th Korea-Australia English Teachers’ Camp for Global ... œ10...Ms LEE Mina Gwangmyeong...
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10 th Korea-Australia English Teachers’ Camp for Global Understanding Published in 2012 by the Korean National Commission for UNESCO 26 Myeongdong-gil(UNESCO Road), Jung-gu, Seoul 100-810, Korea Tel. (82-31) 638-9051 Fax. (82-31) 638-9607 Email: [email protected] Website: www.unesco.or.kr The present edition has been published by the Korean National Commission for UNESCO as the official textbook for the 10 th Korea-Australia English Teachers’ Camp for Global Understanding. KNCU DocCode ED/2012/DI/1
Transcript of th Korea-Australia English Teachers’ Camp for Global ... œ10...Ms LEE Mina Gwangmyeong...
10th Korea-Australia English Teachers’ Camp for Global Understanding
Published in 2012 by the Korean National Commission for UNESCO 26 Myeongdong-gil(UNESCO Road), Jung-gu, Seoul 100-810, Korea Tel. (82-31) 638-9051 Fax. (82-31) 638-9607 Email: [email protected] Website: www.unesco.or.kr The present edition has been published by the Korean National Commission for UNESCO as the official textbook for the 10th Korea-Australia English Teachers’ Camp for Global Understanding. KNCU DocCode ED/2012/DI/1
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Table of Contents
Camp Information
1. Camp Outline 2. Camp Program 3. Korea UNESCO Peace Center
a. Map of Korea UNESCO Peace Center b. Learning Facilities (Classrooms) c. Living Facilities (Dormitory)
4. General Information List of Participants
1. Australian Delegation 2. Korean Participants 3. Group Composition
A. Teaching & Learning Session B. Room Arrangements
4. Camp Organizers
Teaching Materials 1. Wendy BRAY 2. Belinda BRENAN 3. Julie COOPER 4. Peter COOPER 5. Jude DUNN 6. Leonie FALLAND 7. Kerry GEHLING 8. Vivienne McQUADE 9. Sharyn SCHELL 10. Janet SCHILLING 11. Christine THOMPSON 12. Lucy ZADOYANCHUK
10th Korea-Australia English Teachers’ Camp for Global Understanding
Korea UNESCO Peace Center
9-19 January 2012
Camp Information
Camp Outline Camp Program
Korea UNESCO Peace Center General Information
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Ⅰ. Camp Outline
Camp in Brief * Period: January 9-19, 2012 * Venue: Korea UNESCO Peace Center * Contents: Teaching and Learning Sessions Cultural Exchange Sessions
* Participants: Korea – 72 English Teachers from Gyeonggi Province Australia – 12 English Teachers from South Australia
* Organizers: Korean National Commission for UNESCO Gyeonggi Provincial Office of Education & Gyeonggi-do Institute for Foreign
Language Education, Republic of Korea Department for Education and Child Development, Government of South Australia
History & Purpose In today’s globalizing world, learning English means more than simply learning the language itself. It entails learning a mix of cultures and acquiring the tools for intercultural understanding. This is where the role of educators comes into view, particularly English teachers who are uniquely equipped for learning and teaching intercultural understanding. It is with this recognition that the Korean National Commission for UNESCO, the Gyeonggi Provincial Office of Education of the Republic of Korea, and the Department of Education and Child Development of the Government of South Australia jointly initiated the Korea-Australia English Teachers’ Camp for Global Understanding in 2003. Following the success of nine previous annual camps, the tenth camp is organized from January 9- 19, 2012. Eighty-four Korean and Australian educators will be brought together to discuss various ways to improve the English language curriculum by using the values and themes that have been emphasized by UNESCO such as intercultural understanding, multiculturalism, and intercultural dialogue. The camp focuses on active participation in various lectures, group discussions, and
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workshops addressing English teaching and learning and cultural exchange. The camp is a particularly valuable experience for the participants, as the highest priority is placed on the joint development of teaching methodologies that can be used with their students. It is also a great opportunity for the Korean teachers to practice and improve their English capacity throughout the camp period. In keeping with the dual purposes of promoting intercultural understanding and developing participants’ English teaching methodologies, the forthcoming program will build upon the rewarding experiences of the past nine camps English Teaching and Learning Sessions This workshop will explore the principles that guide the teaching and learning of a foreign language. A range of communicative language activities will be presented and discussed, with participants involved in a range of activities to develop students’ listening, speaking, reading and writing skills. Participants will also be asked to share examples of successful language acquisition activities. Several of the lessons designed for this workshop will present methodologies for constructive and interactive learning through meaningful activities. Participants will be introduced to systematic observation and recording techniques. Working in pairs or groups, participants will experience a range of ways to teach listening skills and the narrative genre. Musical and visual arts will be used to stimulate learning and acquisition of relevant vocabularies. Drama and folktales will also be used to learn the best methods of presenting different cultures, and for participants to express their feelings about cultures. Participants can discuss the oral tradition that exist in both Korea and Australia and its importance within all cultures, as well as the similarities, purposes, and customs it helps to establish and maintain for cultures all over the world. Cultural Exchange Sessions In the cultural exchange sessions participants will have a chance to learn about Korean and Australian culture. They will watch Korean and Australian films, experience the performing arts, and enjoy the food culture of each country, which will enhance their understanding further. Also they will be able to share their opinions on the inherent value of the two cultures.
