Lesson+3+out+of+10

LESSON 3 Research for information report
=Date:1/10/11 Time:11am Duration: 1 hour Stage: 2 = = = =Lesson context and Focus: = Students complete focused research on the aspect of an animal which they chose in the previous lesson. They can find their information on internet websites (only those previously bookmarked by their teacher for web safety), in encyclopedias, non-fiction books and any other reputable source in the library (for example, the library might have on its walls information posters about Australian wildlife containing pertinent information). = =

=Outcomes and indicators: =

ENGLISH

//Learning to Read — Reading and Viewing Texts // • contributes to a class summary after reading or viewing • predicts and lists a range of print and nonprint resources for answering focus questions, eg Internet, literary and factual films, photographs, charts, people • interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics • obtains information from selected Internet/computer sites and other computer graphics and texts.
 * RS2.5 ** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
 * Indicators: **

• uses knowledge of alphabetical order, first and subsequent letters of a word to locate information in dictionaries, encyclopedias and glossaries • uses the table of contents, menu, index, page numbers, headings, captions and key words to find information <span style="color: #000000; font-family: 'Times New Roman','serif';">• makes brief notes of information relevant to the topic, recording resources used <span style="color: #000000; font-family: 'Times New Roman','serif';">• locates and sorts information on a topic from a variety of sources <span style="color: #000000; font-family: 'Times New Roman','serif';">• locates information from sources such as books, pictures, bookmarked sections of the Internet, databases, CD-ROMs and media texts <span style="font-family: 'Times New Roman','serif';">• <span style="color: #000000; font-family: 'Times New Roman','serif';">makes judgements about the appropriateness of information//.//
 * //<span style="color: #000000; font-family: 'Times New Roman','serif';">Learning to Read — Skills and Strategies //**
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">RS2.6 **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Indicators: **
 * //<span style="color: #000000; font-family: 'Times New Roman','serif';">Information Skills //****<span style="color: #000000; font-family: 'Times New Roman','serif';">(p31 K-6 English Syllabus) **


 * <span style="font-family: 'Times New Roman','serif';">WS2.10 **<span style="font-family: 'Times New Roman','serif';">Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

<span style="color: #000000; font-family: 'Times New Roman','serif';">• uses present tense in factual texts such as information reports and procedures

<span style="color: #000000; font-family: 'Times New Roman','serif';">• uses correct punctuation in published version of own writing, eg capital letters, full stops, question marks and commas

<span style="color: #000000; font-family: 'Times New Roman','serif';">VALUES & ATTITUDES OUTCOMES <span style="font-family: 'Times New Roman','serif';">V4 shows confidence in using language in a variety of contexts <span style="font-family: 'Times New Roman','serif';">V5 shows independence in using and learning language

= = =<span style="font-family: 'Times New Roman','serif';">Resources/set up: =
 * <span style="color: #221e1f; font-family: 'Times New Roman','serif';">SCIENCE FOCUS OUTCOME **
 * <span style="font-family: 'Times New Roman','serif';">Living Things **
 * <span style="font-family: 'Times New Roman','serif';">living things depend on other living things to survive.
 * <span style="font-family: 'Times New Roman','serif';">plants and animals live in environments that supply their needs.
 * <span style="font-family: 'Times New Roman','serif';">Interactive Whiteboard with computer linked to IWB screen in the library
 * <span style="font-family: 'Times New Roman','serif';">Whiteboard
 * <span style="font-family: 'Times New Roman','serif';">Whiteboard markers
 * <span style="font-family: 'Times New Roman','serif';">Lesson plan
 * <span style="font-family: 'Times New Roman','serif';">Computers with web browsers bookmarked with web sites containing native animal content pre-approved by the teacher.
 * <span style="font-family: 'Times New Roman','serif';">Non-fiction informative books on animals native to Australia
 * <span style="font-family: 'Times New Roman','serif';">Students using encyclopaedias or other books use the library photocopier and a highlighter to collect and organize their information.
 * <span style="font-family: 'Times New Roman','serif';">Word document with the questions on it – students can read questions off this (please see document below entitled "Peer evaluation questions for IWB").


