English 2 2
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- Words: 1,259
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Curriculum Link: Strand, sub strand and content description
Activities
Language:
Pop Stick Quiz
Language and variation change
Pop stick quiz can help students identify and distinguish different areas of language that a teacher is trying to convey. In this activity, students will be given a pop stick. Each end of the pop stick will be marked with either: ‘OPINION AND FEELING’ or ‘FACTUAL’. As students listen to Jungle Drums, they must watch out for language that exhibits factual or opinion based qualities. Once they hear or see these, through out the book, must hold up the correct end of the pop stick. This activity allows teachers to see if students are able to correctly identify the difference between language of opinion or fact. It also allows students to practice this identification procedure, and gain awareness of it.
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Language:
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Quotation Race Each different use of speech marks is allocated a different colour. Students review a range of texts which include dialogue, titles and quoted speech. All texts will be either from ‘Jungle Drums’ or be related to it, possibly as a review or news article about Safari animals.Students must match the correct colour quotation marks where necessary. As a class, go through the answers.
Language:
Discussions about Devices Authors and Illustrators Use (FSR MD, pg.219)
Expressing and developing ideas
Discuss with students the purpose of images and how authors/ illustrations can use different devices in images to convey messages. Discussing the reasons for these choices and their effectiveness will give Transitional readers a deeper understanding of how these impact on readers’ interpretation of texts. Go through different images with effective uses of composition, framing and angles. Students should explain why they believe an illustrator may have decided to include certain devices.
Text organisation and structure
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Devices used by illustrators include: • choice of colours; • amount of detail; • size of characters, tables or diagrams relative to others; • composition of the page, e.g. placement of visuals; • artistic style, e.g. abstract representation rather than realism.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Multiple-Text Approach (FSR MD, pg.278)
Texts in context
This activity uses a a number of previously produced texts that are linked to ‘Jungle Drums’. Students will compare and explore the different ways that vocabulary, layout and image have been used differently. Ask students how they respond to this and how it may alter their views on ‘Jungle Drums’. Have students read another text that relates to Africa, the Zoo, safari animals ect. These may include old news reports, articles, novels or historic text. Each group will receive a different text. Students will take note of the message of the text and explore the different ways the author has used to get this across. Identify which language features are used, if there is any bias, exaggeration or new words. Each group will present their findings to the class. All will use their new found information to make comparisons between their earlier texts and ‘Jungle Drums’.Discuss how the devices used in each one influenced readers to take a particular view.
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
Language:
Signal Words (FSR MD, pg.224)
Interpreting, Anal ysing, Evaluating
This activity focuses attention on the words authors use to signal different text structures; these are often called top-level structures. Once students know the Read different types of texts by combining contextual , semantic, type of structure in a text, it will help them to process information effectively grammatical and phonic knowledge using text processing strategies for example and to select appropriate ways of summarising it. monitoring meaning, cross checking and reviewing(ACELY1691) Have Students Read different types of texts, all relating to ‘Jungle Drums’. Focusing on different areas of focus, such as theme, let students practice and develop processing strategies where they use their grammatical, phonic and semantic knowledge to find signal words relating to your chosen topic. Discuss findings and opinions with class. Then have students follow this procedure as they read another text with the same structure.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Understanding the Codes and Conventions of Text Delivered by Different Technologies (FSR MD)
Creating Texts Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
Have Students re-write ‘Jungle Drums’ with a twist. Perhaps with a new plot, characters or setting. Once written allow students to use applications such as Pixton, iMovie or Book Creator to enhance their story with exciting audio and visuals. Before students can move onto the production of their multimodal story, have them discuss the idea that their viewers will be familiar with a range of multimodal text forms and be able to identify the codes and conventions used within them. Ensure that each student knows what their message and target audience is and guide them in constructing their book accordingly. Students at this phase will need to be provided with opportunities to analyse visual texts to see how these codes and conventions can be deliberately used in a text to convey a particular meaning. They will also become aware that these codes and conventions are socially created and have developed over time as accepted ways of creating meaning.
Language: Literature and context Make connections between the ways different authors may represent similar storylines, ideas and relationships. (ACELT1602)
Like or Unlike? (FSR MD pg.229) This activity encourages readers to begin to challenge the world view presented by an author. It helps them to make connections and comparisons between what they know about the world in which they live and the way characters or people are represented in a text. Students will select a character from ‘Jungle Drums’ and identify their role within it. Provide time to discuss how the character or person has been represented. Record students’ views on a class chart. Provide opportunities for them to discuss how the author could have changed the role of the character, and the impact this would have had on the text. Then compare their role to how similar characters have been constructed in other stories and texts the students know. Also record these findings on class chart. Do the same with different storylines.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Spot the Devices (FSR MD pg.225)
Examining Literature
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
In Spot the Devices, readers hunt for words, expressions or images that have been used by the author or illustrator in an attempt to position and appeal to the reader. Have students re-read ‘Jungle Drums’ highlight words, plot points, characters or images that have been chosen to appeal or position the reader. Invite them to discuss the highlighted text pieces, speculating about the author or illustrator’s intent. Encourage them to suggest alternative words, plot points or images that would temper the impact, reverse its meaning or change the audience appeal.
