This lesson is designed to be completed independently by students.
Students will gain a greater understanding of COVID-19 including its symptoms, how it is contracted, at risk groups, incubation period and how it is different to influenza by reading through an article. Next, they will complete a set of activities that will revise over parts of speech, connectives and conjunctions and sentence types that they will use to improve their writing by making it more interesting. Using the information from the articles and the learning from the activities, students will complete a planning template and will then write an informative/expository essay.
Australian Curriculum Mapping
Year 7 English
- Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)
- Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Year 8 English
- Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)
- Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
We are living through unprecedented times and our lives have been forced to change almost overnight as a result of COVID-19. For many of us, the pandemic and its repercussions were unimaginable before they happened. As we come to terms with them, we need to be aware of our thought processes and apply effective reasoning.
Students can feel a range of emotional responses when researching and discussing COVID-19. If you need further support for students please refer to: https://coronavirus.beyondblue.org.au/
- Computer for research
- A pen
- A workbook or paper to write on
- Article – Coronavirus: how long does it take to get sick?
[email protected] from Cool Australia
[email protected] resources are designed for parents and teachers to use with children in the home environment. They can be used as stand alone activities or built into existing curriculum-aligned learning programs. Our [email protected] series includes two types of resources. The first are fun and challenging real world activities for all ages, the second are self-directed lessons for upper primary and secondary students. These lessons support independent learning in a remote or school settings.
|This lesson has been developed in partnership with The Conversation. The Conversation’s mission is to be known as a prominent and trusted publisher of new thinking and evidence-based research, editorially independent and free of commercial or political bias. The Conversation hopes teachers will use their content as a source of truthful information, and that teachers can show their students the importance of trusted, evidence-based information in understanding the world around them and making informed decisions about their actions. Please follow the republishing guidelines when using The Conversation’s articles.|
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.