Context ESL Scope and Scales Parks and Working within

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �Parks and Gardens Developing a Brochure

Parks and GardensDeveloping a Brochure

Timeline5–6 weeks, 4 to 5 lessons per week

Learning AreasDesign and TechnologyDesign (Outcomes 1.2, 2.2, 1.3, 2.3), Making (Outcomes 1.4, 2.4)

EnglishTexts and contexts (Everyday texts, Daily life) (Outcomes 2.4, 3.4), Language (Outcomes 2.7, 2.8, 3.7, 3.8), Strategies (Outcomes 2.11, 2.12, 3.11, 3.12)

MathematicsSpatial Sense (Outcome 1.14, 2.14)

Society and EnvironmentPlace, Space and Environment (Outcome 1.4, 2.4,1.5, 2.5)

Essential LearningsInterdependenceStudents develop understanding about the connections between people and paces within the community.

ThinkingStudents develop analytical, critical and creative thinking skills. They learn different ways of representing their ideas.

CommunicationStudents develop understanding of different commmunication modes and how they can influence the audience.

EquityMulticultural perspectiveThe diversity of experiences with cities, parks and gardens is valued.

ContextThis teaching, learning and assessing program is part of the broader program aimed at developing students’ understanding of the local environs, cities, countries and the world.

A visual text was chosen because some students have had minimal exposure to this genre.

Whilst this learning program is using parks and gardens as the focus, other places could be used (eg galleries, markets, countries).

ESL Scope and ScalesWorking within Scales 2–7

BandPrimary Years

Year LevelsYear 3–7 New Arrivals Program

Evidence• Activities marked

with an * may be used as formative assessment.

• Brochure providing information on a park or garden in the city (real or imaginary).

• Response to reflection activity.


Building the Field

Modelling/Deconstructing

Independent Construction

Joint C

onstructio

n

• Examine purpose, structure and visual elements of brochures.

• Discuss the information content of a brochure.

• Identify the language features found in a brochure.

• Activities to consolidate understandings about language of brochures.

• Experiment with layouts.

• Discuss assessment criteria.• Design their own park.• Plan for brochure.• Independently produce the brochure.• Summative assessment and feedback.• Reflection.

• Pre-excursion activities.• Visit to a park and garden-observe and

record.• As a class collate and display notes.• Joint construction of text.• Discuss layout.• Construct the brochure.• Reflection.

Continue building the fiel

d

Teaching and Learning CycleParks and gardens – Developing a Brochure

• The city and its parks—introduction.

• Compare parks and other places found in the city.

• Visit a park, take photos, tick off things to see, hear, smell.

• Activities on nouns groups, verbs and circumstances (‘park’ lexis), comparatives.

• Create and add to Little Book.


Overview of language taught in the teaching, learning and assessing program

A summary of the language mostly pertaining to a brochure as taught in the following teaching, learning and assessing program.The metalanguage that students may need in order to discuss the above language features is bolded.

Text in context LanguageGenre Field Tenor Mode

• Explore the purpose and audience, structure and language features of a multimodal text.

• Construct brochures collaboratively and independently.

• Introduce structure and purpose of a brochure.

• Content organised under headings: location, transport, opening times, history, things to see, things to do, and maps.

• Cohesion through the use of reference items.

• Expand sentences through use of conjunctions (joining words): linking and binding.

• Relative pronouns.

• Everyday language and some technical language of parks and gardens.

• Noun groups with: - describers- classifiers.

• Verbs: - action- mental- relational.

• Circumstances:- place- time- manner.

• Language to compare.• Synonyms.

• Explore and develop language functions, formality through:- use of commands

questions, statements- evaluative vocabulary to

express degrees of feeling/attitude.

• Elements at the beginning of a sentence (eg action verbs, circumstances and noun groups).

• Tense: - present tense - past tense (history).

• Understand the relationship between print text and visual images.

• Select the visuals (pictures, shapes, lettering, colour) to support the key idea of the brochure.

• Experiment with the layout.


Building the FieldIn Building the Field, the main objective is to connect with the prior knowledge of the students, develop cultural understandings and the everyday and technical language related to parks and gardens.

Activities

The activities on the left column will provide particular development in these areas

Supplementary and extension activities. Comments are in italicsGenre Field Tenor Mode

Introduction to the ‘city’• Display pictures/photographs of places

in cities. Students to identify what they know.

• Divide students into 2 groups: Group A who have been into the city many times and Group B who have not. Pair student from A with a student from B to list or draw what they have done/seen in the city.