 * =<span style="font-family: 'Times New Roman','serif';">timing =

|| =<span style="font-family: 'Times New Roman','serif';"> student = =<span style="font-family: 'Times New Roman','serif';">activity = = = || **<span style="font-family: 'Times New Roman','serif';">Teaching points ** =<span style="font-family: 'Times New Roman','serif';">(Open questions, cues) = || ==<span style="font-family: 'Times New Roman','serif';">RESOURCES == || **<span style="font-family: 'Times New Roman','serif';">management strategies ** ||
 * =<span style="font-family: 'Times New Roman','serif';">Intro =

<span style="font-family: 'Times New Roman','serif';">10 || <span style="font-family: 'Times New Roman','serif';">Begin the lesson in the library

<span style="font-family: 'Times New Roman','serif';">Listen to teacher recalling their prior work / knowledge || <span style="font-family: 'Times New Roman','serif';">Begin the lesson in the library

<span style="font-family: 'Times New Roman','serif';">Reiterate what students accomplished in lesson 2, which was that they: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Decided on which Australian animal to study <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Established prior knowledge of their animal, using the sub-headings of **appearance, habitat, movement, food, behaviour, lifecycle,** as a scaffold for organising the information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Shared the workload for their research

<span style="font-family: 'Times New Roman','serif';">Model ways of organizing information in an information report including the use of subheadings in information reports on the whiteboard to give students some background as to why they need to look for information centred around the above sub-headings (in **bold** type). || <span style="font-family: 'Times New Roman','serif';">Whiteboard

<span style="font-family: 'Times New Roman','serif';">Whiteboard markers

<span style="font-family: 'Times New Roman','serif';">Lesson plan || <span style="font-family: 'Times New Roman','serif';">Students organized in non-friend mixed ability pairs to prevent unfocused chatting ||
 * =<span style="font-family: 'Times New Roman','serif';">body (1) =

<span style="font-family: 'Times New Roman','serif';">20 || <span style="font-family: 'Times New Roman','serif';"> Students take their positions in front of computers or begin researching in the books which have been collected by the teacher and the librarian especially for this research project. || <span style="font-family: 'Times New Roman','serif';">Teacher walks around to ask questions of the students and give comments to ensure that they are able to find information such as:

<span style="font-family: 'Times New Roman','serif';">“What are the best ways of finding your information from books?”

<span style="font-family: 'Times New Roman','serif';">“What are the best ways of finding your information from computers?”

<span style="font-family: 'Times New Roman','serif';">“Students using encyclopaedias and other books to research, remember to use the index at the back of the book and the glossary to look up any unknown terms”.

<span style="font-family: 'Times New Roman','serif';">“Students using computers, don’t forget to cut and paste your information to a Word document and save your work to your class file or print it out”.

<span style="font-family: 'Times New Roman','serif';">“Would you like some help?” – Be accessible to students. || <span style="font-family: 'Times New Roman','serif';">Computers with web browsers bookmarked with web sites containing native animal content pre-approved by the teacher.

<span style="font-family: 'Times New Roman','serif';">Non-fiction informative books on animals native to Australia

<span style="font-family: 'Times New Roman','serif';">Students using encyclopaedias or other books use the library photocopier and a highlighter to collect and organize their information. || <span style="font-family: 'Times New Roman','serif';">Teacher questions ensure children are on-task.

<span style="font-family: 'Times New Roman','serif';">This student-centred task should provide motivation enough to keep Stage 2 children on-task.

<span style="font-family: 'Times New Roman','serif';">Be accessible to students. ||
 * =<span style="font-family: 'Times New Roman','serif';">Body (2) =

<span style="font-family: 'Times New Roman','serif';">15 || <span style="font-family: 'Times New Roman','serif';">Students assemble in front of teacher.

<span style="font-family: 'Times New Roman','serif';">In your pairs read your information out loud to each other, and edit for structure to improve it. <span style="font-family: 'Times New Roman','serif';">After that, ask each other the following questions:

<span style="font-family: 'Times New Roman','serif';">Does it include interesting factual information and what is it?
 * <span style="font-family: 'Times New Roman','serif';">Peer evaluation questions **

<span style="font-family: 'Times New Roman','serif';">Was there anything that was difficult to understand? (Words to look up or difficult concepts) Did you use the glossary if the book has one?

<span style="color: #000000; font-family: 'Times New Roman','serif';">Did you use present tense in your information?

