Amy Chow (Spring Cohort) Learning English through Poems and Songs (JS) P. 1

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1 Amy Chow (Spring Cohort) Learning English through Poems and Songs (JS) P. 1 With reference to Learning English through Poems and Songs, how are you going to plan from JS1, JS2 and JS3 in order to prepare them for taking this elective in NSS? Learning Objectives: 1. Understand and appreciate a range of poems and songs i) understand and appreciate the theme(poetic ideas), structure, features, language in various poetic forms and songs ii) understand and appreciate the moods, feelings expressed in poems and songs 2. Apply the knowledge and techniques learnt to i) appreciate poems and songs ii) write/rewrite poems or lyrics and present them through various means: oral, written and performative Assessment: Formative Assessment The Poem and Song Journal students own collection of poems and songs students written work (i.e. poem entries, written / rewritten lyrics) worksheets on poems and songs Reading aloud of poems / recitation of poems (self, peer and teacher assessment) Summative Assessment Individual presentation poem / song performance (select one piece of work from their Poem and Song Journal for a presentation)

2 Amy Chow (Spring Cohort) Learning English through Poems and Songs (JS) P. 2 JS1 Poems read, enjoy and appreciate simple types of poems (select 1 or 2 poem forms) I like poem Topic: myself/my Acrostic new school/ Cinquain friend / teacher t/dhummon/acrostics/acrostics.html - acrostics mages/lesson391/acrostic.pdf - acrostics images/lesson391/cinquain.pdf cinquain read aloud some acrostics & cinquains understand and identity basic poetic features (U1 Making friends: stanza, rhyme) (U2 Ocean fun: rhyming words) 2/index.html - poetic features discover sources of poems types.html - forms - themes - audio poems learn dictionary skills to develop vocabulary Act(s) HK Schools Speech Festival Inter-class Poetry Writing Competition (writing an acrostic: My English Teacher) Inter-class Choral Speaking Competition Display of good work on the walls of the school Songs share their favorite song in small groups listen to, enjoy and appreciate some songs of teachers choice (of different themes-youtube) identify and discuss the themes of the songs discover sources of songs and lyrics ( ( create a class homepage comprising students collection of songs (categorized by themes) listen to, enjoy songs & fill in song lyrics (& sing along) of students choice Junior Form Singing Contest Song Dedication on English Day Song of the Month Album of the Month

3 Amy Chow (Spring Cohort) Learning English through Poems and Songs (JS) P. 3 Poems Songs JS2 read, enjoy and appreciate Shape poem read a number of shape poems and discuss the themes archives/shaped7.htm - shape poems types.html - forms - themes - audio poems read aloud some shape poems write shape poems on topics of create a class homepage comprising students collection of songs (categorized by themes) listen to, enjoy songs and fill in song lyrics (& sing along) discuss the themes and moods of songs discover and identify language features of song lyrics: rhymes, repetition, rhythm Viewing The Sound of Music and rewrite the song lyrics students own choice understand and identity poetic features (U3 Believe it or not: alliteration, onomatopoeia) guetwisters.html - The tongue Twister Database 2/index.html - poetic features (U6 Fashion: tone, mood) Act(s) HK Schools Speech Festival Inter-class Shape Poem Writing Competition (writing a shape poem about Olympic events) Inter-class Solo Verse Speaking Lyric-rewriting Competition Junior Form Singing Contest Song Dedication on English Day Song of the Month Album of the Month Competition Display of good work on the walls of the school

4 Amy Chow (Spring Cohort) Learning English through Poems and Songs (JS) P. 4 JS3 Act(s) Poems read, enjoy and appreciate Limericks types.html - forms - themes - audio poems read aloud some limericks identity and understand the pattern & features of limericks students write limericks on topics of their own choice lesson391/limericks.pdf - limericks ************************************ read, enjoy and appreciate Five sense poems Colour metaphor poems types.html - forms - themes - audio poems understand and identity poetic features (U3 On the box: imagery & 5 senses) learn more elements of poetry: metaphor, similes, personification /index.html - poetic features HK Schools Speech Festival Inter-class Limericks Writing Competition (theme-based: nature) Inter-class Solo Verse Speaking Competition Display of good work on the walls of the school Songs create a class homepage comprising students collection of songs (categorized by themes) listen to, enjoy songs & fill in song lyrics & sing along discuss the themes and moods of songs discover and identify language features of song lyrics: rhymes, repetition, rhythm listen to songs used in commercials and fill in song lyrics understand how songs are used to promote products enjoy and appreciate a musical Mamma Mia! Inter-class Advertising Campaign (choose a song for advertising a new cosmetic product, perform the song on stage) Junior Form Singing Contest Song Dedication on English Day Song of the Month Album of the Month

