stagesixenglish.files.wordpress.com… · Web view · 2011-04-14Course: English. Learning Area: Reading and responding. Unit Title: Close study of prose-fiction text . Lemony Snicket’s

Carla Pilon C9302123EDST3300 unit of work

COURSE: ENGLISH Learning Area: Reading and responding

Unit Title: Close study of prose-fiction text Lemony Snicket’s A Series of Unfortunate Events: A Bad Beginning.

Stage: 4 Year group: 7 Length of Unit: 5 Weeks Unit Placement: Term one Weeks 1-5

Unit Description:This is the first unit of study for Year 7 English that aims to differentiate the study of prose fiction texts from the literacy focus that embeds English K-6. This unit will build on the students’ enjoyment of reading sustained texts and build on their own interest in reading novels. Through the close study of Lemony Snicket’s A Series of Unfortunate Events: A Bad Beginning students are introduced to the ways in which the story creates the world in which characters interact, explain their view of the characters and justify their response, learn about flat and round characters, setting and narrative voice, as well as examining the beginning and ending of the novel. Students learn about the ways in which the real world is represented in the world of the text through an exploration of gender stereotypes and learn to create imaginative texts that draw on the world of the novel and their own experiences and imaginings. Students will learn to articulate their enjoyment of reading the text and explore the purpose and context of their reading.

Outcomes:1. Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.CALD: Consideration has been made in order to include students of all backgrounds and learning abilities. A variety of teaching methods are employed throughout the unit to be inclusive of all learning styles. The assessment task is modified to ensure students are reaching attainable goals that foster deep understanding of the process of editing and revising of narrative structures.

Assessment:Being the introductory unit for Stage 4 students will gain an understanding of the demands of assessment tasks, identify outcomes and use assessment criteria. Students will create a character synopsis early in the unit which will develop into a plotline to be utilised for the assessment task of writing and publishing an illustrated novel. They have the choice between producing a hand written or computer generated published work. Students will learn how to reflect on their own learning during and at the closure of the unit.

LITERACYReading and responding: Oral presentations, discussions, reading comprehensionWriting: narratives, character analysis, descriptionsLanguage: extending vocabulary, informal discussion scenarios, peer reviewICT: Basic operations, research, internet, poster design, publisher

RESOURCESText: Lemony Snicket’s A Series of Unfortunate Events: A Bad Beginning.

Lesson 1: A4 art paper, black textas, black pastels, black water paint and brushes.Lesson 2: A3 paper, coloured textas, pencils, rulers.Lesson 3: Scanned image of p106 for projection onto whiteboard & dictionariesLesson 4: Whiteboard & ‘hot seat’ participant rewardsLesson 5: Question cards and small-group discussion record sheetLesson 6: “Brick-sized” pieces of paper and thick sketching charcoal Lesson 7: ICT room: printing A3 size postersLesson 8: Student posters from lesson 7 and Smart board/computer screenLesson 9: PPT presentation, assessment task and marking rubric for distributionLesson 10: Discussion method: index cards, pencils and plastic ball Lesson 11: Canteen voucher (awards) & smart boardLesson 12: Group work using drafts of narrativesLesson 13: Art paper and sketching pencilsLesson 14: Comprehension question handoutLesson 15: Reflection: Exit cards and A Series of Unfortunate Events DVD.

MANDATORY CROSS CURRICULUM CONTENT FOCUSDifference and Diversity: The nature of teaching and learning activities allow for freedom of expression, self regulation, relevance and critical thinking to engage students during the lesson. Values: This unit recognizes the nine core values of:Care and Compassion, Doing your Best, Fair go, Freedom, Integrity, Respect, Understanding, Tolerance and Inclusion. In particular it explores the understanding of the values embedded in family relationships including personal values such as identity, love, commitment and self-sacrifice for the sake of the family unit.Civics and citizenship: Understanding how real world is represented in the world of the text.Multicultural/Gender: This unit learn about the different ways in which men and women can be represented in texts.Key competencies: analysing and organising information, communicating ideas and information, planning and organising, working with others in a team, solving problems, using technology.

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OUTCOMES LESSON ACTIVITES TEACHER ROLES QT ASSSEMENT/EVIDENCE OF LEARNING

Learn to Learn about Lesson one

First lesson of the year: introduction to English. Upon arrival hand each student a piece of paper with a focus statement “Write down everything you know about novels”.

Image of the eye: imagine a story using the eye. Using an A4 piece of art paper and an assortment of black drawing materials handed out for students to draw an image of an eye similar to the ones in Count Olaf’s house (see appendix A). The picture is then pasted into the first page of student’s books and on other side students create a graphic representation of the story using a plotline or character chart. In other words, what they believe might happen and to whom. Students read and justify to each other in pairs the reason for their plot, identify the mood (uplifting or bleak).

Read back cover of book and invite response “What do you find unusual about the back cover?” (Black comedy)

Read the first two chapters and then hand out the book.

Student Homework:

-Read chapters 3-7.

-Students start a vocabulary list of words discovered in the book titled:Vocabulary List: A term here used for making a list of words I did not necessarily know until I read this book.

Ensure this is written as the title as students will discover that the author gives meaning to unusual words in this manner throughout the novel.

