Grade 6 Unit 1 Lesson 5

Learning objectives Agenda Key vocabulary Previous knowledge

Identify and correctly use different information Reading- Steve Irwin demise (n) Note-taking
dash (n)
sorting techniques Writing- Opinion of Steve Irwin alleged (adj)
Speaking and listening- grief (n) Structure of writing an essay
to revive (v)
Correctly structure their writing and use proper Discussion about animals reef (n)
grammar. passionate (adj) The difference between fact and
enthusiasm (n)
zany (adj) opinions
Distinguish between fact and opinion apex predator (n)

Explain their reasoning

Timing Activities and description Differentiation (teacher to

complete)

1. 10m 2. 1. Agenda & vocabulary: Agenda and Vocabulary test of words given out at the end of last lesson. Do
vocabulary quiz with the students. Remind Ss to take notes throughout the lesson as they will have a content
quiz at the end of the lesson
10m 2. Introduction to Steve Irwin: Inform students that they will be learning about a man named Steve Irwin, an
Australian crocodile hunter and zookeeper. Before playing the video, discuss with students. What kinds of
animals did we see? What impression did they get of Steve Irwin? Try to elicit descriptive adjectives. Play the
introductory video 4. Steve Irwin feeding his crocs.mp4 (2.24). Before playing, discuss with students. What
kinds of animals did we see? What impression did they get of Steve Irwin? Try to elicit descriptive adjectives, Ss
are to write their answers in . The students can answer in the chat box or write in their note books.

10m 3. Research: Guide students through the slides discussing research, such as: what is research? What is the
purpose of biographies? For good research we should use: trustworthy sources of information, decide which
texts are most useful and why? Emphasising the “5 Ws and 1H” in particular, and making notes and writing
down main points.
10m 4. Skimming Review: Quickly review over skimming skills before going into the Steve Irwin slides. These rules
were introduced in lesson 2. Remind students of its importance and usefulness especially when dealing with
long texts. Get students then to draw the mind map on slide 16 and as we are reading through the texts they
can be thinking of headings they can fill in on the mindmap. Make sure to emphasise the headings should be
 only important elements of his life.

40m 5. Skimming Activity: Tell students that they will be writing a biographical essay of Steve Irwin in the next This activity in its original form
lesson- this is a good opportunity for them to gather information for their essay. Students will need to skim 2 contains a vast quantity of text. The
lengthy texts (Text C & D) about Steve Irwin, and answer the questions as we go. Talk the questions through opportunity for differentiation here is
with the students to ensure they understand the task.Select students to read parts of the readings. Question 1 in the number of texts used. Most
and 2 are in the form of quiz questions. 3 and 4 are opinion questions, so teachers will need to elicit answers classes should probably only use Text C
from students. Students can answer in the chat box or write their answers in their notebooks , teacher and D, however if you have a strong
should call on students for each question before revealing the answer. class/ more advanced students and
time permits, you may expand on the
texts A-E.

5m 6. Farewell to Steve Irwin: Play video 5. Farewell Steve Irwin.mp4. As students prepare to begin planning their This helps to break up the two big text
biographies of Steve Irwin, it’s important to draw attention to his death and its shocking nature. Subsequently, based activities. Pretty
check their comprehension with a few questions, such as, how did he die? What killed him? Etc. Ss are to write straightforward, so a nice opportunity
their answers in the chat box. to ask some weaker students basic
comprehension questions about the
video.

45m 7. Biography planning: Students need to draw upon information in the articles, and the timeline, to develop a There is a slide that reveals some
mind map as a plan for the Steve Irwin biography (just the introduction) they will write next week, in their suggested headings for the biography
notebooks. They must find keywords, they must decide on headings, and they must make notes using those for the weaker students.
headings, in preparation for their writing. If they cannot finish this in class, they must do so for homework, so
that they are ready to go next week. As students work, monitor and assist. Pair or group work for this task
Biography introduction : Slides 54-57 - Give students five minutes to get started on their Steve Irwin Biography
Weaker students will complete less
Introduction. Explain the introduction paragraphs' purpose - (to tell the reader what the essay is about). Show
heading
the students the sentence starters on the next slide and let them use those to create their own introduction.

5m 9. Plenary. Link tasks done to agenda and learning objectives. Remind students about post-lesson content:
vocabulary task, content quiz, summary matching

Success criteria Homework/marked work Resources

Teacher can check students’ workbooks as they’re Vocabulary task Workbooks, Textbooks
doing the tasks and offer direct feedback. Post-lesson tasks

AfL questions Biography planning mind-map if not complete. PPT presentation

Video: 4. Steve Irwin feeding his crocs.mp4

Video: 5. Farewell Steve Irwin.mp4