Lesson+5

**Lesson Plan 5**

HSIE: Social Structures Creative Arts: Drama || **Lesson Aim:** The last lesson saw students considering the different perspectives of the Graythwaite conservation debate, discussing their opinions and reactions from the Walk in The Park lesson (Lesson 3), and debate the viewpoints of various stakeholders which are invested in the contentious issue. This lesson will encourage students to take a stand towards the conservation of the site for co﻿mmunity use and promote this argument through the exposition text type, using persuasive writing to convey their opinion. It is important to note that this lesson is not an introductory into expositions, in previous English units, students have already explored the structure of an exposition, its social purpose and features. This lesson will extend students knowledge and understanding of the text type by exploring how grammatical features, such as modal verbs, can be used to add depth to their writing, more effectively convey their message and persuade their audience. By the end of this lesson, students should be able to identify modal verbs, explain their role in persuasive texts, and demonstrate their understanding by incorporating this grammatical feature in their own exposition.
 * **Lesson Topic** || **Year Level** || **Lesson Number** || **KLA Links** ||
 * Exploring Persuasive Writing || 4 (Stage 2) || 5/10 || English: Grammar, Text types

**Lesson Outcomes and Indicators:** **ENGLISH** __WS2.9__ - Drafts, revise, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Expresses a point of view in writing with some supporting arguments// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Uses other texts as models for aspects of writing such as text organization, grouping of information// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Selects relevant information to use in own writing// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Writes on both familiar and researched topics// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__WS2.10__ - Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Uses modal verbs in text types to indicate shades of meaning// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__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: Arial,Helvetica,sans-serif; font-size: 110%;">- //Identifies the use of modality in persuasive writing// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__TS2.1__ - Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the classroom <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> //- Justifies a point of view with supporting evidence// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__TS2.2__ - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> - //Performs, giving some consideration to use of voice and gesture//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**HSIE**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__ENS2.6__ Describes people’s interactions with environments and identifies responsible ways of interacting with environments <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Demonstrates understanding of groups associated with places and features// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Evaluates the management and care of features, sites, places and environments// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__SSS2.8__ Investigates rights, responsibilities and decision-making processes in the school and community and demonstrate how participation can contribute to the quality of their school and community life. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Identifies the roles and responsibilities of citizens in local government// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Promotes the contributions made by community organizations and groups//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Resources:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//(For the purpose of the resources, this lesson is designed for a class of twenty students)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- 4 copies of ‘Letter to the PM’ (Resource 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- IWB <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Writing paper <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Pencils <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Flip camera

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Outline (Teaching Strategies/Learning Activities):** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will begin the lesson seated on the floor in front of the teacher. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students to think back to previous units in which they examine expositions. Ask students the following questions: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- How could we describe what an exposition is? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- What is the purpose of an exposition? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Why might an exposition be used?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**INTRODUCTION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 1 – Exposition Stations__ (10 minutes)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As students offer suggestions to the questions, consolidate their answers and reinforce key ideas which have risen from the discussion.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Organize the students into 4 groups of 5 students. Inform students that each group will be allocated to a work station in which they will work with a text and identify and discuss aspects of the text which are related to the exposition text type.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Station 1: Text Reorganization** – Students will be given a cut up copy of the resource in which they need to work together to re-organise the text into the correct structure. Ask students to consider why text structure is important in persuading a reader. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Station 2: Social Purpose and Position** – Students will be given a copy of the text in which they will read together as a group and identify the social purpose of the text, the position the author has taken and how this position is conveyed and reinforced in the text. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Station 3: Technical Language** – Students will be given a copy of the text in which they will read as a group and identify and list any technical or content specific words used, the effect of these words and their importance, and list any words they are unsure of. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Station 4: Grammatical Features** – Students will be a given a copy of the text in which they will read as a group and identify and list any persuasive words or phrases, what effect they have on the overall text and why they are used.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">At the completion of their tasks, ask each group to report their findings. Explain the context surrounding the letter, why it was made and what it aims to do (add link to resource evaluation). Ask the class as a whole whether they feel the features which they identified in their stations have worked together to effectively persuade the Prime Minister to support the conservation cause. Ask students to consider the persuasive nature of the text and its effectiveness. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell students that in this activity they will be required to listen to a series of statements and choose a perspective to support. Show the students 4 pieces of cardboard labeled strongly agree, agree, disagree, strongly disagree. Highlight to the students that there is no neutral, ask students why this option has not been included. Blue tack signs in 4 corners of the room.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**BODY** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Teachers will…** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Students will…** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 – Should, Could, Would__ //(10 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Read students the statements below one at a time. Ask students to move to the designated area which they feel represents their opinion. Once students have moved to a space, ask volunteers to explain their reason for siding with that opinion.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Statements: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Graythwaite __should__ remain in public ownership for the benefit of all people <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Lavender Bay Public __will__ destroy the park. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Lavender Bay Public and the local community __could__ work together to conserve the site. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- The Prime Minister __must__ support the campaign. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Community support __can__ make a difference.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">At the completion of the exercise ask students if it was difficult to make a decision and why? Ask students if the wording of the statements influence their decisions? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Inform students that a certain type of verb was used in those statements to help persuade their decisions and these are called modal verbs. Show the students the statements on the IWB with the modal verbs underlined. Ask students what effect these words have?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> __Activity 3 – Our Top 5 Rephrased__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students to identify the top 5 issues or arguments which support the Graythwaite conservation campaign. Prompt the students to consider the environmental, community and historical issues. Write the issues on the board.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students to move to their desks and rewrite those phrases into a sentence featuring a modal verb. Ensure students can see the list of modal verbs used in Activity 3 for support, also encourage students to think of more. If students want to use different statements, encourage them to do so, ensuring they are related to the conservation campaign.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 4 – Rap Time__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">When students have completed their rephrased statement have students bring their statements and sit as a group together. Inform students that they will now use their new statements to create a ‘Rap’ to persuade members of the community to support the conservation campaign. Arrange students into 4 groups of 5. Students are to create a rap using the following criteria; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Statement of position (opening argument) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Rephrased statements of their arguments (students must use 3-4 of the statements they constructed in Activity 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Reinforcement of the position (closing catch phrase) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ensure this criteria is shown on the IWB for students to use as a scaffold for their rap. Encourage students to be creative in their rap construction, allowing for rhythm movement. Inform students that they must have a written script of their exposition which is to be handed in at the end of the lesson. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Allow students to move off into their groups to prepare their rap. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 – Should, Could, Would__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students offer suggestions for reasons behind omitting a ‘neutral option’

