Level: 2/3/3 AusVELS links

Writing- Expositions Weekly Planner Pre-Service Teacher: Jessica Board

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Mentor Teacher: Robyn Roulston

English Rehearse and deliver short presentations on familiar and new topics (ACELY1667) (Year 2) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789) (Year 2) Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488) (Year 4) Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) (Year 4) Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (Year 3) Interpersonal development Working in teams, contributing to collaborative activities within assigned roles (Years 2, 3 and 4)

Resources Modelled vocabulary Learning goal Introduction

Traffic light cut-outs, cones, favourite flavour of ice-cream writing templates (A3 for Grade Twos and A4 for Grade Threes and Fours), Big Bad Wolf Court Case evidence (photos from crime scene- scanned from The True Story Of The 3 Little Pigs by Jon Scieszka, sugar cup, Strepsils, Vicks cream, tissues, Cookery the Australian Wolf Way). Expository, style, purpose, opinion, argument, reason, evidence, point of view, introduction, persuasive, for, against, support, disagree.

Tuesday- Lesson One

Students will align themselves to a particular point of view, in support or against a variety of statements Revise concept of an opinion introduced briefly yesterday, asking students to brainstorm ideas of what an opinion is and discuss examples of what it means to have a point of view.

Wednesday- Lesson Two

Students will align themselves to a particular point of view and begin backing up their opinion with arguments Revise concept of an opinion, and importance of arguments. Group students and give them five minutes to discuss their favourite flavour of icecream, and one reason why.*

Thursday- Lesson Three

Students will state their opinion and supporting arguments in a draft plan for a persuasive text Model writing of a plan for a persuasive text featuring my opinion of the best icecream flavour (from previous lesson), with supporting arguments. Model thinking behind: I think is the best flavour of ice-cream (Opinion), and It tastes like, it smells like, it reminds me of, It looks like (Arguments) NA

Friday- Lesson Four

Students will collaboratively present a small oral presentation to their peers, stating their opinion with supporting arguments. Students will participate in the trial of the Big Bad Wolf, deciding whether the Wolf should go to jail. Students to be grouped* and randomly allocated them to a side of the debate (for or against the Wolf). The focus of the activity is to think about other sides of the debate and effective arguments to ensure the jury (whole class) has both sides to base their decision on. Students given 5 minutes to examine evidence from the Wolfs house, and consider how it might support their arguments. Students given 15 minutes to brainstorm arguments in support or against the Wolf to convince the jurys decision. For 15 minutes groups to present their arguments either for or against the Wolf being sent to jail. NA

Small group/whole class activity

Independent work

Use cones with red and green lights to create classroom debating zones in support/disagreement with statements. Present the class with a variety of statements requiring them to move according to their opinion. Begin with simple statements such as Essendon is the best AFL team, before moving onto more complex statements such as Animals should not be allowed to be kept in zoos. NA

Come back together as a class and brainstorm commonly favoured flavours. Group students according to favour and get them to brainstorm 3 arguments supporting their flavour as best. Each flavour group to present their opinion and arguments to try and convince class that their flavour is the best.

NA

Students to fill in their planning template stating their opinion, and three arguments. Grade Fours expected to

Conclusion

Share time- Was it easy to form an opinion and take a side? Why/why not?

Share time- why are arguments important? Who changed their mind about the best flavour? Why/why not?

elaborate on their arguments, including adjectives (word focus from last week) to describe their flavour. Share time: choose four students to share their plan- their opinion and supporting arguments? What were the good things about their writing? How might it become more persuasive? Finish with a thumbs up/thumbs down evaluation of lesson difficulty and interest.

Finish a line debate asking the class Should the Big Bad Wolf be sent to jail. Students to choose either the green traffic light (yes) or red traffic light (no). Share time: ask students whether or not their opinion had changed, and why.

Grouping

Group One- Cadyne, Melinda, Kaci-Lee Group Two- Riley H, Ellie, Lucas Group Three- Riley E, Beau, Chantelle Group Four- Daniel, Conner, Diesel Group Five- Kate, Joe, Keely

Assessment

Informal assessment for learning through observations of student responses and oral presentation techniques.

Informal assessment for learning through observations of student responses and oral presentation techniques.

Students plans as writing samples and informal assessment for learning.

Against the Wolf going to jail: 1. Kate, Joe, Keely 2. Cadyne, Melinda, Kaci-Lee 3. Riley H, Ellie, Lucas For the Wolf going to jail: 1. Daniel, Conner, Diesel 2. Chantelle, Beau, Riley E Informal assessment for learning through observations of student responses and oral presentation techniques.