Lesson Plan Template 1 Primary & Secondary Unit)Topic: Proced"ral Te#ts * Comparing p"rpose and str"ct"re +ate: Time:

,t lesson re$ised -.rom Lesson /0 Year Le$el: 1+&C

1ey Learning 2rea:

Literacy

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OUTCOME FOR THIS UNIT:

Australian Curriculum references for this lesson Year 1 Englis ! Content descriptions Lang"age Te#t str"ct"re and organisation Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Reco nise that di!!erent types o! punctuation" includin !ull stops" #uestion $ar%s and excla$ation $ar%s" si nal sentences that $a%e state$ents" as% #uestions" express e$otion or ive co$$ands (ACELA144&) E#pressing and de$eloping ideas Co$pare di!!erent %inds o! i$a es in narrative and in!or$ative texts and discuss how they contribute to $eanin (ACELA14'() )now that re ular one*syllable words are $ade up o! letters and co$$on letter clusters that correspond to the sounds heard" and how to use visual $e$ory to write hi h*!re#uency words (ACELA177+) Reco nise and %now how to use $orphe$es in word !a$ilies !or exa$ple ,play- in ,played- and ,playin - (ACELA14'') So"nd and letter %no&ledge .anipulate sounds in spo%en words includin phone$e deletion and substitution (ACELA14'7) Reco nise sound*letter $atches includin co$$on vowel and consonant di raphs and consonant blends (ACELA14'+) Understand the variability o! sound*letter $atches (ACELA14'&) Literat"re Responding to literat"re /iscuss characters and events in a ran e o! literary texts and share personal responses to these texts" $a%in connections with students0 own experiences (ACEL11'+2) Literacy 'nterpreting( analysing( e$al"ating /escribe so$e di!!erences between i$a inative in!or$ative and persuasive texts (ACEL314'+) Read supportive texts usin developin phrasin " !luency" contextual" se$antic" ra$$atical and phonic %nowled e and e$er in text processin strate ies" !or exa$ple prediction" $onitorin $eanin and rereadin (ACEL314'&) Use co$prehension strate ies to build literal and in!erred $eanin about %ey events" ideas and in!or$ation in texts that they listen to" view and read by drawin on rowin %nowled e o! context" text structures and lan ua e !eatures (ACEL31445) Creating te#ts 6rite usin un7oined lower case and upper case letters (ACEL3144()

LESSON STRUCTURE: Time Main Content:

Comparing p"rpose and str"ct"re o4 te#ts Compare di44erent te#ts

+isc"ss t e &ay t e p"rpose s apes t e str"ct"re in predicta5le &ays6

As% students to identi!y what type o! text 86hat 9hall : .a%e; (:$a inative) and how this is %nown< 1he story could be a real or true event but it is told i$a inatively (by includin ele$ents o! =eera7-s i$a ination !or exa$ple)< 1he pictures are drawn and co$ic or cartoon li%e< 1hey telll us about the i$a inative events that are happenin in =eera7-s $ind (throu h the use o! thou ht bubbles !or exa$ple)< 1he story has a be innin " $iddle and end" with di!!erent events happenin to entertain the reader and %eep hi$ or her interested< As% students what type o! text Making your own chappatis!, is< (A procedure is an in4ormati$e te#t)< An in!or$ative text such as a procedure tells so$eone what to do" or how to do so$ethin < 1his procedure is a recipe and uses co$$ands :t is set out clearly with sections< 6hat are they> (6hat they need and what to do) so we can !ollow exactly what needs to be done< 1he $ethod is the steps to !ollow in exact order< 6hy> ?ave a student read the pers"asi$e te#t type sheet Children need to cook. As% students to identi!y this text types (persuasive) and reasons why< A persuasive text is tryin to persuade so$eone to thin%" !eel or do so$ethin < 9tates an opinion !ollowed by reasons why people should thin%" !eel or act the sa$e< As% students what the purpose o! the persuasive text is (to $a%e people thin% that it is i$portant !or children to learn how to coo%)<

TE2C78 O12Y8 T en gi$e an e#ample o4 an i0 in4ormati$e te#t( ii0 in4o te#t( iii0 pers"asi$e te#t TE2C78 O12Y8
(1his will allow students to practise and de$onstrate ele$ents o! the Personal and social capability eneral capability)

Compare and disc"ss di44erent &ays images ma%e meaning6

:n the imaginati$e te#t" the pictures support the $eanin o! the story<1hey also can add extra in!or$ation< 6e can tell what =eera7 is i$a inin throu h the use o! visual ele$ents (thou ht bubbles) and the pictures in the$< 1he i$a es in an in4ormati$e te#t show steps and what the end product should loo% li%e< 1he i$a es are realistic or photo raphs< :n a pers"asi$e te#t" the i$a es help persuade the reader and support the persuasive $essa e in the text<

+istri5"te e#amples o4 ot er imaginati$e( in4ormational and pers"asi$e te#ts 4or st"dents to identi4y t e te#t type" the si$ilarities and di!!erences between the texts<
o o o Why are texts shaped differently? Why is it important for texts to be shaped by purpose? So we can understand how to do a procedure and follow steps exactly. To inform ourselves of important and interesting information So we now we need to use our common sense when persuaded by advertisements. What would happen if you used a persuasive or imaginative text to give information? Wouldn!t ta e seriously. What effect would swapping the images have? What if we put this imaginative picture on the informative

text? "ow would the meaning be changed

Ma%e connections to personal e#periences

o o /o you every use your i$a ination around the ho$e @ when coo%in or playin > ?ave you ever $ade dou h with an adult> 6hat did you $a%e> ?ow was your experience the sa$e o! di!!erent to =eera7s> /id you use your i$a ination when $a%in thin s or stay in the $o$ent>

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Use te#t processing strategies to decode &ords

9how excerpts !ro$ What shall # ma e? on the :6A to decode speci!ic tar eted words .odel decodin speci!ic tar eted words<

Use an oral clo9e strategy to practise usin

readin %nowled e (contextual" se$antic" ra$$atical and phonic %nowled e) and text processin strate ies to decode words and ,!orce- certain text processin strate ies< Leave an initial or !inal letter" blend or di raph uncovered !or students to use phonic %nowled e< Cover words that students could use se$antic %nowled e to $a%e $eanin !ul predictions6 Cover words at the end o! sentences so students can reread the sentence" or previous sentences to $a%e predictions< Brovide opportunities !or students to decode words and articulate the readin %nowled e andCor text processin strate ies that they use< +isc"ss t e importance o4 com5ining di44erent strategies to &or% o"t &ords and read meaning4"lly6

RESOURCES (:nclude e#uip$ent re#uired !or class andCor !or teacher preparation)

6hat 9hall : .a%e> Aorrow !ro$ Library 9canned i$a es with post*it*notes !or :6A activity 6or%sheets @ CloDe activity