Lesson+4+of+10

Table of Contents << Lesson Plans

** L E S S O N P L A N ** // PHS2.12: Discusses the factors influencing personal health choices. // // INS2.3: Makes positive contributions in group activities // // DMS2.2: Makes decisions as an individual and as a group member // - Students demonstrate an understanding of the drug use topic to write an informed information report. - Uses knowledge and understanding of Drug Use issues to organise information according to relevance to specific topics within their information report. // WS2.10: Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. // || - Students produce clear and concise subheadings for their paragraph. - Students construct clear and effective topic sentences which correspond to the information in the paragraph. - Students demonstrate higher order thinking by communicating about the importance of topic sentences. || ? Interactive whiteboard (IWB) ? Extracts from information reports ? Student notes from research lesson (Lesson 3) ? Information books, research materials, computers ? 4x A3 paper ? post-it notes ||
 * ** Unit Topic: ** Drug use |||| ** Lesson Topic: ** Writing information reports about tobacco/alcohol || ** Stage: ** 2
 * Yr Level: ** 3 ||
 * ** Lesson Number: ** 4 |||| ** Time: ** 45mins ||
 * ** Curriculum Link: ** English - Writing: WS2.10 ||
 * ** Lesson Focus: Grammatical Patterns- ** to create paragraphs in writing about specific topics, with topic sentences to help organise bundles of information that add structure and organisation to students' writing through identification of grammatical features. ||
 * ** Lesson Outcomes: **
 * PDHPE **
 * English **
 * ** Indicators: ** ||
 * - Students organise their research notes according to the subheadings and topic sentences they construct ensuring that the information that they include in the paragraph is relevant.
 * ** Resources: See Lesson 4 Resource ** ||
 * ? Lesson 4 Resource

** L E S S O N S E Q U E N C E **

- Brainstorm to recap what students know about information reports. || - Students suggest and justify which text types would be most effective for organisation of their research. - Students should present ideas about the purpose of the entire text, how information reports are organised (subheadings), topic sentences, the timeless present tense, use of noun groups etc. || - Model on the IWB how to write topic sentences and the relation they have to the content of the paragraph and focus on Theme (Beginnings of sentences and clauses). - Talk about the purpose of topic sentences and how they support the audience or reader when interpreting a text. - Jointly construct topic sentences about specific information. - Play a game on the IWB where there are two headings for two topics (choose from resource L4 e.g. what is nicotine? Why is nicotine a problem?). On the side, provide strips of text which correspond to either of the topics (cut up paragraphs into sentences). Students decide which strip of text goes under which heading and which strip of text is the topic sentence. - Jointly construct the headings/subheadings for pieces of writing and talk about the role they play and the need for concise and accurate headings. || - Students discuss the changes between the paragraph with and without the topic sentence and communicate the importance of topic sentences.
 * ** T e a c h e r ** || ** S t u d e n t s ** ||
 * ** Introduction – 5 minutes ** ||
 * - Discuss with students what an appropriate way to organise the information gathered from their research might be. Should they write a exposition? A narrative? Create a TV guide? Remind students of the purpose of their "Prezzi" and talk about how different text types have different purposes.
 * ** Activity 1 – 10 minutes ** ||
 * - As a class, annotate an information report to demonstrate the structure and purpose of each section. (Teacher points out anything the students may have overlooked or are not familiar with- this information should be used to assist ﻿planning in the next lesson about information reports). See Appendix 5 PDF || - Students work as a class to locate and annotate each of the features they mentioned during the brainstorm activity. ||
 * ** Activity 2 – 10 minutes ** ||
 * - Present a paragraph of writing which has had the topic sentence removed. See Appendix 6 PDF.

- Students contribute to the construction of topic sentences and subheadings - Students come up to the IWB one at a time and select a strip of text to drag over to the heading they think it goes under. Students are to justify and explain their choices and how they decided if information was relevant/irrelevant to the heading. - Students should talk about how the headings from the game assisted in their choices of relevance of information and the importance of their role. || - Remind students to focus on creating meaningful and relevant topic sentences and to discern which information is to follow the topic sentences. If it is not relevant they should start a new paragraph. - Remind students to construct interesting but relevant/informative/objective subheadings for their information. - Suggest to students they should organise their information into paragraphs according to their relevance that each student should write their own paragraph, topic sentence and subheading. || - Students work with their partner or individually (same as research lesson). - Students write up their research notes into paragraphs with headings and topic sentences. - Students discuss if any information they would like to include is missing and whether they need to conduct further research. || - Students write the title of their paragraph on post-it notes and with their presentation group, students oragnise their information to create a draft information report.
 * ** Activity 3 – 15 minutes ** ||
 * - Inform students that they will be constructing paragraphs using the information from the research lesson.
 * ** Conclusion – 5 minutes ** ||
 * - Provide students with a piece of A3 paper.

- Teacher spends time with each group to listen to discussions. || - Students work as a group to construct a heading for all the post-it notes and to decide the order of the information. - Students stick down their post-it notes in a sequence they believe to be logical. Students should discuss with their groupp members and talk about their choices to justify the specific order. || Adaptation: During activity 3: Provide students a worksheet which scaffolds subheadings, topic sentences and bulk of information so students can cut and paste their notes and oragnise according to the subheadings they decide upon and to then write their topic sentences.

Extension: Students gather extra information for their paragraphs using the resources from the research lesson.

Assessment: - Formative informal assessment can be gathered through observations of students oral contributions to discussions and their work samples provide meaningful insights into their understanding and ability. - Did students demonstrate an understanding of the content related to drug use to support their construction of an information report? - Did students create relevant subheadings and topic sentences for the information they chose for the bulk of the paragraph. - Were students able to organise information appropriately discerning the relevant information from irrelevant information.

Self Evaluation: - Were the indicators demonstrated? - Were students engaged? - Were tasks too easy or too hard? - Did the activities/teaching support development of understanding ?