© 2008 LLSS, EDB. All right reserved. Preparing students for the NSS Poems and Songs Elective...

© 2008 LLSS , EDB. All right reserved.

Preparing students for the NSS Poems and Songs Elective

ModuleLanguage Learning Support Section

Language Arts NetworkOctober 24th 2008


Time Activities2:00 -- 2:30p.m. 1. Introduction & warm-up

2:30 -- 2:45p.m. 2. Appreciation know-how

2:45 -- 3:30p.m. 3. Looking at the scheme of work

3:30 -- 3:40p.m. Break3:40 -- 4:00p.m. 4. Working towards a strong interface

between JS & SS curricula (A school case)

4:00 -- 4:25p.m. 5. Experience sharing: Selection of poems & songs

4:25 -- 5:00p.m. 6. Assessing students’ learning


Activity 1Quiz

To warm up and recall your

memory


Instructions• 20 questions

poetic forms features basic information about the elective module

• Raise your group number if you know the answer

• If the answer is correct, your group will receive one candy.

• The champion will be the group with the largest number of candies.


The lightning flashes!And slashing through the darknessA night-heron’s screech.

5 syllables

7 syllables

5 syllables

1. What is the poetic form?

HaikuA Japanese-style A Japanese-style

poem of three lines, poem of three lines, each with a fixed each with a fixed

number of syllables number of syllables (5,7,5 or 4,8,4) -- (5,7,5 or 4,8,4) --

mainly about nature mainly about nature and feelingsand feelings


KITE

IWISH

I WERE A

KITE ON HIGH

I COULD FLY UP TO THE SKY

UP TO THE BLUE SKY

HIGH AS A CLOUD

I WISH I W

ERE

A KITEHIGHUP UP UP UP + +

+

+

+

+ +

shape poem


Words are Words are placed to make placed to make the shape of an the shape of an object or ideas object or ideas

describeddescribed



The Man From Aruba

There once was a man from Aruba,

Whose favorite hobby was scuba.

Every day he would wish,

He could spear a big fish.

But settled instead for canned tuna.

Limerick

A humorous five-lined poem with an “aabba” rhyme

scheme


Acrostic


A poem in which A poem in which the first letters of the first letters of each line, when each line, when read vertically, read vertically,

spell out a word, spell out a word, which is usually which is usually

the subject of the subject of the poem.the poem.


5. What is the poetic feature?

• The repetition of a sound, usually at the beginning of words.

• E.g. The little lilac lightly landed on the lily pad.

Alliteration



• Use of words that sound like the objects or actions they describe

• E.g. “crash”, “buzz”, “pitter patter”.

Onomatopoeia


7. What is the poetic feature?• Use of words to create mental

pictures or vivid sensory experiences for readers.

• It can also appeal to the senses of smell, hearing, taste or touch.

Imagery


The sea is a hungry dog,Giant and grey.He rolls on the beach all day.With his clashing teeth and shaggy

jawsThe rumbling, tumbling stones,And ‘Bones, bones, bones, bones!The giant sea-dog moans,Licking his greasy paws.

… … …

James ReevesThe Sea


A figure of speech that directly compares two

things


The Laundry BasketMy shirtsleeve hangsOver the rim of the laundry basketLike a limp human armFrom the jaws of a crocodile.

Chris Hereward

Simile

A direct comparison between two things by using like or as



10. What is the term?

• The general feeling or overall impression that a piece of writing generates.

• E.g. playful, serious, intimate, formal

Mood


Learning objectives

1. Understand the _________, structure, features and language in various poetic forms and songs

a) themes

b) text types

c) vocabulary

themes

What is themissing word?


Learning objectives

2. Understand how the _______ and feelings are conveyed in poems and songs.

a) story

b) theme

c) mood


mood


Learning objectives

3. Apply the knowledge and techniques they have learned in their own creative production or ____________ of poems and songs.

a) understanding

b) appreciation

c) performance


appreciation


Content of the module

A. 4 parts

B. 5 parts

C. 6 parts

D. 7 parts

14. How many parts are there?


Suggested number of teaching periods:A. 40 periods

B. 45 periods

C. 50 periods

D. 60 periods


Content of the module:

Part 1

Part 2

Part 3

Part 4

Part 5

D) An introductory component

A) Introduces various poems & songsfocuses on vocabulary & techniques

E) Reading and writing different types of poems

C) Focuses on songs

B) Presentations or performances


Formative assessment:

Assessment methods:

a) number of poems and songs read

b) creative work

c) presentations

d) written personal responses

Which one is

incorrect?