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One of these sessions will include the ‘Korean Cultural Studies’ workshops. These workshops will be held four times, and Korean teachers will be divided into five different fields – music, dance, traditional games, literature, and paintings & calligraphic works, upon their choices made in prior to the Camp. The purpose of these workshops are to introduce traditional Korean culture to the Australian teachers in English based on the Korean teachers’ knowledge and understanding of their choice of fields. Each group is asked to prepare their own classes before and during the Camp, and present the result at the 10th workshop.
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Ⅱ. Camp Program
Date Day 1st Period (09:00-10:50) 2nd Period (11:00-12:50) Lunch 3rd Period (14:00-15:50) 4th Period (16:00-17:50) Dinner 5th Period (19:00-20:40)
Jan. 9 Mon Registration 1. Orientation-UNESCO
2. Opening Ceremony 3. Home group
introductions 4. Ice-Breaking
Jan.10 Tue 5. Introduction to Australia 6. Introduction to Australia
7. Teaching and learning 8 Australian Film session
9. Australian Film
discussion
Jan. 11 Wed 10 Teaching and learning 11 Oral presentations by
Korean teachers 12 Debate preparation 13. Debate
14 Korean Cultural Studies
Jan.12 Thu 15 Teaching and learning 16 Teaching and learning
17 Teaching and learning 18 Teaching and learning
19 Korean Cultural Studies
Jan.13 Fri 20 Teaching and learning 21 Teaching and learning
22 Teaching and learning 23 Teaching and learning
24 Teaching and learning
Jan.14 Sat Free time 26. Australian Tea Time
Jan.15 Sun
Jan.16 Mon Re-enter 27 Written test
28 Korean film 29 Korean film discussion
Free Time
Jan.17 Tue 30. Model Lesson
Preparation
31 Model lesson
preparation
32 Model lesson
presentation
33 Model lesson
presentation 34 Korean cultural studies
Jan.18 Wed 35. Cultural Studies 36. Cultural Studies
37. Cultural Studies 38. Cultural Performance
39. Farewell Reception
Jan.19 Thu 40 Evaluation/farewells 41. Closing Ceremony
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Ⅲ. Korea UNESCO Peace Center
a. Map of Korea UNESCO Peace Center
① Main Building ⑤ Global Education Hall (GPV) ② Dining Hall ⑥ Teacher’s Quarters (GPV) ③ Dormitories ⑦ Life Together Hall (GPV) ④ Asia-Pacific House ⑧ Camping Area ⑪ Symbol Tower
⑨ Soccer Field ⑫ Parking ⑩ Tennis Courts
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b. Classrooms
1st Floor, Asia-Pacific Hall
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c. Dormitory
2nd Floor, Asia-Pacific Hall
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IV. General Information
■ Secretariat If you have any questions, or need anything, please come to the Secretariat, the camp office. It is located on the first floor of the Global Education Hall.
■ Lost & Found If you find or lost anything, please come to the center office or camp secretariat and check.
■ Bulletin Board Keep your eyes open for notices posted on the bulletin board in the main hall. It is located on the main building.
■ Shower Rooms Located on the first and second floors of the dormitory A and B.
■ Laundry Located on ground floor of the dormitory. There are two washing machines.
■ Electricity The available electricity is 220 volts, 60 cycles AC. Please double check the electrical device before you use your electric equipment. When you leave the room, please turn off the fan and lights.
■ Convenient Store Convenient store is temporarily not available. If teachers want to purchase daily items, please refer to the secretariat.
■ Telephone There are telephone booths in the entrance to the Dinning hall and next to the Dormitory B, which can be used for local and long distance calls by both phone cards and coins.
■ Post Box Next to the telephone, there is a postbox. you can buy stamps at the convenient store.
■ Internet You may use Internet at the Computer Lab. It is located on the first floor of the Global Education Hall. Dormitories are equipped with WiFi.