5 Amy Chow (Spring Cohort) Learning English through Poems and Songs (NSS) P. 1 Module introduction Songs and Poems Poems Reading poems Writing a poem introduce module explore sources for introduce ways of acrostic acrostic coverage and poems and songs reading a poem theme evaluate each other s requirements make poem and song ~ before, during & after pattern poems keep a Poem and Song recommendations to one reading features Journal another (revisit all the ~ exploding a poem vocabulary & dictionary Performing a poem useful websites ( usage acrostic introduced in JS) personal responses evaluate each other s performance Reading poems Writing a poem Reading poems Writing a poem Reading poems shape poem shape poem limerick limerick ballad theme evaluate each other s theme evaluate each other s theme pattern poems pattern poems pattern poetic features features features (rhyme & rhyming scheme, Performing a poem (alliteration, rhyme & Performing a poem vocabulary & imagery, personification) shape poem rhyming scheme) limerick dictionary usage vocabulary & dictionary evaluate each other s vocabulary & dictionary evaluate each other s personal responses usage performance usage performance personal responses personal responses

6 Amy Chow (Spring Cohort) Learning English through Poems and Songs (NSS) P. 2 Writing a poem Songs Songs Songs Used in evaluate the Commercials effectiveness of some ballad listen to and appreciate understand and identify songs used in develop a photo display a range of songs language features of listen to and appreciate commercials in evaluate each other s discuss and identify the songs lyrics songs used in promoting certain poems themes of the songs write / rewrite song commercials products Performing a poem lyrics of students own understand how lyrics ballad choice create images for evaluate each other s promoting products performance select and present songs to evaluate their own and Musicals understand the meaning learn and perform a promote certain products in others performance enjoy and appreciate a of some songs in the song in the groups using a set of criteria musical Oliver musical musical in groups evaluate their own and learn the meaning and others performance pronunciation of using a set of criteria unfamiliar words Final presentation reflect on the module submit their Poem and and share their insights Song Journal and experience give presentations on a selected poem/song individually

7 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 1 With reference to Learning English through Short Stories, how are you going to plan from JS1, JS2 and JS3 in order to prepare them for taking this elective in NSS? Learning Objectives: 1. Enhance learners skills and interest in reading and appreciating short stories from a variety of sources 2. Help learners understand the concepts of narration, setting, character, theme and twist and consider ways of creating moods 3. Help learners write good story openings, closings and dialogues 4. Help learners talk about works of fiction and introduce storytelling as an art form Assessment: Formative Assessment A Reading Journal reflections on stories they have read Worksheets on story elements and story telling Short pieces of writing as practices: ~ storylines ~ setting ~ character writing ~ dialogue ~ theme Observation of group discussions Summative Assessment Written Work an end- of module story (about 300 words) Performances an individual oral presentation (story-telling) OR a group presentation readers theatre

8 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 2 Target Knowledge, Skills & Methods JS1 1. Reader: Charlotte s Web : Aesop s Fables (Aesop s Fables online audio collection) Target Knowledge: basic reading skills (e.g. how to choose a good book, how to make predictions, etc.) use graphic organizers to explore key story features (story outlines, setting, characters, theme, moral, etc.) Focus of story features: story outlines setting characters ex.php/pageid/106 (character study) morals / themes 2. ERS Scheme read at least 5 books per term ONE from each of the recommended authors: E.B. White Anne Fine Activities Viewing Charlottes Web Keeping a Reading Journal (personal responses to the stories read: brief summaries, feelings, comment on striking characters and other features) Class-based Readathon ERS Corner & Book of the Month Creative Art work (e.g. bookmark, book cover, poster) Book report / review Best Reader Award Story Telling Inter-class Story Telling Competition Readers theatre es/s shtml