External assessment:

• Which paper will include formal assessment of the elective modules?

a) Paper 1 Reading

b) Paper 2 Writing

c) Paper 3 Listening & Integrated Skills

d) Paper 4 Speaking

(Part B 15 %)

Refer to the glossary and a description of the elective


What does it mean to “appreciate” a poem or a song?

appreciateappreciate

understandunderstand

enjoy?enjoy?

evaluateevaluate


“A freshly fallen silent shroud of snow”

Understanding• Vocabulary• Grammar• Idioms• Knowledge of the

background• Knowledge of the

world

Evaluating• Choice of language• Imagery• Theme• Tone• Figurative language • Sound features• Use of music and

voices


Choice of language

Use of music and

voices

Knowledge of language

Knowledge of the world

Personal response

Appreciation


Looking at the scheme of work and teaching materials

• Read through Part 2 in the extracts of P&S elective module SOW and the relevant L&T Resources.

Discussion QuestionsDiscussion Questions

1.What do your students need to know to appreciate the poems in Part 2?

2.What changes will you make in these activities & tasks to help your students acquire the target knowledge and skills as stated in the SOW?

Focus on “Dreams” if there isn’t enough time


Lesson plan revised (A suggestion)


Target Students: • SS2 or SS3 • Have previous exposure to poems & songs• Can identify some basic features of poems &

songs


Objectives: By the end of the lessons, students should be able

to:• identify and understand the features, structure,

language and theme of the poem “Dreams”.• describe how the mood and feelings are

conveyed in the poem through the poet’s language and techniques identified.

• write and read aloud a poem modeled on “Dreams” applying the knowledge and techniques covered in the lessons.

• explore websites about the poet & other poems he wrote.


Step 1: Ss preview the poem a. title and poet

b. structure & overall shape on page

c. rhymes

d. words/names stand out or repeated


Step 2: Ss read & record personal responses they have while reading the poem.


Step 3: Dictionary work – focus on the meaning of “barren” & discuss connotation of the word.


Step 4: Close reading - Work in groups to identify different aspects of the poem & discuss how they affect the mood and add to the meaning:

Group A: imagery and word choices Group B: figurative languageGroup C: sound & structureGroup D: making connection


Step 5: Appreciating from different aspects –

Ss form new groups with one person from each former group to:

a. share the findings of previous group

b. discuss how different aspects of the poem affect its mood and contribute to constructing the message.


Step 6: Writing - Model on “Dreams” and create own poem.

Step 7: Dramatic reading - Ss read their poem in front of the class

Step 8: Research the poet and write about how this knowledge adds to their understanding of the poem “Dreams”

Step 9: Journal Entry: Select & comment on another poem written by the poet.


1. Enjoyment & meaning – recognise the thoughts that occur about the poem/ song while reading/ listening to it

Process of appreciating a poem / song 2a. focus on language -

word choice (denotation, connotation), figurative language, repetition, imagery that surprises/impresses

2b. focus on structure & sound - organisation of lines, sound devices (rhyme, alliteration), rhyme pattern, rhythm

3. focus on mood & tone – how images & sounds in it contribute to meaning & stimulate feeling

4. Evaluate & connect – writing about it in journal,

doing a presentation

5. Owning the

poem/song –, dramatic

reading, writing a

poem with same pattern


1. Enjoyment & meaning – recognise the thoughts that occur about the poem/ song while reading/ listening to it

Process of appreciating a poem / song 2a. focus on language -

word choice (denotation, connotation), figurative language, repetition, imagery that surprises/impresses

2b. focus on structure & sound - organisation of lines, sound devices (rhyme, alliteration), rhyme pattern, rhythm

3. focus on mood & tone – how images & sounds in it contribute to meaning & stimulate feeling

4. Evaluate & connect – writing about it in journal,

doing a presentation

5. Owning the

poem/song –, dramatic

reading, writing a

poem with same pattern

Catering for learner diversity


Suggestions for tackling difficulties

Ss lag behind in the knowledge & skills required

Mismatch of materials with Ss’ abilities & interests

Lack of resources

Better link between the Compulsory & Elective PartsLay a solid foundation at JS level

