d)+Resource+3

= RESOURCE 3 = ​ Accessed September 29 from: http://digitaledition-innerwest.innerwestcourier.com.au/?iid=29497

This article from the Inner West Courier is a prime example of a community issue that effects different groups, individuals and environments.
 * Explanation**

As a stimulus it can be used to initiate discussion and argument on community and change. It specifically addresses elements of HSIE outcome: "CCS2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments" by introducing students to a specific type of change that effects various groups within communities community. Furthermore the article helps the children in working towards the indicator: "Demonstrates an understanding that different groups, including families, may have different points of view about changes in the community". The article not only introduces the issue to the students with additional supporting facts, it further presents various points of view from different parties affected by the development i.e. Residents and McDonalds. Discussion generated from the article allows the children to discuss a range of views different community members may have about the development. In writing a "letter to the editor" the students are required to take on a point of view in order to write their "statement of position" and supporting "arguments" within the exposition text type. Therefore when they come to writing their exposition they are able to write subjectively from a specific point of view of an effected community member/s.
 * Relevance**

Within this unit the article is used a springboard for students to generate discussion and argument with the ultimate goal of creating an exposition. Students are required to write a “letter to the editor” from the point of view of a group or individual within the community who is/are affected by this issue. The “letter to the editor” is an exposition text type with a “statement of position”, “arguments” and “reinforcement of position” (Droga and Humphrey, 2005, p.144). Students must use all the grammatical features of an exposition to create their text.
 * Aspect of literacy suitable for exploration**

Importantly, the article builds on word families of technical and abstract nouns surrounding the unit topic including //proposal, development, impact, zoned// etc. (Droga and Humphrey, 2005, p.144; NSW Board of Studies, 2001, p.251). Other features of an expostions identified in the //K-6 English Modules// (NSW Board of Studies, 2001, p.249-253) and Droga and Humphrey, 2005, p.144) include: These will be explored in lesson 3.
 * Using pronouns to refer to people, places and things already introduced in the text, eg // he, it, they. //
 * Using reported speech, eg // A spokeswoman from McDonalds said seh would be consulting... //
 * Using action and thinking verbs : //and __should__ __conform__ to the area//
 * Modal verbs: //a __complete lack of__ care,//
 * Thinking/sensing verbs//: Ilona Rabey __fears,__ We __believe__//
 * Using evaluative language: //__special__ place//

References: Droga, L. & Humphrey, S. (2005). //Grammar and meaning: An introduction for primary teachers//. Target Texts: Berry, Australia NSW Board of Studies (2001). //K-6 English Modules.// Sydney: Author