(Killen, 2007; BOS, 2005)Student background knowledge is an extremely significant element for teacher planning so lessons can be built on what the student’s already understand and their previous learning experiences. Narrative as a teaching strategy can be used to create empathy between teacher and students.On task behaviour demonstrates a conscious and deliberate effort to learn. Through the integration of artistic representation in English the students may sustain serious engagement for the duration of the task.Student’s problematic knowledge and imaginations are applied by predicting plotline. Vocabulary lists assist student to identify new words encountered in narratives and encourages self-directed learning.

Gaining insight into student’s background knowledge will facilitate effective teacher planning.

Demonstration of engagement on task and ability to transfer knowledge into a new context will enable teacher to assess background knowledge of the structure of a narrative.

Students assess their graphic representations by asking peers to identify the dominant elements and through comparison they evaluate its success.

Vocabulary lists are voluntary extension tasks but all students are expected to start one and they will be checked regularly by teacher.

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Lesson twoWhole group: setting

Students mind map the setting of the narrative using for descriptive words and phrases as well as geographical locations. Ensure a time period is established.

Students write a paragraph describing the world of the text.

Group work

Students work in groups to make either:

1) A map of the main locations in the novel, including a legend that explains the bodies of water, land and buildings, or

2) A floor plan of Count Olaf’s house.

In books, students complete the sentence “Setting is more than just...it is also about...”

Ensure students are reading at home. Ask background questions about chapters 3-7 and get verbal responses. (See appendix B for question list).

Ask 3-4 students to read their description to the class.

Hang the plans/maps around the room.

Teacher reads chapter 8Homework: complete setting paragraph and read chapters 9-12.

Inclusion of all students during response time for questioning ensures that high expectations explicitly demonstrated.

Explicit instruction and time frames will assist students in time management and high quality expectations.

Students assist one another to discover meaning and understanding through substantive communication and social support.

Teacher can build on student’s strengths, abilities and build on making positive relationship in the classroom by active listening and guiding during oral comprehension questions. Identify reading abilities.

Contributions in class will give indication of whether students understand the basic concept of setting. Record if students understand the broader understanding of setting from their responses in books.

Identify visual learners during the map making task. Identify how groups work together, student strengths and distraction triggers.

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Lesson threeVocabulary

Discuss the way the author describes words in the book. How does this make you feel as a reader?

Ask students to write on the board any new words they have written down in their vocabulary list and students add new words to their own lists (See appendix C for model vocabulary list). Now write a giant sentence using as many of these words as you can to describe the illustration on page 106 (see appendix D).

Using dictionaries students describe five new words (provide a list to choose from and model explanations) in a “Lemony Snicket” style. Swap books and read partner’s definitions. Students volunteer partner’s work to be read aloud in class.

Extension: Invent words using assonance/imagination then make up their meanings. (For example: Blacanine- To blame one’s dog for one’s own wrongdoing.)

Read page74-75 from chapter 5 that describes the use of the word “standoffish”. Ask student to give more examples from the text.

Have scanned picture on whiteboard. (A black and white drawing of an old, rickety house with a tower reaching up to the foreboding clouds)

Model examples: Tomorrow- the only day of the week that appeals to a lazy person.Justice- The name we give when the verdict is the way we want it.

Using narrative helps students link background knowledge to existing knowledge to encode information more effectively into long term memory. In linking information from vocabulary list into meaningful sentences that describe visual texts students are engaging in deep knowledge.

Helping students understand how meaning is conveyed demonstrates metalanguage due to the analysis of words and their constructed meanings.

This task contains elements of creative high order thinking. Students must think in different ways and stretch their imaginations to produce explanations of words in a ‘Lemony Snicket’ style.

Students increasing their vocabulary and their understanding of how new words bring new meaning to already understood actions and words.

Students are describing a visual text using words discovered in the narrative, demonstrating transference of information. Check for syntax, grammar and spelling.

Inventing words or using existing words and giving them definitions in students own words using the text as a basis for ideas the teacher can evaluate how deeply studentsAre synthesising and integrating their knowledge.

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Lesson fourCharacterisation

Students will have completed their reading of the novel. (Refer to short background questions in appendix B).

Students will compare and contrast the lists and identify what the characters in the lists share. Students present hypotheses while teacher adds more names, including the author until students identify rounded and flat characters.

In pairs, students choose a rounded character and make a list of events/characteristics from the novel that shows he/she is rounded. Pairs share list with class so students can add to their own lists.

HOT SEATING

Students participate in hot seating exercise. One person assumes a role from the text (minor or major characters) and student questions should be carefully generated to expand students understanding of motives that underlie action and alternate perspectives.

On the board list the characters from the novel in two columns labelled YES and NO (if they are rounded or flat). Ask students to identify why they are in these particular columns and why they are labelled YES and NO.

Ensure students remain focused and in role for the duration of the task. Reiterate class values and social support.

Students are engaging their deep understanding of characterisation by using their knowledge of this concept and discovering why characters are described as flat and rounded and how it contributes to the narrative structure. With this conceptual framework in place, students can then move on to new learning tasks that involve composing their own narratives.

Students engage in metalanguage of characterisation.

Hot seating is an engaging and worthwhile exercise that encourages student self-regulation as students need to demonstrate autonomy and initiative through questioning techniques.

