Expositions+Term+4

* Understand and use the organisational structure of an Exposition. * Be able to effectively argue a point of view. * Be able to use the appropriate language features of an Exposition. |||||||| Students to write a well structured, cohesive Exposition that effectively states their point of view with supporting evidence. || //WS2.9 Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features. // //WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. // //Learning About // //WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. // //WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features, characteristics of the various text types used. // || * Use of connectives * Using simple, compound and complex sentences *Correct use of tense || //NA //  ||   |||| //Pre Assessment // //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Post Assessment // ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">Unit Outline ** ||||  ||
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will develop an understanding of the structure, purpose and language features of an Exposition. Students will deconstruct the components of an Exposition, write joint Expositions and eventually write an Exposition independently. // ||||  ||
 * **<span style="font-family: 'Arial','sans-serif';">What do I / we want the students to learn? ** |||||||| **<span style="font-family: 'Arial','sans-serif';">What do I /we want the students to do or produce? Aboriginal Perspectives **
 * <span style="color: white; font-family: 'Arial','sans-serif';">What does our rubrix tell us? ** ||
 * * <span style="font-family: 'Arial','sans-serif';">The purpose of an Exposition.
 * **<span style="font-family: 'Arial','sans-serif';">Significance – what makes learning meaningful/ important to students ** |||||||| **<span style="font-family: 'Arial','sans-serif';">Syllabus outcomes ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">The significance of this unit lies in the knowledge integration and inclusivity of the topic areas. The students’ background knowledge is incorporated in the unit where connections are made between their knowledge and experiences and the substance of the lesson. There is also scope for student self direction through their choice of Exposition topics and the development of arguments to support these topics. |||||||| //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Learning to: //
 * **<span style="font-family: 'Arial','sans-serif';">Literacy improvement target areas ** ||  **<span style="font-family: 'Arial','sans-serif';">Numeracy improvement target areas **  ||  **<span style="font-family: 'Arial','sans-serif';">ICT target areas **  |||| **<span style="font-family: 'Arial','sans-serif';">Assessment Opportunities ** ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 13px;">* Use of paragraphs

Learning Experiences
What is an Exposition? Show students an example of an Exposition and read together (Activity Sheet 1) Discuss with students the general structure of an Exposition, the nouns and technical language used and where they might have seen or heard them before. Students Complete Pre Assessment- “Should School Uniforms be compulsory?” || Provide students with further examples of Expositions. (Activity Sheets 1-3). Read through various examples with students and identify common structural and language features evident so far. Visit the website www. writingfun.com for further examples of Expositions and an explanation of Expositions as a text type. Annotate one of the selected Expositions using Exposition labels (Activity Sheet 4). Students complete the 4 question brainstorm encouraging them to focus on the purpose and relevance of Expositions within our daily lives. (Activity Sheet 5) || Investigate Nouns. Develop a class definition of a noun. Show students Noun explanation from Literacy Network Software. Macmillan Education Australia. Complete Noun Skills Practice Activity- locating nouns (Activity Sheet 6). Depending on student ability abstract nouns could also be investigated (Activity Sheet 7) || Investigate adjectives. Discuss with students the purpose of adjectives in our writing. Students should discuss the way in which adjectives add further meaning and interest to what we write. Show students Adjective explanation from Literacy Network Software. Macmillan Education Australia. Complete Adjectives Skills Practice Activity, locating adjectives, completing cloze sentences with adjectives. (Activity Sheet 8). || Further work on adjectives and adverbs can be introduced using the activity sheet “Everyone Should Become A Volunteer” (Activity Sheet 9). Work with students to underline the adjectives and adverbs used in the Exposition. Complete sections 1-5 which highlight the role of adjectives and adverbs in adding interest and strength to the writing of an Exposition. || Review with students their pre-assessment attempt at writing an Exposition on the topic “Should School Uniforms be compulsory?” Using the students pre assessments have the students identify the main arguments and create a list. Create a wordbank of relevant nouns, adjectives and technical language that students may have used. Use these to model the structure and key points of writing an exposition about school uniforms. || Investigate Thinking verbs. Review with students the meaning of a verb. Show students Verb explanation from Literacy Network Software. Macmillan Education Australia. Complete Verb Skills Practice Activity, locating verbs, choosing verbs correctly to complete a piece of writing (Activity Sheet 10). Create a class definition of what a thinking verb is. Discuss with students the importance of using thinking verbs correctly in their exposition writing so as to add meaning and support to their arguments. Complete thinking verbs activity (sections 1-2) based on the Exposition “All Houses Should Have A Rainwater Tank” (Activity Sheet 11). As an additional thinking verbs activity students could complete the cloze sentences on Activity sheet 