10th Korea-Australia English Teachers’ Camp
for Global Understanding
Korea UNESCO Peace Center 9-19 January 2012
Participant Information
Australian Delegation
Korean Participants Group Composition
Camp Organizers
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Ⅰ. Australian Delegation
Name Organization
Ms Wendy BRAY Teacher Facilitator Maths & Science, Eastern Fleurieu School Strathalbyn R-6 Campus
Ms Belinda BRENAN Teacher of Japanese, Kidman Park Primary School
Ms Julie COOPER Deputy Principal of Junior School, Hallett Cove School R-12
Mr Peter COOPER Teacher, Flagstaff Hill R-7 School
Ms Jude DUNN Teacher R-7 Arts, Elizabeth South Primary School
Ms Leonie FALLAND Principal, Mannum Community College
Ms Kerry GEHLING Curriculum Manager, Primary English, Teaching & Learning Services, DECD
Ms Vivienne McQUADE Curriculum Manager General Capabilities, Teaching & Learning Services, DECD
Ms Sharyn SCHELL Project Officer, Arts Education, Teaching & Learning Services, DECD
Ms Janet SCHILLING Literacy Secretariat DECD, QIE-SSI Diagnostic Review Officer
Ms Christine THOMPSON Curriculum Manager, Secondary English, Teaching & Learning Services, DECD
Ms Lucy ZADOYANCHUK Primary Teacher, Elizabeth South Primary School
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Ⅱ. Korean Participants
Elementary School Teachers
No. Name School E-mail
2011-001 Ms KANG Sun Joo Dosim [email protected]
2011-002 Ms KWON Kyoungsoon Banseok [email protected]
2011-003 Ms KWON Hyun-Jin Bun-Dang [email protected]
2011-004 Ms KIM Kiju Deoki [email protected]
2011-005 Ms KIM Mi Hee Gwangmyeong Gwangsung [email protected]
2011-006 Ms SHIN Min Jeong Daeho [email protected]
2011-007 Ms KIM Eunhwa Hansu [email protected]
2011-008 Ms KIM Hyun Gyeong Hyeonam [email protected]
2011-009 Ms NA Sukheui Baekmun [email protected]
2011-010 Ms RYU Mira Koyang [email protected]
2011-011 Ms YU Mikyung Songchu [email protected]
2011-012 Ms PARK Jin Hee Jungtap [email protected]
2011-013 Ms PARK Hui Ran Icheon Seong Jung [email protected]
2011-014 Ms LEE Yeong-Lan Donghak [email protected]
2011-015 Ms SUNG Yoonjung Dabnae [email protected]
2011-016 Ms OH Nam Ju Neunggok [email protected]
2011-017 Ms LEE Eun Bi Shinha [email protected]
2011-018 Ms LEE Mina Gwangmyeong [email protected]
2011-019 Ms LEE Soyeon Bakdal [email protected]
2011-020 Ms LEE Young Min Sejong [email protected]
2011-021 Ms LEE Yoojin Pungduk [email protected]
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2011-022 Ms LEE Yun-jeong Gyenam [email protected]
2011-023 Ms LEE Jumin Gomdan [email protected]
2011-024 Ms JEONG Jin Ah Gwangmyeong Gwangdeok [email protected]
2011-025 Ms JOO So Young Gwangmyeongnam [email protected]
2011-026 Ms CHOI Sewha Mabuk [email protected]
2011-027 Ms CHOI Eun Sun Pyoungtaekanil [email protected]
2011-028 Ms CHU Eunha Sangrock [email protected]
2011-029 Ms HAN So Young Ansan Yangji [email protected]
2011-030 Ms HA Hui-jeong Bucheonsamjung [email protected]
2011-031 Ms HONG Myung Ok Poksa [email protected]
2011-032 Ms HWANG Jae Hee Chunghyun [email protected]
2011-033 Mr KIM O Beom Jeok am [email protected]
2011-034 Mr PARK Soon Chul Yongi [email protected]
2011-035 Mr SHIN Bokjin YangPyeong [email protected]
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Secondary School Teachers
No. Name School E-mail
2011-036 Ms KANG Yoonsook Pocheon Girls’ [email protected]
2011-037 Ms KANG Eun Jeong Jingeon [email protected]
2011-038 Ms KIM Nana Cheolsan [email protected]
2011-039 Ms KIM Nam Ok Ohma [email protected]
2011-040 Ms KIM Minjung Sunae [email protected]
2011-041 Ms KIM Sookyoung Songtan [email protected]
2011-042 Ms KIM Seung Kyung Hogye [email protected]
2011-043 Ms KIM Yangsuk Yongmun [email protected]
2011-044 Ms LEE Sun Munjung [email protected]
2011-045 Ms LEE Sun-Hee Jeongpyeong [email protected]