• Using information from previous activity, as a class, record things that can be found in the city. Make sure that parks and gardens are included in the discussion.

• Categorise into places of entertainment, learning and services.

• Everyday nouns (eg shops, museum, bus stop, people, market).

• Verbs:- action (eg shop,

look, buy, eat, watch).

• Technical vocabulary (eg entertainment, learning, services).

Begin to talk about the reasons for cinemas, museums, shops, hospital etc. This will link to the categorising activity.

Extension activities:• As a class or independently, use a

Venn diagram to show how the city is the same/different to a city in their home country.

• Everyone should visit the city. Give 3 good points and 3 bad points for this statement.

The purpose of these initial activities is to encourage students to use their existing English language associated with the city and to give them an opportunity to share understandings of cities in their own country. This enables the teacher to identify student prior knowledge and experience. Bilingual School Services Officers (BSSOs) can be used to support these initial activities.

Matching words to pictures


Activities



Focus on a park • Brainstorm and list under the headings

of what you may/will see, hear, smell in a park.

• Visit a park and take photographs. During the visit, students tick off things from the lists of things to see, hear, smell and add new ones.

• Revision of vocabulary:- match words to pictures- *label pictures- *write an observation-comment of

individual photos.

• Students make their own park Little Book. Start with a page for nouns.

• Everyday nouns (eg grass, trees, fountain, swing, seat).

• Technical nouns (eg kiosk, equipment).

• Modal verbs: - possibility

(eg will, may, might).

• Secondary tenses (eg will see/may see/ might see).

Supplementary activity:• Alphabet key—use each letter of the

alphabet to list what you may see, hear or smell.

Extension activities:• Use this activity to focus on modality.• To reinforce/extend language of parts

of objects, use a BAR key. Draw an object (eg draw a swing). Now redesign it by using the following steps: B make 1 part biggerA add something extraR replace 1 part with something else.

*The level of complexity of the labels or comments will reflect the level of the students. This may range from ‘This is a slide’ to ‘We played on the slide at the park. It was fun’.The ‘Little Book’ is continuously added to during the program and used as a reference when developing the brochure. Throughout this program, encourage students to bring to school, to refer to and share, any information, books and photos they have about parks and gardens in their home country. This will allow further informal exchange/understanding of prior experience.

Building the Field continued...

Labelling pictures

‘Little book’s


Activities



Categorise • Categorise things found in parks (eg

natural/man-made).

Verbs• Revise verbs relevant to activities in a

park:- brainstorm verbs- form past tense of verbs- *sort verbs into action and mental- use a thesaurus to find synonyms for

verbs (eg walk/stroll). Role play these to demonstrate meaning.

- *put verbs and nouns together to make sentences (eg The children play. I see the ducks. He climbs the ladder)

- unjumble simple sentences- sort a bank of verbs/processes into

present, past tense- add verbs to Little Book—action,

mental.

• Technical terms (eg natural, man made, categorise/ group).

• Verbs:- action (eg play,

walk)- mental (eg

enjoy, relax).

• Primary tense: - present (eg I

play, I see)- past

• (regular (eg played)

• irregular (eg saw).

The purpose of this activity is to learn how to categorise information and to learn the terms natural/man-made.

Supplementary activities:• Reverse Key: Name 10 things you

would never like to see in a park.• Venn diagram: Compare a park and

a school.• Develop a wall chart of synonyms.

With the support of BSSOs and peers, minimal speakers of English may be able to: • Illustrate verbs (eg run, walk, jump,

slide). • Complete a picture or written cloze.• Match verb/picture.• Match nouns and verbs (eg the

boys... play, the ducks … fly).

Support individual students to use bilingual dictionaries, where appropriate.


Two ways barrier game

Activities



Circumstances• Place (where?)

- follow teacher instructions in the playground (eg stand under the tree, sit on the seat)

- work in pairs giving similar instructions- play 2-way barrier game using pictures

of a park. • Time (when?)

- discuss how circumstances of time affects tense (present, past)

- *complete cloze activity focused on circumstances of time

- match beginnings and ending of sentences (eg Last night… I watered the garden).

• Manner (how?)- in groups brainstorm different ways

of walking and role play these. Other groups must guess how they are walking (eg slowly, quickly, like a duck).

• Circumstances- place (eg along

the path)

- time (eg in the morning, in the afternoon, this afternoon)

- manner (eg slowly).

• Foregrounding:- time.

• Present and past tense.

Supplementary activities:• Discuss why time might be

foregrounded and how it affects tense

• Add circumstances of place, time and manner to individual Little Book. Also add to wall charts.


