ENGLISH OVERVIEW, TERM 1, 2012 Two Sides to Every Story – Having a Say (A) By examining the features of narratives and expositions, students will write their own narratives and expositions presenting their own points of view. They will also learn the vocabulary, grammar and punctuation, which are specific to narratives and expositions. Language Elements Language – Text structure and organization Understand how different vary in use of language choices, depending on their function and purpose, for example , mood, and types of Understand that paragraphs are a key organisational feature of written Literature Examining Literature Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose Literature and Context Discuss in which characters, events and settings are portrayed in different ways, and speculate on the ’ reasons Literacy Texts in context Identify the in a and suggest alternative Interacting with Others to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations Plan and deliver short presentations, providing some key details in logical sequence Formative – ongoing checking on spelling, grammar and punctuation; observations during guided reading and writing sessions Summative – students will produce the following: A narrative from the villain’s point of view A poster/advertisement convincing the reader to purchase a product. Students will also present their posters to an audience and will be used to assess speaking. An exposition on the topic ‘Bullying at School’ SOSE LINKS ASSESSMENT
REFLECTION WEEK 3 READING Read a traditional story such as Snow White, Little Red Riding Hood, Hansel and Gretel etc., discuss the point of view of these stories and brainstorm ways that these stories could be retold from the "bad guy's" point of view. Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? Do this for each story Read the original version of fairy tale As a class, students practise/model reading strategy Reading Rotations based on ability groups See Below Activity based on choice of fairy tale – CLOZE, alternative ending, sequencing Activity should be based on chosen strategy Original versions of chosen/agreed upon fairy tales Activities based on choice of fairy tale WRITING As a class, students retell the original version as you write the key elements to the story. Show students how to carry out the strategy using “Think Alouds”. GRAMMAR FOCUS Targeted training Connectives and conjunctions Through modelled writing, teach the children that two GRAMMAR FOCUS Targeted training: Connectives and conjunctions Connectives games (See resources below) – students form into teams and choose connectives to complete sentences that make sense GRAMMAR FOCUS Targeted training: Connectives and conjunctions Connectives games – with guidance, students write complex sentences using connectives. The sentences are then rewritten with the connectives removed and written on card. Students play Connectives Game with a partner or small group 5 minute quickie – List some connectives you could use in a persuasive letter Eg. Even though…. Challenge the children to use different connectives in a piece of work. Encourage children to check their writing for variety in connective use.
Emotive Language – when words are used to make the reader feel a certain emotion, like sadness or anger – e.g. We are the poor, helpless children who are forced to do hours and hours of homework every night OR relate to the fractured fairy tale currently being read – e.g. I’m just a poor, tired, hungry wolf who ran out of butter. NB explicit teaching of using for and against formats is/may be required SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL with an alternative ending. RESOURCES The True Story of the Three Little Pigs Power point SPEAKING AND LISTENING Role-play Use role-play to help students explore the concept of point of view. In groups of three, have one student be a “good character”, a second student play the “bad character” and the third play an authority figure such as a police officer, teacher, judge, parent. Teacher models a scenario from the chosen fairy tale with two students, while playing the part of one of the Students choose another fairy tale to use to tell their side of the story to the authority figure as demonstrated by the teacher in the role-play. Ask other members of the class to take notes of the events and decide what the truth actually is. Students make up their own scenario to each tell their side of the story to the authority figure as demonstrated by the teacher in the role-play. Ask other members of the class to take notes of the events and decide what the truth actually is.
SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL class by using a range of models such as: A chart Diagrams Pictures Provide students with stimulus, or display stimulus of All Children Should Have to Play Sport on whiteboard. Work with students to complete “Working with the Year 2 example persuasive task” Targeted Training: Exaggeration – when given information is over the top, or slightly untrue – e.g. If I get one more piece of homework, I am going to move to the moon! RESOURCES © Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 SPEAKING AND LISTENING Teacher models public speaking Students use their own persuasive writing to present as a Talk Time Topic Writing examples REFLECTION WEEK 6 Read Public Transport – Is it the Way to Go? Read Public Transport – Is it the Way to Go? As a class, students practise/model reading strategy Reading Rotations based on ability groups Students practise/model reading strategy See Below Activity based on non-fiction persuasive text © Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 - see resources section WRITING Explicit Teaching: Introduce persuasive text structure through ‘Persuasion’ in ‘Writing Fun’ by Jenny Eather. Using selection of persuasive texts, use stickies to cover emotive language and connectives Have students discuss what the hidden words could be Use selection of persuasive texts of varying levels – cut into paragraphs, students work in pairs to place paragraphs into correct persuasive text structure RESOURCES
Discuss: paragraphing word choices emotive language connectives ie Firstly, secondly Discuss varying levels of genre in examples 1 & 2 Model writing a persuasive text on the topic of ‘Homework should be banned’, focusing on structure, word choices, tense and paragraphing. GRAMMAR FOCUS Targeted Training: Alliteration - where the first sound in a word is repeated in following words to add emphasis ie. slippery, slithery snakes are so scary or furry, fat, floppy puppies are very funny. SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Reveal hidden words to students to see if they were correct Discuss word choices and how they can change the meaning or tone of a text As a whole class brainstorm alliteration on different topics – size, shape and colour – huge, hairy hounds howl all night Support students who require it to see that word choices/connectives can assist them in sorting the paragraphs Students write sentences using alliteration Create a class alliteration display. Persuasive Writing Task Describe a new caramel chocolate to persuade someone to buy it. Use alliteration/repetition and or exaggeration to sell your product
write persuasive texts campaign (Remember to cut and paste PIN) Work with students on first part of designing an campaign (no bullying in the mall) THIS TO SUMMATIVE WRITING TASK may supply cues, but must leave the bulk of the cognitive work to the students. NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include sounding out, chunking, etc. and continued from Step 3 of guided practice myclasses WRITING Explicit Teaching: Discuss advertisements as a form of persuasive text where the manufacturer is trying to persuade us to buy a product. Have students recall advertisements that they have seen, discuss why they remember them GRAMMAR FOCUS – continued revision and practice of previously taught concepts SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Students view ‘Persuasive writing tips’ P’Point. Discuss each slide and give examples of each tip, ask students to share their ideas. Provide students with a copy of ‘Analysing adverts’, which they fill in while watching TV adverts. Talk about each advert and replay until students decide what strategies the manufacturer is using to sell the product. Refer back to P’point to remind students of strategies. Summative Persuasive Writing task A new cereal has been launched Create a poster using as many ‘Persuasive Writing Tips’ as you can to sell your product Make sure the poster is bright and colourful RESOURCES Myclasses ‘Persuasive writing tips’ P’Point - MyClasses Analysing Adverts RESOURCES
Kmart ad QUANTAS ad Weetbix ad Cottees ad Mr Sheen ad Hilux ad SPEAKING AND LISTENING Revise public speaking techniques Summative Assessment Students use their poster to present as a Talk Time Topic to ‘sell’ their product to the rest of the class REFLECTION WEEK 9 Model reading strategy using shared text Revise strategies Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include sounding out, chunking, etc. and continued from Step 3 of guided practice Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include sounding out, chunking, etc. and continued from Step 3 of guided practice Comprehension activity determined by reading ability/ requirements WRITING Revise structure of persuasive text. GRAMMAR FOCUS – continued revision and practice of previously taught concepts SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words Provide students with stimulus, or display stimulus of ‘Public Transport – Is it the Way to Go?’ on whiteboard. Brainstorm with students their ideas on the topic. Together create a shared persuasive text on the topic, guiding students with structure, word choices, tense and paragraphing. Following writing, read through together to model editing, checking for correct structure etc. Students work in groups/pairs to complete “Working with the Year 3 example persuasive task” In pairs and with the help of a graphic organiser, students plan a persuasive text on ‘Public transport – Is it the way to go?’ Using a plan, checklist, word banks, stimuli and other prompts and resources as appropriate, students independently write a persuasive text on the topic: ‘Public Transport – Is it the Way to Go? Provide students with student checklist for editing
Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL RESOURCES SPEAKING AND LISTENING Revise public speaking techniques Students use their own persuasive writing to present as a Talk Time Topic Student checklist Writing plan Word banks REFLECTION ADDED REFLECTION IF NECESSARY
Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy: Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy: Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy: Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy: – ______ Book orientation, page-by-page reading and comprehension Text: Focus Strategy: Text: Focus Strategy: Text: Focus Strategy: Text: Focus Strategy: – ______