9 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 3 Target Knowledge, Skills & Methods JS2 1. Reader: Matilda Target Knowledge: story structure (exposition, rising action, climax, falling action & resolution) use graphic organizers to explore key story features (story outlines, setting, characters, theme, moral, etc.) Focus of story features: character building dialogue writing 2. ERS Scheme read at least 5 books per term ONE from each of the recommended authors: Charles Dickens Roald Dahl JS3 1. Reader: Billy Elliot : A Christmas Carol Target Knowledge: revision and consolidation of story features and structure learnt in JS 1 & JS 2 use graphic organizers to explore key story features (story outlines, setting, characters, theme, moral, etc.) Focus of story features: characters conflicts themes 2. ERS Scheme read at least 5 books per term ONE from the recommended author: Roald Dahl Activities Viewing Matilda Keeping a Reading Journal Class-based Readathon ERS Corner & Book of the Month Creative Art work (e.g. bookmark, book cover, poster) Book report / review Best Reader Award Readers theatre Inter-class Reader Theatre Competition (Roald Dahl s book series) Viewing Billy Elliot Keeping a Reading Journal Class-based Readathon ERS Corner & Book of the Month Book report / review Best Reader Award Readers theatre Inter-class Book Recommendation Competition Group Project: writing a story (about 300 words) & oral presentation

10 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 4 Part I Reading & appreciating short stories Module introduction introduce the aims, design and content of the module: focusing on reading, writing and telling short stories keep a Reading Journal: recording own reflections on stories students have read Understanding key features of a short story Post-reading: students write personal opinions about the story in their Reading Journal teacher gives examples of the types of work can be included: brief summaries feelings comments on striking features & techniques morals students share their reading and insights in groups Understanding key features of a short story (1 periods) Pre-reading: teacher chooses a short story and asks students to read it as preparation before they come to class Reading short stories with appreciation Exploring and sharing resources teacher introduces sources of books and resources of websites (wacky web tales) teacher takes students to library and computer room to explore resources together students exchange and share resources to one another Understanding key features of a short story While-reading: teacher identifies the various features of the short story with students setting character theme (& moral) dialogue twists opening and closing Reading short stories with appreciation Reading and appreciating short stories students read a few stories on their own (a minimum of 4) students apply the concepts and techniques of reading short stories and discuss works of fiction in their Reading Journal students engage in oral discussion activities to share their reading insights and practice oral skills

11 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 5 Part II Writing specific aspects of the module story (Ref: Charlie & the Chocolate Factory) Writing a story outline Creating a setting students read samples of students look at examples of book blurbs & look at the ways to create setting & look book blurb of Charlie and at related parts in Charlie and the Chocolate Factory the Chocolate Factory teacher introduces hocolate/charlie/charlie_a vocabulary to create setting nd_the_chocolate_factor.ht students write setting for m their own story in their students write their story Reading Journal outline in their Reading students make written Journal comments on the work of students make written peers comments on the work of peers Writing dialogues Establishing a theme (3 periods) students read dialogues in students re-read samples of samples of stories and & book blurbs & the book blurb look at related parts in of Charlie and the Chocolate Charlie and the Chocolate Factory and decide what Factory and discuss how themes they illustrate they make the story teacher chooses some interesting and say what popular films and students sort of characters and mood discuss the themes they is established. cover students write their story students adapt their story dialogues in their Reading outline to make it fit into the Journal particular theme of their Creating characters (3 periods) teacher gives out more samples from published stories (e.g. James & the Giant Peach: descriptions of the two aunties) & look at related parts in Charlie and the Chocolate Factory and discuss ways in which a character can be made to come alive rmationpages/index.php/page ID/106 teacher introduces adjectives and vocabulary to create characters students write short paragraphs establishing their story characters in their Reading Journal students read each other s work and comment on it Writing the opening and closing teacher look at the opening and ending of Charlie and the Chocolate Factory and highlight the techniques (closed ending, open ending, flashback) used in opening and closing stories to attract readers students write drafts for the opening and closing of their module story in their Reading Journal