2011-046 Ms CHUNG Kyeonghee Somyong girl’s [email protected]
2011-047 Ms HAN Seong-min Juksan [email protected]
2011-048 Mr SHIN Hee-woo Cheongsan [email protected]
2011-049 Ms KWON Sinae Sunae [email protected]
2011-050 Ms KIM Mansook Seohyun [email protected]
2011-051 Ms KIM You Jeong Sukji [email protected]
2011-052 Ms KIM Hye Kyong Bongilcheon [email protected]
2011-053 Ms KIM Hwa-jeong Hwa-jeong [email protected]
2011-054 Ms MOON Sun Young Su-ji [email protected]
2011-055 Ms PARK Hyo Jin Geumchon [email protected]
2011-056 Ms BAE Heewon Jeodong [email protected]
2011-057 Ms SON Junghwa Bu-myeong [email protected]
2011-058 Ms SEO Hyen Sang Songtan-Jeil [email protected]
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2011-059 Ms OH Eunjin Songho [email protected]
2011-060 Ms YOO Jeonghee Dongducheon Foreign Language [email protected]
2011-061 Ms LEE Mihwa Inchang [email protected]
2011-062 Ms JANG Eun Hye Kwanyang [email protected]
2011-063 Ms JEONG Seong Shin Wongok [email protected]
2011-064 Ms CHAE Jeehee Anseong [email protected]
2011-065 Mr KIM Kyoon-tae Jungwon [email protected]
2011-066 Mr KIM Ki Jun Dongwon [email protected]
2011-067 Mr KIM Pil Soo Angok [email protected]
2011-068 Mr MOON Hyun-Seok Korea Animation [email protected]
2011-069 Mr AN Dongeun Jungmyong [email protected]
2011-070 Mr UHM Mo Hyung Ujongbu Kwangdong [email protected]
2011-071 Mr PARK Chan Il Yang Myung [email protected]
2011-072 Mr LEE Jang Won Seongnam Foreign Language [email protected]
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III. Group Composition
English Teaching and Learning
Elementary School Group 1 (E1)
1 Ms PARK Hui Ran Icheon Seong Jung
2 Ms OH Nam Ju Neunggok
3 Mr PARK Soon Chul Yongi
4 Ms JEONG Jin Ah Gwangmyeong Gwangdeok
5 Ms YU Mikyung Songchu
6 Ms KIM Kiju Deoki
7 Mr KIM O Beom Jeok am
8 Ms KIM Mi Hee Gwangmyeong Gwangsung
9 Ms LEE Mina Gwangmyeong
10 Ms LEE Yeong-Lan Donghak
11 Ms HWANG Jae Hee Chunghyun
Elementary School Group 2 (E2)
1 Ms KWON Kyoungsoon Banseok
2 Ms HA Hui-jeong Bucheonsamjung
3 Mr SHIN Bokjin YangPyeong
4 Ms LEE Yun-jeong Gyenam
5 Ms CHU Eunha Sangrock
6 Ms RYU Mira Koyang
7 Ms KWON Hyun-Jin Bun-Dang
8 Ms LEE Young Min Sejong
9 Ms KIM Eunhwa Hansu
10 Ms KIM Hyun Gyeong Hyeonam
11 Ms CHOI Sewha Mabuk
12 Ms SHIN Min Jeong Daeho
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Elementary School Group 3 (E3)
1 Ms LEE Soyeon Bakdal
2 Ms HONG Myung Ok Poksa
3 Ms HAN So Young Ansan Yangji
4 Ms LEE Jumin Gomdan
5 Ms PARK Jin Hee Jungtap
6 Ms CHOI Eun Sun Pyoungtaekanil
7 Ms JOO So Young Gwangmyeongnam
8 Ms SUNG Yoonjung Dabnae
9 Ms NA Sukheui Baekmun
10 Ms KANG Sun Joo Dosim
11 Ms LEE Yoojin Pungduk
12 Ms LEE Eun Bi Shinha
Secondary School Group 1 (S1) 1 Ms HAN Seong-min Juksan
2 Ms YOO Jeonghee Dongducheon Foreign Language
3 Ms SON Junghwa Bu-myeong
4 Ms KIM Hwa-jeong Hwa-jeong
5 Ms LEE Mihwa Inchang
6 Ms PARK Hyo Jin Geumchon
7 Ms KIM Nana Cheolsan
8 Ms KANG Eun Jeong Jingeon
9 Mr UHM Mo Hyung Ujongbu Kwangdong
10 Ms CHUNG Kyeonghee Somyong girl’s
11 Ms KIM Hye Kyong Bongilcheon
12 Ms CHAE Jeehee Anseong
13 Mr KIM Pil Soo Angok
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Secondary School Group 2 (S2)
1 Ms KIM Sookyoung Songtan
2 Ms OH Eunjin Songho
3 Ms KWON Sinae Sunae
4 Mr KIM Kyoon-tae Jungwon
5 Ms JANG Eun Hye Kwanyang
6 Mr MOON Hyun-Seok Korea Animation
7 Mr AN Dongeun Jungmyong
8 Ms KIM Yangsuk Yongmun
9 Ms MOON Sun Young Su-ji
10 Ms KIM Seung Kyung Hogye
11 Ms JEONG Seong Shin Wongok
12 Mr PARK Chan Il Yang Myung
Secondary School Group 3 (S3) 1 Ms KIM Minjung Sunae
2 Mr KIM Ki Jun Dongwon
3 Mr SHIN Hee-woo Cheongsan
4 Ms SEO Hyen Sang Songtan-Jeil
5 Mr LEE Jang Won Seongnam Foreign Language
6 Ms BAE Heewon Jeodong
7 Ms KIM Mansook Seohyun
8 Ms KIM Nam Ok Ohma
9 Ms KANG Yoonsook Pocheon Girls’
10 Ms KIM You Jeong Sukji
11 Ms LEE Sun Munjung
12 Ms Lee Sun-Hee Jeongpyeong
