Lesson+3

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. || //PHC2.12 – Discusses the factors influencing personal health choices// || - explains the need for good health practices - identifies and discusses family practices related to lifestyle that keep them healthy and safe
 * [[image:Lesson_3.png align="center"]] ||
 * **Unit Topic:** Push for a healthy canteen |||| **Curriculum Link:** PDHPE >>>>>>>>>>>>>>>>>>>>>>>>>> || **Yr Level:** 4 ||
 * **Lesson Number:** 3/10 |||| **Lesson Topic:** Persuasive Expositions || **Learning Area(s):** PDHPE & Englsih ||
 * **Unit Aim or Outcome:**
 * **Lesson Outcome:** The aim of this lesson is to introduce students to the text type of expositions in such a way that persuasion is highlighted as its key social purpose. Through understanding its social purpose, and the literary aspects of an exposition that achieve this, students will be equipped to work toward writing an exposition as a class and in their small groups, in order to construct a highly persuasive multimodal text. ||
 * **Focus Outcome:**
 * **Lesson Outcomes and Indicators**
 * //PHC2.12 – Discusses the factors influencing personal health choices//**

//**RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes**//. - Recognises how factual texts such as expositions are organised according to their purpose. -Identifies point of view and supporting arguments in exposition read, differentiating between personal opinion and fact

//**RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.**// - Recognises the structure of a range of more complex text types - Identifies and names language features of exposition - Identifies the use of modality in persuasive writing - Identifies evaluative language in texts and discusses the effects of such language || Split the class in half (9 students and 9 students). Explain to half of the students, without the other half hearing, that they are wonderful wacky scientists and that they have just discovered the most amazing invention to help stop people get sunburnt and they must sell their marvelous invention to one of their peers. Pair students up, with the non-scientist partner sitting down for the first part of the activity. The scientists must now walk around the room holding their inventions. As the students are walking, ask them to think about how heavy their invention is, what shape it is, how it might feel to walk with, what are its wonderful qualities, what is it called? Once the questions have finished, students then meet up with their assigned partner and try to persuade them to use the product. || **>>>>** ** > "What were you doing just then?" (selling)** **>>>>** ** > Explain to the students that they were persuading.** **>>>>** ** > Ask the non-scientists: "Were you persuaded? Did you want to** **>>>>** ** > use the** **invention? Why?"**
 * **Resources:**
 * Expositions a and b from Resource 2 'What students should be worn in the playground.'
 * IWB
 * 9 copies of both Resource 2 a and b
 * Appendix 2a- break down of language feature in resource 2a
 * 9 copies of appendix 2b- Guiding question sheet.
 * Appendix 2c- Breakdown of resource 2b with comparison notes
 * Appendix 2d- Assessment sheet ||
 * **Lesson Outline** ||
 * **__Introduction:__**
 * **__Teaching strategy/Learning Activity:__** ||
 * **Teacher will** |||| **Students will** ||
 * * **Once the student have explained their inventions fully, seat all students and ask the students who were scientists:**

**>>>>** ** > Explain to the students, that that is exactly how we want the** **>>>>** ** > school board to feel after we present our multimodal text! We** **>>>>** ** > want them to be very persuaded, so we are going to look at** **>>>>** ** > just what language features we need to do that!**


 * Explain to the students that we are going to look at expositions. Ask students, "Does anyone know what the purpose of an exposition is?" Note: if students do not know, explain that their purpose is to argue a case for or against a particular point of view in order to persuade the reader to either think or act a certain way.


 * **Pose the question to the following question to the students asking them to form an opinion and keep it in their head. 'Should hats be compulsory at school?'**


 * Read resource 2a to the students whilst it is displayed on the IWB and ask the students to listen carefully as you read the text to see whether their minds are changed on the topic.

**>>>>** ** > "Did you change your opinion?"** **>>>>** ** > "If you did, why?" probe further by asking what features of the** **>>>>** ** > text persuaded them, circling, underlining and annotating the** **>>>>** ** > parts as they go.**
 * **Ask the students:**


 * Ask the students "What might be important for a persuasive argument then?"
 * List important features that come from the discussion ensuring that the aspects of: technical nouns, sensing verbs, modality (used to temper the argument), textual themes, textual themes (text connectives) and evaluative vocabulary, see appendix 2a for annotation and explanation of features found in the text in preparation for this discussion.) Note: it is important to guide the students in this process, effectively linking their ideas to grammatical features and applying appropriate language to ideas.


