ENe- 2A composes simple texts to convey an idea or message EN1- 2A plans, composes and reviews a small range of texts for a variety of purposes on familiar topics for known readers ENe- 3A produces most lower case and upper case letters and uses digital technologies to construct texts EN1- 3A composes texts using letters of consistent size and slope and uses digital technologies ENe- 9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts EN1- 9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts ENe- 10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts EN1- 10C
thinks imaginatively about familiar topics, ideas and texts when responding to and composing texts ENe- 11D responds to and composes simple texts about familiar aspects of the world and their own experiences EN1- 11D
responds to and composes a range of texts about familiar aspects of the world and their own experiences ENe- 12E demonstrates awareness of how to reflect on aspects of their own and others learning EN1- 12E identifies and discusses aspects of their own and others learning
**Each writing task can be used as an assessment of student understanding of the HSIE topic of the week.
Lesson Task Process Reg/Eval 1 The water cycle (Information report)
Students have learned about the water cycle in the previous HSIE lesson. Discuss the process again and the order, and what happens at each stage. Keep the cycle image on the board (A) (simple, scientific) and (B) (simple and cute). Give students a scaffold of first, next, then, finally. (A) http://openschool.bc.ca/courses/sos/sc08/images/wat ercycle.gif (B) http://www.apswater.com/images/simple-water- cycle.jpg
1 Creative writing using this stimulus picture:
http://sandysclasspeps.files.wordpress.com/2014/09/frog-on-a- boat.jpg (Image of a frog taking shelter under a leaf during the rain)
Discuss what is happening here: what could the frog be feeling? What could its emotions be? Where is it? What colours would be around? Whats the story?
Students write a creative piece about the frog, either in first or third person, using adjectives and (Year 1) similes and adverbs.
2 Imagine you are going to be sent into space. Choose 5 things that you can have with you. Students have learned about needs and wants. Discuss going into space and what kinds of things you might need or want there. What would each child take? Write a list of these things, and why you would choose them.
2 Why do we need water? (Information report) Students have learned about the importance and uses of water; discuss these again. As a class, organise paragraphs (grammar link) containing larger ideas: living, cleaning, fun. As a class, write the first paragraph. Students can then go and fill in the 3 subsequent paragraphs with their ideas. They can then write a conclusion with the class.
Lesson Task Process Reg/Eval 3 Use this picture as stimulus for creative writing:
http://www.uts.edu.au/sites/default/files/styles/embedded -gallery/public/media/gallery/sci-cfcc-seal-caught- net.jpg?itok=i6JE8Gqn Students imagine they are the seal. What are you feeling, what will you do, how did you get like this? Discuss feelings and introduce the word struggle. Students can write whatever comes to mind for this piece. Encourage use of adjectives and feelings.
3 What happens if you leave litter on the beach? Drawing on previous HSIE lessons, discuss litter and the chain of effects that happens if it is left on the beach. Students describe and explain these events and the effects they have.
4 Water bottle poems (shape poems) (see sheet at end of program) Remind students about syllable poems. Teach students about Haiku Japanese poems which capture feelings and moods. They have a structure of 5-7-5 syllables. Write one as a class about pollution. Then write one about bottled water. Students can use this one (SB, JG) or preferably create their own.
Students write a poem about bottled water in their exercise books, and these are checked by the teacher. They copy these poems inside the label of the water bottle picture, and then cut out the water portions and stick cellophane in the spaces. These are displayed on the window. Their name is written in the bottle cap.
Lesson Task Process Reg/Eval 4 Debate: should we use bottled water? Discuss for and against of bottled water, drawing on content from previous lessons. Talk through the scaffold of a simple debate; I think that ____________because ________ and ________. Firstly, (first point and reasons why). Secondly, (second point and reasons why). So as you can see, (original point). Then students can choose if they are for or against and support their points in their writing.
5 Information report: how do we clean dirty water? Students have learned about this in previous lessons. Discuss again, paying attention to the order of events. Students write about how dirty water is cleaned. Give students a scaffold of what are we doing, why are we doing it, how are we doing it, what are the results?
5 Procedure: how did you make your water filter? Discuss how students made their water filters. What materials did they use? What did they do first? Give students a scaffold of first, next, then, finally. They should also conclude with a summation of how well their water filter worked and what they would do differently next time.
6 Use this image as a source for informative or emotive writing.
http://www.worldvision.org/resources.nsf/main/water- insight/$file/girl-collecting-water.jpg This image depicts a dirty river where a teen boy is gathering water.
Students have learned about poor water quality in other nations. How would this boy be feeling? What could happen to him as a result of the dirty water? Whats the story here? Students can write an informative or emotive piece depending on how they relate to the picture.
Lesson Task Process Reg/Eval 7 Use this image for descriptive/emotive writing:
http://www.lifewithdogs.tv/wp- content/uploads/2013/09/130916-flood-dog.jpg This image depicts a boy carrying a dog through flood waters.
Whats the story here? Who is the boy and what is his relation to the dog? Where are they going? Where is his home? What will he do?
Students write an emotive and descriptive piece imagining that they are this flood victim.
8 Descriptive writing about a day at the beach What happens at the beach? Feelings, sights, temperature, emotions, company, sounds Students can write a story or a descriptive piece of writing.
8 What have you learned about water? (for portfolios) Students are given the writing sheet (see separate sheet /template) and are asked what did they learn about water? Discuss as a class. They have to think of 4 (detailed for Year 1) things.