12 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 6 students read each other s work and comment on it Writing twists teacher tells a story and a film (e.g. Sixth Sense) with an effective twist to class students share twist they have come across in films and stories students think of twists for their own story and add twists to it to surprise the readers students read each other s work and comment on it choice in their Reading Journal students read each other s work and comment on it Preparing and revising the first draft of the module story students incorporate all elements of stories they have learnt in the previous sessions to produce the FIRST draft of their module story in their Reading Journal *Students hold discussion and comment on one another s ideas with an assessment form *Students respond to feedback, refine, improve their draft and develop new ideas for the final story students read each other s work and comment on it Finalizing the draft for module story students organize and refine their work and produce the FINAL draft of their module story for later oral presentation students may get help from the teacher and students and discuss problems and take remedial actions (*may go through several rounds of drafts) Part III Telling stories and performing the module story Sharing Stories Performing the module Final Display stories have a module exhibition teacher models telling a held in the school hall story to the class Students perform their copies of good short pieces students discuss and module story in the form of of writing identify how stories can storytelling or readers copies of outstanding be told orally effectively theatre. module stories Teacher selects a few recordings of story-telling / students to tell the Roald ves.html (how to write theatre readers theatre performance Dahl story read at the script) lists of favourite stories beginning of the module Students comment on one list of recommended authors Students tell a story they another s performance with create a class website on have read over the module a performance assessment the story module uploading in groups. form the exhibited work to the site for future students reference

13 Amy Chow (Spring Cohort) Progression Plan for the Short Stories Module P. 7

14 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 1 With reference to Learning English through Popular Culture, how are you going to plan from JS1, JS2 and JS3 in order to prepare them for taking this elective in NSS? Learning Objectives: 1. To expose learners to an array of popular culture texts covering a range of spoken and written text-types, such as photo captions/essays, newspaper/magazine columns, reviews, advertisements and commercials 2. To help learners understand and interpret ideas, information, facts, opinions and intentions presented in a variety of popular culture texts 3. To help learners develop the vocabulary, language, format and styles used in various texts of popular culture 4. To help learners apply the knowledge and skills learnt to respond and give expressions to various popular culture texts and to produce their own creative texts Assessment: Formative assessment draft work of different popular culture texts (e.g. photo captions, columns, advertisement or commercial analysis and scripts, reviews, etc.) group discussions oral presentations observation of class participation and contribution in group work Summative assessment a portfolio comprising all work done on the different popular culture texts a selection of work in the form of a time capsule (in groups) collection of photo captions texts for the selected columns analysis of an advertisement or a commercial an advertisement or a commercial script a TV show review a film review or music review (on individual basis) end-of-module presentation of the time capsule (in groups)

15 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 2 JS1 Target Knowledge, Skills & Methods Photo Captions Theme: My New School: (collection of photos: teachers, classmates, school facilities, ECA, school functions like picnic, parties) Columns: food columns (textbook: U7 fantastic food) Reviews song dedication (textbook: U1 making friends) Advertisements & Commercials used as topic intro textbook: U3 On holiday U4 Festivals U7 Fantastic food U8 The world of sports identify the content in advertising Assignments / Activities create a class homepage comprising students collection of class photos with captions inter-class photo captions design competition (Theme: My New School ) display of winning work (JS1~ 3) writing a text in the food column ~ My favourite fast food shop subscribe to the magazine & display texts in different columns in the English Corner song dedication choose a song to dedicate to your best friend and complete a song dedication form (explain your choice!) Viewing theme-related commercials examples: U3: airlines / tour packages U4: festive food U7: snacks / restaurants U8: sportswear Collecting advertisements in magazines

16 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 3 JS2 JS3 Target Knowledge, Skills & Methods Photo Captions (textbook: U6 fashion) Theme: Fashion & Beauty (collection of photos: fashion icons, fashion items & accessories, cosmetic products, slimming products) Columns: fashion columns (textbook: U6 fashion) Reviews film reviews (textbook: U2 Movie Magic) Advertisements & Commercials used as topic intro textbook: same approach as suggested in JS 1 identify the content & strategies in advertising Photo Captions (textbook: U6 Healthy Lifestyles) Theme: Healthy lifestyles (collection of photos: food & diet, exercise, hobbies, bad habits) Columns: advice columns (textbook: U2 Teen Problems) Reviews TV show reviews (textbook: U5 On the Box) Advertisements & Commercials used as topic intro textbook: same approach as suggested in JS 1 identify the content, strategies & in advertising Assignments / Activities inter-class photo captions design competition (Theme: Fashion & Beauty) display of winning work (JS1~ 3) writing a text in the fashion column Topic: What s in this summer writing a film review Topic: The best movie in 2007 Viewing theme-related commercials examples: Collecting advertisements in magazines inter-class photo captions design competition (Theme: Healthy lifestyles) display of winning work (JS1~ 3) writing advice seeking and advice giving letters role-play the advice seeking and advice giving scenario writing a TV show review Viewing theme-related commercials examples: Collecting advertisements in magazines