Addition Sequence Consequence Contrast in addition and similarly likewise as well as besides further more also moreover and then too not only ... but even besides this/that first(ly) initially second(ly) etc. to begin with then next earlier/later after this/that following this/that afterwards as a result thus so therefore consequently it follows that thereby eventually then in that case admittedly however on the other hand despite in spite of though although but on the contrary otherwise yet instead of rather whereas nonetheless even though compared with in contrast alternatively Certainty Condition Definition Summary obviously certainly plainly of course undoubtedly if unless whether provided that for so that whether depending on refers to means that is consists of in conclusion in summary lastly finally to sum up to conclude in short Example Reason Time for instance one example for example just as in particular such as namely to illustrate since as so because (of) due to owing to the reason why in other words leads to before since as until meanwhile at the moment when whenever as soon as just as Connectives and Conjunctions
CRITERIA SHEET – Persuasive text – Student version Criteria A B C D E The student work demonstrates evidence of: Major Teaching Emphasis You have used more than 3 strong words to show how you are feeling in each paragraph You have asked more than 2 questions of the audience You have used 2 to 3 strong words to show how you are feeling in each paragraph You have asked 2 questions of the audience You have used a strong word in each paragraph to show how you are feeling You have asked a question of the audience You have not used strong words in each paragraph to show how you are feeling You have not asked a good question of the audience You have not used words to show how you are feeling You have not asked a question of the audience Contextual Understanding Persuasive Devices, Audience Use of Texts Text Structure, Ideas, Paragraphing You have described both sides of the topic and clearly explained how you feel about the topic You have included and fully explained the examples for each of the reasons you have given to show your feelings on the topic You have written in paragraphs which contain topic sentences which are clearly connected You have re-written how you feel in the last paragraph and have clearly explained your reasons for feeling that way You have clearly told how you feel about the topic e.g. I believe…here are my reasons You have included and explained some examples for the reasons you have given to show your feelings on the topic e.g. I believe…here is my reason…this is good/bad because…. You have written in paragraphs with topic sentences You have re-written how you feel and your reasons for feeling that way in the last paragraph The introduction tells how you feel about the topic You have used examples in each paragraph to explain your feelings on the topic You have written your persuasive text in paragraphs You have re-written how you feel in the last paragraph The Introduction does not clearly tell how you feel about the topic You have not used examples in every paragraph to explain how you feel about the topic You have tried to use paragraphs but you need a new paragraph for the introduction, conclusion and to explain your 3 reasons You have not how you feel in the last paragraph You have not said how you feel about the topic You have not used examples to explain how you feel about the topic You have not used paragraphs
Language conventions & elements Grammar & Punctuation You have used words to link your paragraphs and several words to show where what you are saying fits into your argument. e.g. Firstly, secondly, thirdly therefore, furthermore etc. You have used words to link your paragraphs and a word to show where what you are saying fits into your argument. e.g. Firstly, secondly, thirdly therefore, furthermore etc You have used a linking word in each paragraph You have not used words to link your ideas in all of your paragraphs You have not used words to link ideas in your writing Your sentences are complex and contain joining words Your sentences are grammatically correct Your sentences are complex and contain joining words Your sentences are mostly grammatically correct Your sentences are simple with no joining words Your sentences are grammatically correct Some simple sentences are grammatically correct Your simple sentences are not grammatically correct Your complex sentences are punctuated correctly Most of your complex sentences are punctuated correctly. Your simple sentences are punctuated correctly e.g. capital letters at the beginning of all sentences; full stops at the end of all sentences Most of your simple sentences are punctuated correctly e.g. most sentences begin with a capital letter and end with a full stop Your simple sentences are not punctuated correctly Processes & Strategies Spelling All of your spelling is correct, including topic words and words needed for the genre eg. Firstly, secondly, thirdly therefore, furthermore etc Most of your spelling is correct, including topic words and words needed for the genre eg. Firstly, secondly, thirdly therefore, furthermore etc You have spelt common words correctly (including words needed for the genre eg. firstly, secondly, thirdly) Some common words are spelt correctly Most of your words are spelt incorrectly Feedback Signed: Date:
Speaking Rubric Element A B C D E Persuasive techniques Alliteration Repetition Emotion Exaggeration Questions Humour Facts Groups of 3 Uses at least 6 persuasive techniques Uses at least 4 persuasive techniques Uses 3 persuasive techniques Uses 1 persuasive technique Uses no persuasive techniques Speaking techniques Uses: Appropriate voice volume Variation in pitch to add meaning and interest Eye contact Positive body language Facial expressions and gestures to add interest and emphasis Uses: Appropriate voice volume Eye contact Positive body language Facial expression and gestures to add interest and emphasis Uses: Appropriate voice volume Eye contact Positive body language Consistently uses one of the following: Appropriate voice volume Eye contact Positive body language Does not consistently use any of the following: Appropriate voice volume Eye contact Name: Date: Overall Mark: Comment :