 * **Ask the student to think about what they writers opinion is on the topic and how they know? Explain to the students that we know because of the clear structure of the text and the use of evaluative language.**


 * Name the parts of the exposition to the students using appendix 2a as a guide for this, writing them onto the already annotated exposition.


 * **Ask the students why this structure might be particularly important in persuading someone?**


 * List ideas into the document of effective features of an exposition.


 * **Reveal the elaborated exposition (Resource 2b) to the students and read.**


 * Ask the students if they have now been persuaded.


 * **Break students into their pairs that they were in at the beginning of the lesson and ask students to compare the two texts with the following questions as a guide:**
 * 1) **Did you notice anything different in the structure of the text?**
 * 2) **Was the tone of the writer different? Had their strength and urgency changed?**
 * 3) **What did the second writer refer to, to support their arguments? Was this effective?**
 * 4) **What was different about your relationship with the writer? What language was used? Is it most like a conversation or like a piece of writing?**
 * 5) **Which text persuaded you most and why?**

Note: explain to students that it might be helpful to annotate the second text like we did as a class before they begin their comparison. Ensure that the annotated text is on the screen in the class as well as the list of effective features already constructed by the class. |||| * **Students are seated and respond accordingly, using appropriate reasoning to explain their opinions and thoughts.** > >  >  >  >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>  >  >  >  >  >  >


 * Students offer a response to the purpose of an exposition.

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 * **Students formulate an opinion to the topic.**

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 * Students listen carefully to the text, following along as it is read.

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 * **Students respond to the questions, giving reasons and using parts of the text to justify their answers.Underline and annotate the features that helped persuade them.**

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 * Students offer ideas using stage appropriate vocabulary (BOS, 1998, p. 250).

> >  >  >  >  >  >  >
 * **Students reason about the writers opinion.**

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 * **Students offer ideas about the structure of the text and why it might be important**

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 * Students guide the teacher in the writing up of features.
 * **Students follow along in the reading of the text silently.**
 * Students offer their opinions and whether or not the text persuaded them with its now elaborated explanations and supporting evidence as well as its far more detailed statement of position.


 * **Students in their pairs are given a copy of both of the texts as well as a sheet with the guiding questions (Appendix 2b). Students work collaboratively to answer the questions, defining the features of both of the texts.** ||
 * **__Concluding strategy:__**

The students will then report back to compare as a class on their findings in the comparison, a few pairs offering their thoughts on each question. Return to the list of important features and add any new features that were discovered in the comparison. Note: see appendix 2c for a break down of the features of Resource 2b as well as notes on the comparable aspects of the two texts.

Note: ensure that modality and the need for evidence and factual references are highlighted in the discussion. || - Ensure that the pairs are chosen according to mixed ability (more capable and less capable) and that the student with a speech impediment is paired sensitively. - Were the texts set an effective level? - Did the pair work, work well? - Did the students enjoy the introductory activity? - Was I well aware of the needs and requirements of an effective exposition in my discussion with the students? - Did the lesson flow smoothly? - Did the activities aide the students in their understanding of persuasion? ||
 * **Assessment:**
 * -** Observe the students work in pairs, did they grasp the key concepts of an exposition?
 * -** Take note on the assessment sheet, of notable responses to questions made by students (see appendix 2d).
 * -** Annotate the annotated Resource 2a exposition, noting the names of the students who offered the opinions.
 * -** Revise the students written pair work according to the assessment sheet indicators. ||
 * **Special considerations or contingency plans:**
 * -** Ensure that the paired students are in the same video subgroup
 * -** Ensure that the texts and features of an exposition are well known by the teacher before the lesson so as to guide the students in the most smooth and effective manner through exploring persuasive expositions.
 * -** Ensure that the vocabulary of the chosen texts is explored through either a literary text prior to the lesson, or is simply talked about in a discussion in the lesson, for the billingual student (Gibbons, 2005, p.58) ||
 * **Self-reflection**

References