Gr 12 AS Planning 2015 Term 1 and 2 Date 14/01 Wed Lesson Introduction Feedback on exam papers, how to improve. WWW EBI Gr 12’s will need to work on the points below The four main areas of expertise that you will be developing: 1. Critical and informed response to texts in a range of forms, styles and contexts 2. The interdependent skills of reading, analysis and research 3. Effective, creative, accurate and appropriate communication 4. A firm foundation for further study of language (in use) and linguistics (the scientific study of language and its structure). What genres of writing will be important – advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, biographies, autobiographies, diaries, essays, speeches (scripted and spontaneous), narrative, descriptive, writing for an audience. Resources, Technology www.cie.org.uk AS level Lang and Lit by Helen Toner and Elizabeth Whittome English Language for AS and A level Dr Julian Pattison Duncan Williams Homework Take exams home and comment on them EBI WWW Gr 12 project Discussion of genre 15/01 Thurs Group project for Gr 12 www.cie.org.uk Give out format Form of what they know and what they do not know. Please see lesson column Important IMPORTANT TASK Put pupils into groups of 4. Each pupil needs to collect 2 sources from the list below – there must be a variety in the group. In addition to the sources below, they will need 4 advertisements which must contain a fair amount of text. This must be handed in. They must have a file for all the sources – they will be using these sources and adding to them throughout the term and even the year. 16/01 Fri Pragmatics – what is it? Discuss Genre Pupils would need to bring different types of written text to class. Put them in groups, each group brings 6 – 8 different texts What genres of writing will be important – advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, biographies, autobiographies, diaries, essays, speeches (scripted and spontaneous), narrative, descriptive, writing for an audience. Refer to textbook Pg 3, 4 More challenging level An understanding of pragmatics will inform the response of the most able learners. See: www.universalteacher.org.uk/lang/pragmatics.ht m#written Or PRAGMATICS by Dan Sperber and Deirdre Wilson at: www.google.co.uk/url?.... Basic research Worksheet used http://teachers.cie.org.uk/community/resources/pt_view_resourc e?id=539 19/01 Mon Types of spoken text Pupils will need to brainstorm different activities whereby they www.omniglot.com/writing/writingvspeech.htm Resources for phonemic transcription can be found at: use speech. They will then plan different dialogues in their groups – speeches, telephone conversations etc 20/01 Tues Purpose The purpose of a text – what it is trying to do – should now be considered in more detail. www.tedpower.co.uk/phonetics.htm Things to remember when transcribing speech (David Crystal) (University of Reading) provides a typically clear account of the difficulties of transcribing speech at: www.davidcrystal.com/DC_articles/Clinical28.pdf Worksheets formal/informal information-based or argument based written to persuade or to entertain. Please refer to the textbook (old one Pls allow pupils to use their sources to identify purpose 21/01 Wed Tone and Mood – what is the difference. Why is it important? Youtube Ask pupils to do different tones in their groups and then create two different tones. Two different movie clips to show the differences. Worksheet 22/01 Thurs 23/01 Fri Quick memory recall test texbook Ch 3 and Ch 4– figures of speech Textbook Here I would like us to go back to basics. AS Lifeline We will do figures of speech, basic grammar – get knowledge up to scratch. We will use textbook, AS module and tasks in class. Spot test – grammar Pupils must study all devices for a proper test on …….. 26/01 Mon Time management skills 27/01 Tues Audience Learners should each bring in five distinctly different texts, including one advertisement. (pupils have this in their file) Working individually at first, then comparing findings in pairs, they should explore what can be deduced about the audience that is being appealed to in each one. light-hearted account of ‘audience positioning’ both informative and entertaining: www.litnotes.co.uk/audtheory.htm A more straightforward though equally challenging account is available at: http://brianair.wordpress.com/filmtheory/audience-responses/ Follow-up work: Presentation in speech and writing of the same piece of information tailored for three different audiences. For example: The learner has had an accident in her/his mother’s car. How would this be communicated to a) her/his mother b) her/his friends c) the insurance company? How do these communications differ? Role-play. Let each group do role play on audience – prepare something for 3 different types of audience. Gr 12’s need to write comments down on this Need to answer audience worksheet 28/01 Wed Context The aspects of context – verbal and social Using the collections of texts assembled in the previous (5. Audience) activity, learners should explore textual evidence to New Textbook IMPORTANT – Pls make sure pupils have all sources for the task below in order to continue with the see what can be deduced about their contexts. lesson. What features of topic, language, tone and form have led to these conclusions? Discussion arising from such exercises can prove very helpful as a focus for development of close critical reading. Use the new textbook AS and A Level. Refer to page 11, 12, 13 29/01 Thurs Form The ways in which a text is presented - its layout on the printed page, the ways in which it is heard or displayed, its aural or visual format - give immediate clues to the kind of text it is, even before we come to ‘read’ it in detail. Some texts have features of shape and layout which are very obvious and easily-identified – for example, a list, a script, a poem. Learners will need to do some basic research which will involve locating a range of texts whose form is in some way interesting. They could be directed to some of the following: newspaper and magazine articles and advertisements online texts such as film reviews and blogs pamphlets/leaflets/direct (‘junk’) mail ‘official’ notices posters and advertising hoardings radio and television news and current affairs broadcasting radio phone-in shows ‘concrete’ poems. Pupils will need to make notes on how the form differs for Own sources collected in the group Notes on group file need to be up to date. each one. Gr 12’s did this but not in fine detail. We will go through this carefully. 30/01 Fri Same as above Gr 12 – Go through examples, create examples Use your 3 textbooks – send out worksheets 2/02 Style – what is style? Discussion Working in pairs, learners study the advertisement for a cruise. e.g. www.sixstarcruises.co.uk/luxury-cruise/seven-seas-voyager/ They should consider: form audience purpose and annotate the text accordingly. Features of textual construction to consider include: diction – choices of vocabulary/lexis figures of speech, such as metaphor, simile, personification, climax, antithesis or contrast structure or cohesion - how the text fits together syntax - types of phrase and sentence construction sound effects, such as alliteration and other rhetorical devices tone – persuasive? angry? playful? sad? reflective? Features of presentation – pictures, font, layout – should be noticed, but the focus should be on the language and how linguistic choices ‘position’ the reader/audience as a consumer. In pairs, learners could then move on to a related activity. Using the information in the advertisement text, they should write a short script for a two-voice radio advertisement for the same cruise. www.sixstarcruises.co.uk/luxury-cruise/sevenseas-voyager/ Finally, in pairs, they should make notes on the differences between the original text and their script, bearing in mind the change of mode and format. Then, working individually, each learner writes a comparison based on the notes. Use your textbooks as a guideline 3/02 Tues Gr 12 – extension activity Same as above http://teachers.cie.org.uk/community/resources/pt_v iew_resource?id=2174 Also do worksheet in column to the right 4/02 Wed Same as above – go through work with the class 5/02 Thurs Break from Paper 1 Writing for an audience Gr 12’s have done this. However, they are struggling, we will firstly break the questions up and start again. Gr 12’s activity – do paragraph by paragraph. Also do paragraph activity, ordering activity. What is the difference between discursive, argumentative and persuasive writing. How to plan – brainstorming, mind mapping. www.cie.org.uk The BBC BrainSmart website has a range of ‘self help’ activities, including revision as well as ‘mind mapping’, at: www.bbc.co.uk/scotland/brainsmart/memory/how_t o_learn.shtml James Cook University has more extensive mind mapping support at: www.jcu.edu.au/tldinfo/learningskills/mindmap/ howto.html Go through different questions – specimen paper. Break the questions up in different parts. 6/02 Fri Allow groups to plan Recipe to a good essay Rubric to be handed out 9/02 Mon Planning Many reputable university websites have ‘study skills’ sections, including advice and exercises on Exam practice: Specimen paper task number 5: Two politicians have been invited to contribute to a debate on the theme “Giving Aid to the Poor Does More Harm Than Good”. Write the text of their speeches (between 300–450 words each). In your writing create a sense of opposing attitudes and viewpoints. The politicians may be real or invented. essay planning. For example: http://studentzone.roehampton.ac.uk/howtostudy/ academicwriting/unit5/index.html Planning and writing exercises in which only five main points (with supporting examples) are allowed will also help in prioritising material. Such points form an essay plan. Learners make a two-column list of matching/opposing points, put points in logical order – number them, write each speech, thinking about how choices of language will create ‘voice’ and attitude. 