Presenting+Factual+Information

Talking about recycling- Lesson 4
-Students describe the process of material recycling through scripting and presenting text. -Students identify technologies that are used to recycle materials and their processes. -Students present information to peers and discuss features of their spoken language. -Students identify differences between spoken and written texts. -Students identify language features in a script. -Students describe how information is organised in the script. |||||| ** ASSESSMENT: ** -Observe students as they present information to their partner -Question students to determine students understanding of language and structural features of the script. || //.// //**.**// //**.**// //**.**// //**Script Checklist**// -Instruct students to read their own report silently -Once class has completed reading collect the Sheets - the reading instruct pair member one to present the information to their partner in 2mins. Allow each pair to swap roles Question groups about the language they used when presenting the information, and how it differed from the written language of the report. .
 * ** UNIT TITLE: ** Lets Recycle ||
 * ** LESSON: ** (4/10) 1 Hour |||||| ** STAGE: ** Stage 2 ||
 * ** LESSON OUTCOMES and Indicators **
 * //( //****// HSIE) SSS2.7Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment //**
 * // (ENGLISH) TS2.3 //** Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts.
 * TS2.3 ** Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.
 * ** PART AND TIMING ** |||| ** Teacher ** || ** Students ** || ** RESOURCES ** ||
 * **Introduction**
 * (10mins)**
 * Body-**
 * //Looking at scripts//**
 * 15 mins**
 * Body-**
 * //Looking at scripts//**
 * 15 mins**
 * Body-**
 * //Looking at scripts//**
 * 15 mins**
 * Body-**
 * //Looking at scripts//**
 * 15 mins**
 * Body-**
 * //Looking at scripts//**
 * 15 mins**
 * 10Mins**
 * Conclusion**
 * 5mins** |||| Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).
 * Conclusion**
 * 5mins** |||| Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).
 * Conclusion**
 * 5mins** |||| Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).
 * Conclusion**
 * 5mins** |||| Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).
 * 5mins** |||| Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).

Explain to students that we will be considering the features of scripting engaging and informative dialogue, and that students will need to consider these features when writing a script for their Multimodal video presentation. On the interactive Whiteboard display the Introduction section of the “Story of Stuff” annotated script. Teacher reads the text aloud, highlighting unfamiliar words. -Question students about the type of language used -How does the author gain the listeners interest? -How is the speaker interacting with the audience in the script, what phrases show us this? Get students to chart on a language mode continuum where the script sits (From most spoken like—most written like) -Ask students to justify their choices. View the introduction of video “The Story of stuff’ and allow students to comment on how the speaker uses her voices, gestures and eye contact to engage and relate to viewers. . .  Explain to students that when they are drafting their script for the video, that they will need to consider their audience, and the language they will use to engage, entertain and inform their audience. As a class construct a checklist that groups can use when they write the script for their video. This could include: Subject matter, audience (Knowledge about topic, age, interests), technical words, language features, dialogue/monologue. As a class discuss the subject content they may include in their video, their audience and the language they may use. || - Read brief information report - Present/listen to their partner about information. -Give each other feedback about the type of language they used. -Students listen to scripted text being read . . . . . . . -Students analyse language features and structure of script -Discuss and identify language and features -Make a decision about where the scripted text sits on the mode continuum and justify their choice. -Students view and analyse features of the Video. . . . . . . . . . . .. . . -students engage in class discussion to assist in constructing class checklist to use when writing their script. . . . -Students consider how they will script their information in the video and engage and relate to their audience || -Copies of brief information reports about glass recycling and paper recycling. -IWB -Copies of script excerpt of “The Story of Stuff” -Video of “The Story of Stuff” - Template/stencil of a script. || -Was the resource engaging and appropriate for the students’ abilities? -Were students motivated to engage and participate in discussions?
 * Teacher Evaluation**
 * -**Did students understand the concepts introduced in the lesson?
 * -**Did students understand the concepts introduced in the lesson?