Resource+-+Julie

(Factual Recount) **
 * Resource for Written Grammar Lesson [8] - Newspaper Article

Scan: http://andrewbess.wordpress.com/2009/05/21/lander-set-for-launch/ (Retrieved, October 4, 2009) Original Article: http://wildcat.arizona.edu/2.2257/lander-set-for-launch-1.171617 (Retrieved, October 4, 2009)
 * Source taken**

This resource, a factual recount written in newspaper article format, informs its general audience about NASA’s plans in seeking water sources and organic carbon on the planet of Mars. It then provides general information about the robot’s missions while on Mars. It also states NASA’s justification of this important mission and what results they will expect to produce. Overall, it gives a brief synopsis of one type of mission scientists conduct to explore Space
 * Description of resource:**

This newspaper article is not only relevant to Science & Technology but also English. The content of this article shows the impacts of the exploration of Space towards Earth. The structure, language and presentational features of this text allow students to explore the English features of a factual recount.
 * Relevance to the outcomes:**

A factual recount can be written in a variety of formats; however this lesson will be focused on newspaper articles. As newspapers are common and seen in the everyday lives of our students, examining how an article may be written will give students more insight and perspective of its designed purpose during future reading. It is essential students gain the knowledge and understanding of the features as a factual recount documents a sequential series of events and evaluates their significance (Barwick, Dalgleish, Dalgeish, Dobbie, Doherty, Faye, Lloyd & Shapiro, 1999, p. 4).
 * Aspect of Literacy suitable to be explored:**

__Structure__: Before starting any text type, one must know the correct structure to use because each text type has a unique structure which sets them apart from others (Droga & Humphrey, 2005, p. 7). The structure of each text will contribute to the overall social purpose, as it convey messages that can only be found through that particular text type (Droga & Humphrey, 2005, p. 5). e.g. Orientation should be the first paragraph describing the who, when, where and what. To list one example, the who in this article is NASA Phoenix Mars Lander. The body should be a list of events in chronological order. The reorientation is usually at the end where it rounds off the sequence of events usually by resetting events (Droga & Humphre, 2005, p. 141) __Language features__: One of the main concepts students will explore is the language features used throughout the text. This includes grammar, punctuation, metalanguage and perspective (subjective/objective). Students will be able to identify and explore how these features contribute to its overall purpose and how it differs from other texts. This will then result in understanding how these sources construct meaning from its text (Droga & Humphrey, 2005, p. 13). As a factual recount is a retelling of events, learning the specific grammar needed to write will allow students to accurately reconstruct what happened (Barwick et al, 1999, p. 4). Overall, language features encourage students to develop skills in writing a particular text type. E.g. students will need to use "particular nouns" when writing a newspaper article i.e. lander, co-investigator, these nouns help name people, places or things and help set the context. __Presentational features__: Another main aspect of the Literacy in a newspaper article is its presentational features. Newspapers are produced to be sold; therefore it must have some aesthetic value, even though its purpose is generally to provide news to the wider community. Different newspapers will have their customary design layout where students will be able to identify and justify why newspapers have presented their content this way. E.g. Newspaper articles are usually set in columns (which is present in this example) and usually have an inset picture witha caption. All three aspects are important as it influences how the audience read the text and interpret the message conveyed (Winch, Johnston, March, Ljungdahl & Holliday, 2007, p. 124). As students progress to the later years of primary, they are expected to know how to apply the features of a particular text type to topic they learn in class (Winch et al, p. 123). This will provide a stimulating and interesting method of representing the information being learnt.
 * The aspects of literacy suitable to be explored include:**

Barwick, J., Dalgleish, S., Dalgleish, T., Dobbie, L., Doherty, A., Faye, M., Lloyd, A., & Shapiro, S. (1999). //Targeting text: Recount, procedure, exposition, upper level//. Black Education: Glebe.
 * References**

Droga, L., &Humphrey, S. (2005). //Grammar and meaning: An introduction for primary teachers.// Target Texts: NSW.

Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2007). //Literacy: Reading, writing and children’s literature.// Oxford University Press: Melbourne.