12. || Investigate connectives/conjunctions. Develop a class definition of connectives and conjunctions. Read with students the exposition __letter__: “All Houses Should Have A Rainwater Tank.” Complete the attached mini activity about connectives, Sections 1-6 (Activity Sheet 13). || Investigate the structure and language of Expositions. Provide students with a cut up example of an Exposition- “Cars Should Be Banned In The City.” (Activity Sheet 14). Students work in small groups and with teacher support to correctly sequence the Exposition. Discuss with students strategies that they used to correctly sequence the Exposition. Were the connectives useful in helping to structure the text? Begin recording connectives and conjunctions on a class chart for students to use for further writing activities. Repeat activity but have students work more independently as they attempt to sequence the Exposition titled “We Need A Bike Track In Our Park. (Activity Sheet 15) Add additional Connectives to class chart. || Investigate modality and persuasive language. Discuss the role of modality and persuasive language within expositions. Show students Activity Sheet 16 – Modal Verbs and Adverbs. These verbs describe the level of certainty in a statement and describe shades of meaning. Using Activity Sheet 17, cut out sentences. As a class have students work out the shades of meaning of each sentence and sort under the appropriate headings of certainty, possibility and no possibility. For further work in this area, students could complete Activity Sheet 18 – “Modality” where they need to complete the cloze sentences using the correct modal verb. Begin a class chart of modal verbs, adverbs and persuasive language. || Investigate the structure and language of expositions. Review class chart of Connectives and Conjunctions from previous lessons. Show students cloze activity exposition letter (Activity Sheet 19). Students complete cloze focussing on Connectives and persuasive language used. Add any additional words to class chart. Add to the wordbank of words that demonstrate persuasive language/modal verbs and adverbs || Investigate the structure of sentences. Discuss with students the importance of organising our exposition writing into correctly structured sentences. Show students the activity sheet “Complete or Incomplete?” (Activity Sheet 20). As a class identify the sentences that are complete. What makes them complete? Students identify the subject, verb and object of these sentences. Introduce students to compound sentences looking at some of the most common conjunctions; and, so, but and then. Students work in pairs to complete the cloze Compound sentences using these conjunctions (Activity Sheet 21). Discuss with students the manner in which the sentences in Expositions are written to show cause and effect. Revisit Activity Sheet 13 with the Exposition letter “All Houses Should Have A Rainwater Tank.” Complete sections 7 and 8. || Investigate the opening statement of an Exposition. Discuss with students the manner in which the opening statement tells the reader what an Exposition will be about. Discuss how this opening sentence is structured. Ask students to consider why it is so important. Students complete a sentence word sorting activity to demonstrate their understanding of how the opening statement is organised. (Activity Sheet 22). Remind students to use their knowledge of connectives, conjunctions and persuasive language to assist in their ordering of words. As a class jointly construct an opening statement based on the topic “Junk Food Is Not Good For You.” || Investigate the use of pronouns. Show students Pronoun explanation from Literacy Network Software. Macmillan Education Australia. Complete Pronouns Skills Practice Activity, locating pronouns, rewriting sentences using pronouns. (Activity Sheet 23). Additional work from Activity Sheet 11- sections 2-3 “All Houses Should Have A Rainwater Tank” could also be completed. || Investigate the structuring of arguments within an Exposition. Model for students the concept of a writing a point and then an elaboration to support the point. Use the Exposition, “Animals Should Not Be Kept In Cages” (Activity Sheet 24) and have students assist in matching the points to their elaborations. Remind students to consider the use of pronouns when matching the point to the elaboration. Do the noun and pronoun match and help the text to make sense? Students then work independently to match points to their elaboration using Activity Sheet 25 – “Cats Are Good Pets.” || Investigate the structuring of arguments within an Exposition. Review with students the topic “Junk Food Is Not Good For You.” Create a wordbank of nouns, adjectives and technical language that would be required to write effectively about this topic. As a class brainstorm points supporting the topic. Divide students into groups and allocate a point per group. Students need to write an elaboration to match the point. Then use the opening statement from Learning Experience 13 and the students’ group work to jointly construct an Exposition on the topic“Junk Food Is Not Good For You.” || Brainstorm with students a list of possible exposition topics. Make links with school issues and term HSIE topic. As a class select one of these topics and use to jointly construct an Exposition. Use Exposition Writing Proforma to assist with organisation and structure of Exposition (Activity Sheet 26). A proforma is also available at the website [|www.writingfun.com] and can be typed into. || Students choose and independently write an Exposition using the proforma from Learning Experience 17 to provide assistance. Students conference with a teacher, then publish their Exposition. || Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text. The students across the Stage plan, draft and write an Exposition based on the topic “Students Should Not Do Homework.” ||
 * WS2.10  WS2.13 WS2.14  || *Identifies nouns in writing and how these add meaning to the text.
