Stage 2 Yr Term Week

Stage 2 Yr Term Week 1 2 3 4 5 6 7 8 9 10 11 TEXT TYPE:DISCUSSION Grammar Focus: Using saying verbs when quoting others; quoted speech and reported speech; Developing clause structure; Using an extended noun group to make a more forceful statement; Understanding the difference between factual describing adjectives and opinion describing adjectives; Using comparing adjectives when comparing and contrasting points in arguments; Using various combinations of clauses linked by conjunctions. Grammar terminology: noun group; adjective, comparing adjective, describing adjective; evaluative language; saying verb; quoted speech and reported speech; clause; conjunction; tense. Writing Outcomes Reading Outcomes Talking & Listening Outcomes WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in justifies own interpretation of ideas, situations for an increasing range of purposes on terms of topic, audience and written language features. information and events. a variety of topics across the curriculum. Focus (Refer to Syllabus p.37): Focus (Refer to Syllabus p.29): Focus (Refer to Syllabus p.21):

WS2.10: Produces text clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. RS2.6: Uses efficiently an integrated range of TS2.2: Interacts effectively in groups and pairs, Focus (Refer to Syllabus p.39): skills and strategies when reading and adopting a range of roles, uses a variety of interpreting texts. media and uses various listening strategies for Focus (Refer to Syllabus p.31): different situations. Focus (Refer to Syllabus p.23): WS2.11: Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words. Focus (Refer to Syllabus p.41):

RS2.7: Discusses how writers relate to their TS2.3: Identifies the effect of purpose and readers in different ways, how they create a audience on spoken texts and distinguishes WS2.12: Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop variety of worlds through language and how between different varieties of English. publishing skills on the computer. they use language to achieve a wide range of Focus (Refer to Syllabus p.25): Focus (Refer to Syllabus p.43): purposes. Focus (Refer to Syllabus p.33):

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. WS2.8: Discusses the text structure of a TS2.4: Identifies common organizational Focus (Refer to Syllabus p.45): range of text types and the grammatical patterns & some characteristic language features features that are characteristic of those texts. of a few types of predictable spoken texts. Focus (Refer to Syllabus p.35): Focus (Refer to Syllabus p.27):

