Summarize the following discussion: ""


I am an online ESL teacher from Australia. Recently a new student signed up to my class. He just started high school (Year 7) in NSW, Australia. His parents want him to improve his writing skills, so he is taking extra classes with me. I am teaching the student online.
I’ve taken a look at the student’s high school syllabus and this is what it says:
““The organisation of outcomes and content for English 7-10 (High School years) highlights the role and connection that Understanding Texts and Creating Texts have across all areas of English. The organisation of outcomes and content reflects the essential knowledge, understanding and skills that students are expected to learn, including the study of a wide range of literature.
The knowledge, understanding and skills described in the outcomes and content of each focus area provide a basis for students to successfully progress to the next stage of learning. Focus areas should not be interpreted as hierarchical or time bound, as instructional priorities will be informed by learner needs
English 7–10 focus areas:
The focus areas for each stage support students’ growing knowledge and understanding in the areas of:
Reading, viewing and listening to texts
Understanding and responding to texts
Expressing ideas and composing texts
English 7–10 builds on the foundational skills developed in the earlier years to support the growing knowledge, understanding and skills in the areas of Reading, viewing and listening to texts, Understanding and responding to texts and Expressing ideas and composing text.
The 3 focus areas of the English 7–10 Syllabus: Reading, viewing and listening to texts; Understanding and responding to texts; and Expressing ideas and composing texts. The first focus area is surrounded by a rectangular box titled Understanding texts. The third focus area is surrounded by a rectangular box titled Composing texts. The second focus area is elongated, so as to be included in both rectangular boxes.
Engaging with texts is central to the study of English. In Years 7–10, texts should be understood to mean any written, spoken/signed, nonverbal, visual, auditory or multimodal communication.
The forms, features and structures of texts evolve over time for the purpose of communicating effectively with a range of audiences. Sometimes a number of elements from different types of texts can be included in a single text, resulting in a hybrid text.
Students undertake essential content, and work towards course outcomes, by engaging meaningfully with a range of texts. Teachers select texts based on their understanding of what students need to learn at particular points in time. A well-chosen text enables students to study features within and between texts that can enhance their knowledge, understanding and experience of how texts represent the world. Texts should be selected that either support or extend students’ reading.
Text selection
As the focus of learning in each Stage, students are required to engage meaningfully with:
at least 2 works of extended prose (including at least one novel)
at least 2 collections of poetry
at least 2 films
at least 2 drama texts (including at least one Shakespeare play in Stage 5)
a range of types of texts inclusive of short prose, visual, spoken, multimodal and digital texts.
Across each stage, the selection of texts must give students experiences of:
a range of fiction and non-fiction texts that are widely regarded as quality literature
a range of texts by Australian authors
a range of texts by Aboriginal and Torres Strait Islander authors
a range of quality texts from around the world, including texts about intercultural and diverse experiences (might include literature by authors with diverse backgrounds and experiences, including authors with disability)
a range of cultural, social and gender perspectives, including from popular and youth cultures
texts chosen by students for personal interest and enjoyment.
Teachers should preview the texts that they select to use as a part of students’ learning. This allows teachers to identify potential areas for targeted teaching.
Text complexity
Text complexity may vary in:
ideas or knowledge
structure
vocabulary
sentence complexity
levels of meaning or subtlety
modal elements.
Most texts combine simple, predictable, moderately complex and highly complex features. The selection of texts should provide opportunities for students to engage with features of texts that provide appropriate levels of challenge
The importance of language in English:
Students’ knowledge and understanding about language will grow and deepen as they engage with increasingly complex texts across a range of modes. Students continue to develop their understanding of how language use at word, sentence, paragraph and whole text-level, is determined by context, audience and purpose. Students’ knowledge of their first language will support this development.
The development of students’ vocabulary and background knowledge can be supported by their teachers engaging them in rich discussion and analysis of a range of texts, including those widely regarded as quality literature. This can support students’ comprehension and has the potential to expand their ideas and experience of both their own world and the world of others. As students deepen their knowledge of language, they can apply new understanding to purposefully communicate their ideas, with increasing confidence and efficacy. Through knowledge and understanding of language, students can appreciate, reflect on and enjoy texts that are widely regarded as quality literature.””
Based on the provided syllabus for English in Years 7-10 in NSW high schools, you can design your teaching approach for your student in a way that both complements and enhances his school-based learning. Here’s a structured plan to guide you in improving your student’s writing skills:
1. Understanding and Analyzing Texts: Since the curriculum emphasizes engaging with a variety of texts and the analytical skills this builds, start your sessions by having your student read, view, or listen to different types of texts. This could involve short stories, poems, novel extracts, films, and plays. Discuss these texts in depth to enhance his understanding. Focus on:
- Key themes and ideas.
- Structure and organization of the text.
- The use of language and style.
- Characters and settings (for narrative texts).