10/02 Tues Same as above 11/02 Wed Paragraphing Introduction and Conclusion Learners practise writing introductions: they can be taken in and read out loud, with the merits of each one discussed, anonymously if required. This exercise cannot be exactly duplicated with conclusions, since they depend on the thrust and direction of the preceding essay. However, learners can still comment helpfully on each other’s work. AND In summary: one main idea clearly stated supported with examples linking with the previous paragraph and the one that follows http://studentzone.roehampton.ac.uk/howtostudy/ academicwriting/What%20is%20a%20paragraph. pdf http://studentzone.roehampton.ac.uk/howtostudy/ academicwriting/unit3/index.html http://studentzone.roehampton.ac.uk/howtostu dy/academicwriting/paragraphs-excercise.pdf 12/02 Thurs 13/02 Fri Same as above Exercises on discourse markers (signposting) Refer to AS guidelines. Synonyms Could be inter-schools – will swap with 20th if need be 16/02 Mon Consolidation – what all makes a good essay? Full planning – hand out template to pupils. Pupils will now need to plan according to the template given to them (I have created one – pupils must please follow this). 17/02 Tues WRITING 18/02 Wed WRITING 19/02 Thurs 20/02 Fri Fun day - debates 23/02 Mon TEST DAY 24/02 Tues Writing of essay http://teachers.cie.org.uk/community/resources/pt _view_resource?id=2217 Finish planning for HW Speech – important resource above to use Powerpoint presentation Inter-schools, look at planning on the 13th Marking own essay according to rubric Peer assessment according to rubric What did you miss? WWW – what went well EBI – even better if Paper 1 Reflection of course so far. What have you learned from this course so far? Is there something that you are uncertain of? WWW EBI Areas for development? Back to Paper 1 25/02 Wed Directed Writing – different forms (120 – 150 words) Section B for 10 marks of Paper 1 Usually I encourage my pupils to read the texts first, then plan for both Section A and B. However, they should write Section B first. Section B counts 10 out of the 25 marks and only 120 words are needed. If done correctly, they can get excellent marks for this section. ASSESSMENT OF FIVE TASKS – GO INTO MARKBOOK – NEEDED http://teachers.cie.org.uk/community/resources/pt _view_resource?id=2097 http://teachers.cie.org.uk/community/resources/pt _view_resource?id=2098 Time management, especially in the beginning (the first two terms) are a struggle for the pupils. Therefore, doing Section B first will help the pupil guarantee a number of marks if they do what is asked of them. Texts: advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, autobiographies, biographies, voiceovers, scripts, diary entry, descriptive pieces, accounts, reports – this can be asked in Section B. It is important that you go through each and every one of the above – speak about style, form, tone, structure, etc Refer to Ch 3 – Language issues (new book) Refer to Ch 17 – Imaginative writing (old book) Gr 12 – use Cambridge Gr 12 book (own book) To test knowledge, pupils will need to do the tasks on the pages. This will take a few days. Give them a mark out of 10 for at least 5 of the tasks. 26/02 Thurs Same as above http://teachers.cie.org.uk/community/resources /pt_view_resource?id=197 Link will be homework – writing a voiceover Argument http://teachers.cie.org.uk/community/resources/ pt_view_resource?id=199 Formal letter http://teachers.cie.org.uk/community/resources/ pt_view_resource?id=200 magazine article http://teachers.cie.org.uk/community/resources/ pt_view_resource?id=198 descriptive pls find narrative, report under same link 27/02 Fri Same as above 2/03 Mon 3/03 Tues Same as above Passages for Comment – looking at the actual papers. Commentary and interpretation – how do we do this? Each pupil is to receive a module of old examination papers. We will use these to practise commentary. Pupils can also use them in their own time. Hand out specimen papers – go through two of the questions. Hand out format to follow. Do the first question with them and help them interpret the examination paper, discussing it line by line and then giving a summary of the commentary and interpretation holistically. http://teachers.cie.org.uk/community/resources/pt_ view_resource?id=1078 Autobiogrpahy http://teachers.cie.org.uk/qualifications/academic /uppersec/alevel/subject?assdef_id=1091 Allow pupils to do the second and third one in their groups. They need to write everything down and keep a log. The last examination paper, they will be asked to analyse in detail according to format given out and on the page. Gr 12’s have this? The need to do an extensive plan Paragraph Table Holistic approach Mind map 4/03 Wed Same as above 5/03 Thurs How to actually set the essay out. We will go through sample essays. We will go through another examination paper, which we will analyse as a class. 