing that would use particular and everyday nouns to show understanding of different purposes and audiences of text types. Students look at the word bank and come up with suggestions for nouns that are more general and technical in nature. Working in pairs or individually students look at their information reports and underline the nouns with a pencil. They then use these to create their own word bank identifying them as general or particular, technical or everyday nouns. Students then use this word bank to re-write sections of their information reports that they think can include more general and technical nouns, or to create more paragraphs using general and technical nouns using the word bank jointly constructed by the class. || Ask students to volunteer to read paragraphs from their original information reports and then to read the revised version that uses more general and technical nouns. Ask the students how they think it has changed the tone of the writing. (ie. It now sounds more formal and written like). Ask students to add new nouns that they have used in their information reports to the class word bank. Display this word bank to be used in future lessons on creating the whole class factual text. This word bank can be used to help divide and structure the topics to be used in the information book on Healthy Lifestyles, while also being a good resource for the students to refer to technical language that can be used. ||
 * ** Unit Topic ** : Healthy Living |||| ** Curriculum Link ** : PDHPE, English || ** Year Level ** : Stage 2 ||
 * ** Lesson Number ** : 4 |||| ** Lesson topic ** : Types of noun groups used in information reports ||  ||
 * ** Syllabus outcomes: **
 * PHS2.12 Discusses the factors influencing personal health choices
 * WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type
 * WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. ||
 * ** Lesson outcome: **
 * Students are able to recognise the writing structures and features used in information reports as learnt in the previous lesson.
 * Students are able to identify nouns in spoken and written texts and are able to classify these under sub-headings in word banks.
 * Students are able to identify the difference between general and particular, technical and everyday nouns and understand the purpose of these in information reports.
 * Students build on vocabulary and technical terms associated with personal health choices ||
 * ** Resources: **
 * Youtube video, ‘Lifestyle and behaviour’ []
 * Interactive Whiteboard
 * Paper and pencils for all students to take notes while watching video clip
 * Information reports produced from previous lesson
 * Work books and pencils ||
 * ** Lesson outline: **
 * <span style="font-family: 'Times New Roman',Times,serif;">**Teaching/Learning sequence**
 * ** Concluding Strategy: **
 * ** Assessment **
 * Were students able to identify the elements of an information report that had been learnt in the previous lesson?
 * Were students able to identify nouns in the spoken text (video clip) and written text (their own information reports) and classify these under sub-headings in a word bank?
 * Could students correctly identify general and particular, technical and everyday nouns and come up with suggestions as to how to modify these nouns so that they were more general and technical?
 * Students understand a wider variety of technical terms and expand on their vocabulary of words associated with personal health choices ||
 * ** Evaluation/Personal Reflection on lesson **
 * Were all the students engaged and participating in the lesson?
 * Did the students understand the concepts being taught (classification of nouns and purpose of these)?
 * Were there any concepts that the students seemed confused about, and how could these be better explained? ||