WS2.14: Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types. Focus (Refer to Syllabus p.47): Teaching and Learning Experiences Writing Reading Talking & Listening Foundation Statements: Foundation Statements: Foundation Statements: Write well-structured literary and factual texts in terms of topic, purpose, Independently read & view familiar & challenging texts & justify Communicate proficiently ideas & information in classroom, school & audience and language by drafting, revising & proofreading. Use interpretations of ideas, information & events, using a range of skills and social situations for a range of purposes. Explore a range of roles when accurate sentence structure, grammatical features and punctuation strategies. Integrate a range of skills and strategies efficiently when interacting in pairs & groups, using various listening strategies to gather conventions to produce various texts and spell familiar and unfamiliar reading and interpreting texts & visual images. Recognise & explore the general ideas from conversations, reports or spoken presentations. words using knowledge of letter-sound correspondence, common letter relationship between writers & readers & how writers use language to Identify the effect of purpose & audience on spoken texts & shape & patterns and a range of other strategies. Use joined letters when writing create different worlds & achieve a range of purposes. Explore the present ideas accordingly. Identify common organizational patterns & in NSW Foundation Style and develop basic desktop publishing skills. structure and grammatical features for a range of written and visual language features of predictable spoken texts. Explain how writing is structured to achieve intended purposes. texts. Refer to: English K – 6 Modules p.246; Syllabus p.56-59 Refer to: English K – 6 Modules p.248; Syllabus p.56-59 Refer to: English K – 6 Modules p.247; Syllabus p.56-59 • Have students plan and develop an oral discussion using a pro • Have students identify and define an issue for a written • After shared reading, ask questions about a discussion, eg What forma of the stages of discussion, eg role-play a talkback radio discussion by developing a question/concept map or by selecting is the topic? Who will be the audience? What is the point of program in which the DJ states issue and callers give keywords and listing these. view of the writer? Why has it been written? What opinions for and against with supporting evidence. arguments have been used for and against this issue? In • Pairs of students shade over each stage on a sample discussion what other ways could it have been written? • Encourage students to be open-minded and willing to change in different colours and highlight words/phrases that introduce their minds as they find out more information and develop an each stage. • Ask students to rank their level of opinion for or against an informed opinion after listening to points from both sides of an issue as high, medium or low prior to reading a discussion. issue. • Model the structure of a discussion text (ie statement of topic Repeat the exercise after reading. Were there any changed (thesis), arguments for and against, conclusion) in joint opinions or changed levels of opinion? Explore reasons for these • Have students conduct brief interviews with children and adults construction activities. changes with reference to details in the text. to obtain information about an issue or topic to enrich and inform discussion, eg survey classmates about preferences • Jointly construct a discussion on one aspect of a current unit of • Analyse photographs that accompany discussions. Ask students for canteen menu, interview family members about what is work, eg ‘Should the canteen sell junk food?’. Leave different to consider which side of the argument is the photograph important in education. topics for individuals or small groups to write a discussion, eg supporting: what details are included or excluded from the ‘Should we buy takeaway food?’. photograph? Why did the publisher choose this photograph? Is • Have students listen to formal debates to identify points of view the purpose of the photograph to persuade or provide information presented and arguments used to support the point of view. • Demonstrate developing arguments in point form into sentences or both? by combining arguments with words/phrases on display in • After listening to points for and against an issue in a discussion, class word banks. • During shared reading, ask students to identify all the ask students to respond in a variety of ways, eg summarise connectives in the discussion text that guide the listener through the discussion; make recommendations orally that relate to • Have students construct visual texts, eg charts or webs, to the line of reasoning, eg firstly, subsequently, on the other the issue; state own opinion; identify part of issue that represent opinions expressed and arguments used to justify these hand, as a consequence, however, an opposite view, some needs further discussion. opinions. Encourage students to use these visual texts as a think … but others … List these words on word banks for future resource when independently writing a discussion. reference. • Provide opportunities for students to informally debate issues from literary texts, eg Finders Keepers Losers Weepers: Was • Experiment with the use of different font styles and the effects • Have students sort the arguments used in a familiar written Goldilocks a good citizen or a vandal? Encourage students to of bolding words, using italics and underlining etc. How can discussion into ‘arguments for’ and ‘arguments against’ an issue. express their opinions with a supporting argument. these effects enhance the meaning of the discussion? Student may underline in different colours, or cut and paste sentences from the text under two headings: ‘arguments for’, • Brainstorm all the opinions in the class on a particular issue and • Support students in independently constructing a discussion by ‘arguments against’. rate them according to relevance to the issue, eg 3 stars is providing introductory statements for each stage on a pro highly relevant. Alternatively, measure and record how many forma, eg ‘The issue of …’, ‘Some people feel …’, ‘On the • Have students research information using a variety of sources, people hold each opinion. other hand …’, ‘In conclusion …’. eg books, videos, CD-ROMs, the Internet, to develop an informed opinion about a current issue. Provide an opportunity • Plan opportunities for students to listen and respond to others in • Use a thesaurus to explore alternative words and their effects for students to discuss this issue, expressing their opinion and class discussion. Students must acknowledge and relate their when writing a discussion. Select words that will persuade the supporting it with arguments. comment to the previous speaker, eg ‘I agree with almost intended audience. everything said but …’, ‘That’s true but …’ • Locate noun groups in a sample discussion. How is the writer • Have students identify the thinking verbs used in a discussion, • Model different ways of disagreeing constructively. List and represented in the discussion, if at all? eg the children of Year eg feel, believe, think. Point out how thinking verbs are used display sentence beginnings for students to refer to, eg ‘I 4 at our Primary School. How are other groups represented in to express opinions and points of view. disagree with the last speaker’, ‘You might think that but the discussion? eg feral cats, cuddly cats. Could they be …’, ‘The last speaker believes … but’, ‘That was a good represented in other ways? What values/opinions are conveyed by • Provide jigsaw activities using a discussion text to identify the point but have you ever thought that …?’ the ways different groups are named? stages in this text type (ie the statement of the issue of the discussion, the arguments for and against, and the conclusion). • Identify the range of people involved in/affected by a particular • Compare conclusions in sample discussion, and consider the • Trace words in a discussion text that are synonyms for words issue. Predict their opinion and consider the reasons why purpose and effect of different conclusions, eg recommendation used at the beginning of the discussion, eg convict, prisoner, they would hold that opinion. — to persuade, resolution — to solve an issue, chain gang labourers, felons, criminals. summary — to tie the arguments together. • List ways to involve or persuade an audience when giving an • Assess the degree of persuasion in discussion by identifying oral presentation, eg eye contact, if appropriate, use of • Brainstorm arguments for and against an issue. Identify which words of modality, eg possibly, may, might, should. Compare intonation and volume in voice, asking audience opinions. arguments are facts and which are opinions, and consider discussions to identify strongly persuasive texts and less which are more likely to persuade the intended audience. persuasive texts. • Reinforce the structure of a discussion by using palm cards for an oral presentation, eg first card — ‘Issue statement’, second • Collect examples of discussions that occur in daily life, eg • Have students complete cloze passages with connectives and card — ‘First argument for the issue’, third card — ‘First editorials, advertising, voting pamphlets. Identify people who conjunctions omitted, eg finally, except, also, another, to focus argument against the issue’. write discussions and consider which points of view they would on linking ideas. Ask students to identify which words are time • Assist students to vary the ways they express opinions. probably support. Is there any evidence of this in their connectives and which words are conjunctions. Demonstrate using phrases other than ‘I think’, eg ‘My belief is discussions? eg order of arguments. that …’, ‘In my view …’ • In shared and guided reading, assist students to develop their • Explore alternative organisation after jointly constructing a skills in skim reading key words that introduce new sections or • Pause at the end of the first set of arguments while listening to discussion, eg changing order of arguments for and against, stages in a discussion text, eg ‘However’ to signal the change an oral presentation of a discussion. Reinforce the purpose and grouping arguments differently. What are the effects of these of argument. organisation by predicting what might be included in the other changes? arguments.

• Adapt a discussion for different audiences, eg for younger • Survey an intended audience for their opinions about an issue students. Develop arguments by including examples and and reasons why they hold these opinions. Use this supporting details. information to prepare an oral discussion that directly addresses these opinions to achieve the desired end result.

• List ways to involve or persuade an audience to the desired point of view when giving oral presentation, eg asking audience opinions and reasons and directly addressing these, use of intonation, variations in volume.

• Select visuals to support the delivery of an oral discussion, eg discussion on logging — display photos of items produced from wood and photos of logged forests. Consider which point of view should be supported by visuals and include those which are relevant. Planned Assessment:

Differentiation/Adjustments: Evaluation: