sHARKS tEXT- bUILDING pRIOR
kNOWLEDGE
WALT:
To select key words and information in regards to sharks habits in the wild.
WILF:
For you to have recorded on your whiteboards a selection of relevant and key information in regards to sharks habits in the wild and statistics regarding human attacks.
vOCABULARY
Sharks describes the physical appearances, eating habits, and attack capabilities of sharks. Although sharks are thought of as dangerous killers, only a small percentage actually are.
Story Words
camouflage, cartilage, dorsal fin, extinction, plankton
camouflage, cartilage, dorsal fin, extinction, plankton
Word banking on whiteboard and record these into your English books, you are looking for facts and statistics so you can apply these to your persuasive writing piece next week.
aFTER rEADING comprehension
Remember in Year 4 your comprehension responses must be structured in a particular manner. The purpose of comprehension responses in to INFORM the reader about the text, so make sure your answer is informative.
Example answer.
It is in my opinion that the author wrote the text 'Sharks' with the purpose to inform the reader about a variety of shark facts. For example, in one of the chapters it explains to the reader the different body structures of a shark, as well as what attributes makes the shark a superior predator.
- Re-state the question in your own words for example... "I think the author wrote the 'Sharks' text because...
- You must provide text evidence to 'back up' your reason/response!
- It needs to include a variety of punctuation such as commas for lists, quotation marks and brackets)
- Needs to be edited by YOU, not the teacher especially for sight words such as when, with, where, there, you etc
Example answer.
It is in my opinion that the author wrote the text 'Sharks' with the purpose to inform the reader about a variety of shark facts. For example, in one of the chapters it explains to the reader the different body structures of a shark, as well as what attributes makes the shark a superior predator.
walt:
I am learning to put my biased opinions aside so that I can acknowledge both side to the argument regarding the shark culling or conservation debate.
WILF:
From information you have gathered from the articles read by the teacher and from your own prior knowledge I am looking for you to generate multiple REASONS for each side of the debate.
Relevant articles...
Reasons for each side of the
debate
In your group you are going to generate as many reasons for each side of the debate as possible, I am looking for you to show COURAGE when you are stuck for ideas and for you to coach and encourage your team mates.
Reasons for and against
Great White Sharks can carry out fatal attacks due to its immense size and powerful jaws
Other predator sharks are Bull and Tiger Sharks Due to there being more sharks and getting bigger, less fish swimming bad for fisherman there have been 15 deaths since 2010 and staggering 51 injuries You can loose valuable family members to shark attacks leaving their families feeling distraught 1998 GWS protection laws have resulted in larger populations if predator sharks, these sharks have been allowed to grow exponentially, resulting in very large sized sharks. The physical makeup means they are superior predators. They are very strong, agile and able to attack their prey with super force. The average GWS can weight into the tonnes. How would you feel having a small car hit you in the ocean? They tear at their prey, when a humans leg is bitten the main artery ( ephemeral) can be severed which can cause the human to bleed out quickly. Internal bleeding from the force of the hit. Oceans are quite isolated which means people who have been attacked can't get help strong sharks causing more fatalities to humans |
Sharks have families too and if you kill the older shark, the other can suffer. Ruins the marine life balance and with lots of culling, it can result in extinction Sharks have been around for 350 million years which mean that the ocean is their habitat/territory Only a small amount rouge sharks who have attacked humans Sharks nets kill other marine life statistic suggest that more people every year are killed by a simple be sting than sharks. Do you see people going and killing off all of the bees just because of this? I believe not! A lot of the time shark attack are not confirmed and they are just blamed for the attacks Sharks are usually lured to shore by careless fisherman leaving their discarded bait near the shore commercial fishing is depleting the sharks natural food source More than 300 different species of shark, most of these are not dangerous and should not be punished The sharks think that we are something else that they would normally eat, due to divers and surfers wearing wetsuits These suits look very similar to a seals fur Australia's population has increased therefore, more people are in the water and that is why more people are getting attacked Other ( less dangerous species of sharks) can get accidently killed in the process of culling/fishing the other more deadly predators |
BTN- Utilising media to form a
Point of view
WALT:
Identify the main ideas in a visual texts and use this comprehension to create an informative summary.
wilf:
Whilst watching the BTN clip for you to word bank key components of the clip. I then want you to use these word banks to summarise the Shark Cull story in your own words.
Reasons presented during the clip will be added onto our class reasons wall.
Although it may seem like shark attacks are more common, the chances of an encounter are still rare.
According to the Australian Shark Attack File, kept by researchers at Sydney's Taronga Conservation Society, there have been 1045 shark attacksin Australia since records began in 1791, and 236 of them have been fatal. All up, about one-quarter of shark attacks are fatal, and the average fatal attack is one person/year.
