News Reports

Learning Intentions

Receptive

• I am learning understand how the use of text structures can achieve particular effects.
• I can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas and events.
• I am learning to compare and analyse information in different and complex texts.

Productive

• I am learning to understand how language features and language patterns can be used for emphasis.
• I am learning to create detailed texts elaborating on key ideas for a range of purposes and audiences.
• I am learning to make considered vocabulary choices to enhance cohesion and structure in my writing.

Success Criteria

Language

• I can understand the uses of object and subjective language and bias.
• I can understanding that cohesive links can be made in texts by omitting or replacing words.
• I can investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas.
• I can identify and explain how analytical images like figures, tables, diagrams and map contribute to our understanding of verbal information in a factual and persuasive texts.
• I can investigate how vocabulary choices, including evaluative language can express shades of meaning.
• I can understand how to use my knowledge of base words, spelling generalisation to spell new words including technical words.

Literature

• I can analyse and evaluate similarities and differences in texts on similar topics.
• I can identify and explain how choices in language, for example modality, emphasis repetition and metaphor, influence personal response to different texts.

Literacy

• I can compare texts that represent ideas and events in different ways.
• I can explain the effects of the different approaches.
• I can participate and contribute to discussions, clarifying and interrogating ideas.
• I can plan, rehearse and deliver presentations.
• I can analyse how text structure and language features work together to meet the purposes of a text.
• I can plan, draft and publish informative and persuasive texts.
• I can re-read and edit my own work and my peers work using agreed criteria.

Headings and Images

Use the link below to find the news article on the 2004 Tsunami.

Fill in the activity sheet with the detail for each section of a news report.

The more detail, the better.

http://www.foxnews.com/story/2004/12/26/tsunamis-kill-thousands-in-southeast-asia.html

 Week 5 – Extra information Paragraphs

Note Taking in Partners

ABC NEWS

https://www.abc.net.au/news/2011-02-01/tropical-cyclones-explained/1926870

NASA

https://spaceplace.nasa.gov/hurricanes/en/

 

šBTN – Compositing Awareness

Learning intentions

• šI am learning to compare and analyse information in different and complex texts, explaining literal and implied meaning.

Success Criteria

• šI can make connections between my own experiences and events represented in texts.

BTN Link:  http://www.abc.net.au/btn/story/s4835654.htm

 

Group Work

šWorking in groups of 3, use the BTN clip to answer the questions provided.

šEach group member is to use a different coloured pen and each students must contribute equally and name their contribution.

 

Groups

 

 

Questions

1. What three things help start the composting process…

• Bacteria
• Insects
• Fungi
• All of the above

1. What sort of fertiliser do the kids add to their compost?
2. Explain what worms, slugs and other insects do to improve the compost’s texture?
3. How does compost help our garden?
4. Complete this sentence. Food scraps that end up in landfill create ___________ gas.
5. What is the name of the toxic sludge that forms when water from food scraps is combined with other landfill?
6. What impact can sending food scrapes and their liquid cause when sent to landfill?
7. Why is it important to compost?
8. How has your thinking changed since watching the BTN story?