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students listen to the statements read out by the teacher, construct an opinion, then move to the area which best represents their opinion. Students offer reasons behind their choice.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students offer suggestions as to the degree of difficulty in responding to the statements.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 – Our Top 5 Rephrased__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students offer suggestions as to the top 5 issues or arguments within the Graythwaite conservation campaign.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students work individually to rewrite the statements using modal verbs. This task will be collected by the teacher at the conclusion of the lesson.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 4 – Rap Time__ //(10 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students work together in their groups to produce an exposition rap. As well as creatively working together, students also produce a written version of their rap which will be handed in at the end of the lesson. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**CONCLUSION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 5 – It’s A Rap__ //(10 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Gather students together on the floor. Ask each group to one at a time perform their exposition rap to the class. Teacher to record each rap using a flip camera. At the end of each rap, ask students observing to offer feedback using the original task criteria (shown on the IWB). Once all students have performed ask students to discuss the similarities or differences between their rap, and the “Letter to the PM” which was used in Activity 1. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Guide the discussion with the following questions; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- What audience would the rap suit? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Are both text types conveying the same message and which is more effective? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Why are persuasive texts like an exposition used in conservation campaigns such as Graythwaite?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">At the completion of the lesson, ask students to submit their individual Modal Rephrasing task and their Group Exposition Rap. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Throughout the lesson, the teacher will use observation to assess the student’s participation, task engagement and understanding of the content. The following tasks will provide further opportunity to assess student’s ability to identify modal verbs and effectively use them in the creation of a text. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Individual rephrased statements (Activity 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Group exposition rap transcript (Activity 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Video footage (Activity 5)

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students progress will be recorded in terms of:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">// An ability to… //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">// Knowledge of… //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">// Understanding of how/why/the ways in which… //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Extension Assessment Tasks/Activity Ideas for Further Lessons:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">For those students who complete Activity 3 early, have students use their rephrased statements to begin an individual exposition. Encourage students to begin with a position of statement and then to elaborate on their statement in order to form their argument.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Any Special Considerations or Contingency Plans:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students who require additional assistance during the lesson can be supported by allowing students to work in pairs on individual tasks. As most of the tasks are completed in groups, there should be special consideration when organizing students into group, ensuring students will be supported and encouraged throughout the tasks.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Self-Reflection:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teacher self reflection is a vital component of effective teacher and learning experiences. To develop self-reflection, the following questions will be used; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Did the designed learning activities provide students with opportunities to demonstrate their understanding? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Was the resource suitable for students to use? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Did all students participate or show engagement? Why/why not? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Was the identification and explanation of modal verbs clear? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Did the students feel they obtain the lesson outcomes?