According to the Australian Shark Attack File, kept by researchers at Sydney's Taronga Conservation Society, there have been 1045 shark attacksin Australia since records began in 1791, and 236 of them have been fatal. All up, about one-quarter of shark attacks are fatal, and the average fatal attack is one person/year.
Creating timelines
A timeline is a display of a list of events in chronological order. It is typically a graphic design showing a long bar labelled with dates alongside itself and usually events.
Extension homework idea :)
Investigate the role sharks play in the marine ecosystem. The following questions will help guide their research:
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Persuasive writing structure
what_is_persuasive_writing-2.pptx | |
File Size: | 796 kb |
File Type: | pptx |
Mentor Texts for Analysis
Below are examples of reasonably well-structured persuasive texts created by students in your age group.
Your task is to locate the persuasive devices used by the following students.
Can you locate a rhetorical question?
What text connectives have they used?
How did they start their paragraphs? Did they use firstly, secondly, thirdly?
How many different examples of punctuation did they use?
Can you locate examples of tier 2/3 words?
Your task is to locate the persuasive devices used by the following students.
Can you locate a rhetorical question?
What text connectives have they used?
How did they start their paragraphs? Did they use firstly, secondly, thirdly?
How many different examples of punctuation did they use?
Can you locate examples of tier 2/3 words?
Example
Planning your writing
persuasive_writing_planning.pdf | |
File Size: | 563 kb |
File Type: |
Pronouns
Pronoun A pronoun stands in place of a noun or noun group. A pronoun refers to something that has been named and has already been written about, e.g. The harbour is a popular place. It is mostly used by fishermen. Pronouns work only if they are not ambiguous (that is, there is a clear line of reference) and are not used too repetitively.
Examples of common pronouns are:
I, you, she, it, we, they, mine, ours, yourself, himself
You can’t keep all the apples yourself!
this, that, these, those
These are mine.
each, any, some, all, much,
many
Some will be given to Peter.
who, which, what, whose, whom
Who is visiting tomorrow?
Examples of common pronouns are:
I, you, she, it, we, they, mine, ours, yourself, himself
You can’t keep all the apples yourself!
this, that, these, those
These are mine.
each, any, some, all, much,
many
Some will be given to Peter.
who, which, what, whose, whom
Who is visiting tomorrow?
relativepronounsandadverbs.pdf | |
File Size: | 78 kb |
File Type: |
relativepronounsandadverbs.pdf | |
File Size: | 78 kb |
File Type: |
Cohesion
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Cohesion is about linking ideas or concepts and controlling threads and relationships over the whole text.
Cohesion in a text is achieved through use of various devices.
Connectives (signal words or discourse markers) Connectives are used to link ideas to one another across paragraphs and sentences to show logical relationships of time, cause and effect, comparison or addition. They can be placed at various positions within a sentence. The logical relationships can be grouped as follows:
− Temporal (to indicate time or sequence ideas) first, second, next, meanwhile, till, while, then, later, previously, finally, to conclude
− Causal (to show cause and effect) because, for, so, consequently, due to, hence, since, accordingly
− Additive (to add information) also, moreover, above all, equally, besides, furthermore, as well as, or, nor, additionally
− Comparative rather, elsewhere, instead, alternatively, on the other hand − Conditional/concessive (to make conditions or concessions) yet, still, although, unless, however, otherwise, still, despite, nevertheless
− Clarifying in fact, for example, in support of this, to refute
Conjunctions are a form of connective and are used to join ideas within one sentence. They are placed at the beginning of a clause. Some conjunctions are and, but, by, or, if, since, although, though.
Cohesion in a text is achieved through use of various devices.
Connectives (signal words or discourse markers) Connectives are used to link ideas to one another across paragraphs and sentences to show logical relationships of time, cause and effect, comparison or addition. They can be placed at various positions within a sentence. The logical relationships can be grouped as follows:
− Temporal (to indicate time or sequence ideas) first, second, next, meanwhile, till, while, then, later, previously, finally, to conclude
− Causal (to show cause and effect) because, for, so, consequently, due to, hence, since, accordingly
− Additive (to add information) also, moreover, above all, equally, besides, furthermore, as well as, or, nor, additionally
− Comparative rather, elsewhere, instead, alternatively, on the other hand − Conditional/concessive (to make conditions or concessions) yet, still, although, unless, however, otherwise, still, despite, nevertheless
− Clarifying in fact, for example, in support of this, to refute
Conjunctions are a form of connective and are used to join ideas within one sentence. They are placed at the beginning of a clause. Some conjunctions are and, but, by, or, if, since, although, though.