Year Level: 4 Subject: English Key concept: Text Date: 6/3/2017

Connectives.
Lesson title: English Authors use of language Examining
language used to make text cohesive.
Duration of lesson: 60min
Curriculum:
Discuss literary experiences with others, sharing responses and
expressing a point of view (ACELT1603).
Use interaction skills such as acknowledging anothers point of
view and linking students response to the topic, using familiar and
new vocabulary and a range of vocal effects such as tone, pace,
pitch and volume to speak clearly and coherently (ACELY1688).
Identify characteristic features used in imaginative, informative
and persuasive texts to meet the purpose of the text(ACELY1690).
Create literary texts by developing storylines, characters and
settings (ACELT1794).
Understand that the meaning of sentences can be enriched
through the use of noun groups/phrases and verb groups/phrases
and prepositional phrases (ACELA1493).
Investigate how quoted (direct) and reported (indirect) speech
work in different types of text (ACELA1494).

Considerations for diversity (extension/alteration):

This is still a relatively new unit for the students and none of the
students have been on the same level. There are a couple of
students who have struggled, they have been groups together for
the teacher to work with.
(Purpose and learning outcomes)
Aim of the lesson: Students will understand how texts are made cohesive through the use of pronoun references and
text connectives.

Resources: Whiteboard and accessories.

Students will need their English books, pencils, erasers and English skills books.

Introduction: (5mins)
Introduce myself and set the expectations of the class regarding behaviour.
Advise the students the aim of the lesson.
Teacher Checking for understanding, ask the question, what are text connectives? Ensure students understand the term and
do not get it mixed up with cohesiveness which is a form of connectives but is referred to as conjunctions, which is when two
sentences are joined together. Teacher will get the students to work in their groups to see if they understand the term.
Students Will give the teacher responses to the question.
Teacher Will write the students responses on the board. Teacher will show the students the definition at the end of this
document. They may not make sense just now; however, they will be referred to as the lesson goes on. This will be the lead
into the lesson.

Body: (45mins)
Teacher will put Appendix A up on the whiteboard. This will give the students a definition of what connectives is.
Students will write this in their English books as a future reference.
Teacher will get the students to look at Appendix A. Print out for students to have as a reference.
Students will complete part A looking at connecting the two sentences together.
Teacher, this is a build-up to connectives which is the second part of the exercise.
Students will complete the second part of Appendix A. Filling in the blanks.
Teacher, once the students have finished, they will go through the answers with the students. Students will come up to the
board and write in the answers.
Teacher will put the text connectives cards up on the board and go through these with the students. They may not understand
them; however, the teacher will advise the students these will be put up in the room so they can use them as a reference.
Teacher, to break up the lesson will play the video on the C2C document. (I will need Mrs Chant to access this as I do not have
access and the ones on the web are not appropriate for these students). Play the video 3:50mins.
Teacher, after the video will move onto the next part of the C2C document. This goes onto a table with a short text, for the
students to write in where the pronoun and text connectives is located.
Students will write this in the English books, completing the table. This may be done as a class activity and different students
will come up to the board and write in the answers to break up the lesson.
 Teacher will write students responses in the table on the whiteboard.
Teacher will answer question b for the students and reflect on why it makes the sentence more fluent.
Teacher will put the next two questions on the board.
Students will work in their table groups to give an answer.
Teacher will get one student from each group to present their tables findings on the questions.
Teacher, at the completion of this, the students will transition to the floor, where the teacher will continue reading The Twits
text. Teacher will tell students to stop them when they get to a text connectives. See if the students can identify them in the
story.

Conclusion: (5mins)
Recap the lesson on pronouns and text connectives and how it is used in a narrative. Transition students back to their seats.
Clean up ready for the next lesson.

Assessment: Teacher will walk around checking the students work for understanding, as well as asking questions.

Feedback:

Follow up lesson:

Reflective comments and future alterations:

Text Connectives. Other words which contribute to the cohesion of the text are the text connectives. These are often called >connectors=,
>discourse markers= or >signal words=. They provide the reader with signposts indicating how the text is developing. ... in other words.

A quick explanation of a pronoun for the students just in case they have forgotten:

A pronoun is a word used to replace a noun.

Examples of pronouns are: he, she, it, they. We use pronouns so that we don't need to keep repeating the same nouns; for example,
rather than repeat the noun 'the car' in this sentence, we use a pronoun (in bold):

We took the car to the garage because the car needed fixing.
We took the car to the garage because it needed fixing.

A personal pronoun is a word which can be used instead of a person, place or thing.

There are twelve personal pronouns for people: I, you, he, she, it, we, they, me, him, her, us and them.

There are three personal pronouns for things: they, them, it.

Personal pronouns allow you to avoid repeating a word and to refer to someone already mentioned. If the noun is plural, so is the
pronoun which replaces it.