Adapt the materials - choice of poems & songs - better scaffolding - differentiated tasks

Resource bank of suitable materials for Ts & SsTeachers’ networks


skills

knowledge

Elective Module Junior Forms

“Students taking this module are expected to have had previous exposure to these imaginative text types”

clipart from discoveryschool.com


Preparing junior form students for the poems and songs module - a school case

NLSI Lui Kwok Pat Fong College


Level Forms Features Skills

S1

•Acrostic•Rhyming poem•Shape poem•Limericks

•Rhyme•Rhythm•Similes with “as” and “like”

•Evaluating a song•Writing acrostics and shape poems

S2

•Diamante•Haiku

•Imagery •Syllables•Onomatopoeia

•Performing a poem•Writing haiku and diamantes

S3

•Narrative poem•Jingles •Slogans

•Metaphor•Personification•Alliteration

Comparing the mood of two songs

Discussion of themes in a poem

Writing a poem with metaphor


Work in S1


Students learn features of acrostics, and review vocabulary for describing people and activities

Students write acrostic poemsusing their own names

Work in S1


They read rhyming poems aboutteachers and identify the rhyme schemes

They do a project which involvesinterviewing a teacher and writingan essay and a poem about him or her.

Work in S1


Students learn the namesof objects related to Christmas. They look at examples ofChristmas shape poems and design a poem of their own.

Students learn features of shape poems, and learn vocabulary for Christmas objects and customs

Work in S1


Students read limericks byEdward Lear. They identify therhyming scheme and the rhythm.They write their own limericks and illustrate them, or find limericks in books or on the Internet

Work in S1

Students learn features of limericks


VacationVacation is grass green and sunshine yellow.It tastes like strawberry ice cream dripping down your chin.It sounds like the gentle waves of the ocean.It smells like the coconut oil in suntan lotion.It looks like the glare of the sun shining on the sand.It makes me feel like a big, red beach ball.

Students read poems using similes andthe five senses. They make up their ownpoems following the same pattern

Students learn about similes, and grammatical structures related to the senses.


Students listen to the song “Lemon Tree” and complete an evaluation form

Students learn vocabulary for evaluating and commenting on a song

Work in S1


Work in S2


Students read examples of diamantes.They write a diamante describing different aspects of their own personalities

Work in S2

Students review vocabulary for describing character and review parts of speech


Students listen to the song “PerhapsLove” and identify the imagery in it.The teacher reviews similes.

Students learn about the use of imagery in a song and discuss the theme.

Work in S2


Students read a selection of haiku and discover the structure They use pictures as a stimulus for writing their own haiku

White

Students learn about syllables and practise evaluating their own and others’ work

Work in S2


They read “The Sound Collector” by Roger McGough and write their own poem about sounds, using appropriate vocabulary

The Sound Collector

A stranger called this morningDressed all in black and greyPut every sound into a bagAnd carried them away

The whistling of the kettleThe turning of the lockThe purring of the kittenThe ticking of the clock

The popping of the toasterThe crunching of the flakesWhen you spread the marmaladeThe scraping noise it makes Students learn about how

sounds can be represented in language, including onomatopoeia

Work in S2


Work in S3


Students listen to the song “The Rose”, sung by Bette Midler, and read a simple poem about friendship.

Pictures are used to teach them about the use of metaphor in poetry.

They write their own friendship poems using metaphor

Students learn how metaphor is used in poetry. They discuss the themes in the poems

Work in S3


Students learn about personification in poems and songs. They interpret and write some phrases using personification.

Work in S3


Students listen to two songs and compare them

Students review conditionals and learn how to talk about the mood of a song.

Work in S3


Students read the poem about Mike Teavee from “Charlie and the Chocolate Factory”. They discuss the theme of the poem.

The most important thing we’ve learned,So far as children are concerned,Is never, NEVER, NEVER let Them near your television set – Or better still, just don’t installThe idiotic thing at all.

Students relate the poem to their experience and practise reading skills


Word play, alliteration and rhyme also appear in the Healthy Snacks Project, in the context of advertising.

