Lesson+Three

==== key questions which students will be asked during the introductory part of the leson include;  1. what is the function of the digestive system 2. what are the organs involved in the digestive system 3. are there any organs which are not present on the diagram which are in the digestive system ==== ||
 * ====**Unit Topic** ==== || ====**Curriculum Link: Science and Technology** ==== |||| ====**Yr Level: stage 2 year 3** ==== ||
 * ====**Lesson Number: 3** ==== || ====**Lesson Topic: Digestive System** ==== |||| ====**Learning Area(s):** **english and science and technology** ==== ||
 * ====**Unit Aim or Outcome:** The aim of this lesson is for students to produce a written narrative, based on the stimulus of the human digestive system.  students will be required to both interpret a visual image which will be the stimulus for a creative narrative followed by students creating their own visual image to complement the narrative they have written which is high in meaning and modally coherent. ==== ||
 * ====**Lesson Outcome:** **LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment** //- Explore and demonstrate how the digestive system of the human body functions as well as the function of each of the organs involved in this system // **TS2.1 communicated in informal and formal classroom activities in school and social situations for an increasing range of purpose on a variety of topics across the curriculum** //- Students can label the digestive system - Students can describe what happens at each phase of the digestive system// **WS2.10 produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation concentions of the text type** //- Students can produce a narrative incorporating all of the features in this text type// ==== ||
 * ====**Resources:** 1. a large, unlabled diagram of the digestive system (see appendix) 2. labelled digestive system picture x number of students in class (see appendix)  for the larger part of the lesson students will be seated at their desks working on their narrative or their picture. for the beginning part of the lesson students will be required to sit on the floor to discuss the human digestive system in detail ==== ||
 * ====**Lesson Outline** ==== ||
 * ====__Introduction:__ the aim of the introduction is to consolidate what students have learnt in previous lessons. students are revising the organs and functions of the disgestive system as well as describing what happenes during each stage of the digestive system. Students will be brought to the floor for a class discussion on the human digestive system. On the whiteboard an image showing the digestive system will be displayed.  Students will be required to label the parts of the digestive system, using the scientific meta-language.  Students will also be required to discuss what occurs in each stage of the digestive system. ====
 * ====__Teaching strategy/Learning__ __Activity:__ //the aim of the body is for students to describe what the digestive system would be like if they were the food being digested. students will need to refer to the scientific processes which occur at each stage as well as writing a grammatically correct narrative.// ==== ||
 * ====**Students will ……** ==== ||
 * ==== Each student has been given a labeled image of the human digestive system Using this as the stimulus, students are to pretend they are a piece of pizza, and they have just been eaten. Students are to write a narrative describing their journey as they enter the human body and travel through the organs before being excreted as waste. students are to ensure that they are referring to their diagram during their narrative.  students are to ensure that the following are included in their narrative  1. what occurs in each phase - a physical discription of what would happen to them (a piece of pizza) in each stage  2. students are using the scientific names of each organ  3. students are referring to the scientific processes during each stage  4. students write emotionally ====

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> **Teacher will ...**
====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">The teacher will be walking around the room answering any questions that the students have throughout the lesson. The teacher will clear up any misconceptions which students might have The teacher will ensure all students know what is required in a narrative and that all parts of the narrative are being used in their stories. ==== ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> the teacher will also be asking students key questions which will give them ideas for their narrative. these include; ====

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> 6. what can you hear at each stage?
====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> The teacher will tell students that the key to writing an emotional narrative is to describe the process in relation to the 5 senses as well as ensuring that the diagram is referred to continueously throughout the narrative. ==== ||

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">
====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> once students have completed their narrative students will be required to draw a picture which represnts the human digestive process. The picture needs to also dipict a the students favoriate part of the narrative which they have written. ====
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">__conclusion:__ The aim of the conclusion is for students to create an image which reflects their narrative. The image needs to be highly cohesive to the text ====

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"> 5. a close up image
||

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">

 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Assessment:** ==== ||

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">

 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">0 mark ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">1 mark ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">2 mark ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">sudents have no enged the audeince. there is no evidece of events occuring in the narratve ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have written an engaging narrative which has a few events present ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have written a highly entertaining narrative which has a development of events ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have no used any verbs ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have used some verbs ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have used an extensive range of action verbs ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have not used detailed noun groups and adjectival phrases ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have used some detailed noun groups and some adjectival phrases ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students have used extensive detailed noun groups and a range of adjectival phrases ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students did not use any figurative language in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students used some figurative language in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students used extensive figurative langauge in their narrative ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"><span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;"> students did not used synomyms, antonyms or colocation during their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">students used synomyms, antonyms or collocation during their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;"><span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;"> students used one or more synonyms, antonyms and collocation during their narrative ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have not included any features of the digestive system ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have used some scientific terms in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have used incorporated all the features of the digestive system ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have made no link to the visual stimulus in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have attempted to link their narrative to the image ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have related their narrative to the image ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have extensive spelling mistakes in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have some spelling mistakes present in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have written their narrative with no spelling mistakes ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have not used punctuation, and grammatical features correctly ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have some aspects of grammar accurate in their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have written a grammatically correct text ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">The audience is disengaged reading their narrative ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have tried to engage the audience in their text ==== || ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Students have engaged the audience in their narrative ==== ||

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">

 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Any special considerations or contingency plans:** //In my class I have 3 students who are from an non english speaking background. I have catered to their needs by giving all students an annotated diagram of the human body. these students will slowley be increasing their vocabulary and as they have a diagram which allows them to refer to the names and organs they will be able to complete this task. the NESB students will also be allowed to refer to the poster which tells them what is required in a narrative. these students will be allowed to refer to this poster as they may not have had the experience in writing narratives as the other students. These posters are not just useful to the NESB students but to any students who needs a reminder to what is required when writing a narrative.  for students who have been absent during previous lessons, I have ensured that you will be able to complete this lesson effectivly as we are recapping what we have learn previously. all students have an opportunity to discuss the digestive system and the processes which occur at the beginning of the lesson. students who have been absent are urged to listen and ask their peers any questions which they have regarding the digestive system in the introductory part of the lesson. I will continually scaffold their learning by asking them questions while they are writting their narrative to ensure they are fully equipt to complete the task.  the gifted and talented students are catered for during this lesson as the task of writing a narrative as well as creating a image rich in meaning is very openended and these students can think and write as well as draw creativly.// ==== ||
 * ====<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Self-reflection** ==== ||

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">
<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 80%; text-align: left;">