Students are comparing and discriminating between ideas and identifying important aspects of characterisation. They are drawing conclusions and making choices based on evidence of reading comprehension.

Hot seating demonstrates knowledge of characterisation and student responses show the ability to demonstrate empathy, sympathy and antipathy and how characters in novels are constructed for purposes.

Determine whether students understood why this method was used (to translate knowledge into new contexts, discover motive, perspectives and participate in an informal oral exercise).

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Lesson fiveTopic talking

In pairs partner A speaks to partner B for 20 seconds about topic selected by teacher. Partner B then repeats information received for 20 seconds. The process is repeated for the other partner with another topic. As a class, discuss what information was processed or forgotten. Topics: Orphans, house fires, inventions, libraries, chores.

In small groups, discuss the question allocated to table. A secretary must record the information discussed on formatted hand out (see appendix E). Students have 10 minutes to discuss then the question cards are rotated and groups repeat process on new handout. Students present a two minutes overview of what they have discussed- one person per table per topic is selected by the teacher to do this.

Discuss short term memory, listening skills and verbal coherency.

Teacher puts one question on each table for group discussion. 1) What villains do you remember from other stories? How do they compare with Count Olaf? 2) How might the story change if the orphans fought with each other rather than working together to solve the problems?3) The author says the story does not have a happy ending. Do you agree or disagree? Why?

Participation in this task depends on whether students feel that they are valuable contributors to the class. The class climate must be socially supportive, inclusive and foster mutual respect so all student efforts, cultural backgrounds, religions and beliefs are valued. Using real-world applications to connect to student’s lives using narrative will allow students to feel that their stories are worthwhile. This exercise helps build empathy in the classroom.

Student apply deep knowledge to determine how to answer the comprehension questions as a group, students must also apply background knowledge and connect real-life experiences to explain their understandings of the text.

Be sensitive to learner’s needs, beliefs, values and ideas. Ensure students are demonstrating social support and keep time frames strict to maintain the flow of the lesson. Assess student ability to recall information and active listening.

Identify students/groups needing additional support with the task.

Students share experiences about what they are reading and develop oral language and listening skills. Gradually students will increase fluency over time if practiced using bigger groups and longer speaking times (student-led discussion).

Group activity show that students are analysing and interpreting through written and oral responses.

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Lesson six

Brainstorming session noting all the concerns that would dominate the children’s feelings as orphans.

Students pick one of the concerns from the brainstorm and reduce it to one or two words and write it down on a brick-sized piece of paper using charcoal to emphasize despair, desolation and loneliness and then stick them onto the front wall of the room to create a brick wall.

Homework: Students asked to develop their own scenario for homework, involving a character who behaves atypically. Students are informed that these scenarios will form the basis of a narrative that we will work on in class in the future, and it would be a good idea to think about them carefully.

Refer to the lesson two on setting and describe how the Baudelaire children are orphans in an unsafe world, a world where it is difficult to find trustworthy adults.

Read section of the ‘dinner party’ and when the children approach Mr Poe for help.Discuss the unfriendly environment, incredibly unlucky experiences and unreliable adults. Tell students a scenario that includes a character similar to Violet or Klaus that displays atypical behaviour. For example: Nim’s Island, Edward Colin (Twilight), Fiona (Shrek), Clark Kent, Stuart Little. Discuss the similarities in comparison to Violet and Kraus. How does the author give agency to the children to free themselves from their

Referring to previous lessons draws on background knowledge, this particular topic will also draw on a student’s personal experience and cultural background which they will use as a foundation for discovering meaning during this lesson.

Through hypothesizing how the orphans must feel, teacher and students are sustaining substantive communication by expressing known or hypothetical scenarios, engaging their deep understanding about how the real world is represented in the world of the text.

Assess and gain further understanding into student background knowledge and determine how students draw on this information for new learning.

Student contribution illustrates how they relate real-life connections to the world of the text.

The scenarios created for homework will be developed into narrative structures further into the unit. This will enable students to identify the process of planning and drafting.

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Lesson seven: ICT room

Students responses: “brave, thin, pretty, good at cooking, coy, good at football, good at dancing, etc”

adversity?

Ask students if anyone would like to volunteer to read their scenario from homework task, tell to students that the next step is to flesh out a plot narrative for next lesson.

Today examines what acting like a man and being ladylike means in our society. What are the gender stereotypes, and how do these stereotypes affect our relationships with others?

Brainstorming responses on two sides of the display board about what it means to act like a man/woman. What words or expectations come to mind? Record information and then enclose the responses in a text box square and call them the “act like a man” and “be ladylike” boxes. Use colours pink and blue. Inside

Knowledge integration involves making explicit connections between subjects. The topic of today’s lesson can be related to PDHPE as we are delving into gender concepts and how males and females behave in society. This sociology concept is developed in personal growth sessions during the first years at secondary school mainly utilising the school counsellors, PDHPE staff or year advisers.

ICT is a means of communication students find satisfying and immediate. As the teacher records the information, a graphic visual is being created for students to identify how stereotypes are classified and put into “boxes”.

Ensure the classroom environment fosters social support and inclusive behaviour. Reiterate the core values of the classroom and identify any issues that will need to be addressed for the safe execution of future lessons (student-led discussion).