6/03 Fri 9/03 Mon 10/03 Tues 11/03 Wed The teacher will then start to write the essay either on the board or type it out on the laptop. This is a very good exercise as the pupils can actually see how the essay is created – the introduction, the body, the conclusion, how to incorporate the evidence and how to comment effectively without repetition. Consolidation. Passages for comment essay – for marks Rubric for passages. Mark schemes Feedback Consolidation WWW EBI Discussion One to one feedback on essays 12/03 Thurs Time management skills 13/03 Fri Same as above Break from Paper 1 16/03 Imaginative writing Planning according to 10 – 12min each 1. Getting started on writing: w orking with narrative/plot A narrative is of course a series of events, but too many unlikely or dramatic ones will not help in developing a convincing account. A story can revolve around the consciousness of a character in a daily routine and still be very effective. Every day our own lives contain many narratives and parts of narratives. Learners can be encouraged to have confidence that they have within their grasp all the material they will need for successful stories. Ask pupils to speak about what they understand about narrative writing and descriptive writing. Discussion and lesson on the differences between the two. Elements of narrative and descriptive writing. 17/03 Tues Narrative writing 1. Getting started on writing: introducing characters and point of view Take brief items from the newspaper and discuss how the stories might have begun, or how they might eventually end. Working in small groups, learners write outlines of events that happened to each member of the group at the weekend, and discuss their potential for making a story. Use individual class presentations to tell stories from the lives of older family members. Give the beginning of a story and each member of the class suggests an outline plot and a possible ending. Everyone brings in a photograph as the basis for making a narrative. Websites with complete short stories that include many useful for teaching: www.bibliomania.co m/ShortStories/ www.shortstories.co.uk Legends, myths and fairy tales make wonderful resource material for work on narrative. Many novels also contain interesting techniques and are listed below where appropriate. More challenging level Learners interested in the theory of narrative might be directed to www.englishbiz.co.u k/semiotics/basicsem iotics/syntagms.html Although every story depends on characters, there should not be too many. One or two well-developed characters will be more effective in 600–900 words than a cast of thousands. The point of view of the story needs to be decided. Events could be recounted by an omniscient narrator* in the third person (he/she/they) or focused on one individual's actions and feelings in the first person. The main character could be an observer or by-stander, or one of the main initiators of the action. 1. *An omniscient narrator is one who knows everything that is happening, and has a kind of god-like knowledge and overview. Using the work from the section above, get learners to work out the ‘formula’ for a newspaper story – i.e. that it is always in the third person, with some occasional sentences of direct speech (quotations) in the first person. Choose one suitable example from the displayed mininarratives from above, and work as a class to shift the point of view form third- to first-person – in other words, to make it a personal eye-witness account. Practise identifying and then changing the point of view in a range of texts. Learners could be encouraged to bring their own examples. Teachers could provide examples, including some taken from texts learners have encountered at O Level/IGCSE. Ready-made examples are widely available on the internet, for example at: www.ereadingworksheets.com/point-of-viewworksheets/point-of-view-practice-activity.htm Other activities could include: rewriting a third person story in the first person from the points of view of two of the people in the story 18/03 Wed 19/03 Thurs learners working in pairs or small groups to develop the characters through role-play and be