A Mars a dayHelps you work, rest and play

Students learn how poetic features can be applied in a different context, in order to capture attention

Work in S3


Suggestions for improvement

• More emphasis on evaluating and appreciating poems and songs

• More peer and self assessment, particularly sharing and commenting on each others’ work

• Develop the use of rubrics, by teachers and students

• Don’t forget the need to integrate a variety of language arts text types


How to make progression from JS to NSS?

independent work

evaluation and response

themes, use of language

process

application

depth

complexity

Senior Secondary

teacher guidance

understanding

grammar, vocab

product

factual knowledge

breadth

simplicity

Junior Secondary


Experience sharing on current practices

Group work


Poetry teaching sharing• Reflect on your own teaching and

write down the title of a poem or song you have used successfully

• Share with your group members about the teaching experience

• Discuss with group members and choose the poem / song you like most

Individual work:3 – 5 minutes

Sharing:10 minutes

(2 mins per teacher)


Share your favourite poem/song and the teaching ideas with group members.

You have 10 minutes!!

Time for sharing!!

Choose the poem/song your group likes most and share the teaching ideas with everyone!


Considerations for selecting poems and songs• Appropriateness of content• Likelihood of interest to the readers• Amount of cultural knowledge

required• Density, pace, level and clarity of

language• How the materials are related to the

learning objectives, themes of the learning units English Language Curriculum and

assessment Guide (S.4 – 6) P.88


Assessing Students’ Learning


Assessment

Formative assessmen

t

Formative assessmen

t

Summative assessmen

t

Summative assessmen

t

Assessment Assessment for learningfor learning

Informing Informing teaching and teaching and

learninglearning

Teachers’ Teachers’ constructive constructive

feedbackfeedback

Peer Peer assessmentassessment

Self-Self-evaluationevaluation

Assessment Assessment of learningof learning

Determining Determining learning learning progressprogress

SBASBA

HKDSEHKDSE


Assessment ToolsA PortfolioPortfolio keeps:• students’

‘masterpieces’, e.g. rewritten lyrics, poems, etc.

• students’ collection of others’ great work

• students’ own comments – reflections

• peer feedback• teachers’ feedback

Performance TasksPerformance Tasks including:

• individual / group singing performance

• poem recitation • choral speaking• group discussions

A sample A sample checklistchecklist


Portfolio & Performance Tasks• Formative – Formative – informing teaching informing teaching

and learning, giving constructive and learning, giving constructive feedbackfeedback

• Summative – Summative – SBA (speaking)SBA (speaking)

• a group interaction or an individual presentation• based on the electives• students’ ability to reflect on, make use of and speak about the knowledge, skills and experience• students’ oral performance

SBASBA

Sample SBA Questions


HKDSE – Paper 2 Writing• 2 hours

• 25%

• 2 parts: Part A & Part B

Part APart A• short (about 200 words) and guided• situation, writing purpose and relevant information provided

Part BPart B• longer (about 400 words) and more open-endedlonger (about 400 words) and more open-ended

• choose 1 out of 8 questionschoose 1 out of 8 questions• based on the Elective modulesbased on the Elective modules


Implications

Skills/knowledge Skills/knowledge requiredrequired

• benefits of benefits of learning poetrylearning poetry

• experience of how experience of how the knowledge of the knowledge of poetry help them poetry help them improve their improve their languagelanguage

Recommended Recommended learning taskslearning tasks

• PortfolioPortfolio– objectives of objectives of

the module the module made explicitmade explicit

– students’ self-students’ self-reflectionreflection

– feedback from feedback from teachersteachers

You are the editor of a poetry magazine. You have received a letter from an S4 student who says that learning poetry in school is a waste of time. Write an editorial in response to the letter, explaining why you think poetry should be included in the language curriculum.

Sample Question 1


Implications


• evaluate evaluate performers / performers / writerswriters

• comment on comment on songs / poemssongs / poems

• express feelings in express feelings in songs and poemssongs and poems


• Extensive reading / Extensive reading / listening to poems listening to poems and songsand songs

• PortfolioPortfolio– write about favourite write about favourite

pop groups / singers / pop groups / singers / poetspoets

– write about students’ write about students’ own selection of songsown selection of songs

– feedback from feedback from teachersteachers

Your favourite group has recently decided to go on a world concert tour, but has decided not to visit Hong Kong. Write a fan letter to the group to try and make them change their minds about coming. Say what you think makes them good singer/performers and explain how their songs make you feel.

