14 Explore the website: Core Task: WALT: I can WILF: Can Students talk their answers to the questions on the compare two students identify Discuss the layout of a website and how site. informative how informative it is navigated through hyperlinks, arrows, How does the author on this site make you feel a on the same texts differ? menus. certain way? What language do they use topic. Compare to the information text for Writing’. How are they similar and how are they different? Discuss how the information is grouped into different sections and presented 15 WALT: I can plan Revisit informative texts studied. Core Task: WILF: Can an informative As a jointly create an informative Students start putting information they have learnt into students place text on the text first come up with the titles of planning sections in their book. – information in circus. information they have learnt. Students research about circuses to find out more the correct information. heading when Suggested headings: Support Extension planning an Acts Scaffold sheet with Students research different informative text? Animals headings provided. diagrams they could History of the circus include Changes in the circus 16 WALT: I can write Compare two different websites about Core Task: WILF: Can an informative the circus add information into their plan where students write text on the appropriate. an informative circus. and write their informative text on the circus. text? Do the websites have the same Support Extension purpose? Do the websites have the same Scaffold sheet with Students include diagrams audience? How do the websites cater for headings provided for their where appropriate (e.g., different audiences? text. the inside of a circus tent). 17 Display the front cover of Last Core Task: ‘The WALT: I can WILF: Can Circus’ Students talk how they feel about the circus is it okay – understand that students Ask students what they think the title to train animals? Keep them in cages? sometimes understand the may mean what could be inside the Discuss what a persuasive text is and its purpose is this – – imaginative texts difference book? book persuasive? Why/why not can be between a Read the book to students identify the – persuasive. persuasive and events in order. Ask students to think about imaginative how they felt during different parts. text? How did the author make you feel sad or happy? (Talk about the descriptive language used in different parts.
14 WALT: I can compare two informative on the same topic. Explore the website: Discuss the layout of a website and how it is navigated through hyperlinks, arrows, menus. Compare to the information text for Writing’. How are they similar and how are they different? Discuss how the information is grouped into different sections and presented Core Task: Students talk their answers to the questions on the site. How does the author on this site make you feel a certain way? What language do they use WILF: Can students identify how informative texts differ? 15 WALT: I can plan an informative text on the circus. Revisit informative texts studied. As a jointly create an informative text – first come up with the titles of information they have learnt. Suggested headings: Acts Animals History of the circus Changes in the circus Core Task: Students start putting information they have learnt into planning sections in their book. Students research about circuses to find out more information. WILF: Can students place information in the correct heading when planning an informative text? Support Scaffold sheet with headings provided. Extension Students research different diagrams they could include 16 WALT: I can write an informative text on the circus. Compare two different websites about the circus and Do the websites have the same purpose? Do the websites have the same audience? How do the websites cater for different audiences? Core Task: add information into their plan where appropriate. write their informative text on the circus. WILF: Can students write an informative text? Support Scaffold sheet with headings provided for their text. Extension Students include diagrams where appropriate (e.g., the inside of a circus tent). 17 WALT: I can understand that sometimes imaginative texts can be persuasive. Display the front cover of ‘The Last Circus’ Ask students what they think the title may mean – what could be inside the book? Read the book to students – identify the events in order. Ask students to think about how they felt during different parts. How did the author make you feel sad or happy? (Talk about the descriptive language used in different parts. Core Task: Students talk how they feel about the circus – is it okay to train animals? Keep them in cages? Discuss what a persuasive text is and its purpose – is this book persuasive? Why/why not WILF: Can students understand the difference between a persuasive and imaginative text?
circus_unit_english.docx