Belmore Boys High School

ATESOL NSW Professional Development Program 2005

English (ESL)

Stage 4 Year 7

Unit: “Into the night and other dark places”

Unit Overview

ATESOL NSW Professional Development Program 2005

English (ESL)Stage 4 Year 8

Unit: “Into the night and other dark places”

This unit of work was developed by Mal Panckhurst and Kathy Rushton of Belmore Boys’ High School, with some assistance from Michele Shepherd, DET ESL consultant, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

 Commonwealth of Australia 2005

This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

Disclaimer

The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

Acknowledgement

This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.

ATESOL NSW AGQTP funded project Stage 4 English ESL unit – ‘Into the night and other dark places’ Kathy Rushton and Mal Panckhurst

Belmore Boys High School

English Stage 4 - Fiction

Duration: One term – 11 weeks

The majority of students in this Year 7 student group speak a language other than English and the group includes a large number of ESL students.

This unit is being taught by Mal Panckhurst and for half the sessions there is team teaching with Kathy Rushton. We would like to thank Michele Shepherd, South Western Sydney Regional Multicultural and ESL (7-12) Consultant, for her help in planning and for setting out the assessment schedule.

Rationale: The school is in a socio-economically disadvantaged area and for some years there has been a focus on improving student outcomes through the explicit and systematic teaching of literacy across all subject areas. The texts and assessment tasks were chosen to reflect this focus and to engage the students in the subject.

Quality Teaching:

The elements of Intellectual quality, Deep knowledge and Deep understanding have been addressed by supporting students to analyse text and ProblematiseKnowledge about literacy. Students develop Metalanguage as it is explicitly taught and many situations are developed to discuss text and use Metalanguage. Therefore Substantive communication may take place during classroom interaction. Higher-order thinking is developed because literacy is problematised by asking students to think about literacy and make choices when applying knowledge about language.

A Quality learning environment is developed by providing students with Explicit criteria for assessment and using a range of assessment tasks which Engage students and develop Self Regulation by asking students to participate in peer and self assessment.

Significance is developed by supporting students to explore Background knowledge and Cultural knowledge and developing Connectedness by presenting a Narrative text to their classmates which they have based on a story from their home and cultural background. This supports students to integrate knowledge from both the home and school.

ESL Scales:

“Use of the scales in assessment will also assist teachers to identify ESL students’ specific English language achievement and progress. To achieve the English outcomes in Stages 4 and 5, ESL students need to be operating at the highest level of the ESL scales in each strand …(P15 English 7-10). The English K-6 syllabus says that students achieving at Stage 3 will also be achieving at the highest level of the ESL scales. In this unit of work students have been scaffolded to develop understandings at the level of the clause as well as at the level of the text to support them to achieve the appropriate stage outcomes. However there will also be students who are not able to achieve at that level especially in writing. For this reason the following Level 6 outcomes (equivalent to Stage Two, years 3 & 4) have been chosen to demonstrate what students can achieve.

6.9 Communicates on a range of topics, marshalling ideas through a variety of well-known text types.

*Write imaginative narratives showing plot development and character portrayal

6.11 Writes a variety of coherent texts characterised by a cohesive and flexible use of language.

*combine a number of ideas into a compound/complex sentence (‘This happens because the sun’s rays give out energy causing the vapour to rise’)

*use some compact noun phrases in writing (‘Check labels for environmentally unsafe chemicals. Recycling paper and paper products’.)

Syllabus outcomes and Assessment tasks:

Task 1 Creative writing:

3. A student responds to and composes texts in different technologies.

.3 use the features of information and communication technologies, including word processing, importing and manipulating of graphics, and formatting to compose a variety of texts for different purposes and audiences.

4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

.8 the ways in which specific language forms and features and structures of text are used to shape meaning including:

in written texts: medium, organization, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language
in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume.
In visual texts: medium, organization, colour, layout, perspective, focus, camera angles and editing

6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

.4 use the features and structures of imaginative texts to compose their own tests and engage their audience

.5 identify the ways characters, situations and concerns in texts connect to students’ own experiences, thoughts and feelings

.6 use imaginative texts as models to replicate or subvert into new texts

.10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings.

