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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)
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.
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.
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.