Unit/Lesson Title: Paragraphing Stage: 3 Year: 5/6 Aim for the lesson: - To teach students how to write and structure paragaphs. - For students to have selected their first object/symbol for their CAT task Prior Knowledge: - Basic sentence structuring (TEEL or Traffic lights) Learning Experiences Introduction (Engagement) 5 — 7 minutes - Briefly outline current CAT task given to students and engage students by enqui TEEL or the Traffic Light system. Ask “how big you believe your paragraph needs to be?” Green ~ Topic Sentence Orange - Supporting sentences Red — Concluding Sentence Topic sentence Explanation/expand Example Link - Read and present model example on the interactive whiteboard to guide students with a structure and sequence to will be left on the interactive whiteboard so students always have a model to model their own paragraphs off, work off if they find it challenging. - “Any questions?” “Does everyone understand the task?” Body 20 minutes - Have students work out what their first object/symbol will be, they may in next to them so they may talk about their qu: represents them. - Following student conversation with one another, they will find their own space and silently begin to work on their paragraphs. It is essential that the environment around them remain ies as a person and general life so they may identify an object that Syllabus Outcomes: EN3-2A ~ Composes, edit coherent texts. and presents well-structured and EN3-7C ~ Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. Use complex punctuation to engage the reader and achieve purpose. EN3-8D — Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts. Resources: Interactive Whiteboard, workbooks, pens/pencils Assessmen 19 about their prior knowledge of | t communicate with the person sitting lent so students may reflect upon the‘object/symbol they have chosen and how they are represented by it. - Teacher will float around during this time and engage in conversation with students making sure they are on the right track and assisting with students who are having trouble with sentence structure. - There may be an opportunity to take a small group during this time if a number of students are struggling with paragraph writing. Conclusion (Presentation/Reflection) 5 — 10 minutes - Have students who want to share their paragraphs read them out and provide constructive feedback. Eg ( especially like - Remind students “that they must respect the student sharing their paragraph by listening and not engaging in conversation with any other students around them” DLC wtiat eo JeUnit/Lesson Title: Writing an introduction to CAT task | Stage: 3 speeches Year: 5/6 Aim for the lesson: For students to begin to develop a creative/clever introduction to their CAT task speeches. Prior Knowledge: Traffic light writing (Green, orange, red) Learning Experiences — 5 minutes Introduction (Engagement) Syllabus Outcomes: EN3-2A ~ Composes, edits and presents well-structured and coherent texts. EN3-7C ~ Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. Uses. complex punctuation to engage the reader and achieve purpose. Resources - Interactive whiteboard, books, pens/pencil Assessmen t ~ Quick class discussion about CAT task and introduce students to the concept of creating an introduction to begin their speechs. - Read model example off interactive whiteboard so students have an idea and structure to model their own introductions to their speech. This will be kept on the interactive whiteboard along with a few other begin, so students who require assistance can have a starting point - “Remember to follow the critera and be creative and clever”. “Any questions?” “Does everyone understand the task?” Body — 15 — 20 minutes = Once students understand the task let them know they will be working silently for 10-15 minutes. If they finish their introduction early let them use the remaining time to continue paragraph writing for the other se task. ns of the CAT - Teacher will float around during this time and engage in conversation with students making sure they are on the right track and assisting with students who are having trouble beginning the task, or require some verification from the teacher.Conclusion (Presentation/Reflection) — 5 minutes - Have students who want to share their introductions to their speeches read them out and provide necessary feedback. Make sure to encourage and comment on students who choose to share. - Remind students “that they must respect the student sharing their introduction by listening and not engaging in n with any other students around them”Unit/Lesson Title: CAT task paragraph writing | Stage: 3 [ Year: 5/6 Aim for the lesson: To coninute to write paragraphs for CAT task | Syllabus Outcomes: Prior Knowledge: Traffic lights or TEEL Resources Interactive whiteboard, pens/pencils, workbooks, ipads, a stopwatches {cuRanReRe Sal Learning Experiences — 5 minutes Assessmen Introduction (Engagement) t Brief discussion of CAT task remind them about sentence/paragraph structure (traffic lights). - Read model example displayed on interactive whiteboard and hii different color, to give students a visual representation of the topi sentence. hlight the different sections of the model ina sentence, supporting sentences and concluding ~ (For students who have already finished writing their CAT task, either work on a conclusion to your speech, add or {hc anything within your speech or pretice your speech with a friend and time eachother using an ipad or stopwatel Also when practising your speech work on your tone of voice changing the frequency and expression when needed “Any questions?” Body — 30 minutes aa ~ ~ Students will continue to work through their CAT task, remind students this is their last lesson in class to work on So they must use their time wisely in order to avoid doing it at home. ~ Teacher will float around during this tme and communicate with students assisting them with the task. Conclusion (Presentation/Reflection) — 5 minutes - Gather students together and reflect on the task and once again remind them that those who have not finished will now have to complete the task in their own time.