 * Understands the purpose and stages of the organisation of an Exposition. || __Learning Experience 1__
 * WS2.13 WS2.14 || *Understands the purpose and stages of the organisation of an Exposition. || __Learning Experience 2__
 * WS2.10  WS2.14  || *Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Reviews writing for noun groups || __Learning Experience 3__
 * WS2.10  WS2.14  || *Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Talks about how different types of adjectives have been used to add information to writing || __Learning Experience 4__
 * WS2.10  WS2.14  || *Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Talks about how different types of adjectives have been used to add information to writing || __Learning Experience 5__
 * WS2.9  WS2.10   WS2.14  || *Uses other texts as models for aspects of writing such as text organisation.
 * Contributes to joint text construction activities.
 * Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Talks about how different types of adjectives have been used to add information to writing || __Learning Experience 6__
 * WS2.14 || *Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Talks about how different types of verbs have been used to add information to writing || __Learning Experience 7__
 * WS2.10 || *Uses a variety of connectives in expositions || __Learning Experience 8__
 * WS2.9  WS2.10  || *Uses effective planning strategies
 * Identifies key words and phrases
 * Structure Expositions in appropriate stages
 * Identifies time connectives in writing, to indicate a sequence of ideas.
 * Finds conjunctions that construct cause-effect relationships. || __Learning Experience 9__
 * WS2.9  WS2.10  || *Identifies key words and phrases.
 * Uses modal verbs and adverbs in text types to indicate shades of meaning || __Learning Experience 10__
 * WS2.10  WS2.14  || *Identifies time connectives in writing, to indicate a sequence of ideas.
 * Finds conjunctions that construct cause-effect relationships.
 * Uses modal verbs and adverbs to indicate shades of meaning. || __Learning Experience 11__
 * WS2.10 || *Combines clauses using a variety of conjunctions
 * Uses conjunctions to construct cause-effect relationships || __Learning Experience 12__
 * WS2.14  WS2.9   WS2.10  || *Recognises and discusses the organisational structure of an Exposition.
 * Contributes to joint text construction activities.
 * Uses conjunctions to construct cause-effect relationships
 * Uses modal verbs and adverbs in text types to indicate shades of meaning || __Learning Experience 13__
 * WS2.10  WS2.14  || *Recognises that pronouns are used in Expositions to assist with the sequencing of the text.
 * Identifies the theme and beginning focus of a clause
 * Understands the purpose and organisation of an Exposition || __Learning Experience 14__
 * WS2.9  WS2.14   WS2.10  || *Structures text types in appropriate stages.
 * Recognises and discusses the organisational structure of an Exposition.
 * Recognises that pronouns are used in Expositions to assist with the sequencing of the text.
 * Identifies the theme and beginning focus of a clause || __Learning Experience 15__
 * WS2.9  WS2.10   WS.14  || *Uses key words and phrases
 * Uses effective planning strategies
 * Contributes to joint text construction activities.
 * Identifies nouns, verbs, adjectives and adverbs in own writing and how these add meaning to the text.
 * Uses conjunctions to construct cause-effect relationships
 * Uses modal verbs and adverbs in text types to indicate shades of meaning
 * Recognises and discusses the organisational structure of an Exposition. || __Learning Experience 16__
 * WS2.13  WS2.9  || *Lists a number of topics for writing
 * Uses other texts as models for aspects of writing.
 * Uses some effective planning strategies
 * Contributes to joint construction of texts || __Learning Experience 17__
 * WS2.9 || *Uses other texts as models for aspects of writing.
 * Uses some effective planning strategies
 * Selects relevant information to use in own writing
 * Demonstrates self-editing skills || __Learning Experience 18__
 * WS2.10  WS2.14  || *Structures text types in appropriate stages.
 * Expresses a point of view with some supporting arguments
 * Uses conjunctions to construct cause-effect relationships
 * Uses modal verbs and adverbs in text types to indicate shades of meaning
 * Uses connectives in writing, to indicate a sequence of ideas. || __Learning Experience 19__
 * === Resources === ||  ||   ||