questioned by other members of the class about the characters' appearance, personality and state of mind writing brief conversations between characters, trying to show what is happening in their words without telling it directly to the reader – this could be in play-script form planning and writing a story in the form of several diary entries, or letters between friends. Same as above Same as above Effective openings An effective opening to a story should hold the reader's interest straight away. A nineteenth-century story would often begin with an introduction or exposition. A more modern approach might be to plunge into the middle of the action – in medias res – and to leave the readers to work out gradually who the characters are and what their situation is. NOTE: Examination questions sometimes ask for just the opening of a story, so practice is important. A worksheet will be handed out http://teachers.cie.org.uk/community/resources/pt_view_resourc e?id=204 20/03 Fri Foreshadowing and Flashbacks Explain the difference Use a numbered chronological series of events as a basis (say Worksheet Warn pupils about handing in all books. Basic level The openings of short stories by Thomas Hardy and Charles Dickens could be compared with the openings of stories by Raymond Carver, Anita Desai and Ernest Hemingway. More challenging level For confident learners interested in the history of literary techniques, the internet offers many accounts of in medias res. A brief explanation can also be found at: www.whitcraftlearningsolutions.com/Resources/In _Media_res.pdf Refer to textbook Pupils need to think of ideas for a story for a flashback and foreshadowing. 1–6) Working in small groups, find ways to tell the story in any way other than 1,2,3,4,5,6 and share findings. Discuss the effectiveness of each method. Write a framework story. Write a paragraph in the present tense, then rewrite the same paragraph in the past tense. Consider the difference in effect, and how it could be used in a story. HAND IN ALL BOOKS – EXERCISE AND TEST BOOKS. GIVE A BOOK MARK MAKE SURE ALL WORK IS UP TO DATE MOVIE 13/04 Mon 14/04 Tues CAMPS Term 2 Welcome back Recap of what we did last term Ending – know how you are going to end your story FIRST. Some possibilities for endings include: a change in the point of view a return to the frame in a framework story a summary of events a 'twist in the tail' – an unexpected or ironic ending can be effective a symbol which represents an important aspect of the story and has perhaps been used earlier an open-ended or even inconclusive ending revolving around a character's consciousness Pupils must keep in mind that the writer leaves their mark and leaves an impression by having an effective ending. They must not rush. For the same topic as the introduction, create an ending. Give two new topics. Pupils will need to write the endings for both topics 15/04 Wed 16/04 Thurs 17/04 Fri 20/4 Mon 21/4 Tues TEST Descriptive writing 22/4 Wed Settings, Mood, Atmosphere - discussion Pupils will need to work in pairs to create two different settings with two different moods. Setting and mood is asked often. Genre and examination questions Pupils must be very careful,, they must read the question properly and adhere to the guidelines. Often genre plays a role here. Genre has been discussed previously Consolidation of work done so far. Bringing the story together Recipe for a good Narrative. Some strategies to work on include: showing, not telling – learners need to learn how to avoid always wanting to tell the reader everything – character can be shown through action and words, not just authorial statement repetition of key words for structural coherence ellipsis – being concise and making choices – accepting that you don't have to cover everything, and that suggestion can be very powerful description, imagery and symbolism (see below for more detail on description) balance of the different elements of the story – too much description may hinder the progress of the narrative – as may too much dialogue. Photo or picture Each pupil will bring a picture. When they get to class they can choose to exchange pictures or keep their own. Firstly, they need to create a question/title. They will then plan according to a template. Once planning has been approved, they will be allowed to write. Essay from above – for marks What is descriptive writing? Discuss senses. Pupils will have a slideshow of different pictures. Finish list for HW Pupils will need to tell the teacher what they see. Discuss. Now ask them to imagine that they are there. What do they hear? What do they smell? What do they touch, how does it feel? Can you taste something? The colours? How does the place make you feel? A long list of questions will then be given to pupils with another picture. They now need to answer these questions. 