2. Response Writing: After analyzing the text, guide your student to craft written responses. These can take various forms:
- Short analytical essays discussing themes or character development.
- Reflective pieces on how the text relates to personal experiences or current societal issues.
- Creative responses, such as rewriting a scene from a novel or imagining a dialogue between characters.
3. Develop Fundamental Writing Skills:
- Work specifically on sentence structure, vocabulary building, and use of complex grammatical structures to convey nuanced ideas.
- Practice paragraph development, ensuring each paragraph has a clear main idea and supportive details.
- Teach him how to use transitions effectively to create a smooth flow between paragraphs and ideas.
4. Composing Original Texts:
- Encourage him to compose his own texts. This could be narrative, descriptive, expository, or persuasive.
- Focus on the planning phase where he learns to outline his ideas before writing.
- Engage in peer-review sessions where you both can discuss his draft and give feedback. This helps him learn to revise and edit his work, focusing on clarity, coherence, and creativity.
5. Incorporate Multimodal and Digital Literacy:
- Introduce assignments that require him to create presentations or digital content like blogs or vlogs. These not only improve writing skills but also make him proficient in digital communication and multimodal expressions.
6. Encourage Wider Reading and Listening:
- To improve vocabulary and background knowledge, encourage him to read widely and diversely, including texts by Australian authors, and Aboriginal and Torres Strait Islander authors.
- Listening to podcasts and watching documentaries can also enhance his understanding of various subjects and different uses of language.
7. Regular Feedback and Reflection:
- Provide regular constructive feedback on his written tasks.
- Encourage him to reflect on his growth and areas that need improvement. This could be through a learning journal or informal discussions.
8. Text Selection:
- Guide him in selecting texts for personal reading, based on his interests and the curriculum requirements. This fosters a love for reading and self-directed learning.
In your role as an ESL teacher, adapting these strategies based on your student’s specific needs, strengths, and interests will be key. Tailoring discussions and activities that connect with his experiences and aspirations will make learning more relevant and engaging for him. You’ll be directly contributing to his linguistic, analytical, and creative skills, which are crucial for his success not just in English but across all his academic endeavors.
Where do I start? I don’t want to overwhelm the student on the first lesson. Help me design a lesson plan for the first lesson (50 minutes).
For your first 50-minute online ESL lesson with your new student, it’s important to establish a welcoming environment and gauge his current skill level while starting to introduce elements from the NSW high school curriculum. Here’s a structured lesson plan to get you started without overwhelming the student:
### Lesson Plan: Introduction to English Writing and Text Analysis
Objective:
Introduce the student to the course structure, determine his interests and current skills in reading and writing, and engage in a basic text analysis exercise.
Materials Needed:
- Pre-selected short story or excerpt from a novel (ideally something suitable and engaging for Year 7 level, perhaps an Australian author to align with syllabus requirements)
- Digital whiteboard or shared document for collaborative work
- A simple graphic organizer (like a Venn Diagram or T-Chart) prepared in a document
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### Lesson Structure:
1. Introduction (10 minutes)
- Warm-up and Introduction:
- Introduce yourself and explain the course aim briefly.
- Ask the student to introduce himself, discussing his interests, favorite subjects, and what he enjoys reading or watching.
- Course Overview:
- Give a brief overview of what you will cover in the English sessions, emphasizing the importance of reading, writing, and analyzing different types of texts.
2. Reading and Initial Discussion (15 minutes)
- Reading Exercise:
- Share a brief and engaging text through the screen sharing tool or send it ahead of the lesson for him to read.
- Read the text together, pausing to discuss any difficult words or phrases.
- Discuss the Text:
- Ask open-ended questions about the text: What is the story about? Who are the main characters? What do you think will happen next?
- This is a casual discussion to assess comprehension and to make him comfortable sharing his thoughts.
3. Text Analysis Basics (15 minutes)
- Introduction to Text Analysis:
- Explain what text analysis involves and why it’s important (understanding themes, character motivations, etc.).
- Simple Analysis Using a Graphic Organizer:
- Use a T-chart to list, with the student’s help, characteristics of the main character or key themes on one side and evidence from the text on the other side.
- Discuss how these elements contribute to the overall message or story.
4. Writing Exercise (5 minutes)
- Reflection Writing:
- Have the student write a few sentences summarizing the story or describing a favorite character.
- This not only assesses his writing level but also helps him begin expressing ideas in writing based on texts.
5. Wrap-up and Feedback (5 minutes)
- Discuss the Lesson:
- Ask him how he felt about the material and activities. What did he enjoy? Was there anything challenging?
- Provide gentle, positive feedback on his participation and any work he did during the lesson.
- Preview Next Lesson:
- Give a brief idea of what to expect next time, maybe hinting at exploring a different type of text or diving deeper into text analysis.