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Cultural Exchange Session Korean Cultural Studies Workshop
Music Traditional Games Calligraphy Folk Play
KIM Pil Soo CHUNG Kyeonghee LEE Yun-jeong KIM You Jeong
JEONG Seong Shin KIM Hye Kyong PARK Soon Chul NA Sukheui
UHM Mo Hyung LEE Sun KIM Mansook SHIN Bokjin
LEE Yeong-Lan MOON Sun Young KWON Sinae HAN So Young
YU Mikyung KIM Nam Ok CHOI Eun Sun AN Dongeun
KWON Kyoungsoon LEE Jumin KIM Hwa-jeong RYU Mira
PARK Hui Ran KIM Sookyoung KIM Ki Jun SON Junghwa
PARK Jin Hee KIM Eunhwa HAN Seong-min BAE Heewon
LEE Soyeon KIM Nana KIM Seung Kyung LEE Mihwa
HA Hui-jeong HONG Myung Ok CHOI Sewha KWON Hyun-Jin
OH Nam Ju PARK Hyo Jin KANG Eun Jeong LEE Mina
MOON Hyun-Seok KIM Hyun Gyeong LEE Young Min SHIN Min Jeong
KIM Kyoon-tae SEO Hyen Sang JANG Eun Hye SHIN Hee-woo
JEONG Jin Ah OH Eunjin LEE Jang Won PARK Chan Il
KIM Kiju YOO Jeonghee CHU Eunha KANG Yoonsook
KIM Mi Hee KIM Minjung LEE Yoojin KANG Sun Joo
JOO So Young LEE Eun Bi HWANG Jae Hee LEE Sun-Hee
SUNG Yoonjung KIM O Beom CHAE Jeehee
KIM Yangsuk
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Room Arrangements
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한성민 손정화 최세화
203
이영란 서현상 이윤정
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김민정 류미라 이주민
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이미나 정진아 유미경
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추은하 신민정 권경순
207
성윤정 김현경 강윤숙
208
주소영 권시내 나숙희
209
김미희 박효진 김유정
210
오은진 박희란 김남옥
211
김화정 홍명옥 문선영
212(남)
김기준 이장원 신복진
213(남)
안동은 김균태 엄모형
215
김기주 김만숙 이선
216
최은선 오남주 김혜경
217
권현진 김나나 김양숙
218
이미화 하희정 채지희
219
황재희 이소연 김승경
220
이유진 한소영 이은비
221
유정희 박진희 이선희
222
장은혜 김은화 정성신
223
이영민 강은정 정경희
224
배희원 김수경 강선주
225(남)
김오범 문현석 박찬일
226(남)
신희우 박순철 김필수
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IV. Camp Organizers Mr. HWANG, Tae-Hak Director, Korea UNESCO Peace Center Mr. AHN, Hyeong-Gyun Head, Center Management Team Ms. HAN, Mi-Hyun Assistant Officer, Center Management Team Mr. RYU, Won-Jun Program Specialist Ms. HWANG Hee-Yeon Program Staff Mr. KIM Da-Han Program Staff Ms. KWON Song Program Staff Mr. OH Byeong-Hak Program Staff Ms. SEO Young-Sin Program Staff Ms. YUN Suk-Yeon Program Staff Korea UNESCO Peace Center Korean National Commission for UNESCO 868-1 Maegok-ri, Hobeop-myon, Icheon City Gyeonggi-do, 467-821, Republic of Korea T. (82-31) 638 9051 F. (82-31) 638 9607 H. http://www.unesco.or.kr/upc
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Teaching Materials
English Teaching
& Learning
Wendy BRAY
Belinda BRENAN
Julie COOPER
Peter COOPER
Jude DUNN
Leonie FALLAND
Kerry GEHLING
Vivienne McQUADE
Sharyn SCHELL
Janet SCHILLING
Christine THOMPSON
Lucy ZADOYANCHUK
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Wendy BRAY
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Name of Session: Recounts and Cultural Understanding Presenter: Wendy Bray Overview: An understanding of the structure and language features of particular texts is needed by students in order to create them. Author Jeannie Baker’s visual texts can be used to initiate discussion and writing in many genres. One of her books, Mirror can also be used to identify differences and draw connections between distinct cultures and experiences. Description of Session: We will use Jeannie Baker’s book Mirror as a means of looking at cultural differences and similarities, and explore the concept that ‘we are different but the same’ as a stimulus for oral and written recounts. Participants will experience a variety of strategies and activities to expand vocabulary and stage Recount writing. Strategies/Teaching Methodologies/Teaching Activities Participants will be involved in:
• Discussion of people’s common values and shared experiences regardless of cultural and geographical differences, in order to make links with their students to promote understanding and tolerance.
