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Students develop their research reports as pieces of formal writing.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:
Ideas
Select, develop, and communicate connected ideas on a range of topics.
Language features
Select and use a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, effective structures.
(What do I need to know and do?)
Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]
Planning using inquiry
English Teaching and Learning Guide [available from February 2011]
Assessment and Examination Rules and Procedures
Learning task 1
Learning intention(s)
Establishing prior learning; building understandings about this text type
KCs:
Use language, symbols and texts – exploring and using features of reports
Developing and structuring ideas in a research report
Learning task 2
Drafting and polishing writing.
KCs: Thinking
Focusing on style, syntax and written text conventions
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
This piece of writing should be an integrated part of the year’s writing programme. Refer to
for more details.
Tools or ideas which, for example might be used to evaluate:
leading to :
Adapted from The Arts/Nga Toi Materials unit Freeze-frame Characters
Adaptations for ESOL students: Charine Van Pittius
Year: 1-3
Level: 1
Achievement objectives and strands
Language learning focus
Focus on building vocabulary (Word 42KB) and oracy (Word 29KB)
Students will:
Extensions:
How to achieve the language learning outcomes:
Learning task 3
Teacher can observe students' spatial awareness through involvement in the freeze-frame. Particular aspects, for example:
Teacher can assess the students' knowledge by observing:
Teacher may check student ability to sequence three moments. Certain students may make particularly strong offers to assist with in-role development.
Teacher may note students displaying high levels of empathy or imagination through such offers. For example, "I can help the others draw tapa patterns". "I think we should put the grandpa in the picture next because then Grandma won't feel so lonely." "I think Grandma really wants to see her new baby grandson but he lives a long way away in Wales."
Teacher may listen for student willingness to offer meaningful or developed personal story to the group.
Activity boxes of fabric including varied prints and plain materials will be essential. Look for batiks, tapa prints, old sari fabrics, or other culturally interesting materials. A hatbox including an array of recycled headgear helps to establish role.
A props box including, for example, scarves, beads, frames for glasses, a walking stick, bags, an umbrella, some old tickets and envelopes may be useful. These can be used as starting points to develop story.
This topic is broken into 3 subtopics – click on a link to see the activities in each subtopic:
In each subtopic, students:
Topic objective
What you need
Monitoring and recording student progress
You can monitor and record student progress using the examples of good assessment practice in the English language learning progressions.
Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
In years 9 and 10 the values, key competencies and learning areas lay the foundation for living and further learning. For senior students, schools need to enable access to future school programmes, the workplace, and tertiary courses.
What literacy knowledge and skills do my students have in Science?
Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.
Some of the resources have a specific literacy focus. For example:
What literacy knowledge and skills need to be developed?
Planning for my students' needs What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. Assessment should:
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NCEA Standards:
Other Resources:
What literacy knowledge and skills do my students have in English?
Students study several aspects of the novel Tomorrow When the War Began, then plan and write about responses based on a selected aspect.
Learning task 1:
Establishing prior learning and linking it to the text
Thinking – explore texts
Relate to others – peer discussion
Exploring the text
Learning task 2:
Examining key text aspects
Thinking – using a range of thinking strategies to build understandings
Examining plot, setting, character and theme
Plot sequence
Photocopy these events resources and cut them up. In groups, refer to your copies of the novel to put the events in the order in which they occur in the novel.
Plot - building tension
Map key events listed on the plot graph resource to show rising tension within the text.
Being succinct about setting
The broader setting for the novel is modern day Australia. This exercise asks you to clarify exactly what you believe is important and to think carefully about how you express your opinions. Talk about these two questions then develop an answer to each of them within a tight word limit of no more than 25 words for each:
Understanding characters
Themes
A theme is a "big" idea contained in a text. It should be a generalised statement that has no reference to the actual text. Using the themes resource, find three events from the novel and identify the themes these events make you think about.
Learning task 3:
Thinking – close reading
Close reading - style
One of the reasons Tomorrow When the War Began is so successful as a novel is the way that John Marsden maintains suspense through his writing. Explore exactly how he does this by completing the following activities.
In this passage, the narrator, Elle, is entering a house where she suspects foreign soldiers might be present. This analysis focuses on the passage which begins on P 127 (McMacmillan edition) with "I sidled closer to the door and stood in an awkward position ...... to P 128 "Robyn!" I screamed.” Read the passage a couple of times. The author has created a mood of suspense and tension. He has done this through:
Choice of words
Imagery
Sounds
Dialogue
The only dialogue used is the one word "Robyn!" which together with the "I screamed" and the exclamation mark helps emphasise her panic, her fear of being shot.
Evaluation
Read the sample evaluation of this passage:
Although written in simple language the passage is mainly successful in depicting the tension felt by the narrator. The short, sometimes staccato sentences, together with the well chosen verbs such as "sidled" and "grip" help us understand her fear and adverbs like "silently and smoothly" and "desperately" are also effective in conveying her state of mind.
I found the author's choice of images less convincing as I could not imagine how a door opening could sound like "the screech of a tortured soul". Also, to compare Homer to "an old dog trying to get comfortable" in such a tense and dangerous situation, seemed homely, friendly and inappropriate.
Overall though John Marsden succeeded in making me feel the tension of the scene and the fear of the narrator.
Thinking Critically
Read this review of the novel . Identify the key reasons why the reviewer thought the book was excellent. For each reason, decide whether you agree or disagree with the reviewe and provide a piece of evidence (different from examples contained in the review) from the novel to back up your opinion.
Learning task 4:
Use language, symbols and texts – structure and express understandings about texts
Learning task 4
Developing a piece of formal writing
Preparing for the external standard 1.1
Look back at the formal writing piece you developed earlier and use it to help prepare for AS 1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.
English Teaching and Learning Guide
Conditions of Assessment Guidelines for formal writing
Effective Practices in Teaching Writing in NZ Secondary Schools
If you are not able to access the zipped files, please download the following individual files.
TEACHER Elaine Herbert
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
As a school we assess using Essential Skills, in terms of the Achievement Objectives on a five point written criteria:
Essential Skill - CommunicationSubject Definition - "Identify and discuss language features and their effects; use these features in speaking; and adapt them to the topic, purpose and audience."
1. Attempts to give a speech to an audience. 2. Prepares a speech and attempts to deliver it. 3. Presents a prepared speech confidently, using cue cards. 4. Presents a well researched, well structured speech confidently. 5. As for (4) including strong audience appeal.
Essential Skill - Information"Organise, analyse, synthesise and use information."
1. Attempts to write a speech but is incomplete. 2. Writes a speech with a beginning, middle and end. 3. As for (2) with evidence of research. 4. Researched a topic, attempted to edit and rework text, conveying ideas logically. 5. Has researched the topic thoroughly, organising and linking ideas logically to express ideas appropriate to the audience.
Essential Skill - Social and Co-operative"Take responsibility as a member of a group for jointly decided actions and decisions."
1. Takes part only when called upon. 2. Occasionally generates ideas and follows through with actions for joint decisions. 3. Frequently generates ideas and follows through with actions for joint decisions. 4. For (3) but also uses the group decisions to assess self and others. 5. Pro-actively assesses self and others along joint decisions, getting optimum advancement from group decisions.
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