Plc lit inno_seminar_ ppt
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  • 21st Competencies
  • 21st Competencies
  • 21st Competencies
  • Saythat we have been using PEEL in Lower Secondary since last year.
  • Scaffolding. What is P, what is E, etc.
  • Helping students to write explanation using connectors
  • Modeling for students how a paragraph of PEEEEEL looks like
  • Modeling what a full essay is like.Identifying PEEEEL
  • Self-Directed Learning and AfL- Students identify success criteria on their own
  • Not perfect yet. Pasiah will touch on the other problems we will tackle in future later.
  • Insert scanned students’ work
  • Use laser pointer and highlight the themes “reality of war”Could identify main themesCould cite evidenceLA students – need scaffolding
  • Because of the lessons on adjectvies, she can use words like brave, connectors like “shows that”, “this means”, “even though”. She has learnt what we have to teach.
  • CoL – Collaborative Learning
  • How we had the students collaborated on their learning, chipped in with points, expanded on the points, help the visual/kinaesthetic learners
  • Mention that style of writer’s writing is not taught yetSpell out KSDs – Knowledge, Skills, Dispositions
  • - Change discourse markers to connectors, examples to model answers
  • Add word ‘further’ to scaffold.Spelling of word ‘meaning’.Explore further the teaching of figurative and literal meaning.
  • To continue with PLC_Lit Team for 2013 – to look at new Literature texts for Lower Sec

Plc lit inno_seminar_ ppt Plc lit inno_seminar_ ppt Presentation Transcript

  • Abstract0 The aim of our project is to review issues pertinent to the teaching and learning of Literature at lower secondary level particularly in the writing of Literature essays. The team looked at various strategies to equip pupils with the Knowledge, Skills and Disposition required in the new Literature in English Teaching Syllabus 2013.0 Using Learning Circle as the protocol for discussions, the team considered a few strategies to scaffold teaching and learning. These strategies included the explicit teaching of vocabulary and grammar items to help pupils produce a sustained and critical response to a text or essay questions and providing pupils with a mental model of *PEEEEL to help structure the pupils’ thinking and writing processes.0 From this project, we hope to hone the pupils’ skills in reading different texts with good understanding, in reflecting over texts from different perspectives and in appreciating literary texts beyond their Literature textbooks.
  • Literature as a Discipline involves:- Critical analysis of the purposeful and creative use of language- Active construction of meaning- Making connections- Reflections on current and timeless issues- Social cultural sensitivity and awareness- Global outlook- Critical thinking
  • PLC Literature Focus- To align with the new Literature in English Language Syllabus 2013- To equip pupils with the Knowledge, Skills and Disposition to achieve the Learning Outcomes of the new syllabus
  • Is Literature still relevant? Literature is about“life experiences through man’s explicit thought...it is humanities’ narratives” Ms Elaine Ng, CEO, NLB Keynote speaker at Literature Symposium 2012
  • Problems that plague Literature essay answers:0 P - Point of View0 E- Evidence0 E- Elaboration0 L- Link
  • Lacks Evidence
  • Too much evidence!
  • Lacks elaboration
  • Lacks close reading
  • Lacks critical analysis
  • Language handicap0 Vocabulary0 Sentence Structure0 Use of Connectors
  • Focus0 Secondary 1 focuses on Characterisation
  • 1) Vocabulary Lessons0 Objective: Equip students with words to describe characters
  • 2) Mental Model PEEEEL0 Point0 Evidence0 Examples0 Elaboration0 Explanation0 Link0 Identifying and Modeling
  • 3) Lesson on Connectors0 Scaffolds the mental model PEEEEL for students0 Prompt students to develop their points further0 Link different parts of PEEEEL coherently0 Explicit teaching0 Identifying0 Modeling in essays
  • 4) Concept of Literature Essay 0 This is the first time the lower sec students are required to write a full literature essay for examination. 0 Modeling 0 Identifying the structure 0 Reiterating the use of PEEEELs 0 Reiterating the use of connectors
  • Revising PEEEEL byhaving students toidentify them.
  • Identifying andmodeling whata goodexplanation is.Remindingthem checklistof explanation
  • Self-Directed Learningand AfLStudents identify successcriteria on their own
  • Evidences0 Evidences of PEEEEEL0 Evidences of using connectors0 Difference in the length of essay
  • Focus Area0 Themes0 PEEEEL0 Essay Writing Skills
  • 1) Themes0 To teach them how to understand the main issues which the text deals with 0Analysis 0PEEL
  • 2) PEEEEL0 PEEEEL 0 Quote evidence; no paraphrase 0 More sets of evidence/explanation
  • 3) Essay writing skills0 5 step essay writing process – what an argument is0 Revision of PEEEEL format0 How to explain their evidence 0 Define key words 0 Compare and show both sides of the story 0 Contrast and evaluate 0 Conclude
  • 4) CoL - Mindmapping0 Impressions of main characters and their relationships0 Characteristics of main characters in text0 Evidence lifted from text0 Gallery walk - critique
  • The destination Put all processes in place to produce a TEACHING and LEARNING MANUAL for Literature
  • LOs and KSDsDemonstrate understanding of how  character  setting and atmosphere  theme  stylecontribute to the meaning of texts
  • Why embark on this journey? The PEEL structure is NOT good enough to produce sustained, critical responses to passage-based and essay questions on their Literature texts  that incorporates relevant Sound textual elaboration evidence and explanation
  • The journey began…To develop a CRITICAL RESPONSE to the text, we looked into PEE L
  • The journey continued…DiscourseMarkers Adjectives Examplars & Examples
  • Think the journey has ended…not yet Explore literal figurative meaning