Lesson+Plan+2?+-+Rachel

__ Introduction __ At the beginning of the lesson, have the students seated on the floor to discuss what they remember about factual texts from previous lessons. What does ‘factual’ mean? What is the purpose of a factual text? What factual texts have we looked at in class? Remind students that at the end of the unit they are to create an information booklet on healthy living and this will need to include some pages of factual text. Explain to students that today we are going to be looking at how to write and information report //(a piece of writing that provides information by stating the facts),// which is going to help them with their final task. || Open Jenny Eather’s website homepage ‘Writing Fun’ and open text type link ‘Information Report’ (This should already be open prior to lesson) Explain to students that when writing an information report there is a special structure that you have to follow to present your information. Refer to opened document. Teacher introduces the structure of an information report which is clearly shown in 3 separate boxes on the given proforma // Introduction // // Description // // Conclusion // Refering to proforma, talk with students, and discuss what features they can see are important in the - Introduction (//may include definition, classification of brief desciption about the topic).// Teacher may have to remind students what classification means. - Description (//Facts about the subject. Each new fact is given a new paragraph, subheadings may be used – see example, may include photos, pictures, maps or diagrams.)// - Conclusion (//summary or comment//) Teacher tells students they are going to look at another student’s sample work – (click on example number 5 at bottom of screen – Humpbacks) Ask students to identify some of the elements of structure that they were previously talking about -//There’s an introduction, description and conclusion clearly set out// // - Paragraphs separate each new idea // // - The description has be set out with subheadings // // - There are pictures included // Ask students what they can understand is the purpose of this text before reading? //To give facts about Humpback Whales including their identification, food and behaviour.// Teacher continues onto next example – (click on example number 6 at bottom of screen – Rainforests of Australia.) Ask students to identify the elements of structure they can see in this example - // There’s an introduction, description and conclusion clearly set out // - // Paragraphs separate each new idea in the description- there are no subheadings // - // A diagram was used // Refer back to example 5 and alert students attention to the ‘tips’ bar on the right hand side of the example. Explain to students that there are some helpful tips in your writing to be discovered on this page. Ask for a student who has been listening carefully to be your assistant in highlighting the tips on the IWB. Get student to read the first tip ‘start with a brief description or classification’ and drag the computer mouse over the tip for it to highlight it’s feature in the example text. //Ie it highlights where the introduction is.// Continue slowly through the other tips, which highlight their feature in the example and talk with students about the importance of the tips. Students will be able to clearly identify the structure of information reports this way. Tell students they are going to practice writing an information report on Healthy Living. Today they are going to use subheadings in their description so they can write about the information they think is most important about healthy living. Click on the ‘write online’ link on the bottom write hand corner of the screen to open the blank text organiser to type an example on the IWB as a class. Work through the points as a class ie. Write an introduction, write three subheadings such as ‘Healthy living,’ ‘balanced diet’ and ‘stay active.’ Talk with the students what they might write about under these subheadings and write up possible vocabulary mentioned that will assist them with their writing. Write a conclusion. This will allow students to see how exactly you would like the report set out and organised. (Students have knowledge and understanding of facts around healthy living, if children are stuck for ideas they can refer to Staying Healthy: Eating Healthy" by Alice B McGinty Tell students that you are expecting great use of language, structure and it should include what you think are the most important facts about your subject. Let students know that if they finish early and edit their work, they can open the website and type up their information report on the same proforma page as just used in the example which can be printed. They can ass pictures, diagrams etc that they find on the internet.  Hand out worksheets, let students know the worksheet are to guide them through their writing. They can write their ideas on the sheet, and then complete their work in their workbooks.  Keep an eye on students work to make sure they are following the correct writing structure and writing to their best potential |||| ** Students will....... ** Students seated on the floor facing the IWB, listening to the teachers instructions and explanations to writing an information report. Be engaged in discussion, putting up their hand to answer questions. Students observe the structural features and put up their hands to answer questions One student uses computer mouse to hover over each ‘tip’ in order to highlight its corresponding section in the sample text. Move to each new tip on teacher cue. Rest of class observes the highlight features of the sample text. Give suggestions to teacher about what you could write about in an information report on healthy living. Suggest sub headings to focus on, and vocabulary to write in the descriptions Collect work sheets and go to their desks. Begin their information report on ‘Healthy Living.’ If Finished early, peer edit their work before opening website document to information report proforma. Type information report on the website’s proforma and include pictures if desired. Print when finished. || Have students work in threes where they will get the chance to read and make comments about 2 other students work. Students will comment on their structure //was there a clear introduction, description and conclusion? Were there subheadings?// They will also comment on the information described in the subheadings. //Did they express the most important facts? Was the information correct?// Students can also comment on what aspect of the writing may need improvement for next time Students can also have the opportunity to nominate a piece of writing from their peers they thought was really good for the teacher to read to the class. ||
 * ** Unit Topic ** : Healthy Living |||| ** Curriculum Link ** : PDHPE, English || ** Year Level ** : Stage 2 ||
 * ** Lesson Number ** : 3 |||| ** Lesson topic ** : Writing information reports ||   ||
 * ** Syllabus outcomes: **
 * PHS2.12 Discusses the factors influencing personal health choices
 * WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ||
 * ** Lesson outcome: **
 * For students to recognise the writing structures and features needed for writing information reports
 * For students to understand the meaning and purpose of the features of information reports ||
 * ** Resources: **
 * Interactive Whiteboard
 * Website – ‘Writing Fun’ by Jenny Eather ( [] )
 * Works sheets – text organiser printed to assist students with the writing process [[file:info report work sheet.doc]]
 * Staying Healthy: Eating Healthy" - Alice B McGinty
 * Classroom computers
 * printer ||
 * ** Lesson outline: **
 * ** Teaching/Learning sequence **
 * Teacher will....... **
 * ** Concluding Strategy: **
 * ** Assessment **
 * Observe students. Can students understand the purpose of a information report?
 * Students are able to write according to set structure?
 * Can students understand the purpose of the writing features and why they are included in an information report? ||
 * ** Evaluation/Personal Reflection on lesson **
 * Were students engaged in the lesson?
 * Were concepts and ideas explained clearly to students to ensure thorough understanding?
 * What concepts did the students understand well/ not understand?
 * Was the introduction effective in engaging students in the lesson? ||