Lesson+4+of+10

** Lesson Number: **** 4 of 10 ** ** Stage: 2 Year: 4 ** ** Unit Topic/Aim: ** To recognise and appreciate people’s relationships with special places and environments in Australia ** Lesson Focus: ** To explore the range of modality used in discussions (text type) by looking at a news article. Students will gain an understanding of how modal verbs convey people or writer’s orientation towards possibility, probability and certainty. They will also explore how modal clauses/phrases express a person’s strong, weak or medium position on an issue. ** Background Knowledge/ Prior learning relevance: ** Students have had experience using clines (i.e. organising things on a continuum, e.g. from certainty to possibility). They have informally debated the issue of climbing Uluru, exploring different perspectives. They have been designated a topic for an upcoming rich task (Jabiluka, Ningaloo Reef, overfishing or wind farms) and have researched the topic by examining perspectives and finding arguments for and against. Masking tape, high/medium/low modality words (modal verbs: Appendix B, modal clauses/phrases: Appendix C), whiteboard and marker, worksheet (Appendix D) newspaper article // (http://www.abc.net.au/news/stories/2009/07/08/2620405.htm) // ** Links to other KLA’s: ** English ** OUTCOMES  ** || ** INDICATORS  ** || **ENS2.6 **Describes people’s interactions with environments and identifies responsible ways of interacting with environments. || •  //recognises that Aboriginal peoples have a special relationship with the land and sea // • //identifies issues about the care of places in the community or places of importance to them // • //presents alternatives to, and consequences of, using features, sites and places in particular ways // || ** RS2.6 ** Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. || •  // identifies words that indicate possibility, probability //  || · // identifies the use of modality in writing // || · listens to news articles (discussions) · participates in class discussions on a variety of topics || · // Uses modal verbs to indicate possibility, probability, certainty // · // Uses modal clauses/phrases to show a person’s strong, weak or medium position // || __ Observation: __ Observe students arranging their modal verbs and clauses/phrases on the cline to check whether they can understand when the word indicates possibility/certainty/probability or a person’s strong/medium/weak position on the issue of climbing Uluru. __ Worksamples __ : The worksheets //(Appendix C)// will show whether students grasp the idea of high, medium and low modal verbs. They will also show whether students are able to apply this knowledge to create a suitable sentence (opinion) for their character from the previous lesson. **Teacher** || **Student** || **Time** ||   || **Introduction –** Physical Cline (10 mins) // Prior to lesson: on the whiteboard, draw a cline with ‘certainty’ at one end and ‘possibility’ at the other. Put a line of masking tape on the carpet with ‘certainty’ and ‘possibility’ at the ends. Write the sentence ‘Uluru …………… be closed for climbing’ on the board. // ||   ||  Give each pair of students a modal verb //(Appendix A)// to fit in the sentence “Uluru …….. be closed for climbing”//.// Ask students with ‘must’ and ‘could’ to stand. Discuss as a class where they belong on the cline to model task (must = certainty, could= possibility). Ask all pairs to stand and position themselves along cline where they think their modal verb belongs. Discuss probability of the climb being closed depending on modal verb. Stick words on the cline on the board (these act as a word bank). || Pairs are given a modal verb to express the possibility, probability and certainty of the climb being closed, e.g. ‘must’, ‘could’ etc. //(Appendix A).// With their partner, stand on the line whether they think their modal verb indicates certainty, probability or possibility. || 10 mins ||   || ** Body – ** exploring meaning through modality (40 mins)  ||   || Introduce term ‘modality’ to represent a writer or speaker’s orientation towards possibility, probability or certainty. On the cline on the board add high, med and low modality to the continuum. Explain that news articles are often discussions (text type) and use a range of modality. Read news article aloud about proposed climbing ban. //[].// On 2nd reading, instruct students to place hands on heads when they hear a modal verb. Stop when this happens and discuss: <span style="mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontsize: 10.0pt; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• Is it high, medium or low modality? <span style="mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontsize: 10.0pt; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• What effect does this have? <span style="mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontsize: 10.0pt; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• Why has the writer chosen this? Model to the class how changing the modal verb changes the probability of the event. Instruct students to complete cloze passage //(Appendix C)//. Explain that modality can be expressed in other ways besides modal verbs. Give each pair a modal clause/phrase //(Appendix B)// to go in front of sentence “……….. Uluru should be closed for climbing” and explain that these convey whether a person has a strong/medium/weak position. Repeat physical cline activity with modal clauses/phrases (change labels on end of cline to ‘strong’ and ‘weak’ position). <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"> <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Remind students of topic for rich task (designated in previous lesson). Instruct students to choose a perspective/character relevant to their topic and write a few sentences using modality to express the opinion. Model this first using words from the clines, <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">e.g. “__I believe__ that Uluru __must__ be closed for climbing”. ||  After hearing about the term ‘modality’, suggest which parts of the modal verb cline are high/low/med modality. Listen to news article on proposed ban to climb Uluru. 2nd reading, listen out for modal verbs, hands on heads when hear one. Discuss use of low/med modal verbs in news articles and range of modality in people’s opinions. Suggest what effect this has and why the writer may have used these words. Independently, students complete cloze passage //(Appendix C),// choosing a modal verb t o make the sentence low/med/high modality. Stand and arrange modal clauses/ phrases //(Appendix B)// on cline from strong (high modality) to weak position (low modality). Students choose a perspective relevant to their rich task topic (designated in previous lesson) and write a sentence (or more, if time) using modality to express their opinion. |||| 2 mins 10 mins 5 mins 8 mins 15 mins || ** Conclusion – ** Role Walk (10 mins)  ||   || Using the drama strategy ‘role walk’, ask students to walk around room in character (that they wrote their sentence from). Call out “stop” and a modality (high, med or low). Students find a partner and discuss opinions with the corresponding modality. || Students walk around room, discussing opinions on their issue with other characters using the modality that the teacher designates. |||| 10 mins ||
 * Key Learning Area – HSIE  **
 * Resources:  **
 * RS2.8 ** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. ||
 * RS2.8 ** Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. ||
 * TS2.1 ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum ||
 * TS2.1 ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum ||
 * WS2.10 ** Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. ||
 * WS2.10 ** Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. ||
 * Assessment Strategies: **
 * Lesson Evaluation: **