Task 2 Retell a SCARY story:

4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

.8 the ways in which specific language forms and features and structures of text are used to shape meaning including:

in written texts: medium, organization, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language
in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume
In visual texts: medium, organization, colour, layout, perspective, focus, camera angles and editing

5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

.2 make oral presentations that demonstrate a personal point of view, including speeches and drama performances

.4 compose personal texts in literary forms such as narrative, poetry, speeches and scripts

.8 techniques for effective speaking in formal and informal contexts

.12 ways to engage an audience and sustain their interest and involvement

.13 the cleverness and joy of invention

10. A student identifies, considers and appreciates cultural expression in texts.

.2 identify and explore the ways different cultures, cultural stories and icons, including Australian images and significant Australians, including Aboriginal Australians, are depicted in texts

Task 3 Reader’s Theatre:

4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

.8 the ways in which specific language forms and features and structures of text are used to shape meaning including:

in written texts: medium, organization, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language
in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume.
In visual texts: medium, organization, colour, layout, perspective, focus, camera angles and editing

6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

.10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings

.11 verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design

.12 textual and visual conventions for composing dialogue

11 A student uses, reflects on and assesses individual and collaborative skills for learning.

.1 understand demands of a task and the outcomes and criteria for assessment being addressed

.3 ask questions, listen and negotiate to clarify an extended group task with teacher and peers

.5 use speaking and writing as learning processes for sorting and selecting information and clarifying ideas

.9 perform an allocated role responsibly in a group and assess the success of collaborative processes

.12 outcomes-based learning

.15 roles and responsibilities of individuals in groups

Task 4 Optional Personal Best Interest Task (extension):

1.A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

.3 compose imaginative, factual and critical texts for different purposes, audiences and contexts

.16 conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts

2.A student uses a range of processes for responding to and composing texts.

.15 processes of representation including the use of symbols, images, icons, clichés, stereotypes, connotations, inference and particular visual and aural techniques including those of camera, design and sound

11. A student uses, reflects on and assesses individual and collaborative skills for learning.

.2 choose and negotiate with the teacher appropriate tasks and assessment criteria

Evaluation: The students and teachers will evaluate the unit. Students will be asked to complete a survey and teachers will compare assessment tasks to a pre-test.

ATESOL NSW AGQTP funded project Stage 4 English ESL unit – ‘Into the night and other dark places’ Kathy Rushton and Mal Panckhurst

ATESOL NSW Professional Development Program 2005

English (ESL)Stage 4 Year 7

Unit: “Into the night and other dark places”

Teaching Sequence

ATESOL NSW Professional Development Program 2005

English (ESL)Stage 4 Year 7

Unit: “Into the night and other dark places”

This unit of work was developed by Mal Panckhurst and Kathy Rushton of Belmore Boys’ High School, with some assistance from Michele Shepherd, DET ESL Consultant, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project:Programming ESL in English 7-12 within a Quality Teaching framework.

 Commonwealth of Australia 2005

Disclaimer

The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

Acknowledgement

This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.

Stage 4 “Into the night and other dark places.”

