Lesson+2+of+10

**Lesson Plan 2 – Features of an effective exposition **
==== This lesson aims to explicitly teach the function, schematic structure and grammatical patterns of an expository written text. Students will have the opportunity to read an example of an exposition text and discuss how effectively text features are used to persuade the audience. Based on this discussion, students will jointly construct an exposition text on an issue related to making healthy food choices at school. ==== ||
 * ====**Unit Topic:** Healthy Food Choices. ==== || ====**Curriculum Link:** PD/H/PE. ==== || ====**Yr Level:** Stage 2, Year 4. ==== ||
 * ====**Lesson Number**: 2 of 10. ==== || ====**Lesson Topic:** Features of an effective exposition ==== || ====**Learning Area(s)**: Literacy ==== ||
 * ====**Lesson Aim:** ====
 * ====**Lesson Outcomes & Indicators:** ====

==== **WS2.10** Produces texts clearly, effectively and accurately using the sentence structure, grammatical feature and punctuation conventions of the text type. ====

**PDHPE Link: PHS2.12** Discusses the factors influencing personal health choices.
==== -gives reasons as to how a school initiative (creating a vegie garden) can help promote healthy food choices in school and justifies why healthy food choices are appropriate (Activity 6) ==== ||
 * ====**Resources:** internet access, whiteboard markers, 10 sets of cards for sequencing activity (See Appendix 2) cut out and arranged in random order, text from sequencing activity displayed in textboxes on IWB, 5 labels with the following terms: Statement of position, Point 1, Point 2, Point 3, Summing up, 5 sheets of A4 paper, whiteboard magnets/blu-tak, an internet browser with the following website opened: [|www.writingfun.com] ==== ||


 * ====**Lesson Outline** ==== ||
 * ====**Introduction:** Making links to previous learning, identifying the function of an exposition, making explicit reference to the learning outcome of this lesson and relating it to students’ experience (5 mins) ====

====<span style="font-family: 'Times New Roman',Times,serif;"> Think, Pair, Share: When was the last time you tried to persuade someone to agree with your point of view? How did you do it? (Giving reasons/examples, presenting facts, citing an authority, being polite, demonstrating an idea, showing evidence etc) ====

<span style="font-family: 'Times New Roman',Times,serif;">-Teacher explicitly states the learning goal for this lesson: To understand how to structure a persuasive written text.
||
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Teaching strategy/Learning Activity: Features of an effective exposition** ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Students will ……** ====

<span style="font-family: 'Times New Roman',Times,serif;">**1. Sequencing Activity (Feature 1: Logical structure) (5-10mins)**
====<span style="font-family: 'Times New Roman',Times,serif;"> Students will complete this activity in groups of three. Each group will receive a copy of the exposition ‘Homework should be banned’, cut into five pieces (introduction, point 1, point 2, point 3, conclusion) and shuffled so that the pieces are not in order. Students must work together to put the cards in the right order to make a coherent text. ====

<span style="font-family: 'Times New Roman',Times,serif;">A volunteer student drags the textboxes into the right order on the IWB.
|||| ====<span style="font-family: 'Times New Roman',Times,serif;">**Teacher will ……** ====

====<span style="font-family: 'Times New Roman',Times,serif;">Teacher will walk around room, facilitating groups where necessary. Questions to prompt students might include: Which word in the paragraph tells you where it fits in the text? Is this paragraph stating the author’s view or is it summing up an argument? ====

<span style="font-family: 'Times New Roman',Times,serif;">The teacher displays the sequencing activity on an IWB (each section is entered in a different textbox).
|| ====<span style="font-family: 'Times New Roman',Times,serif;"> How do you know where each paragraph fits in the text? What are the ‘clue’ words? (‘firstly’ ‘secondly’ ‘thirdly’ ‘in conclusion’) How do these words help the reader to predict the purpose of each paragraph? (they follow a logical order, functioning as ‘signposts’ to what is to follow in the paragraph, for example ‘thirdly’ signals that a third reason is about to be presented) ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;"> **3. Discussion (Whole-class) (5 mins)** ====

<span style="font-family: 'Times New Roman',Times,serif;"> **4. Highlighting the text organiser on ‘Writing Fun’ (Feature 2: Logical structure) (10 mins)**
====<span style="font-family: 'Times New Roman',Times,serif;"> As the teacher goes through each section, he/she asks for student volunteers to read out the paragraph and move the cursor over the relevant section in the ‘Tips’ column, highlighting the text. ====

<span style="font-family: 'Times New Roman',Times,serif;"> In their groups, students collectively write a paragraph for their allocated section of the exposition.
|||| ====<span style="font-family: 'Times New Roman',Times,serif;">Teacher facilitates a class discussion. ====

====<span style="font-family: 'Times New Roman',Times,serif;">Teacher brings up the ‘Writing Fun’ site on the IWB, navigating to the page on expositions and then clicking on example 3. Making sure that the organiser is switched to ‘on’, the teacher talks through the following structural features of the text with students: ====

====<span style="font-family: 'Times New Roman',Times,serif;">Teacher asks each group of three to form a pair with another group, forming a total group of six. Give each group of six a label, with one of the following terms: Statement of position, Point 1, Point 2, Point 3, Summing up. ====