Identify student’s understanding of gender stereotypes and how they relate this to their own worlds.

Questioning students with open questions that develop their sense of belonging in the world. This lesson will develop positive relationships between students and the teacher and the students themselves as we are gaining a deeper insight into how we act and the effect we have on each other as gendered individuals.

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Students respond: media, film, TV, family, parents, books, newspapers, magazines, (ask for specific examples of these).

In gendered pairs and using publisher, students create collage posters to explore the ways in which boys and girls can step outside gender stereotypes utilising their background knowledge from lesson six.

these boxes are the attitudes and behaviours that boys and girls are expected to adopt in the process of becoming men and women in our society. Statement: “Men and woman are not born this way; these roles are learned.”

Questions:

Where do we learn these gender roles? What people teach us these stereotypes? Where else in society do we find these messages?

Type around the boxes the student responses with arrows, indicating influence.

Print posters in colour ready for next lesson.

Students are making connections to their real world, interests and popular culture.

Students demonstrate their deep understanding of the concept of gender construction.

In creating the collage using cut and paste, publisher and text modification students are engaging in a medium they enjoy. Working in gendered pairs will maintain social support for this particular task. Students will engage in substantive communication for the duration of the task, discussing ideas, finding images and making connections between themselves and the world around them.

Identify student’s

Monitor on task behaviour, roam the room to assist any student needing support. Assess student’s use of the features of ICT in creating collages by importing images, manipulation of graphics and formatting for the purpose of representing gender outside the stereotypical roles and ideals.

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Lesson eight:

What is Assessment?Discuss assessment tasks with the class. What is their background knowledge or assumptions? Write comments on the board using mind map.

Discuss the wide range of assessment tasks and their purposes.

1. Comprehension quiz (see appendix F).

2. “Published” narrative (including illustrations, cover page, contents list, page numbers.)

3. Oral presentation (Character description of famous person who behaves atypically in society)

4. 300 word essay:

Page 60:“I’m sure you, in your life, have occasionally wished to be raised by different people than

Use PowerPoint presentation with as many visual cues as possible-Explain that each assessment task in English has an activity or question, assessment criteria, a due date or time period, marking guidelines, a comment and mark and ample feedback. -Explain criteria.-Explain how to use learning from class, scaffolding “no hidden tricks for them”.-Explain time will be given in class for their assessment task.-Presentation.-Planning and time management.

(For the purpose of this assessment I am hypothesizing the students and I agree that a narrative is the most appropriate assessment task due to the scaffolding exercises of vocabulary enhancement, deconstruction of characters

background knowledge of assessment to be clear on what is already understood. Introducing students to the metalanguage of assessment will enable them with the words needed to ask questions, define tasks and understand feedback.

The learners are presented with various assessment tasks that could be given for this particular unit. Through negotiation and guidance learners can be given the choice and control when it is feasible to have some direction over their learning, building their self-confidence and engagement in the process.

The assessment task is clear, concise and explaining all criteria explicitly. The expectations are written in the marking rubric so the students know the difference between performing well and poorly.

In order for students to strive for academic excellence, and to understand the difference between high and low quality achievement, the expectations must be clear and explicit.Explaining why the criteria is necessary in achieving the learning outcomes.Through negotiation and guidance, learners should be given as must choice and control as is feasible over what and how they learn, how much time will be spent and preparation, and how they will be assessed.

Evidence of student understanding of assessment will be evident through questioning of specific elements of the task. Ask students to clarify, repeat back and prompt as much questioning as possible.

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the ones who are raising you, but you knew in your heart that the chances of this were very slim.”

How does the author evoke a personal response to the novel? Provide other examples of this narrative style in your answer.

Lesson nine

Discussing attitudes and feelings

Using the posters and the gender boxes created the previous lesson students respond to:

How do these labels and names reinforce the stereotype box?

How does it feel when we are called these names?

What do you think the person who is

and setting and the scenarios the students have already created)

Students are given assessment task, marking criteria and due date (two weeks).

(See appendix G & H)

All questions addressed.

How stereotypes are reinforced:

What names or put-downs are boys and girls called when they don't fit the box/step outside the stereotype? (Allow students to be blunt with their slang in this educational context.) Write the names along the

The learning outcomes are significantly related to the task. High expectations have been set to challenge the students and build on their strengths, abilities and interests. Students are given a choice of presentation styles.

Social support fosters participation, collaboration and success. Learners must feel their efforts are valued and mistakes are always part of the learning process. By establishing an environment of mutual respect of all backgrounds, beliefs, and views of others is valued.

The assessment task accommodates individual learning styles and intelligences of the learners by incorporating ICT, visual art, open narrative genre, and incorporation of student’s own interests.

Socialising and relating to others will enhance the learning process. By discussing these important social concepts and by sharing ideas with others students will learn to value their own and others’ efforts and help prepare them for the student-led discussion next lesson.

Exposing students to differing interpretations and alternate perspectives may challenge them

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using these put-downs is feeling?

Students have 10 minute WOW to explore something within themselves that it non-conformist to the gender stereotype. This may be an interest, behaviour, dress sense, or a hobby. Students create a short exposition or journal entry no shorter than one page.

bottom of the appropriate box.