• Developing vocabulary from the wordless text and a variety of speaking, listening and writing activities that can be built on these with their class.
• Viewing other texts and examples of students’ work based on the book and photos of them involved in the tasks.
• Explicit teaching where the presenter will introduce the teaching and learning cycle and strategies for developing skills in oral and written recounts.
• Creating their own recount text based on photographs and pictures. Outcomes for teachers Teachers will:
• Become familiar with the staging of Recount writing through a shared context • Have a text to use as a reference for their students to reflect on the cultural differences and
similarities between Korea and other countries • Have a text on which to build oral and written language skills.
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Clock Buddies
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9
6
11
10
8
7
3
1
2
4
5
12
9
6
10
8
7
3
2
4
5
11 1
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Personal Recounts 1
A Clean Up Project On Monday morning, Mr Drake announced that our class had been chosen to take part in the ‘Clean Up Dover Creek’ Project. One class from each of the local schools has been asked to help with the project. Mr. Drake said the principal chose us because we had worked so well on our school garden. Three days later, on Thursday, we were given a list of things we needed to bring for the clean- up. We had to bring some good gardening gloves, sunhats, sunscreen and some plastic bags to put the rubbish in. We were told that Ms Pappas, from the Dover Creek Eco Group, was coming to talk to us on the following Monday. Ms Pappas was the coordinator for the day. Ms Pappas was very enthusiastic. She was delighted that we were able to help with ‘such an important project’. She told us that the creek was very badly polluted with paper, plastic, tins and bottles. We were to work on the area below the little footbridge, with the children from Hartford School. Friday was clean-up day. We worked very hard and Mr Drake was very proud of us. At the end of the day, we had filled a huge bin with rubbish. Ms Pappas said the creek hadn’t looked so good for ages. When we had finished, two people representing our class were presented with a ‘Friends of Dover Creek’ certificate. We all felt very pleased with ourselves. From “Rigby Literacy Collections 1”, Middle Primary www.rigby.com.au/collections/ Helping Hands Every year Room A6 donates to a lifesaving program called “Helping Hands” and I am lucky to be able to take part in the program. We do different activities to help raise money. One of the activities that the whole school helps with is the ten cent recyclable container program. Everyone who brings a ten cent can or box puts their container in to the blue bin in front of my class. So far we have given $25 to the Tasmanian Devils. Another thing my class does is hold a Pancake Day. We served hot pancakes at lunch; the pancakes were only $1. It was a really wet afternoon when setting up because it was raining very hard at the time. This year we raised $342 and we halved the amount so we willingly gave $171 to Kaye Gale’s daughter “Hope International”, a charity she supports, and the other $171 to the Japan tsunami victims. One of my favourite money raising activities that we do is the Biggest Morning Tea. Our class invites family and friends to join us with raising money for the Cancer Council. Every year we have a theme to the morning and this year it was ‘Airport’. We dressed up according to the theme. Members of the class put on different performances like dancing and playing the piano. I was lucky to perform a dance for the guests. After the morning we cleaned up and counted the money. We had raised a massive $570 to give to the Cancer Council. Every member of the class had so much fun in the morning. We have raised a humongous amount of money to help a lot of people who needed our help. Thank you to all the people who gave generous donations. Erin Hadden, Yr 6 student
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Name of Session: A Multi-Sensory Approach to Spelling
Presenter: Wendy Bray Overview: Learning to spell is a multisensory process since students use their eyes, ears, hands and memory of previous experience when attempting to write a word. To be effective spellers, students need a variety of strategies that incorporate this multisensory approach which need to be explicitly taught. Meaningful written language experiences provide a context for spelling. Description of Session: Participants will have an opportunity to become familiar with a variety of multi-sensory activities (phonetic, morphemic, visual and kinaesthetic) that can be used to develop in their students a multi-strategy approach to spelling and using collaborative learning and thinking strategies. These will be supported by exploring the visual texts, “Belonging” and “Window” to provide a context. Strategies/Teaching Methodologies/Teaching Activities Participants will be involved in:
• Reviewing and sharing spelling strategies used in their classes. • Viewing the books to explore themes and discussing how it could be linked to writing
experiences that have a familiar or local context. • Developing relevant word lists, word groups, creating word walls. • Using a variety of graphic organizers and thinking strategies and discuss how they
could be used with their students. e.g. Venn diagrams, T charts, Jigsaw Process, question matrix.
Outcomes for teachers Teachers will have an understanding of the importance of explicit teaching of a variety of strategies in order for students to become proficient spellers. They will have a range of resources and collaborative learning and thinking strategies that can be adapted for their learners.
