F)+Lesson+2

//HSIE: CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities (FOCUS OUTCOME)// -gathers information about one of the 5 major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism) -examines the key features/elements of one of the 5 major world religions in groups (eg key teachings/beliefs, celebrations, food, history)
 * **Unit Topic:** World Religions In Our Community || **Lesson Topic:** Information Reports ||  ||
 * **Lesson Number:** 2 of 10 25 students || **Curriculum Links:** PDH ||  ||
 *  **Learning Areas:** HSIE, English || //NB: Key questions = KQ; Sts = Students// ||   ||
 * < **Unit Aim:** ||
 * < To support students’ development of the skills and knowledge required to successfully create a multi-modal text which explores one specific religion. Skills and knowledge are developed in conjunction with learning about key text types, namely information reports, explanations, procedures, as well as questioning techniques to support interview skill development. The students will develop background knowledge on one specific religion; develop an understanding of visual literacy; specific written literacy related to the key text types, as well as practical skills required to create a video using computer software. ||
 * < **Prior Learning:** ||
 * < The students have had limited experience with the information report text type. The students have not studied world religions before, making it important to building the students’ field of knowledge before focusing specifically on one key celebration from their chosen religion. However, some students will have prior knowledge to bring to the unit based on their personal religious faith. The students have been prepared in lesson 1 to be able to research relevant information and be able to take notes to support their development of ideas for their information report. This class is accustomed to working in groups and have shown to work effectively this way. ||
 * < **Lesson Outcomes:** ||
 * < To develop students’ knowledge and understanding of how to write an information report and to build an understanding of a specific religion which will form the basis for the development of a multi-modal text on a religious celebration.

//English: RS2.8: Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types// -identifies key features of an information report (__use of a heading; general statement at opening; similar information organised into paragraphs; and sub-headings__) in groups <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-identifies __technical terms__ used in an information report <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-uses __paragraphs with topic sentences__ to organise bundles of information

<span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">//English: WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.// <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-jointly construct an information report in groups on one of the 5 major world religions their group is assigned to <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-includes key features of an information report text type as identified in teacher modelling session (text type features __above__) in jointly constructed information report <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-selects relevant information to use in writing <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-researches specific topics to write about <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-accompanies an information report with a relevant visual element (eg. illustration, photograph, diagram) <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">//Other KLA: Personal Development and Health: IRS2.11: Describes how relationships with a range of people enhance wellbeing// <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: -5.4pt; margin-top: 0cm;">-recognises and accepts religious differences of others ||||< <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;"> || <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Appendix 1: (from lesson 1) <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Appendix 3: Information Report: Sikhism x 25 copies (From BBC Website (Resource 1)) <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Appendix 3: Information Report: Sikhism x 1 copy blown up to A2 size to refer to as a class <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Appendix 4: Observation Notes <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Glue <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Coloured and Lead pencils <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;"> <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">St writing books; Scrap paper; ‘Final’ copy paper <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">Computers and printer || **//5 minutes//** Explain that we are going to be looking further at the information report text type.
 * **Resources:** ||  ||
 * < <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">BBC Website (Resource 1)
 * < **Teacher will ……** ||< <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">**Students will……** ||
 * < **Introduction: 5 minutes** ||
 * < **//Activity 1: Discussion: Recap of lesson 1//**

Recap last lesson: KQ: Ask sts to turn to the person next to them and tell their partner one thing they learnt last lesson about information reports. (eg finding relevant and significant information for an information report; bundling related information together into paragraphs; thinking of relevant headings for information) ||<     //Sts sitting on floor with writing books open to last lesson’s work on information reports.//

Sts reflect on content of last lesson and contribute to discussion, referring to writing books if needed. || **//10 minutes//** //Hand out Appendix 3 – Sikhism Information Report (From BBC website – Resource 1).// As a class, look explicitly at the key features of an information report on the Sikh religion (chosen purposely as it doesn’t overlap with any of the 5 world religions which the sts will be writing their information reports on).
 * < <span style="display: block; margin-bottom: 0.0001pt; margin-left: 1.7pt; margin-right: 1.65pt; margin-top: 0cm;">**Body: 50 minutes** ||
 * < **//Activity 2: Discussion of an Information Report//**

Discuss and ask sts to identify these features: use of a heading; general statement at opening; similar information organised into paragraphs; sub-headings; technical terms; topic sentences) KQ: How does this help you learn how to write an information report?