Activities



Consolidate nouns, verbs and circumstances • Identify nouns (red), verbs (green) and

circumstances (blue) within sentences.• Using sets of nouns, verbs and

circumstances, work in pairs to create ‘silly sentences’.

• Identify the foregrounded element of sentences.

Introduce describers (adjectives) • Using two different flowers, ask how they

are different. • Match noun groups with pictures.• *Illustrate noun groups.• Match describers and nouns (eg fluffy-

duck, pretty-garden).• Use pictures which have a common

element. Working in pairs, student A describes each picture until student B can get them in the correct order (eg the big yellow slippery dip is first, the small blue slippery dip is second).

• Develop word-chains (eg quiet, calm, tranquil; big, huge, enormous).

Introduce comparatives • Introduce comparatives using:

- students’ heights/weights - pictures of different objects - sports- topics of debate.

• Noun groups with: - numerative (eg

one flower) - describers (eg

pretty yellow flower)

- classifier (eg Australian flower

- head noun (eg one pretty yellow Australian flower).

• Comparatives:- tall, taller than,

the tallest- good, better

than, the best

• Structure of simple sentences.

• Foregrounding.

Minimal speakers of English may be able to follow written or oral instructions to draw or identify pictures (eg a boy under the tree, a duck in a lake, a bird on a seat).

Supplementary activities:• Add describers to Little Book and to

wall charts.• Using the Big Book of Australian

Flora/Fauna talk about describing and classifying (eg reddish-pink, Australian wild flower).

Minimal speakers of English may be able to:

• Follow written/oral instructions (eg Draw a flower. Colour it red. Draw a big bird in the tree. Draw a small bird on the swing)

• Use Kid Pix (stamps) to make a park with trees, flowers, birds etc and label

• Match words and pictures.

Supplementary activities:• Add comparatives to Little Book.• Work with comparatives in

Measurement Strand 1.5–2.5 in Mathematics.

Continued...

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �0Parks and Gardens Developing a Brochure

Modelling/Text DeconstructionIn Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and language features of a brochure.

Activities



Introduce brochures• Use one example of a brochure to

discuss with the students:- What can you see? (eg text, pictures,

maps)- What is it about?- How do you know?

• Provide students with different types of brochures: - in groups list what information they find - as a class categorise the type of

information. • Students work with a partner and a

different brochure to check for inclusion of these categories using a Retrieval Chart. Students report back to whole group.

• Discuss the purpose and audience of brochures and where you may find these texts.

• Elements of brochures (eg texts, pictures, maps).

• Purpose of brochures (eg to inform, describe, advertise).

• Technical vocabulary (eg location, opening times, cost, history).

• Audience.

Group minimal speakers with those with more English.

Supplementary activity:• As a class start a Spider Map/

Association Map. Key idea = Brochure 1st leg = purpose 2nd leg = information Display for future reference.

NAPNew Arrivals Program Teaching, Learning and Assessment Programs ��Parks and Gardens Developing a Brochure

Activities



Key focus• As a class discuss features of brochures:

- key idea (eg place, business, product)- visuals (eg photos, logos, pictures,

maps) - lettering (eg size and font)- colour (eg dark and light, colours) - layout (eg different ways of arranging

shapes and words).• Students examine 2 different brochures

using the features introduced:- What is the same? - What different?

• *Using several cut up brochures, match the text with the headings in the brochure.

• People search—give students cut ups from different brochures, search for the sections from the same brochure to complete the brochure.

• Headings:- location/contact- transport- opening times- history- things to see- things to do.

• Multimodal elements: - visuals - lettering - colour - layout.

Supplementary activities:• Add the meanings or definitions of

these elements to the Little Book. • Continue Spider Map

3rd leg = visuals 4th leg = layout

Teachers can make and use simplified brochures for beginning students.

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �2Parks and Gardens Developing a Brochure

Activities



Language features in a brochure • Teachers find or develop a simple text

(eg from travel books, brochures or internet), which focuses on a park or garden.

• Using this text:- teachers and students identify the

nouns on an overhead, underlining in red

- in pairs, students repeat the activity on their own copy

- repeat for describers and classifiers which make up the noun groups

- each pair shares findings with class and displays.

• Experiment with the noun groups:- illustrate meaning- change describers, classifiers or nouns - use as missing words for cloze

exercises.• Students reflect on the language by:

- listing 3 new describers they - have learnt- connecting these with 2 nouns- finding the meaning of 1 word they do

not know.• Do similar activities with circumstances:

- identify the circumstances in the brochures and underline in blue

- illustrate meaning- use as missing words for cloze

exercises.

