Transcript of "Living and working in the community unit of work"
2009 – 2012 HSC English Prescriptions Unit of Work ESL Module B: Texts and Society Elective 1: Living and working in the community
Rubric from Prescriptions Electives in the English (ESL) Course must be considered in the context of the module descriptions, course objectives, content and outcomes. (Reread English Stage 6 Syllabus, pp 73-‐78.) Module B: Texts and Society This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society. (Re-‐read English Stage 6 Syllabus, p 74.) Elective 1: Living and Working in the Community In this elective students explore the kinds of texts that are widely used in the workplace and the community. They respond to and compose texts appropriate to specific situations designed to meet students’ needs and interests. They consider what these texts imply about the nature of the workplace or the community in which they are used. Students are required to read and respond to a range of types of texts, including: job advertisements; applications and other forms; information brochures and technical manuals; news reports and editorials; feature articles; advertisements; web pages; speeches and interviews; and other relevant texts. They are required to compose a range of types of texts, including: job application letters and personal résumés; work and accident reports; letters to the editor; letters of complaint, appreciation and request; advertisements and information brochures; feature articles; web pages; speeches and interviews; and other relevant texts. Students are also required to identify and explain the purposes and language techniques used in these types of texts. Students are to supplement this study with texts of their own choosing related to the elective. The support document, Workplace and Community Texts (see www.boardofstudies.nsw.edu.au), provides exemplars of types of texts and may further supplement students’ study of this elective.
Assessment Assessment related to this unit includes: 1. Paper 2, Section II of the HSC English exam for English (ESL) • Extended response (20 marks) 2. School-‐based assessment tasks • PowerPoint presentation as part of a games-‐based activity • Response to text (Weighting: 15%)-‐ Addressing outcomes: 4, 5, 8, 11, 14 • Trial HSC – Paper 2 – Section II (not included in this unit) 3. A variety of opportunities for formal and informal classroom assessment including class discussion, group activities and responding and composing tasks. One example of a formal classroom task, the PowerPoint presentation, is included in this unit. Support Documents ü Workplace and Community Texts 2009-‐2012 and Handouts from the Curriculum support website (http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-‐workplace-‐community-‐texts-‐09-‐14.pdf) ü Extra resources are written in RED. Rationale for approach used in this teaching program This unit draws on an ESL based sequence of teaching and learning that focuses on analysing the purpose, audience, structure and language features of workplace and community texts. Using explicit teaching and modelling, it guides students in the composition of their own texts. Students will also be involved in a games-‐based learning activity designed to assist them to become more independent in their learning and to learn from each other (social dimension to learning).
This unit provides support to develop an understanding of how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language by: • the use of real texts to closely connect students with the concept of Living and Working in the Community; • developing an understanding of the cultural values and the language implications within texts that exist within the Australian community • a PowerPoint presentation as an assessment tool within a games-‐based learning activity, which appropriately combines the use of ICT with the concept of Living and Working in the Community. It will also allow students to engage personally with texts and synthesize study material into a relevant presentation. The unit is divided into three sections: 1. developing an understanding of the elective and the range of texts used in the workplace and community. This includes the use of teacher-‐directed presentations and modelled practice of various community text types. 2. reading and responding to a range of texts used in the workplace and community 3. Students presenting various text types to their classmates. This is a rich activity which covers various outcomes. The teaching and learning activities in section one introduce students to the concepts and requirements of the module by exploring the rubrics in the English Stage 6 Prescriptions 2009-‐2012 p. 28. The sequencing of subsequent activities in sections two and three provides the opportunity to recycle and recast new vocabulary and language structures, builds literacy skills and develops the ideas needed to complete the Response to Text Assessment Task later in the unit.
Week 1: Developing an understanding of the elective and the range of texts used in the workplace and community Content Quality Language Teaching and learning activities Evidence of learning Teaching focus LESSON 1 4.2 Engagement Develop oral Introduction to the module: skills through 4.3 sharing ideas Students are presented with a series of cut-‐outs of Teacher to compile a list Social support texts used in the local community. They will include of types of texts used in Understand • feature articles the local community and Background that texts fall • editorials students to acknowledge knowledge into different • brochures differences in texts. categories • advertisements Students will recognize • letters to the editor various types and how • statutory declarations they look different. • instructions • blogs Students will form groups to brainstorm the term ‘Texts Students contribute to and Society’. As a class develop a mind map the construction of a summarising their understanding of the terms using mind map Handout 1. 4.1 Deep Understand Students will be introduced to the terminology and knowledge key requirements of the module and elective by exploring Students define key 4.2 terminology the description in the English Stage 6 Prescriptions terms:
Content Quality Language Teaching and learning activities Evidence of learning Teaching focus Metalanguage 2009-‐2012, p.28. Tch to explain to students that past • workplace 4.3 HSC questions often draw on these descriptions so it is • community important that they understand them. Identify types of texts for Students to work in pairs to complete Handout 2 which Students categorise study in this asks them to summarise these descriptions and then types of texts into focus elective classify the types of texts into three focus areas: areas: • working lives • working lives • community living • community living Justify • having a voice • having a voice. Social support decisions about types of texts Students are encouraged to share their ideas with the class, asking them to explain their choices under each heading. Explicit quality criteria I will provide students with a general overview of the module and my expectations, including the requirements of the assessment task (Response to text) LESSON 2 4.3 Social support Identify types of texts used in Revisiting various text types: It will be pointed out that 5.1 Background the community each of these texts has different purposes, audiences Students will jointly Knowledge and structural and language features. construct knowledge of various language forms/features and Students will do a “treasure hunt” and matching attach them to wall activity finding various language forms and its examples posters for future with explanations on what the effect of these are. reference.
