Discussions+unit

** What does our rubrix tell us? ** |||||| ** Aboriginal Perspectives ** || The key concepts I want students to learn are **__that__**: · Thinking verbs · Modality · Complex and conjoint sentences · The purpose of a Discussion · Understand and use the organisational structure of a Discussion · Be able to effectively argue for and against · Be able to use the appropriate language features of a Discussion. |||| Students to write a well structured, cohesive discussion with effective arguments both for and against. Effectively states their point of view with supporting evidence. |||||| Incorporate aboriginal argument regarding the stolen generations and ‘National Sorry Day’  || ** 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. ** WS2.12 ** Demonstrates basic desktop publishing skills on the computer
 * __ STAGE 2 DISCUSSION __**
 * ** Unit Outline ** |||||||| ** Pre-assessment ** ||
 * In Stage 2, students explore various perspectives before coming to an informed decision by looking at more than one side of an issue. Students are encouraged to research topics and gather evidence from a variety of sources in order to support different positions of an issue. Students will develop an understanding of the structure and features of a discussion. Students will write a discussion. |||||||| // Students to write a discussion using the ‘Should school homework be compulsory?’ // ||
 * ** What do I / we want the students to learn? ** |||| ** What do I /we want the students to do or produce? **
 * // This section addresses the // Deep knowledge element of the quality teaching model.
 * ** Significance – what makes learning meaningful/ important to students ** |||||||||| ** Syllabus outcomes ** ||
 * // The significance of this unit lies in the knowledge integration and inclusivity of the topic areas. The students’ background knowledge is incorporated into 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 Discussion topics. // |||||||||| ** Learning to: **

** 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 characteristic of the various text types used. ||
 * ** Literacy improvement target areas ** ||  ** Numeracy improvement target areas **  ||||||  ** ICT target areas **  || ** Assessment Opportunities ** ||  ** Resources **  ||
 * * // Use of adverbs and pronouns //
 * // Use of paragraphs //
 * // Using simple and compound sentences // || // N/A //  |||||| // Students are required to produce a discussion, using Power Point or Movie Maker. // ||  · // Pre Assessment //

· // Post Assessment // || · // NAPLAN tests - Boots // · // Books // · // Websites // · // DVDs, Video, Short Stories // · // Planning proforma // · // Rubrics // · // Attachments 1-7 // · // Computers loaded with PowerPoint/ Movie Maker // ||


 * ** Outcome ** || ** Indicator ** || ** Teaching / Learning Experiences ** || ** Teaching standard coding ** ||  ||
 * ** WS2.14 **

** WS2.14 **

** WS2.9 ** || Recognises and discusses the organisational structure of a discussion

Recognises and discusses the organisational structure of a discussion.

Uses other texts as models for aspects of writing such as text organisation.

Contributes to joint text construction activities. || **__Pre assessment__** 10/2/11 What is a discussion? Class discusses the general structure of a Discussion and where they might have seen or heard them before. Pre Assessment (60mins) – //Should homework be compulsory?//

**__Lesson 1 - Grammar__** 17/2/11 Class look at ‘Should Kids Do homework?’ discussion and activity sheet. Revise adjectives (descriptive and comparative). Devise a positive adjectives for opinion one and a negative adjectives for opinion two and how they persuade the reader. APPENDIX 1 and 2

Class then write a discussion brainstorm of ideas for and against for the topic “Children should work for pocket money”.

Grammar focus on phrases and prepositions. (IQ2,IQ6,QLE3&4, QLE6, S2, S3, S4)

**__Lesson 2 - Text__** 18/2/11 Students are to read a variety of discussions and then discuss the organisational features of a Discussion. Use website Writing fun by Jenny Eather [] Print out discussions and look at grammar features. ACTIVITY – Cut and paste jigsaw activity APPENDIX 3 “Is Tourism good for a community”.

Class joint construction of discussion on topic “Should owners be allowed to take their pets to the park?”

Discussions are written in the present tense - discuss (IQ2, IQ5, QLE2,QLE4, QLE6, QLE1,)

**__ Lesson 3 – Grammar __**__ 18/2/11 __ Revise personal and relative pronouns. Students to complete two worksheets. Go through as a class. Spend more time on Relative pronouns. APPENDIX 4, 5, 6 Class discussion mind map on “Should we use public transport?” IQ1, IQ2, IQ3, IQ5, QLE2, QLE4, QLE6, QLE1, S3, S5)

**__ Lesson 4 – Text __**__ 24/2/11 __ Jointly look at the introductory statement outlining the issue – //Should schools have swimming pools?// Build up background information about swimming pool use and children, accessibility, costs involved/maintenance and commonality, safety issues Jointly look at the summary of the discussion – conclusion.

Grammar focus on compound sentences and conjunctions. || // Tick the element that this unit addresses and list key aspect beside (elements 1- 5 only) //

// Element 1- Teachers know their subject content and how they teach their students //

// Element 2 – Teachers know their students and how they learn //

// . // // Element 3 – Teachers plan, assess and report for effective learning //

// Element 4- Teachers communicate effectively with their students //

// Element 5 – Teachers create & maintain safe & challenging learning enviro through classroom management skills // ||  ||
 * ====== **//WS2.9//** ======

**// WS2.13 //**

**// WS2.9 //** || Uses effective planning strategies

Draw students’ attention to the stages of text organisation.