• Noun groups: - describers- classifiers.

• Circumstances:- location- time- manner.

Supplementary activities:• Continue to add to Spider Map and

add 5th leg = language. • Make visual collages to illustrate

meanings of new words.

Continued...


Activities



• Do a range of activities with verbs:- identify the verb in the brochures and

underline in green- illustrate meaning- identify present and past tense- ask students when we use each tense- use as missing words for cloze

exercises.• Students reflect on the activities on verbs

by being asked:- What was the purpose of this lesson?- What went well?- What would you do differently next

time?- Who needs more help?

• Continue to build word sets and add to chart (eg like/enjoy, walk/stroll/ amble).

• Identify that the position of verbs in brochures is often at the beginning of a sentence. Discuss why? Can this be changed? What difference would it make?

• Identify the reference items:- teacher models identifying reference

items, using a OHP- *in pairs and independently, students

use other texts to identify reference items

- listen to a text and ‘spot the reference items’. Record and compare.

• Personal pronouns (eg it, they).

• Relative pronouns (eg which, that).

• Verbs:- action- mental- relational.

• Feelings/ attitudes.

• Use of commands in relation to audience/ purpose of text.

• Tense:- simple present- past.

• Foregrounding of verbs.

Extension activity:• Discuss impact of choice of word by

writer (eg to entice reader).

Supplementary activity:• Add reference items and

conjunctions to Little Book and wall charts.


Continued...

Activities



• Identify and use conjunctions:- orally complete sentences (eg Walk

along the path and ... . This playground is the best in Adelaide because …).

- *complete written cloze.

Experiment with layouts • Experiment with layout in a variety of

ways:- using computers (eg in WordArt change

font, direction, size and colour)- moving magazine cut outs- drawing/painting.

• Conjunctions (eg so, and, because).

• Visuals:- pictures- photos- logo- printed text

(lettering)- size- use of colour.

Point out that:- the visuals and text must relate to

the key idea- information is provided in both the

visual and the printed text.

Supplementary activity:• Poster: Select an object in a park

that students would really like people to come and see (eg fountain). Using ICT, design a poster for the object. It must include the picture, text and a border. Design another poster using a different layout.

Experimenting with layouts


Joint ConstructionIn Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher scaffolds the students’ choices and at the same time moves them towards independent construction.

Activities



Excursion to a park or garden• Prepare for an excursion to a park or

garden (eg Veale Gardens):- brainstorm with the class how to record

observations- ask students where to find information

about this park (eg internet, city council website, travel book)

- find location (eg using a street directory-book or CD)

- identify how to get there (eg using bus timetables) and what arrangements need to be made.

• At the park students:- take photos - make notes and record observations.

Planning for writing• In class:

- display the photos and make class notes under brochure headings

- ask students if there is any missing information (eg history) and where they can find it

- locate appropriate text and model note–taking skills.

• Headings:- location- transport- opening times- history- things to see- things to do- maps- pictures.

• Nouns:- describers- classifiers.

• Tense:- present- past.

These activities on location link with mathematics/spatial sense and could be extended in the maths lessons.

Remind students to refer to their own ‘Little Book’ and wall word charts.


Activities



Writing• Using notes jointly construct each section

of the brochure: - jointly discuss and select what

information is to be included- focus explicitly on the language

features modelled previously. • As a class (using a large floor space) use

the sections of the brochure and photos and other pictures to discuss the layout (eg what goes where).

Reflection• Reflect on the completed brochure using

PMI (plus, minus, interesting).

• Purpose. • Noun groups.• Verbs.• Circumstances.• Reference items.

• Audience.• Feelings/

attitudinal language (eg enjoy, splendour).

• Commands.

• Foregrounding.• Tense:

- present- past.

The jointly constructed texts for each section are typed up and photocopied.

Supplementary activities:• Brainstorm 10 things which would

encourage families, teenagers or young children to visit your park.

• Everyone should visit parks. Give 3 good points and 3 bad points for this statement.

Joint Construction continued...


Activities



Set task• Draw a plan of an imaginary park or

garden. Produce a brochure using ICT (eg Publisher).

Develop assessment criteria• Revisit the class Spider Web and use this

to discuss what a good brochure could look like.

• Teacher develops a rubric for assessment.

Produce brochure • Students independently plan the park,

draft the text and publish their brochure. • Teacher talks with individual students

about the product using the assessment criteria.

• Structure of the brochure.