Sample Question 2


Implications


• experience of experience of having some having some inspirationinspiration

• experience of experience of writing poems (or writing poems (or songs)songs)

• skills / language skills / language needed for a needed for a recountrecount


• Activities that stimulate Activities that stimulate inspiration, e.g. short inspiration, e.g. short outings, trips to country-outings, trips to country-side, etc.side, etc.

• Class discussionsClass discussions

• PortfolioPortfolio– write about the write about the

excursionexcursion– write a poem in write a poem in

response to the feeling response to the feeling they have in the they have in the activityactivity

Your parents have sent you away for a month to do a poetry course in a summer retreat on one of Hong Kong’s outlying islands. After several days, you finally have time to write a letter to your best friend. Describe your experiences on the course and of life on the island, and say how they have given you some ideas for writing poems.

Sample Question 3


Implications


• how poems reflect how poems reflect cultures of the worldcultures of the world

• how people write poems / how people write poems / songs – the processes songs – the processes they go through, what they go through, what they enjoy and their they enjoy and their difficulties difficulties

• qualities of poets / song-qualities of poets / song-writerswriters

• experience / evidence of experience / evidence of producing creative worksproducing creative works


• Reading profiles Reading profiles of poets / song-of poets / song-writerswriters

• Inviting poets / Inviting poets / song-writers to song-writers to talk about their talk about their creative processcreative process

• PortfolioPortfolio

Sample Question 4


ImplicationsSample Question 5


Implications


• poem typespoem types• poetic featurespoetic features• being able to evaluate being able to evaluate

poems according to poems according to their features their features

• being able to suggest being able to suggest improvementsimprovements


• Reading / listening to Reading / listening to poems and songs poems and songs extensivelyextensively

• Reading/ listening to Reading/ listening to their peers’ workstheir peers’ works

• Discussing and Discussing and evaluating each evaluating each others’ works / others’ works / performancesperformances

• PortfolioPortfolio


Points to rememberPoints to remember

• Making use of poems and songs (and Making use of poems and songs (and other Language Arts materials) in the other Language Arts materials) in the whole English curriculum

the electives the electives the experience strandthe experience strand

• Exercising flexibility with choice of Exercising flexibility with choice of materials and scheme of workmaterials and scheme of work

• Assessment for learningAssessment for learning


Thank you~

Remember to complete the evaluation form and the survey.


Core Curriculum P&S Elective module

•Appreciation•Creation•Sharing

TSA / External Assessment

•Poetic forms and features

•Language skills

•Grammar in context

•Vocabulary learning


Planned SBA Task 1(Poems & Songs)

Individual Presentation

On the day of the assessment, each student is given a note card and 10-15 minutes for planning. He/She will then have a few minutes to introduce a poem and/or song to the class. Teachers can modify the task so that students can talk about different poems/songs or different aspects of a poem/song. Examples are as follows:

1. A song for you when you feel blue

2. A poem for your schoolmate when he/she is about to leave your school

3. A song that you would like to dedicate to your best friend / girlfriend / boyfriend

The following guiding questions can be given:

1. Which song and/or poem would you choose? Who wrote/sang it?

2. Give 3 reasons for choosing the song and/or poem.

3. Which lines do you like most? Why?


Planned SBA Task (Poems & Songs)

Group Interaction

On the day of the assessment, each student is given a note card and 10-15 minutes for planning. Students who have read different poems on the same theme (e.g. love, war and childhood) are formed into groups of three/four and given the following topic:

You are planning a summer reading programme for the Secondary 3 students in your school. Discuss which one of the poems about (a chosen theme) should be included in the reading list. The following guiding questions can be given:

1. Why should poems be included in the reading list?

2. Which poem would you choose?

3. Give 3 reasons to justify your choice.

4. Why do you think the S3 students would like this poem?

5. Suggest activities that can be organized to help S3 students appreciate poetry.

A situation


student work


Student’s collection


Students’ reflections


‘What will you do to save us?’

Muttered the wandering oxygen,

‘What will you do when the sky

is full of carbon dioxide?’

‘What will you do to save us?’

Whispered the busy bees,

‘What will you do when the acid rain

destroy the lovely flowers?’

Peer / teachers’ feedback


A sample checklist

© 2008 LLSS, EDB. All right reserved. Preparing students for the NSS Poems and Songs Elective...

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Transcript of © 2008 LLSS, EDB. All right reserved. Preparing students for the NSS Poems and Songs Elective...