Lesson+plan+1+-+Tayla

__Introduction __ Have students sitting on the floor and begin the lesson with a discussion on what students know about factual text. Ask students what they think about when they hear the term "factual text". What does "factual" mean? What sort of things will the text tell us? Can you think of any examples of factual texts? Can you think of a non-factual text? How is a non factual text different to a factual text? || Explain to students that we can identify a factual text by looking at its specific features. A factual texts contains many characteristics which make it different than a non-factual text. Teacher introduces the text "Staying Healthy: Eating Right" by Deborah Chancellor and asks presents it to the class while sitting at the front of the room under the IWB. Ask students what do they notice about the front of the book? //It has a title and the name of the author, and a picture.// Ask what do all things do for the reader? //Give information about what the text will be about.// Looking at this title page, what do you think the text will be about? Explain that we call this feature of a factual text a title page. On the IWB, teacher constructs a list titles "features of a factual text" and lists "title page" under the heading. Teacher continues to turn the pages. What can we see on this page? //The contents.// Does anyone know what a contents page is? //Lists the information and an outline of what information the book contain.// Teacher points to the page numbers next to each line of content. What do do you think these numbers tell us? //The page that you will find the information.// Explain that contents pages are useful to quickly find a specific idea or topic within in a text. Add "contents page" to the mind map on the IWB. Continue to read through text commenting on the features and layout of the text. Point to a subheading. Explain that factual text contain subheadings, which split up the information in the factual text to set out information more clearly to the reader. Add "subheadings" to mind map. **(The mind map will need to be arranged by placing features in random, scattered order, so the placement of each feature is not presented in an order)** Point to the visuals in the text. Why has the author included these pictures in the text? What do these pictures tell us? //The visuals tell us information about what is being said in the text.// Explain that visual images are used in factual texts to reinforce the information that is being presented in the text. Add "use of visual images" to the mind map. At the back of the book present students with a glossary. Has anyone heard of the term glossary? Why do factual text have a glossary at the back of the book? Explain that a glossary explains the difficult words and terms that appear in the text, so the reader can fully understand its information. Add "glossary page" to the mind map. Repeat this process for the index page, explaining that the index is similar to the contents page, and offers a short list of topic words from the text, and again gives the reader the page number for where the information is found. Add "index page" to the mind map. |||| **Students will....... ** Be seated on the floor, listening to the teacher going through the text and engage in discussion for each feature of the grammatical text. Put up their hand to answer what they know about the front page of a text and what information it can give the reader. Thinks about what sort of topic and ideas the text will contain. Students engage in discussion about the contents page, and why they are included in factual texts. Students observe the use of subheadings, put up their hands to answer what the purpose of a subheading might be, why authors include them in factual texts. <span style="font-family: 'Times New Roman','serif';">Students look at the visual pointed put by the teacher, thinks about what clues are contained within the image, what the image tells us, and why the author had included pictures on the page. <span style="font-family: 'Times New Roman','serif';">Students think about and answer questions as to why a glossary is needed in factual texts. <span style="font-family: 'Times New Roman','serif';">Again, students look at the index page in the text and engage in discussion about its purpose and how it helps the reader. || <span style="font-family: 'Times New Roman','serif';">Have student sit back at tables and present students with a worksheet in which they are requires to organise the order in which different features occur in a factual text. (see appendix 2). Students will have to sort out the features jumbled in a random arrangement at the top of the page into the table into columns titles "beginning of the text" "body of the text" or "end of the text". <span style="font-family: 'Times New Roman','serif';">Teacher will explain to students that some features may appear in more than one section of the text - e.g. visual images can appear in the body of the book as well as at the beginning on the title page. ||
 * **<span style="font-family: 'Times New Roman','serif';">Unit Topic **<span style="font-family: 'Times New Roman','serif';">: Healthy Living |||| **<span style="font-family: 'Times New Roman','serif';">Curriculum Link **<span style="font-family: 'Times New Roman','serif';">: PDHPE, English || **<span style="font-family: 'Times New Roman','serif';">Year Level **<span style="font-family: 'Times New Roman','serif';">: Stage 2 ||
 * **<span style="font-family: 'Times New Roman','serif';">Lesson Number **<span style="font-family: 'Times New Roman','serif';">: 1 |||| **<span style="font-family: 'Times New Roman','serif';">Lesson topic **<span style="font-family: 'Times New Roman','serif';">: **Introducing factual texts** ||  ||
 * **<span style="font-family: 'Times New Roman','serif';">Syllabus outcomes: **
 * <span style="font-family: 'Times New Roman','serif';">PHS2.12 Discusses the factors influencing personal health choices
 * RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. ||
 * **<span style="font-family: 'Times New Roman','serif';">Lesson outcome: **
 * <span style="font-family: 'Times New Roman','serif';">For students to recognise the differences between factual and non factual texts.
 * <span style="font-family: 'Times New Roman','serif';">For students to identify the various features of a factual text.
 * <span style="font-family: 'Times New Roman','serif';">For students to understand the meaning and purpose of the features of a factual text. ||
 * **<span style="font-family: 'Times New Roman','serif';">Resources: **
 * <span style="font-family: 'Times New Roman','serif';">" Staying Healthy: Eating Right" (1997) Alice McGinty
 * <span style="font-family: 'Times New Roman','serif';">Interactive Whiteboard
 * <span style="font-family: 'Times New Roman','serif';">Worksheets
 * <span style="font-family: 'Times New Roman','serif';">Pencils ||
 * **<span style="font-family: 'Times New Roman','serif';">Lesson outline: **
 * **<span style="font-family: 'Times New Roman','serif';">Teaching/Learning sequence **
 * <span style="font-family: 'Times New Roman','serif';">Teacher will....... **
 * **<span style="font-family: 'Times New Roman','serif';">Concluding Strategy: **
 * **<span style="font-family: 'Times New Roman','serif';">Assessment **
 * <span style="font-family: 'Times New Roman','serif';">Can students understand the purpose of a factual text?
 * <span style="font-family: 'Times New Roman','serif';">Observe whether students can identify the difference between a factual text with a non factual text by indentifying its specific features.
 * <span style="font-family: 'Times New Roman','serif';">Can students understand the purpose of these features and why they are included in a factual text?
 * <span style="font-family: 'Times New Roman','serif';">Can students identify which sections various features appear in a factual text book? ||
 * **<span style="font-family: 'Times New Roman','serif';">Evaluation/Personal Reflection on lesson **
 * <span style="font-family: 'Times New Roman','serif';">Were students engaged in the lesson?
 * <span style="font-family: 'Times New Roman','serif';">Were concepts and ideas explained clearly to students to ensure thorough understanding?
 * <span style="font-family: 'Times New Roman','serif';">What concepts did the students understand well/ not understand?
 * <span style="font-family: 'Times New Roman','serif';">Was the introduction effective in engaging students in the lesson? ||