Activities
Language:
Pop Stick Quiz
Language and variation change
Pop stick quiz can help students identify and distinguish different areas of language that a teacher is trying to convey. In this activity, students will be given a pop stick. Each end of the pop stick will be marked with either: ‘OPINION AND FEELING’ or ‘FACTUAL’. As students listen to Jungle Drums, they must watch out for language that exhibits factual or opinion based qualities. Once they hear or see these, through out the book, must hold up the correct end of the pop stick. This activity allows teachers to see if students are able to correctly identify the difference between language of opinion or fact. It also allows students to practice this identification procedure, and gain awareness of it.
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Language:
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Quotation Race Each different use of speech marks is allocated a different colour. Students review a range of texts which include dialogue, titles and quoted speech. All texts will be either from ‘Jungle Drums’ or be related to it, possibly as a review or news article about Safari animals.Students must match the correct colour quotation marks where necessary. As a class, go through the answers.
Language:
Discussions about Devices Authors and Illustrators Use (FSR MD, pg.219)
Expressing and developing ideas
Discuss with students the purpose of images and how authors/ illustrations can use different devices in images to convey messages. Discussing the reasons for these choices and their effectiveness will give Transitional readers a deeper understanding of how these impact on readers’ interpretation of texts. Go through different images with effective uses of composition, framing and angles. Students should explain why they believe an illustrator may have decided to include certain devices.
Text organisation and structure
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Devices used by illustrators include: • choice of colours; • amount of detail; • size of characters, tables or diagrams relative to others; • composition of the page, e.g. placement of visuals; • artistic style, e.g. abstract representation rather than realism.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Multiple-Text Approach (FSR MD, pg.278)
Texts in context
This activity uses a a number of previously produced texts that are linked to ‘Jungle Drums’. Students will compare and explore the different ways that vocabulary, layout and image have been used differently. Ask students how they respond to this and how it may alter their views on ‘Jungle Drums’. Have students read another text that relates to Africa, the Zoo, safari animals ect. These may include old news reports, articles, novels or historic text. Each group will receive a different text. Students will take note of the message of the text and explore the different ways the author has used to get this across. Identify which language features are used, if there is any bias, exaggeration or new words. Each group will present their findings to the class. All will use their new found information to make comparisons between their earlier texts and ‘Jungle Drums’.Discuss how the devices used in each one influenced readers to take a particular view.
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
Language:
Signal Words (FSR MD, pg.224)
Interpreting, Anal ysing, Evaluating
This activity focuses attention on the words authors use to signal different text structures; these are often called top-level structures. Once students know the Read different types of texts by combining contextual , semantic, type of structure in a text, it will help them to process information effectively grammatical and phonic knowledge using text processing strategies for example and to select appropriate ways of summarising it. monitoring meaning, cross checking and reviewing(ACELY1691) Have Students Read different types of texts, all relating to ‘Jungle Drums’. Focusing on different areas of focus, such as theme, let students practice and develop processing strategies where they use their grammatical, phonic and semantic knowledge to find signal words relating to your chosen topic. Discuss findings and opinions with class. Then have students follow this procedure as they read another text with the same structure.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Understanding the Codes and Conventions of Text Delivered by Different Technologies (FSR MD)
Creating Texts Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
Have Students re-write ‘Jungle Drums’ with a twist. Perhaps with a new plot, characters or setting. Once written allow students to use applications such as Pixton, iMovie or Book Creator to enhance their story with exciting audio and visuals. Before students can move onto the production of their multimodal story, have them discuss the idea that their viewers will be familiar with a range of multimodal text forms and be able to identify the codes and conventions used within them. Ensure that each student knows what their message and target audience is and guide them in constructing their book accordingly. Students at this phase will need to be provided with opportunities to analyse visual texts to see how these codes and conventions can be deliberately used in a text to convey a particular meaning. They will also become aware that these codes and conventions are socially created and have developed over time as accepted ways of creating meaning.
Language: Literature and context Make connections between the ways different authors may represent similar storylines, ideas and relationships. (ACELT1602)
Like or Unlike? (FSR MD pg.229) This activity encourages readers to begin to challenge the world view presented by an author. It helps them to make connections and comparisons between what they know about the world in which they live and the way characters or people are represented in a text. Students will select a character from ‘Jungle Drums’ and identify their role within it. Provide time to discuss how the character or person has been represented. Record students’ views on a class chart. Provide opportunities for them to discuss how the author could have changed the role of the character, and the impact this would have had on the text. Then compare their role to how similar characters have been constructed in other stories and texts the students know. Also record these findings on class chart. Do the same with different storylines.
Curriculum Link: Strand, sub strand and content description
Activities
Language:
Spot the Devices (FSR MD pg.225)
Examining Literature
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
In Spot the Devices, readers hunt for words, expressions or images that have been used by the author or illustrator in an attempt to position and appeal to the reader. Have students re-read ‘Jungle Drums’ highlight words, plot points, characters or images that have been chosen to appeal or position the reader. Invite them to discuss the highlighted text pieces, speculating about the author or illustrator’s intent. Encourage them to suggest alternative words, plot points or images that would temper the impact, reverse its meaning or change the audience appeal.
