Lesson+3+out+of+10

** ENGLISH ** __ Talking and Listening __ // Talking and Listening // 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 curriculum. - // communicates their own ‘healthy food/activity’ in the introductory game // - // contributes to class discussion with own ideas and answers // - // justifies their answer of why some people may not choose healthy choices // - // discusses in pairs about how to write 3 healthy tips for their audience //
 * ** Key Learning Area: ** English, PDHPE |||||| ** Curriculum Link: ** Creative Arts  ||   ||
 * ** Year: **** Stage 2 - Year 4 ** (20 Students ) |||||| ** Unit Topic: ** “Don’t Quit It, Switch It!” Healthy Choices  ||   ||
 * ** Lesson Title: **** Healthy Choices & Tips ** |||||| ** Lesson: ** 3 of 10 ||   ||
 * ** Unit Aim: ** To facilitate students’ development of the skills and knowledge necessary to create a multimodal text through learning about the relevant content in brochures, posters and video clips. Students will research their component of a healthy lifestyle while developing an understanding of visual literacy, written grammar and a text’s audience and purpose. ||   ||
 * ** Lesson Aim: ** This lesson will teach students about how healthy choices can be implemented in different areas of our lives as well as some of the factors that may hinder people from choosing these healthier options. This content will be taught with a strong focus on how purpose and audience affects the grammatical features and language of a text. ||   ||
 * ** Prior Learning: ** The students will have had experiences learning about nutrition and healthy eating in previous years of schooling. Moreover the promotion of healthy eating should be surrounding them both in the whole school and home environment as the government campaigns for healthy choices in everyday life. In the previous two lessons students have already formed opinions around various healthy lifestyle topics and written an exposition. ||   ||
 * ** Outcomes and Indicators: **

__ Reading __ // Language Structures and Features // RS2.8: Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. - // recognises simple present tense in the brochure // - // identifies action verbs in the brochure //

__ Writing __ // Producing Texts // WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. - // demonstrates self-editing skills // - // contributes to joint text-construction activities // - // writes for a particular audience //

// Skills and Strategies // WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. - // uses present tense when writing health tips //

** PDHPE ** __ Personal Health Choices __ PHS2.12: Discusses the factors influencing personal health choices. - // explains the need for good health practices // - // discusses different ways of making good health choices such as exercise and nutrition // - // identifies some factors that might prevent people from choosing healthy choices //

