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Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn?)
(What do I need to know and do?)
"Making connections across texts" by Susan Davis Lenski
(accessible through doing a search for the above title on the Masterfile Premier database of TKI Epic databases- see your school librarian for your school’s logon and password)
(What is the impact of my teaching and learning?)
This assessment activity focuses on the narrative perspective connection. Students will use up to three of the texts which they have ‘read’ in class, and one text that they have chosen independently, to present a report (of at least 350 -400 words) which explains the narrative perspective connection across the four texts. Their explanation will be supported with at least one specific detail from each text. See exemplars (Word 48KB) .
Students will need guidance in their choice of independent text to ensure that their text is at an appropriate level.
Provision for identifying next learning steps for students who need:
Students could be encouraged keep a log of different types of connections so that they have the opportunity for further learning and assessment opportunities
As an extension exercise students could explore some texts which are connected through having a contrasting narrative perspective
Tools or ideas which, for example might be used to:
leading to:
Introductory table – identifying and recording text to text connections Extracts from texts -texts table "Once" table inference chart (Word 30KB)
The focus of this unit is to help students progress from an overall understanding of the concept of text- to-text connections to an understanding of one particular way that texts can be connected (through using a similar narrative perspective). Teachers may choose to encourage individual students to identify and explain another type of text- to -text connection (as discussed in learning task 1).
If you are not able to access the zipped files, please download the following individual files.
To model the thinking about possible connections it is not essential that the texts chosen are at Level 6 of the curriculum.
Ask students to discuss, in groups, the following questions:
Why is he there?
Does he know why he’s there?
How happy does he feel about his life there?
What is suggested to the reader about his life?
Student should record answers on the table. Use the completed table as the basis for a discussion of the idea that when the narrator is innocent or naïve there are two levels of understanding
As an extension exercise, students could explore some texts which are connected through having a contrasting narrative perspective.
Before we embark on the testing process, students need to learn some search strategies and some evaluating strategies
Discuss the difference between concrete words and abstract words as search terms. Have students brainstorm and record word banks of concrete words for example, "computer games", "video games", "Grand Theft Auto"… and a word bank of abstract words, for example, "impact", "reasons", "advantages", "harm", "education", "violence".
The keyword refining strategies table sets out some keyword refining strategies. Ask students to complete the table, suggesting one or more search terms (a keyword/ phrase), other than "computer games", for each of the search strategies. Ask them to try out the search and to check which search terms have given them the best information linked to their questions.
Investigate, with students, the Google tools of Wonder wheel and Timeline. How might they be useful to our inquiry?
Investigate, with students, the EPIC databases, such as the Australia/ NZ Reference Centre. Check with your library staff for details about this. New Zealand schools will have their own logon details.
Once students have, first through skimming and then scanning, chosen texts to read more thoroughly for answers to their questions, they need to record their information by making relevant notes.
Assessment task
Assessment
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