17 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 4 Part I Module Introduction (4 periods) Module introduction introduce basic concepts: what pop culture means what defines pop culture texts students complete a pop culture survey class shares the results of Module introduction introduce the form of end-of module product and presentation (group project): introduce the idea and rationale of creating a time capsule discuss what items (pop culture texts) could be Module introduction introduce / review the stages of Process Writing: students undertake a writing process including a number of stages as they produce each text the survey Young Post supplement of South China included in it mecapsule.htm (High School Time Capsule) crypt_of_civilization/time_capsu le_tips.asp (Time Capsule Project: 8 Tips) (Family Time Capsule) Part II Examining & producing popular culture texts (42 periods) 1. Photo Captions (3 ~ 4 periods) Photo Captions introduce examples of photo captions: Photo Captions group work: produce a collection of photo Photo Captions (1 periods) make a group presentation: students present their identify the content, language structures & features in captions captions based on a theme (e.g. theme: pop stars) discuss & deicide their theme & collection of images take / collect photos, write their captions students complete handouts on writing captions collection of photo captions and share the rationale behind their choice of photos give feedback on each other s work group presentation feedback form add the photo caption texts to the time capsule

18 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 5 Columns introduce columns of different types: students have to create texts for ONE type of columns of their own choice (group work) fashion columns food columns entertainment columns Selected Columns construct texts found in the selected column write & edit texts for the selected columns and give feedback to the group mates add the column texts to the time capsule 2. Columns (5 ~ 7 periods) Columns read examples of different types of columns: fashion columns food columns entertainment columns discuss and select the type of column (ONE only) decide on the subject of the selected column Young Post supplement of South China Selected Columns read MORE examples of the selected columns identify the content, language structures & features in the selected columns students complete handouts on writing columns fashion columns food columns f+%22food+tips%22&hl=en

19 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P Advertisements & commercials (7 ~ 9 periods) Ad & commercials introduce the final product: group project: i) develop an advertisement / a commercial ii) present the product to the class Ad & commercials read/view a variety of advertisements & commercials identify the content, strategies, language and stylistic features of ad(s) & commercials students complete handouts on advertising strategies, language & features Ad & commercials group work: select an ad/ a commercial and analyze it (theme: beauty) e.g. cosmetic products / slimming products/ slimming programmes students complete handouts on analyzing ad(s) / commercials Ad & commercials group work: develop an ad/ a commercial & write the script (theme: beauty) e.g. cosmetic products/ slimming products/ slimming programmes students complete handouts on developing ad(s) / commercials Ad & commercials group work: present the ad/ commercial to the class group presentation feedback form add the ad/the written script & the video-taped performance to the time capsule

20 Amy Chow (Spring Cohort) Progression Plan for the Popular Culture Module P. 7 Reviews introduce reviews of different types: TV show reviews movie reviews music reviews 4. Reviews (6 ~ 8 periods) Reviews Reviews read examples of reviews of group work: different types (2 period) (2 period) decide on what TV show to identify the content, be reviewed features, language & (e.g. structures found in TV American Idol / show reviews, movie America s Next Top Model / reviews and music reviews Project Runway / students complete handouts The Apprentice) on writing reviews discuss what judgments to make about the TV shows and organize the content for the RV show review Reviews group work: present the TV show review to the class group presentation feedback form Reviews individual work: write either a film review / music review edit one another s reviews and give feedback to the group mates add the review texts to the time capsule Part III Compiling & presenting the time capsule (3 periods) The time capsule compile the time capsule discuss and select the texts to be included in the time capsule compile the final product The time capsule present the time capsule present the final product to the class group presentation feedback form share insights and experience with classmates reflect on the module The time capsule hold a display of the time capsules