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Collaborative Learning – “Jigsaw” Process
In Expert Jigsaw, students in each team are given specific responsibilities. The process:
1. Form students into Home Teams of 4 members, and number them from 1 to 4. 2. Introduce the project or activity to the Home Teams e.g. ‘Find out how different nutrients help
us have good health.’ 3. The Home Teams are then re-formed into Expert Teams, which means all of the Home Teams’
number 1’s move to Expert Team 1, Home Teams’ number 2’s move to Expert Team 2 and so on. 4. The specific task of each Expert Team is outlined as follows:
Expert Team 1: Investigate proteins Expert Team 2: Investigate carbohydrates Expert Team 3: Investigate vitamins Expert Team 4: Investigate fibre
5. The Expert Teams then research their specialized area. Discuss, research, record findings. This could range from a few minutes to a few lessons.
6. Expert Teams then split up, and all members return to their original Home Teams. At this stage there will be an ‘expert’ on each of the areas within each Home Team. Each ‘expert’ then shares what they have learnt and contributes to the final product of the Home Team. This product can be presented to the rest of the class at an appropriate stage.
Home Teams Expert Teams Home Teams
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
1 1
1 1
2 2
2 2
3 3
3 3
4 4
4 4
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
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Question Matrix
EVENT
SITUATION
CHOICE
PERSON
REASON
MEANS
PRESENT
What is…?
Where is…?
Which is…?
Who is…?
Why is…?
How is…?
PAST
What did…?
Where did…?
Which did…?
Who did…?
Why did…?
How did…?
POSSIBILITY
What can…?
Where can…?
Which can…?
Who can…?
Why can…?
How can…?
PROBABILITY
What would…?
Where would…?
Which would…?
Who would…?
Why would…?
How would…?
PREDICTION
What will…?
Where will…?
Which will…?
Who will…?
Why will…?
How will…?
IMAGINATION
What might…?
Where might…?
Which might…?
Who might…?
Why might…?
How might…?
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Venn Diagram
COMPARE AND CONTRAST
Features Unique to A: _________________ Features Unique to B:_________________
Features Common to A and B
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Belinda BRENAN
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Name of Session: Are We There Yet? Presenter: Belinda Brenen Overview: Tony Ryan’s Thinkers Keys place emphasis on the development of innovative and creative thinking for three important reasons: 1. Creative thinking can be exciting and enjoyable. 2. The stimulation of creativity in learning heightens the emotional link with that learning. 3. Developing our creative potential will strengthen our ability to cope with change. This workshop will provide participants with the opportunity to work with the Thinkers Keys through the Australian picture book Are We There Yet? written by Alison Lester. Participants will be provided with the opportunity to learn about Australian geography and express opinions/ideas in a variety of creative ways. Description of the session: Using the book Are We There Yet? as a starting point, participants will be guided through the use of the Thinkers Keys. This includes gaining an understanding of creative thinking techniques to motivate students, encourage talking/communication and inspire presentation skills. Work will be done in pairs, small and large groups, with plenty of discussion and sharing encouraged. Strategies/teaching methodologies / teaching activities: Participants will be involved in: Warm-up - Drawing maps of Australia to show prior knowledge Shared reading – Reading picture book aloud Group work - Thinkers Keys activities Presentation - Thinkers Keys work Discussion – Relating Thinkers Keys to classroom practice Warm-down – Revising maps from the warm up Outcomes for teachers: Teachers will have:
• A greater understanding of the geography, flora, fauna and icons of Australia • An understanding of the Thinkers keys to enhance creative thinking • Participated in Thinkers Keys activities and discussed the use of them for their own
classrooms • Discussed and considered how to use the Thinkers Keys in terms of English language
development
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The Thinker’s Keys
1. THE REVERSE KEY
List 10 things that you will never see in Australia
2. THE WHAT IF KEY
What if: All kangaroos disappeared?
3. THE DISADVANTAGES KEY
List disadvantages of, and improvements to: the caravan
4. THE COMBINATION KEY
List attributes of both, then combine: The Harbour Bridge and Uluru
5. THE ALPHABET KEY
Australian leisure activities
6. THE BAR KEY
A camping tent
7. THE VARIATIONS KEY
How many ways can you connect Tasmania to the mainland?
8. THE PICTURE KEY
9. THE PREDICTION KEY
Name 5 ways of travel that will be used within 30 years
10. THE DIFFERENT USES KEY
Find 10 different uses for a snorkel
11. THE RIDICULOUS KEY Try to justify this statement:
All parents should let their children play whatever they want during school holidays
12. THE COMMONALITY KEY
Find common points between a drought and $2 coins
13. THE QUESTION KEY
Give 5 questions for the answer: The Great Barrier Reef
14. THE BRAINSTORMING KEY
Brainstorm solutions for “There are too many tourists on the Gold Coast”
15. THE INVENTIONS KEY
Design a machine for applying sunscreen
16. THE BRICK WALL KEY
Consider alternatives to: Campers should eat barbeque every night.
17. THE CONSTRUCTION KEY
Construct a witchetty catcher.
18. THE FORCED RELATIONSHIP KEY
Catch a sheep with a hat, a fan and a spoon.
