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Natalie Meredith EDLA309 Janelle Young

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30 minutes
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English: Understand how texts vary in purpose, structure and topic as well as
the degree of formality (ACELA1504)
Geography: Present findings and ideas in a range of communication forms,
for example, written, oral, graphic, tabular, visual and maps; using
geographical terminology and digital technologies as appropriate
(ACHGS038)
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This lesson is completed as a whole class activity.
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Gather class together as a whole.
Remind the class about the drawings they did in the previous lesson, and that
in a proper factual text, drawing such as those need labels. Discuss what
labeling is.
Tell the class that they are going to be practicing labeling drawings and
diagrams on their own creations from the previous lesson.
Explore pages 12-15 of Whales, and explore with the students how some parts
are labeled simply (e.g. eye) however some parts have a small explanation
on what function that part actually has. Allow students to read out parts of the
text.
Hand out the sheets with a picture of a whale (resource 6). Tell students that
they need to label parts of the drawing.
Discuss as a class what they can remember the features of a whale are (eyes,
dorsal fin, tail, flippers). Discuss with the class what the functions of some of
the features are. Model how a short explanation might be set out on the image.
Remind students that they need to give a title to the picture, as it is a formal
diagram.
Have students glue picture in books to refer to in the future
As an extension for students who finish quickly, they may colour in their
picture. Remind students what colour a whale is. Tell them they may do any
colour they like in art, but that diagrams are realistic representations and will
mostly have the real colour of the animal.

Natalie Meredith EDLA309 Janelle Young
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Formative
Students will be gluing their sheets into their assigned books to refer back to
and assess their progress.
Student interest and engagement will be monitored in order to make
adjustments to future lessons.
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Students with hearing impairments will be placed at the front of the classroom.
Students who do not contribute to class discussions may be called upon
unexpectedly.
Students with English as a second language or developmental delays may
require additional scaffolding from the teacher.
Students who finish quickly will asked to complete the extension activity at
the end.

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