Living and working in the community unit of work
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  • hi Zoe. Send me an email to: vivi.is@gmail.com and I will try to trace the resources as I'm not teaching this module this year as I'm in a different context. Cheers:-)
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  • Hey Viviana, WOW!! I'm starting my internship on this unit so that was really helpful! :) just wondering if you still have the Appendix resources still up for sharing? Jane
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Living and working in the community unit of work Living and working in the community unit of work Presentation Transcript

  • 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