These names are used in order to hurt people emotionally, and we react by retreating to the “safety” of the stereotype box. The bottom line is that stereotypes are destructive because they limit our potential! A stereotype rigidly confirms the belief that if you are a woman or a man, you must perform these specific roles, and do them well. This belief takes away our personal choices in determining our own interests and skills. It also discourages men from participating in “women’s work” (such as pre-school teaching, fashion design) and restricts women from choosing roles that are traditionally “male” (such as engineering and science).

Outline the expectations for a student led discussion which will take place in the

This task provides the students with a perfect opportunity to explore the meaning of their learning and connect it to their own worlds, resulting in student engagement. The WOW time in today’s lesson will enable students to illustrate their deep understanding of the central ideas and concepts shared during the lesson.

to substantiate and rethink own viewpoints

This lesson will build on positive relationships through modelling of quality interactions which will scaffold students in the willingness of participation in classroom discussion.

Personal narrative in which describes an element of the narrator provides an insight into the student’s psyche as well as their literacy abilities.

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Lesson tenSTUDENT LED DISCUSSION

Gender stereotypes are present in many fairy tales. In so many stories you have the beautiful maiden who is in distress. She must endure mistreatment sometimes even cheat death, to be happy. However, usually the only way the girl is saved is by her prince. This could be interpreted as females being weak and unable to help themselves and men as being strong and brave. This type of scenario is found in Cinderella, Sleeping Beauty, and Snow White.

Discussion focus question: What if Cinderella became a fireman, the Handsome Prince had a fear of horses and Sleeping Beauty told her father she wanted to travel and establish a career before getting married? Are these stories designed for entertainment purposes only or do you think they were created to reinforce gender stereotypes?

Reflect on discussion lesson. Ask students to write on index cards two things that may have influenced a change in attitude or ideas or reiterated your own ideas further. Write down a student they thought contributed most effectively. To

next lesson. Reiterate the values explored in today’s lesson.

Use prompt questions to facilitate discussion and bring it back to the key concepts of the lesson.

Teacher not to intrude too much on the group discussion.

Help define ideas, give encouragement and re-phrase questions and opinions that students are finding difficult to understand.

Metalanguage learnt during the previous lessons is employed to evaluate and explore topic during the discussion.To facilitate deep knowledge students will remain focused on the key concepts throughout the lesson with the assistance of carefully considered teacher questioning.Students engage in higher order thinking to analyse and evaluate The whole group activity requires students to be self-regulated with little interference from the teacher. The nature of this activity allows for freedom of expression, self regulation, relevance and critical thinking. There is meaning connection to student’s lives in regard to how they view their worlds. Whole group discussion facilitates substantive communication and requires active listening and sustaining interactions without the teacher input.

In this discussion we will begin to take a good look at these influences, to step back and see how they affect our sense of self-worth and in many cases, our behaviour and our choices. Students will create meaning together by talking to one another during discussion. By sharing insights, experiences, questioning each other and interpreting their own knowledge students will come to an agreement or disagreement about how gender roles are established in society and how this influences their own choices and behaviour (Knoeller, 1994).

This lesson can potentially lead students to take another approach when making life decisions and may influence those around them to take an active role in their lives.

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be handed in.

Lesson eleven

The role of the narratorAsk students for examples of moments in their lives where they have laughed at inappropriate times. Draw out the connections between these and the events in the text. Extend the more able students to find key passages in the text that demonstrate this black humour.Who is the main character? - Count Olaf, the children or Lemony Snicket? As a whole class create a character description of the narrator. Ask students to identify some experiences in the text where the reader may laugh inappropriately (black humour).

Connect the passages found by the extension students to the character profile.Students answer the following questions: How does the narrator affect the way we read the novel? In what ways does he make us laugh when we shouldn’t? Homework:Students are asked to revise their scenarios/narratives, making sure they have rough drafts for the next lesson.

Prompt new lines of thought.

Award prizes (canteen token) to the students who were voted by their peers as being successful contributors in the discussion. Award special ‘teacher’s mention’ prize for a student if not acknowledged by peers. Recognise everyone for outstanding discussion and reiterate the significance of a student-led lesson. Much of the humour in the novel comes through the intervention of the omniscient narrator. The narrator’s treatment of the subject matter and the absurd comments on the action are fundamental in creating black humour.

As a class, explore the official Lemony Snicket webpage for some clues regarding his aloof personality.

Students make connections through narrative to develop their understanding of the way humour is expressed in texts.

Humorous narrative during this lesson will promote student engagement and substantive communication. Significant knowledge is learnt about the role of the narrator and narrative voice.

This activity allows for freedom of expression, self regulation, relevance and critical thinking to engage students during the lesson. Explicit instruction ensures students are aware of the goals of the lesson and their responsibility to meet them.

Students are learning how to find evidence and examples in texts to demonstrate knowledge of narrative voice. Identify students who are unable to identify the connections between the narrator and the use of black humour.

Short answer questions about the role of the narrator demonstrate an integrated and well-structured understanding of the way the narrative voice affects reader engagement. Responses identify whether students have understood the connection between language choice and purpose for an audience.

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Lesson twelveToday the students work in groups of three or four to read each other their ideas/ first drafts/ show illustrations.At the end of the lesson, students will need to have their whole narrative plot, characters, setting and format finalised.