Focus Text Type: Narrative

Grammar Focus: Extended noun group, verbal groups

Syllabus outcomes/ Assessment tasks / Syllabus content / Language to be taught / Teaching and learning / Resources
Task 1 Creative writing:
3. A student responds to and composes texts in different technologies.
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
6. A student draws
on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
Task 2 Retell a SCARY story:
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
10. A student identifies, considers and appreciates cultural expression in texts.
Task 3 Reader’s Theatre:
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
11. A student uses, reflects on and assesses individual and collaborative skills for learning.
Task 4 Optional Personal Best Interest Task (extension):
1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
2. A student uses a range of processes for responding to and composing texts.
11. A student uses, reflects on and assesses individual and collaborative skills for learning. / Students learn to:
3/.3
6/.4.5.6
5/.2.4
10/.2
11/.1.3.5.9
1/.3
11/.2 / Students learn about:
4/.8
6/.10
4/.8
5/.8.12
.13
4/.8
6/.10.11.12
11/12.15
1/.16
2/.15 / Extended noun group with adjectival clause or phrase
Verbal groups and adverbial phrases
Vocabulary related to topic
Meta-
language for discussing narrative text
Symbols inferential meanings
Meta-language for discussing visual images / Pre- test – students write a narrative with the title “Home alone”.
In groups Ss mind map with picture stimulus – spooky/supernatural from culture/background – films/books. (Mindmapping software eg Inspiration could be used).
T. lists concepts from mind maps and builds up ‘emotional’ word bank with whole class.
Read to the end of chapter one. (Teacher reads aloud and allows students to read sections or take the parts of characters or the narrator.) Introduce the Theme of novel Coraline. Close Study – exercise on verb and noun groups. Metalanguage: Terms Defined.
Read page 11/13 Paragraph 2: Deconstruct text – focus on noun groups. Jointly construct a description of a scene after responding to a picture.
Read to end of chapter four (as per previous process). Discuss “yarns”.
Set homework task for lesson 16 (two weeks).
Read to end chapter six. Review noun groups. Brainstorm/give words to describe personality/emotion.
Read to end chapter eight.
T. introduces verb group. Deconstruct p.110,111,112/119,120,121 in the theatre – the “sac”. In pairs Ss highlight verbs & contribute to class list. T. jointly constructs text developing verb groups after responding to stimulus:
“It was night. There was a thing. It was windy. The thing was hungry. It moved.”
Read to end chapter ten.
Read to end of book. Discuss symbolism – groups look for symbols. (hands, eyes “the window of the soul”, windows/doors, cats/mice, keys)
Ss are given a summary of the action in each chapter and in small groups they sequence the chapters. Small groups skim and scan a given chapter for important detail and report back to whole group.
Review symbolism and ‘emotional’ word bank and review Diary writing. Jointly construct part of a diary entry. Students independently write two half page diary entries based on the events in Chapter 5 when the parents have disappeared. Focus on incorporating both events and feelings when writing and use of expressive verb and noun groups.
What has the story been about? Scaffolded evaluation – personal response.
Students present “yarn” and evaluate through peer assessment.
Read “The wolves in the walls”.
T. introduces metalanguage of visual literacy and jointly deconstructs images, then Ss work in pairs/small groups to analyse and present understandings about selected images.
Continue to introduce metalanguage of visual literacy as images jointly deconstructed. Ss continue to work in pairs/small groups to analyse and present understandings about how images support or subvert the meanings of the written text.
Ss report back and discuss as a whole class.
T. introduces the strategy of Reader’s theatre and selects groups. Using the image “They huddled at the bottom….” Students select a character, or the part of narrator and prepare a presentation of Reader’s theatre.
Continue preparation.
Ss perform Reader’s theatre. Peer assessment.
Outline holiday assessment and share ideas and plan development of individual projects.
Students choose two pieces of written work for submission as assessments and edit and publish.
Self assessment. / Prose fiction: Coraline by Neil Gaiman
Children’s Picture Book: The Wolves in the Walls by Neil Gaiman
and Dave McKean
A grammar companion by
Beverley Derewianka
Grammar and Meaning by Louise Droga and Sally Humphrey
Image Matters ed. Jon Callow

BELMORE BOYS HIGH SCHOOL: Stage 4 English

“Into the night and other dark places.”

Unit vocabulary

The important vocabulary you will use in this unit is listed below.

prose fiction / purpose / Character / description
narrative / audience / Setting / noun groups
Novel / context / Plot / verbal groups
composer / orientation / Chronology / adjectives
Author / complication / Climax / adverbs
Illustrator / resolution / Theme / adverbial phrases

Noun Group

Find the noun groups, one has been done for you.

Coraline

The day after they moved in, Coraline went exploring.

She explored the garden.

It was a big garden: at the very back was an old tennis court, but no one in the house played tennis and the fence around the court had holes in it and the net had mostly rotted away; there was an old rose garden, filled with stunted, fly-blown rose bushes; there was a rockery that was all rocks; there was a fairy ring, made of squidgy brown toadstools which smelled dreadful if you accidentally trod on them.