Structures discussions in appropriate stages

Understands and creates notes for relevant writing purposes.

Writes a Discussion.

Writes on both familiar and researched topics.

Demonstrates self-editing skills

Uses word processing skills to publish a text.

Shows evidence of careful planning, proofreading and editing own writing. || **__Lesson 5 - Grammar__** 25/2/11 Revise possessive and contractive apostrophes. Students to complete the worksheets and go through as a class. APPENDIX 7 and 8

Discussion topic in groups students to brainstorm and mind map ideas for and against “Should Children have to go to school?”

**__Lesson 6 - Text__** 3/3/11 As a class students are each given a strip of paper where they must answer in dot points //‘Should girls and boys learn/play sports together?’// (Collect all student responses and type up ready for cut and paste activity for lesson 8) (IQ1, IQ2, IQ3, IQ5, QLE2, QLE4, QLE6, QLE1, S3, S5)

Students in pairs to read APPENDIX 9 “Junk Food in Lunch Boxes” and complete activity looking at punctuation and spelling errors.

**__ Lesson 7 – Grammar __**__ 4/3/11 __ Revise direct and indirect use of quotation marks. APPENDIX 10 and 11

Joint construction in pairs begin scaffolding Discussion on the topic of “Should our class have a pet?”

Grammar focus on complex sentences. (IQ1, IQ2, IQ3, IQ5, QLE2, QLE4, QLE6, QLE1, S3, S5)

**__Lesson 8 - Text__** 10/3/11 Cut and paste activity where students must cut out different student opinions and sort them into FOR and AGAINST topic “Should girls and boys play sport together” Pairs of students shade over each stage on a sample discussion in different colours and highlight words/phrases that introduce that each stage. APPENDIX 12 Discussion on “Do Kids need bike licenses”

**__Lesson 9 - Grammar__** 11/3/11 Thinking verbs to express the writer’s personal view e.g. //feel, belief, hope//. Relating verbs to provide information about the issue e.g., //smoking __is__ harmful//

Support students in independently constructing a discussion by providing introductory statements for each stage written on board or on a proforma eg ‘The issue of…’, ‘Some people feel…’, ‘On the other hand…’ In conclusion…” Complete proforma on the topic of “Should all students be allowed to attend the swimming carnival?”

**__Lesson 10 – Text__** 18/3/11 Forming arguments for and against. Brainstorm ideas on the topic “Should there be more recycling bins in our Local community. Using the dot points that students organised into the FOR and AGAINST create persuasive sentences using additive, contrastive and causal connectives e.g., //firstly, however, therefore, alternatively, in support of, to sum up, on the other hand, in addition, there is no doubt.//

Use statements in the form of a debate with groups forming the affirmative and negative side.

**__Lesson 11 - Grammar__** 24/3/11 Students write modal words e.g. //perhaps, should, might//, //definitely, think, may,// under FOR and AGAINST headings in their writing books. Complete sentences with the topic “Should classes go to excursions each term?” Share as a class and have students present their own discussions on the topic.

**__Lesson 12 – Text__** 25/3/11 Students plan for //Should there be more community facilities in the area? Using proforma// APPENDIX 13. Paired discussion to fill in areas.

**__ Lesson 13 – Text __** Students write their own discussion on //“Should there be more community facilities or one of the other topics discussed?// APPENDIX 13

**__ Lesson 14 – ICT ND __** Students begin to research information to complete in their final assessment proforma of “Should Homework be compulsory?” Or “Is television bad for you?”

**__ Lesson 15 – Text __** 31/3/11 Post Assessment – (60 minutes) – Choice of one of the two topics researched. ||  ||   ||

Term one - Discussion:  The unit was well planned and suited the student needs. There was difficulty with the ICT components of the unit as I do not have an IWB. There was lots of opportunity for the students to see modelled, guided and shared writing of Discussions before having a go independently. It would have been good to have more samples of Discussions for students to read. Where to from here?: A few of the students who needed lots of assistance will require more intensive support.
 * ** Evaluation of Unit ** ||
 * ** Teacher Evaluation ** ||  ** Comments/Variations **  ||
 * **//How did the unit ‘rate’ in these areas ?//** ||  || Very appropriate || Suitable || Needs addressing ||   ||
 * Time allocated for topic ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Student understanding of content ||  || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||   ||
 * Opportunities for student reflection on learning ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Suitability of resources ||  || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||   ||
 * Variety of teaching strategies ||  || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||   ||
 * Integration of Quality Teaching strategies ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Integration of ICTs ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Literacy strategies used ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Numeracy strategies used ||  || NA ||   ||   ||
 * Literacy targets addressed ||  ||   || [[image:big-tick.jpg width="20" height="26" align="left"]] ||   ||
 * Numeracy targets addressed ||  || NA ||   ||   ||