Novels can be hand written or computer generated published works.

Ask groups to look at the inside cover of the novel. Identify the publisher, the year, the place of publishing and reiterate that these are essential elements of a published novel. Refer to the marking criteria for assessment task.

http://www.lemonysnicket.com/author.cfm

Through this experience students are able to gain another’s perspective and be open to ideas and critique.

Students will be able to identify how to use feedback and peer support to improve their texts.

Students are encouraged to work on novels at home on the weekend and on Monday (next lesson) students can work in pairs for proof reading.

Peer assistance promotes student self-regulation, substantive communication and social support. Students must access higher order thinking as they will be making assessments of the peer’s work. Applying their deep understanding of the structure and purpose of narratives, students can work in teams to improve the quality of each other’s texts. The teacher will explain the expectations for class discussion and reiterate guidelines for effective communication and respectful listening.

The teacher will remain mobile during the lesson in order to be available for support and maintain student social support. During this time assessment can be made concerning the progress of students’ assessment tasks, ideas and communication skills.

Students are identifying the publishing details of literature.

Ensure students are making progress with assessment tasks and assist any student who needs support.

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Lesson thirteenHalf the lesson dedicated to:Proof reading in pairs. Teacher available for assistance.The other half dedicated to:Analogues: In groups of three, choose a non-living object that represents an aspect of the novel. For example, a car (wheels, steering, carries people, goes places) could represent a family (parents, guidance, support, always there). Sketch on paper provided the object your group has decided to use as an analogue labelling the similarities and differences and a short paragraph of how your analogue fit. Each group will present to the class.

Lesson fourteenWhole class open book comprehensionAs a class, using the example assessment task comprehension questions (see appendix F), model and make conclusions to the questions. Let more able students complete the work independently.

Teacher remains on the fringes of the lesson.

Provide a visual example of an analogue to inspire and scaffold the students.

Teacher supports students in factual, interpretive, personal perspective, transitive, predicting and empathetic comprehension levels.

In order to illustrate the concept of analogues, students must apply problem solving skills. A large amount of time in this lesson relies on student self-regulated learning.

Storyline, setting, issues and characters have been discussed in past lessons and this exercise with develop problem solving skills showing how they understand the concept will determine deep understanding of the process.

Students develop deep understanding of the metacognitive strategies for reading comprehension. Students make inferences using higher order thinking. Problem solving strategies employed resolve answers to questions.

By peer editing, reading aloud, checking for accuracy, paragraphing, cohesion, grammar, spelling and punctuation students are demonstrating effective communication and deep knowledge of narrative structure and the English language.

Assess the successful completion of the analogues. Have the students grasped the concept accurately? What communication skills did they employ to finish the task? How creative are the end results?

Teacher monitors answers, guides responses and models learning and comprehension through active listening, prompting questions and allowing time for students to decipher answers.

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Lesson fifteenReflectionStudents hand in assessment task.Discuss with students the feelings they experienced doing their first ever English assessment task and unit of work. What part did you enjoy? What part presented a challenge? Did you enjoy working in groups/ In the ICT lab/ art work? For the task, on which of the criteria did you think you were most successful? What part do you think you need more rehearsal in? Hand out exit card with the question:“What did I learn in this unit about novel study that I did not know before?”

Watch 30 minutes of the movie “Lemony Snicket’s : A Bad Beginning”.

Teacher listens actively to students allowing time for them to voice opinions, reflections, and positive and negative moments of the unit.

Reward students with a ‘snippet of Snicket’

Students maintain some direction of the lesson by discussing aspects of the last five weeks, their initial feelings and attitudes toward English and secondary school. Substantive communication of students reflecting on the past five weeks.

Engagement of watching the film as a class to conclude the unit.

Students reflect on the outcomes, criteria and guidelines expected for the assessment and volunteer information about their success.

Students reflect on their own learning strengths and learning needs, including their preferred ways of gathering, processing and representing information. Students reflect and self-evaluate which can assist marking for the assessment and provide insight as to what feedback students require.

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Appendix A: The eye in count Olaf’s house

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Appendix B

Chapter questioning: Lemony Snicket’s: A bad Beginning

Chapter 1

1. If your parents died as in the story, would you handle it as well as the Baudelaire children? What does this show you about their personalities?

2. Would you feel safe if Mr. Poe was handling the choice over your new parents? Why or why not?

Chapter 2

1. What is your first impression of Count Olaf? Do you think he's a nice person? What led you to your decision?

3. Would you rather live with Count Olaf or Mr. Poe if you were in the Baudelaire's position?

Chapter 3

1. How has your impressions of Count Olaf changed, or have they changed at all?

2. Violet says, "Count Olaf gives us a lot of responsibility." Do you think he gives too much responsibility to the children?

3. How does Justice Strauss living next door affect the choices of the Baudelaire orphans?

Chapter 4

1. What do you think about how Count Olaf is using his authority to control the children? For example, ‘the dinner incident’.

2. Who is your favourite character so far in the story and for what reasons?

3. What seemed wrong about Count Olaf's friends’ reactions to how Count Olaf was treating the children in front of them?

4. What does Sunny always crying show you about how Count Olaf most likely treats them all the time or how Sunny feels about them?

