LITERACY / UNIT PLANNER Topic: Debate

Key AusVELS documentation (taken directly from AusVELS documents): Content strand(s): Literacy Sub-strand(s): Level descriptions:

Year Level: 2
Text type and mode Expositions Debate Listened to

Term:
Spoken

Week:
Read Written

Date:
Viewed Produced

X x

X x

x x

x x

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789) Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Fluency

Proficiency strand(s): Understanding Problem Solving Reasoning

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices Frequently used Literacy Instructional Strategies: Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze

Topic-specific vocabulary for the unit of work:

Argue, believe, in my opinion, however Key Literacy understandings
(2-4 understandings only):

Children are beginning to understand how to argue their opinion formally. Children are beginning to understand how to write and produce a debate with correct language features.

Thinking Tools/techniques to support chns thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Roleplay; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

Resources:
Class writtings , Macbook Pro , Templates, Youtube , Video camera
Analysing Checking Classifying Cooperating Considering options Designing Elaborating Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying Listening Locating information Making choices Note taking Observing Ordering events Organising Performing Persuading Planning Predicting Presenting Providing feedback Questioning Reading Recognising bias Reflecting Reporting Responding Restating Revising Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising Testing Viewing Visually representing Working independently Working to a timetable

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TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and the literacy learning intention or sessions focus )

WHOLE CLASS Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)

MINI LESSON (Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to prepare students for successful completion of the set task. Reference to Wing Jan include page details)

INDEPENDENT LEARNING (Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students thinking or work with a small group for part of the time. Reference to Wing Jan include page details)

SHARE TIME AND TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)

ASSESSMENT STRATEGIES (should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students attempt/work)

Building text knowledge Work with small group to develop a debate from their expositions

Instructional Strategy Have a small debate clip for them to watch and discuss what it is that the children see as the textual features/ expectations of a debate. Thinking Tool? Discussion What are the structural features of the text? How are they different to other texts? How is a debate text set out physically?

Instructional Strategy Talk to the children about the opening and closing statements points in a debate. Thinking Tool? Graphic organiser Opening and closing statement templates.

Instructional Strategy Get the pairs to design and write their opening and closing statements for the debate using the knowledge they have gained from writing their expositions.

Have the pairs of the pro and con pets are the perfect present debate share their statements with each other.

Assessment as learningteaching the children about the textual structures and features of a debate.

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The children will undertake the construction of the debate body.

Discuss with the children that they need to pick a main point each from their exposition to create and rewrite their main reasons to argue their side of the debate. Revise the structure and sequence of a debate with the children.

Discuss with the children that they need to pick a main point each from their exposition to create and rewrite their main reasons to argue their side of the debate.

Get the children to work on their body arguments in their pairs using the template provided.

Share the points/ arguments created by the pairs of the pro and con pets are the perfect present debate.

Assessment: Childrens ability to create strong and convincing arguments for their view in the debate.

The children will combine all the arguments and create a debate from them.

Have the children go off into their pairs and practice the script/ argument they have created for the debate.

Get the teacher to film all the parts of the debate that will then be recorded and produced into a video clip.

Review the clips filmed by the teacher and begin to combine them into a video.

Assessment as learning: Children reflect through viewing of the video what they have learnt about debates and the power of arguments.

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