Content Quality Language Teaching and learning activities Evidence of learning Teaching focus (Teacher will use Handout 3 to construct Treasure Hunt cards). Understand Metalanguage the range of Students record the language forms Distribute Handout 4 which asks students to find audience, purpose, and features in examples of a range of texts used in the workplace and contexts and language texts. Identify community and identify the audience, purpose, context features of a range of and articulate and language features. This handout can be added to texts in a table (over the the audience, throughout the unit. whole unit of work) purpose, context and language features of range of texts LESSON 3 1.1 Deep Identify a Teacher to remind students that many of the texts to Students are able to understanding range of visual be studied use visual features to convey meaning. explain to each other the 5.1 features used Guided modelling on Analyzing visual features in purpose and audience of Engagement in texts and texts: Teacher to go through Handout 5 ensuring the leaflets. 8.1 explain their students understand each technique of layout and Social support purpose graphics and its definition. Students to look at examples from a range of brochures, pamphlets and flyers we have used previously. Students to work in pairs to find relevant visual features and share with the class as a whole when they find it. Teacher to draw a table on the board with following headings: Text type/Text type
Content Quality Language Teaching and learning activities Evidence of learning Teaching focus purpose and audience/Example of visual feature/Effect Students make use of the (which should go hand in hand with the purpose of the guided modelling to help text) them complete worksheets analysing Pair-‐work: Pairs are allocated each a selection of these language, layout and texts. They complete Handout 6 graphics used in community texts. Students will analyze a number of images and they will submit this work for marking. Weeks 2-‐3: Reading and responding to a range of texts used in the workplace and community Conten Quality Language focus Teaching and learning activities Evidence of t teaching learning LESSON 1 6.1 Expand Community Living Students complete a Metalanguage vocabulary table, categorising the 6.2 through Feature article: P-‐platers put on right road (Support features of a feature Deep identifying and document pp. 26-‐28) article-‐ Students will knowledge defining new (Classwork file: start adding all texts words using a https://www.dropbox.com/s/brzgd3bv3fj29hj/community worked on in class in Engagement dictionary %20texts.notebook ) their portfolios for future reference and as
Distinguish We will discuss the purpose of a feature article. Read the study notes. between language article together and list any unfamiliar terms on the board and structural and Ss will look them up. Teacher will annotate the features feature article using a smartnotebook file. Ask students to complete the table on Handout 12, identifying the language and stuctural features of a feature article. LESSON 2 1.1 Deep Use key Brochure: Lucky winner or gullible victim? Ways to spot a knowledge terminology to scam (Support Document, pp. 30-‐31) 4.1 identify the We will annotate together as a class considering: layout, graphics • Layout 5.1 and language - Headings to attract attention features of a - Different fonts 8.1 chosen text - Use of colour • Graphics 8.2 - logos to add authenticity Metalanguage - Clear dot points to locate and inform easily Students’ contributions • Use of language demonstrate their - to elicit a relationship with the reader understanding of - use of imperative persuasive texts. Engagement - short sentences - persuasive language - factual language - rhetorical question to grab reader’s attention
Distribute Handout 8 which asks students to explain the effect of each example of a language or structural feature which they can identify in this text. This activity may be completed in pairs. Students are able to complete the table Students can use the annotation from this lesson as a analysing language guide to help them annotate the Safe Party Pack brochure Features, visual (pp.32-‐36 of the Support Document) as a homework elements and layout of activity. the brochure. LESSON 3 5.1 Background Having a voice Students contribute knowledge Categorise examples of interviews, 8.4 examples of Radio/ Television Interview transcript – drawing on their Metalanguage interviews background knowledge. 12.2 according to RADIO INTERVIEW: “Clare: Cooperation with Indonesia Connectednes medium over asylum seekers not just rhetoric” Students use group 2.1 s 1-‐ Class will identify language features of an interview discussion to help them Identify structural as we deconstruct the text together. annotate a radio Social support and language 2-‐ Activity point: transcript. features of a radio Ask students to think of an important issue that is transcript affecting senior students at school. This might be a new rule that students are not happy about or an old rule that Write the they would like to change. Working in groups, students Students work in transcript of an write a list of interview questions that they could ask the groups to compose an interview using principal regarding the issue. Their questions should interview and then role appropriate encourage the principal to think about these rules and play, demonstrating format and consider their relevance. They will need to use the awareness of audience register appropriate format and register as they write their and purpose. transcripts.