• Reference items.• Conjunctions.

• Noun groups.• Verbs.• Circumstances.

• Commands.• Feelings/

attitudinal language.

• Foregrounding.• Tense:

- present- past.

• Layout.

An imaginative park or garden is suggested as this allows for greater diversity within the class. This task could also be linked to mathematics and technology (eg students design and then construct the park).

Students can refer to the Spider’s Web or rubric when producing the brochure.

Support students as required.

Independent ConstructionIn Independent Construction, students independently construct an argument as the summative task for this topic for this teaching, learning and assessing program.

A plan of a park

A construction of a park


Activities



Reflection • 3, 2, 1 Reflection:

- List 3 things you have learnt about brochures

- Name 2 other places in a city where a brochure could be useful

- Think of 1 other way of giving people information about places in the city to visit.

• As a class reflect on what they have learned about different kinds of texts.

• Students reflect on their use of technology:- What was successful?- What would you do differently next

time?

Extension activity:• Compare brochures with other

texts (eg procedure) using a Venn diagram.

Completed brochure


Information Brochure Parks and Gardens Assessment RubricGenre Field Tenor Mode

• Shows understanding of the purpose of a brochure.

• Draws and labels items found in Parks and Gardens.

• Understands and uses strictly limited everyday vocabulary about Parks and Gardens.

• Understands meaning of common environmental print (eg on signs).

• Participates appropriately in a familiar supportive context.

• Communicates using gestures, pictures, a word or phrase (eg play swing).

• Basic understanding of statements.• Uses elementary grammar (eg a, the,

on, in).• Follows commands (eg run to the

slide).

• Copies phrases and sentences.• Uses repetitive and modeled patterns.

• Shows understanding of content and possible layout of a brochure.

• Constructs a simple brochure - includes relevant information about

the Park (at least 4 sections)- uses visuals (eg picture).

• Uses limited range of cohesive resources such as pronouns (eg it, you) and conjunctions (eg and).

• Understands and uses a narrow range of everyday vocabulary (eg tree, path, seat).

• Understands some technical vocabulary (eg playground, fountain, statue).

• Begins to use describers and classifiers (eg tall gum tree).

• Begins to use circumstances (eg place).

• Begins to expand information by using eg and, then.

• Uses basic grammar (eg an, the, out, under).

• Gives instructions.• Uses statements.• Uses narrow range of evaluative

language (eg fun, beautiful).

• Writes independently, simple sentences with some control of primary tenses.

• Experiments with punctuation.• Begins to identify beginning, middle,

end sounds and spell accurately simple words.

• Uses resources around the room.• Visual images match the print text of

the brochure.• Experiments with the layout.

• Begins to reflect on content, visuals and layout of a brochure.

• Uses cohesive resources (eg reference items).

• Uses a limited range of language features that organise a text (eg phrases of place).

• Constructs a brochure which includes sections on location, transport, times, things to see and do and contact.

• Understands and uses a range of technical vocabulary (eg kiosk, solar lights).

• Uses synonyms (eg walk, stroll). • Expands information by joining

clauses. • Builds noun groups using describers

and classifiers (eg exquisite native flowers).

• Uses evaluative language (eg enjoy).• Uses same persuasive language

appropriate to the text (eg marvel at the spectacular fountain).

• Has control of primary tenses and past tense form of common irregular verbs.

• Spells with greater accuracy.• Begins to use basic pronunciation.• Demonstrates an understanding

of how foregrounding influences meaning.

• Visuals images support the purpose of the brochure.

• The layout is attractive and well organized.

• Writes legibly with accurate letter formation and uniform size.

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NAPNew Arrivals Program Teaching, Learning and Assessment Programs 20Parks and Gardens Developing a Brochure

Information Brochure Parks and Gardens Assessment Rubric continued...

Genre Field Tenor Mode• Constructs a detailed and informative

brochure.• Forms complex sentences using

conjunctions (eg if, since, because).• Uses relative pronouns (eg which).• Each section of the brochure is well

organized.

• Confidently uses vocabulary that supports the style and purpose of the brochure.

• Uses a small range of nominalisations (eg relaxation).

• Demonstrates critical awareness of texts (eg importance of purpose and context).

• Critically compares brochures.

• Demonstrates a critical awareness of the appropriateness of language choice for this brochure.

• Has control of primary tenses and past tense form of common irregular verbs.

• Visuals enhance the brochure.• The layout is exceptionally attractive.• Accurate spelling.• Correct punctuation.

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Documents

Context ESL Scope and Scales Parks and Working within