<span style="color: #000000; font-family: 'Times New Roman','serif';">Did you use correct punctuation in your own writing, eg capital letters, full stops, question marks and commas. || <span style="font-family: 'Times New Roman','serif';">Teacher refocuses the class by bringing them away from the books and computers and has them seated on the floor in front of her/him.

<span style="font-family: 'Times New Roman','serif';">Ask students to read their information out loud to each other, and edit for structure to improve it. <span style="font-family: 'Times New Roman','serif';">After that, ask each other the following questions:

<span style="font-family: 'Times New Roman','serif';">Does it include interesting factual information and what is it?

<span style="font-family: 'Times New Roman','serif';">Was there anything that was difficult to understand? (Words to look up or difficult concepts) Did you use the glossary if the book has one?

<span style="color: #000000; font-family: 'Times New Roman','serif';">Did you use present tense in your information?

<span style="color: #000000; font-family: 'Times New Roman','serif';">Did you use correct punctuation in your own writing, eg capital letters, full stops, question marks and commas. <span style="color: #000000; font-family: 'Times New Roman','serif';">(Teacher puts questions up on the IWB in the library). || <span style="font-family: 'Times New Roman','serif';">Interactive whiteboard (IWB)

<span style="font-family: 'Times New Roman','serif';">Word document with the questions on it – students can read questions off this. || <span style="font-family: 'Times New Roman','serif';">Peer evaluation provides a focus for students to concentrate and reflect on their work and that of their partner. This is for the cognitive benefits of reflection and not for summative evaluation. ||
 * =<span style="font-family: 'Times New Roman','serif';">Conclusion =

<span style="font-family: 'Times New Roman','serif';">15 || <span style="font-family: 'Times New Roman','serif';">• <span style="font-family: 'Times New Roman','serif';">Each pair will give a brief summary for the whole class about the most interesting information they have learnt from their research. Another class member is allowed to ask one question of the pair. || <span style="font-family: 'Times New Roman','serif';">Teacher ensures that the class asks sensible questions that are on-topic. ||  ||   ||

<span style="color: #000000; font-family: 'Times New Roman','serif';">• contributes to a class summary after reading or viewing <span style="color: #000000; font-family: 'Times New Roman','serif';">• predicts and lists a range of print and nonprint resources for answering focus questions, eg Internet, literary and factual films, photographs, charts, people <span style="color: #000000; font-family: 'Times New Roman','serif';">• interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics <span style="color: #000000; font-family: 'Times New Roman','serif';">• obtains information from selected Internet/computer sites and other computer graphics and texts. <span style="color: #000000; font-family: 'Times New Roman','serif';">• uses knowledge of alphabetical order, first and subsequent letters of a word to locate information in dictionaries, encyclopedias and glossaries <span style="color: #000000; font-family: 'Times New Roman','serif';">• uses the table of contents, menu, index, page numbers, headings, captions and key words to find information <span style="color: #000000; font-family: 'Times New Roman','serif';">• makes brief notes of information relevant to the topic, recording resources used <span style="color: #000000; font-family: 'Times New Roman','serif';">• locates and sorts information on a topic from a variety of sources <span style="color: #000000; font-family: 'Times New Roman','serif';">• locates information from sources such as books, pictures, bookmarked sections of the Internet, databases, CD-ROMs and media texts <span style="color: #000000; font-family: 'Times New Roman','serif';">makes judgements about the appropriateness of information <span style="color: #000000; font-family: 'Times New Roman','serif';">• uses present tense in factual texts such as information reports and procedures <span style="color: #000000; font-family: 'Times New Roman','serif';">• uses correct punctuation in published version of own writing, eg capital letters, full stops, question marks and commas
 * <span style="font-family: 'Times New Roman','serif';">Evidence of Learning: **

<span style="font-family: 'Times New Roman','serif';">TEACHER EVALUATION

 * <span style="font-family: 'Times New Roman','serif';">Lesson Strengths: **


 * <span style="font-family: 'Times New Roman','serif';">What worked, and why? **


 * <span style="font-family: 'Times New Roman','serif';">Lesson Weaknesses: **


 * <span style="font-family: 'Times New Roman','serif';">What didn’t work, and why? **


 * <span style="font-family: 'Times New Roman','serif';">Possible Improvements: **