-+Lesson+2+of+10

Lesson 2   ** __Science & Technology__ ** -**ES S2.6** Identifies some of the features of the Solar System and describes interactions that affect the conditions on Earth.
 * **Unit Topic:** The Solar System |||| **Curriculum Link:** Science & Technology & English || **Yr Level:** Stage 2/Year4 ||
 * **Lesson Number:** 2 of 10 |||| **Lesson Topic:** The Sun & the planets in our Solar System || **Learning Area:** Earth & Its Surroundings ||
 * **Lesson Aim:** To determine the students’ understanding of grammatical features constituting a factual description. In doing so, students will come to realise the need for consistency of grammar in a formal text such as this. Additionally, the students’ will engage in an interactive medium to identify the grammatical features of a range of sentences in a variety of contexts, relevant to the featured text type. Students then as a class jointly construct a factual description on the solar system. ||
 * ** Lesson Outcome: **

**__English__** -**RS2.8 **Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. **-WS2.10 ** Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

** Lesson Indicators: ** **- **Recognises the social purpose and the key grammatical features of a factual description -Identifies nouns, action verbs, adjectives and adverbs in a factual description and how these add to the meaning of the text -Uses grammatical information in shared reading activities, e.g. identify adjectives and how they add meaning to nouns -Jointly constructs a range of text types such as a factual description || -Laminated card with sentences/phrases extracted from a variety of different text types -Whiteboard -Whiteboard marker -Interactive Whiteboard -Book ‘The Solar System’ by Robin Kerrod -Factual description proforma from the website http://www.writingfun.com (One displayed on the Interactive Whiteboard and one copy for each student) -Butchers paper -Markers || Laminated cards with sentences/phrases extracted from a variety of different text types are turned over and spread across the front of the classroom floor. Sitting around a circle students will each take a turn to pick a phrase or sentence from the floor. Students will read out their sentence to the class and using their prior knowledge will determine whether the text is derived from a factual or fictional text type. Students then using their prior knowledge of fictional and factual texts determine which text type they think their sentence/phrase may be from, for e.g. narrative, information report, recount, procedure, description, explanation, exposition or discussion. A list of the selected text types will be written on the board for greater ease. Ask students: -//Why do you think this sentence is from that particular text type? // //-Why not a... (say another text type to stimulate thinking)? How might this sentence appear/be used when using it in a factual description text? // Discuss prior knowledge on the grammatical features of a factual description, or any factual text type. || -Explain to students that on the whiteboard there is a particular text type on our related unit topic. Ask students: -//As you look briefly at this text do you think it is a factual or fictional text? // //-What text type do you think this text might be? // //-What is it that makes you think that? // //Once students identify that the text is a factual description explain to students that factual descriptions describe the characteristic features of particular, people, places or objects. // || -Pause at technical words and make sure students know what they mean. || -Students will discuss the purpose of using this particular grammatical feature within this text, for example the use of detailed noun groups to describe features of the solar system; the use of different types of adjectives; and the use of relating verbs to define, describe and classify features of the solar system. |||| -Ask students ‘What grammatical features do you think the author has chosen to use for this factual description? -To assist students with the question the teacher and the students will select words, phrases and sentences on the interactive whiteboard to discuss their purpose in the text. || -Students go to their desks and independently fill out the proforma on the solar system using page 5 of the book ‘The Solar System’ to assist them with their points. |||| -Go to ‘writingfun’ website and display the proforma for a factual description. -Go over the proforma with the class by highlighting the main features of this text type. -Give a copy of the proforma to each student and ask them to go to their desks and fill it out the proforma on the solar system by writing in dot points. -Display page 5 of the book on the Interactive Whiteboard to assist students with their -Assist students who need help with filling out the proforma. || -Ask the class to sit on the floor and explain to students that the class will now jointly construct a factual description on the solar system using their information on their proformas. -Jointly construct a factual description either on board or on a butchers paper with the class on the solar system by using students ideas. -Start with an identification statement which gives a general orientation to the solar system and then provide descriptions of features of the solar system. || The students will be formatively assessed on their progress throughout the session through observation and interaction methods, particularly in their prior knowledge to direct discussion and in their ability to identify the purpose and the key grammatical features for a factual description and the need for consistency of these conventions throughout the text type. Did students: -Demonstrate an understanding of the grammatical features of factual description such as detailed noun groups, adjectives, relating verbs, action verbs and adverbials? -Understand the social purpose for factual description? -Use either nouns groups, adjectives, relating verbs, action verbs or adverbials when jointly constructing a factual description with the class? || There will be a range of simple and more complex sentences in the introductory activity to suit students of varying ability types. Students displaying problems with fine motor skills will benefit from using the Interactive Whiteboard and large laminated card activity which enables students to interact more effectively in the learning experience with greater ease. This media enables the enlargement of text for children with poor sight and as a result, students with such abilities will find it easier to write. If there is no access to an Interactive Whiteboard use the overhead projector to display the book and the proforma to students. Students can use markers to underline various features of the text. || -Was the lesson successful in meeting established outcomes? -Was the lesson engaging for the students? -How successful was the teaching and planning towards contributing to the students’ understanding of the structure of a factual description? -Was the proforma laid out well enough for students to understand? -Did the student understand the relevance of the lesson? -What aspects of this lesson need improvement? How might this be approached? ||
 * **Resources:**
 * **Lesson Outline** ||
 * **__ Introduction: __**
 * **__Teaching strategy/Learning Activity:__** ||
 * ** Students will … ** |||| **Teacher will…** ||
 * **- ** Using similar thinking strategies to introduction activity, students will analyse the text presented and using predicting strategies will consider its purpose and genre based on the characteristics. |||| -Display page 5 of the book ‘The Solar System’ by Robin Kerrod onto interactive whiteboard.
 * -Students will take it in turns to read aloud the factual text presented. This will enable students to clarify whether their initial predictions are still valid, and why or why not so. Students read from page 5 to 9. |||| -Select a few students at a time to read aloud the text.
 * -Students will use the interactive whiteboard and pens to select various features of the text type that are characteristic to the genre.
 * -Students examine the proforma for a factual description and discuss the purpose and the key grammatical features of this text type.
 * **__Concluding strategy:__**
 * **__Assessment:__**
 * **Any special considerations or contingency plans:**
 * **__Self-reflection__**