Lesson Focus: Understand what inferring is and how to use text to correctly answer inferring questions.
Authors don't always tell you everything!
Sometimes readers must use: CLUES EXPERIENCE to make guesses as they read. This is called making an inference |
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Lesson Focus: By the end of this lesson you should be able to identify the elements of a narrative in a provided text.
Reconstruct a narrative text into the correct order
Write you own engaging introduction narrative paragraph.
Task: Open the narrative text link. Copy and paste the text into a word or pages document. As we are reading i want you to identify the setting ( blue highlight) , orientation ( purple) characters (red high light), problem (pink high light) and resolution ( green high light ) .
You will be sharing these in a Round Robin at the end. Consider the following questions:
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text_reconstruction_.pptx | |
File Size: | 66 kb |
File Type: | pptx |
ACARA Curriculum Link: Productive modes (speaking, writing and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.
Lesson Focus: By the end of this unit on 'Identifying Arguments' you should be able to identifying the language used to help the reader identify peoples opinion in an argument. You will also be able to interpret different points of view on a topic and use this to summarise the opinions of both sides of an argument.
Guided Reading Activity- TeacherPreteach the VocabularyStory Words
breeders, counselors, lifestyle, microchip, obedience training, purebred, shelter, veterinarian During reading and after reading questions Guided Reading Activity- TeacherPreteach the VocabularyStory Words
crisis, endangered, estimate, fuel efficient, geologist, imports, independence, migration, preserve, sprawl, threatened, tundra Guided Reading Task 2What you need to do for Task 2........Complete the before reading tasks
When reading the text you need to underline the key words of phrases that support the writers main point of argument. Once you have completed the text you need to answer the 'after reading' questions. ALL OF YOUR ANSWERS TO THE QUESTIONS MUST BE IN FULL SENTENCE! Guided Reading Task 4,5,6 Improve our town: arguments: assessment
Test your understanding of the arguments concerning a community issue. Help a local council decide on a development proposal. Determine whether the best use of a demolition site in the centre of town will be for a park or for a mall. Talk to people in the local community to find out their opinions. Restate the reasons given for constructing a mall or a park. Reach a conclusion about what the community wants. Build a presentation including examples of community opinion. View and print a report of your results. This assessment object is one in a series of two objects. What you will learn Students articulate an opinion on social, economic and/or environmental aspects of an issue. Students identify statements for one proposal or for another. Students shape and edit written and visual elements to create a discussion text as a presentation. Students produce a discussion text to present both sides of an issue. Students use visual grammar to attract the attention of an audience. Save our bridge: presenting the arguments
Help a local council to decide a development proposal. Look at an old footbridge that may be replaced by a larger, modern bridge. Talk to people in the local community to find out their opinions. Restate the reasons given for and against the proposal for a new bridge. Reach a conclusion about what the community wants. Build a presentation including examples of community opinion. What you will learn Students explore the purpose, audience and context for a discussion text. Students identify whether statements are for or against a proposal. Students shape and edit written and visual elements to create a discussion text as a presentation. Students produce a discussion text to present arguments for both sides of a social issue. Students know and use visual grammar (including salient elements of images) to attract the attention of an audience. |
Guided Reading Activity- TeacherPreteach the VocabularyStory Words
biodiversity, conservation, contaminates, deforestation, illegal, mercury, mining, ore, prospecting, rainforest, sluices, toxic During reading and after reading questions Guided Reading Task 1You will learn to recognise and trace arguments in nonfiction persuasive texts/media. Students will:
Questions to consider
What you need to do Task 1.........
You need to read through the persuasive text. highlight the persuasive argument devices.
List the evidence and elaboration the author has made about the topic write a paragraph explaining your opinion on the topic Guided Reading Task 3What you need to do for Task 3..........Pacific adventures: journey conditions
What you will learn how to....
Save our bridge: arguments: assessment
Test your understanding of the arguments concerning a community issue. Help a local council decide on a development proposal. Look at an old footbridge that may be replaced by a larger, modern bridge. Talk to people in the local community to find out their opinions. Restate the reasons given for and against the proposal for a new bridge. Reach a conclusion about what the community wants. Build a presentation including examples of community opinion. View and print a report of your results. This assessment object is one in a series of two objects. What you will learn Students explore the purpose, audience and context for a discussion text. Students identify whether statements are for or against a proposal. Students shape and edit written and visual elements to create a discussion text as a presentation. Students produce a discussion text to present arguments for both sides of a social issue. Students know and use visual grammar (including salient elements of images) to attract the attention of an audience. |