Where+does+my+waste+go?

=Where does my waste go? Lesson Three =

-Students identify the interactions between people and recycling systems -Students demonstrate understanding of the impact recycling has on environments - identifies evaluative language in texts and discusses the effects of such language Through observation, class and group discussions and final presentation assess students on their ability to: - Can students identify the interaction between people and recycling systems ? - Can students demonstrate an understanding of the impact recycling has on the environment? - Can students identify the evaluative language used in texts? - Do students identify the effects of using evaluative language? - Do students identify the use of modality in texts? ||
 * ** UNIT TITLE: Lets Recycle ** ||
 * ** LESSON: ** (3/10) 45mins |||||| ** 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 //**
 * RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. **
 * - **identifies the use of modality in persuasive writing |||||| ** ASSESSMENT: **
 * ** PART AND TIMING ** |||| ** Teacher ** || ** Students ** || ** RESOURCES ** ||
 * ** Introduction **


 * (10mins) **


 * Body: **


 * Conclusion: ** |||| Teacher will explain that today we will be focusing on persuasive texts, and the language authors use to communicate their point of views.

Teacher explains to students what //evaluative language// is. Teacher reads page 16 & 17 of **Don’t Throw it Away.** Ask students: -Was the author neutral in explaining where waste goes? - What message the author was trying to share? - What language did he use to achieve this point of view? *rhetorical questions* levels of modality – words describing frequency, certainty & probability *adjectives

Teacher writes the language features on the white board as the students suggest answers

Teacher tells students that in groups of 4 they will be investigating the question //where does my waste go?// Focusing on a council website

Teacher shows students the Bankstown council website: [] - teacher points out the evaluative language used - point out types of language used to achieve its message e.g. modality, questioning, - Teacher leaves this resource on the projector and list of language features for students to refer back to - Teacher instructs students in groups of 4, to investigate the waste processes of an area of their choosing using their council websites Students can use their local area or choose another if they like Teacher tells students they will need to identify the message of the website (can be implicit) Students must identify what type of language is used by the authors to communicate that type of message

Teacher brings class back to floor Each group presents their website on the overhead projector Each group identifies the message from the author of the website and justifies this choice through language features and analysis || Students watch and listen to teacher read book

Students contribute answers about language the author has used

Students get into groups of 4

Students investigate their website on computers around the classroom || - Don’t throw it away - White board - White board markers

- Computer - Overhead projector - Bankstown council website[] -White board White board markers

- Computers - Overhead projector ||


 * Teacher Evaluation **
 * -Where the students engaged in the tasks? **
 * -Was there an appropriate amount of challenge set in the tasks and activities? **
 * -Were students able to demonstrate their understandings during discussion and written reflection? **
 * -Were my teaching strategies effective in supporting students learning? **
 * - Were students able to use technology appropriately to investigate a website? **