====<span style="font-family: 'Times New Roman',Times,serif;">Teacher selects the ‘write online’ option on the ‘Writing Fun’ text organiser. In the ‘title’ box, the teacher types in the following statement: The school parking lot should be turned into a vegie garden. Under the heading ‘enter your name’, the teacher types ‘Year 4’. ====

<span style="font-family: 'Times New Roman',Times,serif;"> 1. The paragraph must begin with a text connective.
====<span style="font-family: 'Times New Roman',Times,serif;"> 2. The paragraph must be written according to its purpose in the larger text (for example, the ‘statement of position’ must outline the issue and the writer’s point of view) ==== || ====<span style="font-family: 'Times New Roman',Times,serif;"> The teacher will facilitate collaboration within each group, by walking around the room and assisting where necessary. The teacher can suggest or moderate ideas for each section, refocus students’ to the function of their paragraph within the text and direct students to be checking their work against the criteria on the whiteboard. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;"> Students write their paragraph on a piece of A4 paper. When students are finished, they write their names on the back of the page and attach it to the whiteboard using a magnet/Blu-tak. (Students must place paragraphs in the correct order, which means that space must be left for paragraphs yet to be finished). ==== || ====<span style="font-family: 'Times New Roman',Times,serif;">(Teacher writes the criteria on the whiteboard for students to refer to) ====

<span style="font-family: 'Times New Roman',Times,serif;">(At the end of the lesson, the teacher collects the paragraphs as work samples for assessment).
|| ====<span style="font-family: 'Times New Roman',Times,serif;">-One student from each group reads out their paragraph to the rest of the class. While the student is reading, the teacher types the paragraph into the text organiser on ‘Writing Fun’ (if students have not done this already – See ‘Contingency plans’ below). ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Concluding strategy: Sharing (10 minutes)** ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Concluding strategy: Sharing (10 minutes)** ====

<span style="font-family: 'Times New Roman',Times,serif;"> -Volunteers from the rest of the class circle/highlight the text connective(s) used in the paragraph using the IWB pens.
====<span style="font-family: 'Times New Roman',Times,serif;"> -Teacher positively reinforces the use of any additional persuasive devices the students may have used in their writing (eg. emotive language, appropriate modality etc), and asks students to comment on whether they think the exposition as a whole meets the criteria, by asking the following questions: ====

<span style="font-family: 'Times New Roman',Times,serif;"> -Teacher prints the exposition and displays it in the classroom for future reference
|| ====<span style="font-family: 'Times New Roman',Times,serif;"> During the lesson, responses to questioning and student discussions, particularly in the concluding activity, will facilitate an understanding of student progress and engagement with the focus learning outcome (RS2.8). ==== ====<span style="font-family: 'Times New Roman',Times,serif;">Collection of the A4 sheets at the end of the lesson will allow the teacher to gauge insight into how well students were able to use the grammatical and organisational features of an exposition text. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Assessment:** ====

<span style="font-family: 'Times New Roman',Times,serif;">- Is the content of the paragraph appropriate to its function in the text as a whole? (WS2.10)
====<span style="font-family: 'Times New Roman',Times,serif;">- Have the students been able to relate the school initiative of building a vegie garden to healthy food practices at school, and why these are important? (PHS2.12) ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Any special considerations or contingency plans:** ====

<span style="font-family: 'Times New Roman',Times,serif;">Group dynamics:
====<span style="font-family: 'Times New Roman',Times,serif;"> -Allowing students to choose their own group of three, and then asking students to join another group of the teacher’s choice ensures that students are able to work with some friends as well as some classmates that they do not normally work with. The teacher can allocate group pairings that promote peer assistance and collaboration. Joint construction in a group also supports ESL learners who feel more comfortable talking about their ideas and then working with their group members to present the idea in sentence form. ====

<span style="font-family: 'Times New Roman',Times,serif;"> Early finishers:
====<span style="font-family: 'Times New Roman',Times,serif;"> -Activity 6: If a group finishes writing their paragraph early, they can type their paragraph in the template on the IWB. Following this, the teacher asks the group: How can you edit your paragraph to make it more persuasive? (Extension for more confident writers might include introducing them to emotive language, modality and rhetorical questions). ====

<span style="font-family: 'Times New Roman',Times,serif;"> Variety of learning experiences:
====<span style="font-family: 'Times New Roman',Times,serif;"> -A kinesthetic activity (activity 5) is included to ensure that kinesthetic learning styles are accommodated in the lesson. Oral learning styles are supported through pair and group discussions (Activities 1, 3 and 6) and visual learners will have opportunities to learn through ordering the text in the sequencing activity (activity 6) as well as reading and highlighting the text on the IWB (activity 4). ==== || ====<span style="font-family: 'Times New Roman',Times,serif;">Were all the students involved in the lesson? In particular, did all students have opportunities to contribute in the group work activities? (If not, was the group size appropriate for the activity? Were the group dynamics positive and supportive so that less confident writers contributed to the joint construction?) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">How effective were the IWB activities in engaging students in the learning outcomes? Were students engaged while their classmates were highlighting elements in the text? ==== ====<span style="font-family: 'Times New Roman',Times,serif;">Did students show a sense of collective ownership and pride in their completed text? To what extent were the students able to evaluate their text against the task criteria and schematic structure of an exposition? ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif;">**Self-reflection** ====