23/4 Thurs Including devices Metaphors, similes, personification, alliteration, assonance, etc – pupils will now need to look at their answers and see how they can incorporate the above in their sentences. Further extension: Pupils will now need to add adjectives, adverbs, colours, etc to their writing The writing may seem flowery at this point, but for practise it will be fine. SOW - W orking with description (2): comparison and figurative language The most effective writing often employs comparative figures of speech, such as simile, metaphor and personification, which are all a form of metaphor. This is sometimes known as imagery, and will be useful in Paper 1 too. Using it will help learners to identify it in others' work. Descriptive work is rarely literal in its methods and effects. Symbolism - the use of physical objects or situations to represent feelings - is an effective method in descriptive Learners need to appreciate the difference between straightforward description – using precise but literal choices of vocabulary – and language used figuratively. (a) Working in pairs on The Rime of the Ancient Mariner, they could list different linguistic features of description: unusual adjectives expressive verbs similes metaphors/symbols any other linguistic features they find On this subject, as on many others of linguistic interest, the web pages of the University of Lancaster are excellent. They are accurate, and they contain many activities which can be used inter-actively: www.lancs.ac.uk/fass/projects/stylistics/topic5a/7 allit&rhyme.htm 24/4 Fri writing, as well as useful for drawing together the threads of a story. Same as above 4/05 Mon FUN TIME Pupils will be put into four groups. Pupils will need to do the following, they will each bring some sort of food – chocolate, cake, chips, fruit, etc Guided practice activities are readily available on the internet. One which can be used by learners unaided is: www.elc.byu.edu/classes/buck/w_garden/guide/a cademic/descriptive/TE1.html Each group will need to choose a song. Each group will need to bring 2 different fabrics. We will cut the food up into small pieces. One group will be blindfolded at a time. They will be given different types of food to taste and will have to describe it. A good stimulus would be description-rich writing, such as the prose of Dylan Thomas, for example, the opening of Under Milk Wood at: http://gutenberg.net.au/ebooks06/0608221h.html They will then be asked to touch the fabric and explain it. See also: Each group will have a turn. Ray Bradbury's short stories Lastly, the whole class will close their eyes and listen to the music T S Eliot’s poem Preludes at: www.readbookonline.net/readOnLine/3163/ Instrumental Classical Song of their choice Teachers choice They will need to take off their blindfolds after each song and write what they feel, heard etc. Pupils will be allowed to listen to the last 3 songs in the end. 5/05 Tues 6/05 Wed TEST 7/05 Thurs 8/05 Fri Recipe for descriptive writing Examples Write essay – for marks Same as above Exam practice The specimen paper offers the following narrative task and TEST Day Tomorrow Choose topic for HW prompt: Write the opening to a novel called Escape from the City, in which a narrator describes her or his experiences of moving to a rural area. In your writing create a sense of the narrator’s outlook and mood. The specimen paper offers the following descriptive tasks and prompts: Write two contrasting pieces (between 300–450 words each), the first about a place before a flood and the second about the same place after a flood. In your writing create a mood and a sense of place. Write a descriptive piece called The Workplace. In your writing focus on colours, sounds and textures to help your reader imagine the scene. Passages for comment and Revision 11/05 Mon Analysing passages AS Guideline – complete module http://teachers.cie.org.uk/community/resources/pt _view_resource?id=2244 12/05 Tues Same as above http://teachers.cie.org.uk/community/resources/pt _view_resource?id=2231 13/05 Wed Same as above 14/05 Thurs 15/05 Fri Writing for an audience 18/05 Mon Paper 1 http://teachers.cie.org.uk/qualifications/academic/ uppersec/alevel/subject?assdef_id=1091 19/05 Tues Paper 1 http://teachers.cie.org.uk/qualifications/academic/ uppersec/alevel/subject?assdef_id=1091 20/05 Wed Paper 1 http://teachers.cie.org.uk/qualifications/academic/ uppersec/alevel/subject?assdef_id=1091 Imaginative writing Complete for Homework 21/05 Thurs Paper 2 http://teachers.cie.org.uk/qualifications/academic/ uppersec/alevel/subject?assdef_id=1091 22/05 Fri Feedback http://teachers.cie.org.uk/qualifications/academic/ uppersec/alevel/subject?assdef_id=1091 Complete for Homework