Lesson+2

>>>>>>>>>>>>>>>>> || To provide students with appropriate knowledge and skills to successfully create a multimodal text to persuade the school board to adopt a healthy canteen. As a class the students will discuss the concept of healthy eating and nutrition and in small groups they will conduct research of a focus area within this broad topic. The students will build on their understanding of persuasive writing by having an in depth look at the structural and grammatical features of expositions. To further enhance this idea, students will study key concepts of visual literacy to understand at how the idea of persuasion is translated to both still and moving images. || This lesson will aim to build upon the students' field knowledge and technical vocabulary on nutrition and healthy canteens established in the introductory lesson. It will also help scaffold the students understanding of how to navigate around a website to locate specific information for the research lesson (Lesson 4). Students will develop their reading strategies by detecting clunks in the factual website and build up a word family web for use when compiling their expositions in following lessons. || //PHC2.12 – Discusses the factors influencing personal health choices// || - Researches the importance of healthy eating - Identifies technical vocabulary associated with nutrition and healthy canteens
 * [[image:lesson_2.png align="center"]] ||
 * **Unit Topic:** A push for a healthy canteen |||| **Curriculum Link:** PDHPE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> || **Yr Level:** Stage 2/ Year 4
 * **Lesson Number:** 2/10 |||| **Lesson Topic:** Building up field knowledge || **Learning Area(s):** English & PDHPE ||
 * **Unit Aim or Outcome:**
 * **Lesson Outcome:**
 * **Focus Outcome:**
 * **Lesson Outcomes and Indicators**
 * //PHC2.12 – Discusses the factors influencing personal health choices//**

- Draws on experience or knowledge of the topic or context to work out the meaning of unknown words - Skims a text for overall message using headings, subheadings, layout, graphics - Uses strategies to confirm predictions and to locate information - Uses the menu, headings, captions and key words to find information
 * //RS2.6 – Uses efficiently an integrated range of skills and strategies when reading and interpreting written (and visual) texts//**

- Builds word families in preparation for writing an exposition || Students will be sitting around the IWB in the computer lab. Teacher will open the previous document from the first lesson onto the IWB and introduce the idea of meaning-based word families. Explain to the students that meaning-based word families are words that have a similar meaning such as ‘little, big and size’ (Dufficy, 2005, p.110). //Question: What are some other word families you might know?// //Question: What is the grammatical term for words with similar meanings? (synonyms)// //Question: Are there any meaning-based word families on the IWB?// Inform the class that we are going to build a word web around food (see appendix 1a for layout). //Question: What words have a similar meaning to food that are up on the IWB?// //Question: What other words have a similar meaning to food that may not be on the IWB?// //Question: How will knowing all these synonyms help us with our future expositions?// ||
 * //WS2.10- Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type//**
 * **Resources:**
 * Computer lab
 * IWB
 * Previous IWB document from first lesson of the students’ ideas surrounding nutrition and healthy canteens
 * Word web layout for IWB (appendix 1a)
 * Healthy Kids Association website ( Resource 1 )
 * 18x scrap pieces of paper
 * Pens/Pencils
 * 3x Clunk detectives worksheet (appendix 1b)
 * 3x sets of Role cards, placed in separate bags (appendix 1c)
 * 3x dictionaries
 * 3x Thesauruses
 * 3x crowns/ hats
 * 9x blank flash cards for writing the students’ clunks
 * Blu-tac ||
 * **Lesson Outline** ||
 * **Introduction: Word webs (10 mins)**
 * __Teaching strategy/LearningActivity:__ ||
 * **Teacher will ……** |||| **Students will…** ||
 * __**Website Navigation (5 mins)**__
 * Open Healthy Kids Association website (Resource 1) and explain to students that we will be navigating around the website to locate information about nutrition and healthy canteens.

//- What makes a balanced diet?// //- Information on healthy canteens?// //- Why it is important to eat a nutritious diet?// //- A definition of nutrition?// //- Question: What could I do if I was unsure where to find something?//
 * Ask for volunteers to find the following information: //Questions: Where might I find...//

__**Clunk Detectives (25 mins)**__
 * Inform the students that we are going to be clunk detectives when we are reading. Explain that a clunk is a word that we don’t know or understand the meaning of, which causes us to clunk and stop reading (Troegger, 2011, p.11).