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Additional Tips:
- Be encouraging and supportive, especially when he is trying to express his ideas.
- Adjust the pace based on his responses and comfort level.
- End the session on a positive note to build his confidence and excitement for the next lesson.
This plan should help create a comfortable learning environment and set a positive tone for future lessons, without overwhelming your new student.
Can you suggest examples of brief and engaging texts for a Year 7 Australian student?
Selecting appropriate and engaging texts for a Year 7 Australian student involves balancing several factors: the text’s length, complexity, relevance, and appeal. Here are a few text suggestions from various genres that can capture interest and encourage discussion:
### Novels (Excerpts)
1. “Tomorrow, When the War Began” by John Marsden
- This Australian novel is quite popular among young adults in Australia. An excerpt from an early chapter could provide an engaging narrative and relatable themes for a Year 7 student.
2. “The Book Thief” by Markus Zusak
- Although set in Nazi Germany, Zusak is an Australian author and his novel fuses interesting narrative techniques with accessible language. Sections from the earlier chapters, where characters and setting are introduced, can spark discussions about voice and perspective.
### Short Stories
1. “The Drover’s Wife” by Henry Lawson
- This iconic piece of Australian literature provides a glimpse into outback life and is a manageable length for in-class reading and discussion.
2. “Stolen Car” by Archie Weller
- A contemporary Australian short story that provides insight into urban Indigenous life, touching on themes that can lead to deep discussions about cultural dynamics in Australia.
### Poems
1. “My Country” by Dorothea Mackellar
- This patriotic poem gives a clear, vivid image of the Australian landscape, contrasting Australia’s harsh environment with its beauty. It’s rich in descriptive language, making it great for vocabulary building.
2. “Municipal Gum” by Oodgeroo Noonuccal
- Written by an Aboriginal poet, this poem can open discussions about Australian history, indigenous culture, and modern societal issues.
### Plays
1. “The Peasant Prince” by Li Cunxin (adapted by Monkey Baa Theatre)
- This is the theatrical adaptation of “Mao’s Last Dancer” and can be very engaging due to its strong narrative and emotional depth. An excerpt from the script could be used to discuss character motivations and conflicts.
### Visual/Multimodal Texts
1. “Rabbit-Proof Fence” (film directed by Phillip Noyce)
- Consider using clips from this film to explore visual storytelling and historical context. It’s based on a true story and is relevant to understanding parts of Australia’s history with Indigenous people.
2. “The Lost Thing” by Shaun Tan (book and short film)
- This picture book and its animated adaptation use visual elements to create a story with deep themes like belonging and noticing the unnoticed. Analyzing how the story changes across modes could be instructive and engaging.
When you choose texts, make sure that they are not only engaging and age-appropriate but also culturally and contextually relevant to the student’s experiences and learning needs. This will make the literature more meaningful and enjoyable for the student.
Ok, great. Now, I want to provide the student a preview of the next lesson.
Great! To effectively preview the next lesson for your student and ensure continuity in learning, it’s important to give him a sense of excitement and understanding about what’s coming up. Here’s how you might structure your preview at the end of your first lesson:
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End of First Lesson: Previewing the Next Session
“Today, we did a fantastic job exploring the short story [insert story title]. You made some excellent observations! For our next lesson, we’re going to dive into something a little different. We’ll be looking at a poem by an Australian author, which will allow us to explore different ways of expressing ideas through language.
The poem we’ll be examining is ‘My Country’ by Dorothea Mackellar. It’s a beautiful piece that captures various aspects of the Australian landscape. Before our next meeting, I’d like you to read this poem. While you read, think about the images and feelings the poem evokes, and try to note any words or phrases that stand out to you.
In our next session, we’ll discuss:
- The vivid imagery used in the poem and how it helps to build a picture of the Australian scenery.
- The themes of pride and attachment to one’s homeland.
- We’ll also begin discussing how to analyze poetry, focusing on structure and literary devices.
And, if time allows, you’ll try your hand at writing a few lines of your own poetry inspired by ‘My Country’. It’ll be a fun way to express your thoughts and feelings about your own experiences with nature or places you feel connected to.
So, for a little homework, please read ‘My Country’ by Dorothea Mackellar. I’ll send you a copy by email after our class today. Feel free to jot down any thoughts or questions you have as you read—I’d love to hear what you think when we meet again!”
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Additional Tips:
- Tailor the complexity and depth of your preview to match the student’s engagement and comprehension level during the first lesson.
- Encourage the student to be observant and reflective, fostering independent thinking and curiosity.
- Providing the student with a clear purpose for reading the poem (e.g., focusing on themes or imagery) can help guide his reading and make the discussion more productive.
This preview sets clear expectations, introduces new literature, and maintains a thematic link with the skill-building focus of your lessons. Moreover, it encourages the student to engage actively with the text before the lesson, making your next session more interactive and productive.""