**//Activity 3: Annotate Information Report//** **//10 minutes//** Explain to sts that they are going to annotate the //Sikhism Information Report//. KQ: What does annotate mean? In table groups (groups of 4-6 sts), identify the key features of an information report using the following key: **Pencil Colour: Feature:** Red Headings Yellow Sub-headings Green Topic sentences Blue General statements Orange Technical terms Explain to students that they must draw arrows from the coloured in feature to the side of the page where they write or annotate what the feature is //and explain it’s purpose//. Model one annotation for sts at front of class with the blown up copy of the information report. ||       //Sts sitting on floor.//

Sts offer suggestions re: features of an information report and explain the reasons for their choices afkhkhfda fas af

//Sts move to sit at desks for activity 3.//

Sts offer answers to discussion questions

Sts work together in table groups to identify features of an information report and explain the purpose of each feature. Sts take turns at being the scribe. || **//30 minutes//** Explain to sts that they are going to continue work on their religion information reports using the research worksheets from lesson 1 (Appendix 1). Suggest that they divide up the writing of the final report to use time most effectively, as well as draft their ideas on scrap paper before moving to ‘final’ writing paper. <span style="display: block; margin-bottom: 0.0001pt; margin-left: 15.85pt; margin-right: 1.65pt; margin-top: 0cm; text-indent: -14.15pt;">**//a.//** **//Finalising research 10 minutes//** Sts move into their research groups and elect 2 members to go into the computer room across the hallway from the classroom to find an appropriate agreed upon image to accompany their information report on a specific religion (allocated to each group in lesson 1: Buddhism, Islam, Christianity, Hinduism, Judaism) from the BBC website plus other resources (See end Appendix 1). Other sts begin work on writing the information report. <span style="display: block; margin-bottom: 0.0001pt; margin-left: 15.85pt; margin-right: 1.65pt; margin-top: 0cm; text-indent: -14.15pt;">**//b.//** **//Write information report 20 minutes//** Sts work in their research groups to write their information report. ||<   Listen to activity instructions
 * < **//Activity 4a & b: Finalise researching and write religion information report//**
 * < **//Activity 4a & b: Finalise researching and write religion information report//**

Discuss a relevant image to print out from the computer. Elect two member of group to go and select image. Divide up work to write information report.

Draft ideas on scrap paper and then write final report on ‘final’ writing paper. || **//5 minutes//** Come back together as a class and 1 group is picked out of a hat at random to share their information report. ||<  Sts listen to information report and offer positive or constructive feedback. || **Observation Notes** – take notes throughout the lesson to record student understanding using **Appendix 4** and also based on work samples (above). || -student groupings are arranged so that there is a range of abilities in each group with regards to reading and writing abilities -student with autism who will need extra support with writing -student with ADHD who may require ‘time out’ to relax and be able to complete task with group members; reduce task demands for this student if required -two students from each group use the computers to cater for if there are a limited number available (eg another class is in computer lab) || Did the students work together effectively in their groups? Were the students engaged with the learning activities? Would I change/refine any of the learning activities? How? Did the learning activities cater to a range of learning styles? ||
 * < **Concluding strategy: 5 minutes** ||
 * < **//Activity 3: Sharing information report//**
 * < **Assessment:** ||
 * < **Work samples** – collect students’ completed worksheets used in lesson 1 and 2 (**Appendix 1 & 2**), as well as completed information report.
 * < **Special considerations or contingency plans:** ||
 * < -The second activity can be completed on the smart board if the master copy can’t be photocopied on the day (eg. broken photocopier).
 * < **Self-reflection** ||
 * < Did the activities from lesson 1 and 2 prepare the students well to write their own jointly constructed information reports?