** Creative Arts (other KLA link) ** __ Drama __ DRAS2.1 // : // Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of real or imagined situations. - // participates in the introductory game // - // presents their final tips during the conclusion using voice and gestures // ||   || Explain the rules of the game and monitor it as students play. Occasionally pause and ask students to explain why their chosen food is a healthy choice. // Modification of game: // choose physical activities (eg. played badminton, went jogging). |||| The first student begins with, “I went to a healthy picnic and I brought //[a healthy food, eg. carrot sticks]//.” The next student continues, “I went to a healthy picnic and I brought carrot sticks and apples.” This continues throughout the circle where students have to repeat previous students’ food and add their own. You are eliminated if you can’t remember or repeat it incorrectly. || 8 mins |||| * // sitting in a circle on the floor // || *Particularly bring students’ attention to the action verbs (in simple present tense) and complex sentences to add information and detail. Underline and circle these in different colours on the IWB. Appoint a student scribe to write these in a table (see Appendix 1). Watch the two //Go for 2 & 5// YouTube clips and ask students to identify some of the descriptive and persuasive language used. Teach students how audience and purpose affects the language of a text. |||| Raises hand to share ideas and answers. Answers could include:- vocabulary- includes numbers and percentages- use of action verbs- detail (via complex sentences) A student scribe is selected to copy the underlined and circled parts of the brochure into a table (see Appendix 1). Watch the clips and identifies words such as “easy”, “tasty”, “beautiful”, “top up”, “new”, “fantastic” à all positive words. || 10 mins |||| * IWB with brochure > - //[|Go for 2 & 5 Ad 1]// > //- [|303s Go for 2 & 5 Nutrition campaign]// ** Observation: ** the teacher can informally and formatively assess particular students during discussions and activities when engaging in dialogue and collaborative work. || Students should be paired with mixed abilities so that cooperative learning can occur. This is especially important for native speakers of English to model good talking and listening skills for ESL learners. || Were all students engaged? Were activities challenging, adequate and catered for different learners? Did the sequence of activities allow students to learn and achieve the outcomes? Did the lesson allow students to appreciate the work of others? How well did the students understand the content and outcomes? //If I observe that students did not understand something, then modifications need to be made and new teaching strategies developed to target the area of difficulty.// ||
 * ** TEACHING SEQUENCE ** ||
 * ** Teacher ** |||| ** Students ** || ** Time ** |||| ** Resources ** ||
 * ** INTRODUCTION (10 mins) ** ||
 * // “I Went To A Healthy Picnic…” //
 * // Think-Pair-Share // : What are the healthy choices we’ve talked about? Why do we need them? (Eliciting prior knowledge from first two lessons). |||| Talk to their partner and shares answers. || 2 mins |||| * // sitting on the floor // ||
 * ** BODY (45 mins) ** ||
 * Show the brochure on the IWB to the whole class. Read through it together and ask students: “How has the brochure presented its information? Why might have they done this? What are some other categories we could include?” (eg. increasing physical activity in the school and classroom) |||| Contribute to discussion and to share answers and ideas. Identifies the different sections of the brochure (eg. healthy choices at home, healthy choices at work) and how this makes the information easier to read and understand. || 5 mins |||| * // sitting on the floor //
 * IWB with brochure (see Resource 2) ||
 * Guide students into identifying what about the language makes the brochure //credible (believable)// and //persuasive (convincing).//
 * IWB pens
 * YouTube clips
 * Table (Appendix 1) ||
 * // Think-Pair-Share: // What might make it hard for some people to make these healthy choices? |||| Talk to their neighbour and raise hand to contribute to class discussion. Factors may include money, time, lack of knowledge, personal dislikes, resources, etc. || 5 mins ||||   ||
 * Model a joint writing session to write two ‘tips’ to convince people who don’t like physical activity to participate in it. Remind students to include the language features we identified in the brochure and YT clips that were convincing. |||| Contributes to joint writing session by sharing ideas, words and different language features to make the tips convincing and engaging for the audience. Critically analyse if the tips would convince them; why/why not. || 10 mins |||| * IWB with pens
 * Completed table as a reference (Appendix 1) ||
 * Walk around; monitor, observe and assist students where necessary. Informally record notes of assessment for specific students when observing them in dialogue. |||| In partners, students must write 3 health tips to promote healthy choices to a specific group of people identified in the Think-Pair-Share activity (eg. people who do not have much money, people who lack nutrition/health awareness, etc.). || 15 mins |||| * // Sitting at desks //
 * Pencils
 * Paper
 * Completed table as a reference (Appendix 1) ||
 * ** CONCLUSION (5 mins) ** ||
 * Observe students presenting and those who justify what they found convincing about the health tips. Reinforce how a text’s //audience// and //purpose// will affect the language used. There are many examples of how the government uses this to promote healthy lifestyles. |||| Three pairs can present their 3 tips to the rest of the class. Students can say what they found convincing about their peers’ tips, particularly the use of language. || 5 mins |||| * Students’ work samples for them to read off ||
 * ** ASSESSMENT STRATEGIES ** ||
 * ** Work Samples ** : the three health tips that the students jointly wrote in pairs will be collected by the teacher to assess both a) the purpose and suitability of the grammatical features and language used, and b) content knowledge about healthy choices.
 * ** SPECIAL CONSIDERATIONS OR CONTINGENCY PLAN ** ||
 * Copies of the brochure should be printed off (enough for 1 between 2) if the IWB is not functioning. Students will then need to be sitting at their desks and watching the teacher carefully to underline and circle the correct words. Alternatively it can become another pair activity after the teacher has done proper teaching and scaffolding to allow students to complete it independently.
 * ** EVALUATION ** ||
 * Did all students have an opportunity to demonstrate their understanding of both the grammatical and content knowledge?