Chapter 5

1. Why do you think Mr. Poe ignores their situation?

2. What do the children wish about their dream house? What does this tell about what they enjoy?

3. Why do the children not want to see Mr. Poe? Is this Mr. Poe's fault? Why is it or is it not?

Chapter 6

1. What is your favourite scene in the book so far? Why does it interest you?

2. Do you think that Count Olaf's play The Marvellous Marriage is a trick? Why or why not?

3. What is the name Al Funcoot unscrambled into? Why do you think the author would do this?

Chapter 7

1. Do you think that there is anything wrong with The Marvellous Marriage? If so, why?

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2. Why do you think that Klaus “believed if you read enough books you could solve any problem”? Describe three reasons why you think this.

3. What do you think will happen in the next chapter? Will Klaus find anything in the law book?

Chapter 8

1. On page 94, it repeats the sentence “he found himself reading the same sentence over and over.” Why do you think the author did this?

2. What do you think would happen if Klaus didn’t tell Count Olaf that he had found out what he was up to?

4. What about Count Olaf's personality makes him refer to the Baudelaires as orphans instead of calling each by name?

Chapter 9

1. Do you think that Violet will marry Count Olaf?

2. What invention do you think that Violet will make?

3. What reasons do you think Count Olaf told the Baudelaires where he hid Sunny.

Chapter 10

1. If you had to rescue Sunny, what would you do? How would you do it?

2. What does the fact that the orphans not wanting to give the others false hope tell you about their personalities? Explain with incidents in the book.

Chapter 11

1. Why do you think that Count Olaf has a lot of pictures of eyes in his house?

2. Klaus thought that there was no way out of their predicament. What do you think the Baudelaires will do?

Chapter 12

1. What would be a way that Violet could escape being the bride of Count Olaf? What do you think it will be?

2. If you were Justice Strauss, would you find the wedding a little odd?

Chapter 13

1. Before you read the chapter, did you think that everything would be okay in the end? If so, did you think that the orphans would get to live with Justice Strauss? Why?

2. What will happen to the Baudelaires in the second book? Why do you think this?

3. Do you think that the number of chapters in the book has any significance? Why do you think this?

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Misfortune Intelligent Despair ResourcefulMansion Frightening Participate OrphansEnthusiasm Recuperate Grotesque DespicableRidiculous Impression Abominable DilemmaNotorious Guardian Dilapidated ThievesPost-haste Distracted Concentrate InhumanPoisonous Perish Troupe DeliciousRevolting Conversation Mediate Predicament

Appendix C: Vocabulary List

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Appendix D: Count Olaf’s House

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APPENDIX E: GROUP WORK HANDOUT

Group name:________________________________________________________________

Members of group:__________________ _______________________ __________________ _______________________

Question one: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question two: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question three: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix F: Whole group reading comprehension worksheet.

Explore the representation of gender in the novel

What does Violet do that is different than other female characters in more traditional stories?

Find examples in the text that demonstrate how Violet is different from the female stereotype.

How has the author empowered the role of females in this story? In other words, in what ways does Violet move freely in traditionally masculine fields?

In chapter 10 Violet creates the grappling hook and attempts to rescue Sunny. Do you think that you would be as brave as Violet if you were in her place? How would you have acted differently and/or similarly?

What does it mean to have Violet as the hero? How does it increase your awareness about the stereotypical behaviour in traditional stories? Use examples from the text and other stories.

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Appendix G: ASSESSMENT TASK: Year 7 Due: Friday week 5 Weighting: 25% (15% content & 10% presentation)

A PUBLISHED NOVEL

Learning outcome: (6.1) Students learn to compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings.

Create a narrative of any genre (comedy, drama, horror, suspense/thriller, crime, sci-fi) using your developed scenario involving the protagonist being someone who behaves atypically to the gender norms.

Criteria of content:1. Rounded and flat characters.

2. A definite setting with a clear sense of mood.

3. Consistent, authentic and engaging narrative voice.

4. Complex sentences using extended vocabulary.

5. A plotline that adheres to narrative form and features (orientation, complication, resolution, and optional coda).

Criteria of presentation:1. Front and back cover, using published novels as a guide.

2. Create own publishing details adhering to popular format.

3. Illustrations minimum 2-3 images, graphically produced or drawn by hand.

4. Page numbers, chapters and dedication.

YOU HAVE THE CHOICE TO PRODUCE YOUR NOVEL USING THE COMPUTER OR BY HAND.

ESL: outcome 5.12: Students learn to focus on planning and editing writing to improve its range and expression.

