Lesson+4+of+10

Lesson plan for lesson 4  [|Lesson 4.doc] PDHPE – Personal Health Choices This lesson has a focus on tobacco smoking and whether it should be banned at local parks and sports fields. || **Links to other KLAs-** English - writing The lesson focus is writing an exposition with students being for or against the statement ‘smoking should be banned in local parks and sports fields’. Students must write persuasively to convince the audience of their argument. || **WS2.9:** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language **WS2.10:** Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type ** PHS2.12 ** Discusses the factors influencing personal health choices. || **Indicators-** This is lesson number 4 out of 10 so previously students have taken a general look at drugs and their purposes. The next lesson took a focus on alcohol and its effects. The lesson which happened just prior to this lesson is on tobacco smoking and its effects where students research to gain a greater understanding. || **Resources-**
 * **Parks, Sports Fields and Smoking, What Should the Rules be?** ||
 * **Key Learning area-**
 * **Outcome-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Uses some effective planning strategies
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Structures text types in the appropriate stages
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Expresses a point of view in writing with some supporting arguments
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 13px;">Identifies major steps involved in making decisions in regard to drug use, e.g. tobacco and alcohol ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Previous Knowledge-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Statements for introduction
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Signs: Strongly Agree, Agree, Disagree, Strongly Disagree
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Blue tac for signs
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Whiteboard and marker
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Scaffold of exposition for each student (taken from [])
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Loose paper for student letters
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Envelopes for completed letters
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Class letter box ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Students will share their reasons for having that view with the class || <span style="font-family: Tahoma,Geneva,sans-serif;">10 minutes |||| <span style="font-family: Tahoma,Geneva,sans-serif;">This will get students thinking about their own views which will help when writing in the text later in the lesson. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Teacher Notes** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Student direction** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Time** || <span style="font-family: Tahoma,Geneva,sans-serif;">**Purpose** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Introduction** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher will facilitate a physical debate. Teacher will explain to students that he/ she will read out statements (see appendix 1) and students must move to the corresponding corner of the room; strongly agree, agree, disagree or strongly disagree. Students must be prepared to share their views and why they went to that corner. Teacher must be mindful that this may be a sensitive issue for some students who may have a parent, family member who smokes and may not want to share – don’t push students. || <span style="font-family: Tahoma,Geneva,sans-serif;">Students will listen when the teacher reads out the statements and go to the corner of the room that is appropriate.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Body** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher will facilitate a time of brainstorm where students are encouraged to share ideas of why smoking should or should not be banned from local parks and sports fields. |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students will participate in the brainstorm and share their ideas either agreeing with the statement or disagreeing. Students can contribute to both sides even if they don’t agree with it if they think of a good argument they should share it with the class so others may use it if they wish. Students will value their peer’s opinions and not make unwanted judgements or comments. || <span style="font-family: Tahoma,Geneva,sans-serif;">5 minutes |||| <span style="font-family: Tahoma,Geneva,sans-serif;">This task allows students to share ideas on the specific topic and generate different ideas and arguments that students can use in their letters. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher will explain that students will spend the next part of the lesson writing a letter to the local council stating their argument for or against smoking being banned in local parks and sports fields. Teacher will remind students of their exposition structure by providing them with a scaffold (see appendix 2) and going thrugh this scaffold on the IWB. If necessary teacher will show the examples on the website shown in appendix 2. |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students will fill in the sections of the scaffold very briefly to help them plan what they will write and what will be their arguments and points that they will focus on throughout the letter. Students will write their exposition/ letter to the local council and when completed place it in an envelope provided by the teacher and address it to the local council (use school’s address) and then place it in the class letter box. || <span style="font-family: Tahoma,Geneva,sans-serif;">40 minutes |||| <span style="font-family: Tahoma,Geneva,sans-serif;">This will get students to write what they believe in the form of a letter/ exposition so that the teacher can assess their knowledge on tobacco smoking and also their ability to write in a persuasive manner. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Statement: Smoking should be banned in local parks and sports fields. Teacher asks students why they went to each particular corner to hear the different views and opinions that students have. |||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students respond to the statement that the teacher says and in doing so go to the appropriate corner that aligns with their views. Students should be ready to share their views and opinions with the class. || <span style="font-family: Tahoma,Geneva,sans-serif;">5 minutes || <span style="font-family: Tahoma,Geneva,sans-serif;">This is to give students an opportunity to share their opinions on the topic and share different arguments that they may have used in their letter. || <span style="font-family: Tahoma,Geneva,sans-serif;">To evaluate the lesson the teacher should ask the following questions: <span style="font-family: Tahoma,Geneva,sans-serif;">The teacher will assess through observation of student’s contributions during the physical debate. <span style="font-family: Tahoma,Geneva,sans-serif;">The teacher will also assess through reading students letters; looking at the structure of the text and the content of the letter. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Conclusion** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">The teacher will facilitate a final statement for a second physical debate.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Lesson Evaluation-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Were students engaged in the lesson?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Did students express a point of view in writing with some supporting arguments?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Did students understand and use appropriately the structure of an exposition?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Did students use the proforma effectively to plan? |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Assessment-**

<span style="font-family: Tahoma,Geneva,sans-serif;">**Appendix 1** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Statements to be used for introduction:


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Smoking should be allowed everywhere
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Smoking should be banned from all public places
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Smoking should be made illegal
 * <span style="font-family: Tahoma,Geneva,sans-serif;">The legal age for actually smoking should be made to be 18 years old (there is no age at the moment, but can’t buy cigarettes until 18).

<span style="font-family: Tahoma,Geneva,sans-serif;">**Appendix 2** <span style="font-family: Tahoma,Geneva,sans-serif;">Structure of exposition <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 13px;">Eather, J. (2004), Writing fun. Retrieved 17th September, 2011 from []