Students then role play the scenario using Handout 13 as a guide. Week 4: Trials Revision week Conte Quality Language Teaching and learning activities Evidence of nt teaching focus learning 8.3 Lesson 1 9.3 Metalangu Organization • HSC trials revision. Participating in 9.5 age of ideas. We will look through Ms Paring’s scaffold that was shared with us during class . Developing her visit to MHS. File here: Deep arguments. https://www.dropbox.com/s/uto3a9jhbjohah2/Patricia%20Parings%20visi knowledge t.docx and discussed how to construct that question. Social support 9.3 Lesson 2 13.1 Metalangu Focussing • We analysed together Ellisa’s essay and how it could have been Participating in 13.2 age language constructed better: Notebook file: class. 13.3 response to https://www.dropbox.com/s/is4p32cx2jska0d/Ellisa%27s%20essay Deep what is being %20analysis.notebook knowledge asked. Word file: https://www.dropbox.com/s/ef5f5imutur8g80/Ellisas_essay.docx Engagemen • We also discussed its structure and how she failed addressing the exam t question. HSC EXAM STRUCTURE: Teacher to show students the structure of the
HSC test again (as we have gone over it before during our HSC prep lessons on Mondays). 4.1 Metalangu Understanding Lesson 3 Getting a 1.2 age. that spoken • Features of spoken language: satisfactory language has https://www.dropbox.com/s/g5uf05miv38jgjk/features%20of%20s mark on the got some poken%20texts.notebook Listening Test. distinctive Practice listening test. Orally, we went over the answers and discussed features. possible problems that students might encounter in the test. Week 5: Trials week Week 6 & 7: Powerpoint presentations Content Quality teaching Language focus Teaching and learning activities Evidence of learning 1 Lesson 1 2 Metalanguage Organization of ELLISA & AINTHET presenting on Producing a quality Powerpoint 4 ideas. Advertisements presentation to introduce a 5 Deep knowledge Reading for particular text type to the class. 6 understanding Class completing 1 task related to 7 Social support and synthesizing the text type. 8 information. 10 Problematic knowledge Writing one 11 particular text. Higher order thinking Students self-‐regulation Knowledge integration 1 Lesson 2
2 Metalanguage Organization of NYINE and KRISTINE presenting on Producing a quality Powerpoint 4 ideas. Speeches presentation to introduce a 5 Deep knowledge Reading for particular text type to the class. 6 understanding Class completing 1 task related to 7 Social support and synthesizing the text type. 8 information. 10 Problematic knowledge Writing one 11 particular text. Higher order thinking Students self-‐regulation Knowledge integration 1 Lesson 3 2 Metalanguage Organization of OSAMA and GHULAM presenting Producing a quality Powerpoint 4 ideas. on Cartoons presentation to introduce a 5 Deep knowledge Reading for particular text type to the class. 6 understanding Class completing 1 task related to 7 Social support and synthesizing the text type. 8 information. 10 Problematic knowledge Writing one 11 particular text. Higher order thinking Students self-‐regulation Knowledge integration 1 Lesson 4 2 Metalanguage Organization of MUJTABAH & ANDRE presenting Producing a quality Powerpoint 4 ideas. on Letters to the Editor presentation to introduce a 5 Deep knowledge Reading for particular text type to the class. 6 understanding Class completing 1 task related to 7 Social support and synthesizing the text type.
8 information. 10 Problematic knowledge Writing one 11 particular text. Higher order thinking Students self-‐regulation Knowledge integration Week 8 & 10: Assessment Task (Response to text) and Final HSC exams revision.
APPENDIXGames-based learning activity:Instructions: https://www.dropbox.com/s/yqafaozytsyz97c/What%20do%20I%20need%20to%20do.docxOverview of activity: https://www.dropbox.com/s/g37ka1erykmkl2n/Olympic%20games%20fancy.docGroup 1 resources: https://www.dropbox.com/sh/vozhnrlb73cfr7u/riQpCt_pK4Group 2 resources: https://www.dropbox.com/sh/qzk7tf4uu4l9wum/32oC85yYudGroup 3 resources: https://www.dropbox.com/sh/tl2iqh5hqyb65se/rpnptNIOGsGroup 4 resources: https://www.dropbox.com/sh/tw05ywsh7vb0lg0/A3Tkl5MxmbHandoutsStudents handouts: https://www.dropbox.com/s/zgfuaqcyjrzeq20/Resources%20for%20students.docxVocabularyUseful words for this elective: https://dl-web.dropbox.com/get/Living%20and%20working%20in%20the%20community/VOCABULARY%20FOR%20ELECTIVE.pdf?w=80c08b87
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