 * Handout scrap pieces of paper and instruct the students to write down any clunks they encounter when reading along.


 * Read out the first 2 sections of the ‘What is a balanced diet?’ page.


 * //Question: What were some clunks you found?//

//- Question: Has anyone heard this word before? If so do they know the meaning of it?// //- Question: What do you think it means?// //- Question: What are some synonyms that can help build up a word family web?// //- Question: How can we put this word into a sentence?//
 * Model how we can turn a clunk into a click, where we understand the word and its meaning, on the IWB version of the worksheet (appendix 1b).
 * Do at least 2 examples.


 * Explain to the students that they will be completing the same activity in their video subgroups however each group will be exploring a different page on the Healthy Kids Association website. Each person in the group is to have a role; reader, scribe, predictor, definer, synonym finder and sentence maker (appendix 1c


 * Split the students into their video subgroups, hand out one clunk detectives worksheet to each group (appendix 1b) and allocate each group a page: ‘School canteens’, ‘Developing healthy eating habits’ and ‘Lunchbox recipes and essentials’


 * Teacher to walk around as students are filling in worksheets and write down a couple of clunks from each group for concluding activity. |||| __**Website Navigation**__
 * Students are sitting in front of the IWB.


 * Volunteers will come up the front and locate the specific information asked for in the questions.


 * __Clunk Detectives__**
 * Students sitting in front of IWB listening to explanation.


 * Writing down any clunks they find when reading along with the teacher.


 * Volunteering some clunks to be deconstructed as a class


 * Watching the teacher model how to complete the worksheet and volunteering answers to the questions asked.

Students will sit in their video groups on the floor. One student from each group will stand in front of their group as the teacher places their crown with a clunk on their head. Seated students need to help the student guess what clunk is on their head by giving descriptions/definitions/synonyms without saying the actual clunk. Once the student guess the clunk they have to correctly place the clunk in a sentence. Repeat three times. || Work samples and observation of the students completing the ‘clunk detectives’ worksheet will be a way of assessing the students reading strategies Observation of students during ‘clunk crowns’ will be able to assess the students comprehensive understanding of the technical vocabulary associated with nutrition/healthy canteens and the students ability to use the vocabulary effectively. ||
 * Students in their video sub-groups will explore their allocated page and find clunks when reading. Each member of the group will have a role, which can be decided by picking out one from the bag. They will work as a group to complete the worksheet. ||
 * **__Concluding strategy: Clunk crowns (10 mins)__**
 * **Assessment:**
 * **Any special considerations:**
 * The introductory activity allows any student who was absent in the first lesson to see what they students had learnt previously and help bring them up to speed.
 * Video groups are organised so they contain students of diverse abilities, so the students’ can support each other’s learning (Latham, Blaise, Dole, Faulkner, Lang & Malone, 2006, p.68).
 * Roles are picked out of a bag so students who are normally quiet in a group situation will have a chance at having a more prominent role in the group.
 * Monitor and assist any student who either struggles in a group situation or who normally requires more assistance.
 * The student with a speech impediment will not be rushed if volunteering an answer to a question and will be placed in a group where they feel comfortable, thus making contributions to the group less intimidating/embarrassing
 * The ESL student will be placed in a group with a fluent English speaking student to encourage and model proper English (Gibbons, 1991, p.11)
 * Contingency plans:**
 * If computer labs overbooked, students to complete the first section of the clunk detectives worksheet in pairs on the class computers to locate the clunks and then complete the rest in a group without the computer
 * If no computer access have a print out of the main page of the Healthy Kids Association website for navigation and prediction and also a print out of the pages needed for the ‘clunk detectives’ activity for the groups. ||
 * **Self-reflection**
 * Were the students engaged in the learning activities?
 * Did the students understand what was expected of them?
 * Did the students meet the desired learning outcomes?
 * Did the students work well in the group situation?
 * Was time allocation appropriate?
 * Were all ability levels catered for? If not, how can they be catered for better?
 * How could I improve the learning activities?
 * What could be modified/changed for future lessons? ||
 * References**