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Appendix H: Marking rubric

4 3 2 1-0

Central ideas -Includes a clearlypresented central idea with relevant facts, supporting details, or explanations-Establishes a welldeveloped idea/plot, and setting- Provides meaningfulinsight into whyevent/experience wasmemorable

-Includes a central idea with mostly relevant facts,supporting details, orexplanations-Establishes an idea/plot and setting- Provides meaningful insight into why event/experience was memorable

-Includes a central idea with limited facts, supporting details, and/or explanations-Establishes a weakidea/plot and setting- Provides little insight into why the event/experience was memorable

-Includes a central idea but lacks related facts,supporting details, and/orexplanations-Establishes no realidea/plot or setting- Provides no insight intowhy the event/experience was memorable

Narrative device/Voice

-Voice chosen isappropriate to topic,purpose, and audience- Writing is expressive, engaging, and/or sincere

- Voice is present- Shows an awareness of audience-Writing is somewhat engaging and expressive

- Voice is inconsistent or weak-Shows limited awareness of audience

-Little or no voice is evident- Awareness of audience or personal involvement is not evident

Characterisation

-well-developed rounded characters that skilfully advances the plot, keeps reader interested.-skilful use of flat characters that develop narrative elements

- developed rounded characters that keeps reader interested and plot moving-flat characters that are linked well to narrative elements

-some rounded characters that may or may not keep reader interested and plot moving-flat characters that have some contribution to narrative elements

- no rounded characters and flat characters have little or no purpose

Sentence fluency/spelling

- Sentences flow- Sentence length,structure, and complexity is varied- Little or no spelling errors

-Sentences flow- Sentence structures are varied- limited spelling errors

-Sentences are fragmented,run-on or confusing-Sentence structures are limited in variety-some spelling errors

-Sentences are incomplete and/or unclear- many spelling errors

Language choice

-Uses vivid descriptivelanguage and concretesensory details- Enables the reader to visualize the events or experiences

-Uses descriptive language and concrete sensory details- Enables the reader to visualize the events or experiences

-Uses limited, repetitive word choice- Does not give a visual picture

-Uses dull, repetitive word choice- Word choice may confuse the reader

Organisation - Organising structure that includes paragraphs- Engages reader creatively, relates significant events, and moves to a clear conclusion

- Organising structure that includes paragraphs- Engages the reader,relates significant events, and moves to a conclusion

- Organising structure with very few paragraphs- Minimally developedsequence of events and fails to fully engage the reader or conclude

- Organisation lacksparagraphing structure- Sequence of events is not present or confusing and fails to engage the reader or conclude

Presentation Highly stylised and original presentation including all required elements.

Creative and stylish presentation including all/most of the required elements

Interesting presentation and includes some/ most of the required elements.

Presentation is untidy or not finished that includes a minimum of the required elements

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK

1LESSON 1: Graphic representations of predicted plotline

LESSON 2: setting

LESSON 3: Vocabulary

WEEK 2

LESSON 4: Characterisation & Hotseating

LESSON 5: Topic talking (active listening)

LESSON 6: Reading response

WEEK 3

LESSON 7: ICT room gender stereotypes

LESSON 8: What is assessment?

LESSON 9: Discussing feelings and attitudes

WEEK 4

LESSON 10: Student-led discussion

LESSON 11: role of the narrator

LESSON 12: Group drafting and peer support

WEEK 5

LESSON 13: Proof reading in pairs & creative analogues

LESSON 14: Whole class comprehension task

LESSON 15: Assessment due, reflection & movie.

WEEKLY SCHEDULE

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REFLECTION

In providing choice and handing responsibility over to the learner is a vital aspect of

student directed learning. In being given the opportunity to make decisions and negotiate

assessment criteria has engaged me more deeply with my own learning and demanded that

I become more reflective in my approach. For this particular assessment task I chose to

create a unit of work for a close study of text because I had not endeavoured to tackle this

particular avenue before. There are areas of study in which I feel very confident and safe

and to spend five weeks reading and responding to a text seemed to me a bit daunting. In

addition to exploring the forms and features of narrative, I wanted to create a unit that

inspires students to think about their own worlds as well as developing informed opinions

on subjects that are relevant to students’ lives.

During the process of writing the discussion lesson for the second assessment, I realised that

the framing in which the learners are situated is crucial for effective planning. So I designed

the unit first, rationalising each lesson in relation to the unit outcomes and incorporating a

variety of teaching methods to facilitate learning for all styles and backgrounds. In doing so,

I deepened my own knowledge of the scaffolding process by appreciating that students’

needs involve much more than simply learning the content of lessons. In preparation for the

student-led discussion, the first nine lessons needed to ensure students understood and

exhibited the expectations of social support as well as being exposed to numerous

opportunities for whole and small group discussion. The ‘what is assessment’ lesson was

incorporated to expose the students to a negotiated experience, as they are unacquainted

with secondary English assessment I thought this would create a positive experience for

them.

Incorporating the quality teaching principles on a deeper level for this task seemed to me a

natural progression and heightened my awareness of the difference between deep

knowledge and understanding, how linking student’s real lives to lesson content can build

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positive relationships and increase student engagement, effective use of metalanguage, the

importance of tapping into previous learning experiences, and the immense value of

modelling and maintaining social support to enrich the learning experiences of every

student.

Planning a unit of work complete with lesson summaries and work sheets helped clarify in

my mind what it is I expect the learners to achieve, how each lesson fits into the bigger

picture and increase my understanding of effective scaffolding. This assessment task has

provided me with an understanding that how a student learns will directly influence their

motivation and future learning strategies therefore I strive to create interesting,

imaginative, motivating and relevant lessons that integrate knowledge and is inclusive of all

intelligences, backgrounds and learning needs.

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Documents

stagesixenglish.files.wordpress.com… · Web view · 2011-04-14Course: English. Learning Area: Reading and responding. Unit Title: Close study of prose-fiction text . Lemony Snicket’s