19. THE ALTERNATIVE KEY
Work out 3 ways to see underwater without goggles
20. THE INTERPRETATIONS KEY
Describe this situation: a shark is swimming in the hotel pool.
Useful websites http://www.tonyryan.com.au/blog/ http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm
Name of Session: Emergency Services in Australia through Gardner’s Multiple Intelligences
Presenter: Belinda Brenen Overview: Howard Gardner’s Multiple Intelligences highlight that students have different natural strengths and preferred learning styles. This has implications for teachers and the way that lessons are planned in order to develop the range of intelligences. Giving students the opportunity to use a variety of intelligences encourages a greater depth of understanding for all students. This workshop will provide participants with the opportunity to experience the Multiple Intelligences learning about two Australian Emergency Services – Surf Life Saving Australia and The Royal Flying Doctor Service. Participants will be provided with the opportunity to understand more about Australian culture and express their learning in a variety of ways. Description of the session: Using Surf Life Saving Australia and The Royal Flying Doctor Service as thematic stimuli, participants will be guided through activities representing the learning styles highlighted in Gardner’s Multiple Intelligences. This includes gaining an understanding of different learning styles to motivate students, encourage talking/communication and deeper thinking. Work will be done in pairs, small and large groups, with plenty of discussion and sharing encouraged. Strategies/teaching methodologies / teaching activities: Participants will be involved in: Warm-up – Brainstorm “Emergency Services” in South Korea and Australia -compare Shared viewing – Watching stimulus footage of both Australian Emergency Services Group Work - Multiple Intelligences activities Presentation - Multiple Intelligences work Discussion – Relating Multiple Intelligences to classroom practice Warm Down – Revisit and revise brainstorm ideas from the ‘warm up’ Outcomes for teachers: Teachers will have:
A greater understanding of two unique Australian emergency services An understanding of the use of the Multiple Intelligences to support student
learning Participated in Multiple Intelligences activities and discussed their use in their
own classrooms Discussed and considered how to use the Multiple Intelligences in terms of
English language development
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The Multiple Intelligences
INTRAPERSONAL (Self-smart)
Imagine you are involved in an emergency – how would you feel? Describe what it is like to have rescued someone. Write a journal entry My day with The Royal Flying Doctor. Complete a research project on a Korean emergency service. Design and make an emergency services vehicle. Research and construct a timeline of the history of one emergency service.
BODY/KINASTHETIC (Body-smart)
Role play an emergency situation. Learn some resuscitation/first aid techniques and practice them. Create a dance to promote the importance of keeping safe. Play charades to guess what happened at an accident scene. Learn some of the signals used by life savers. Make a diorama of the Australian landscape.
NATURALISTIC (Nature-smart)
Investigate the environment of these two emergency services. Use natural objects to create a poster to advertise one of the emergency services. Consider the effect certain weather conditions could have on rescue operations. Visit a RFDS base or an SLSA clubhouse. Find out how the environment impacts on emergency services. Plan how natural objects could be used to help in an emergency.
PICTURE/SPATIAL (Picture-smart)
Create a collage to show a rescue operation. Design a new logo/uniform for one of the emergency services. Take photographs of the emergency services and arrange them in an album with captions. Make a scale model of an emergency services vehicle. Write a picture book and illustrate it about one of the emergency services. Make rescue worker puppets and use them in a play for the class.
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INTERPERSONAL (People-smart)
In a group, imagine you are taking part in a new TV show about rescues. What story will you tell? In a group, create a TV ad to promote one emergency service. Complete a group project about emergency services equipment. With a partner make a board game to help keep children safe. In pairs plan a public event to promote personal safety. Interview a partner about why they want to become an emergency services worker.
MUSICAL/RHYTHMIC (Music-smart)
Use musical instruments to represent the different stages of a rescue. Write a song about beach safety. Create an emergency services dance. Use a well-known children’s song and rewrite the words to promote the RFDS. Write a rhythm/rap/rhyme for young children to learn about road safety. Create movements to match rescue sounds e.g. ambulance, helicopter.
LOGICAL/MATHEMATICAL (Number/reasoning-smart)
Organise a list of facts about rescues in Australia every year. List items needed in a first aid kit. Write a timeline of events that take place during a rescue. Graph information gathered about accidents at Australian beaches each year. Make a paper plane and test how far it can fly carrying a patient. Find out the distance travelled each year by the RFDS planes.
VERBAL/LINGUISTIC (Word-smart)
Read books about emergency/rescue situations. Deliver a speech about keeping safe. Write a list of questions to ask an emergency services expert. Create a poster about safety at the beach. Write a poem that describes a rescue. Hold a debate about people having to pay if they are rescued.
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Julie COOPER
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Name of Session: Genre: Procedural Text – The Unusual Recipe Competition
Presenter: Julie Cooper Overview: As students learn the key features of varying genres and begin to apply them to their own writing they become more expert in their ability to use and apply the English language. Participants will explore and practise using the key features of procedural texts. Finally they will construct a procedural text, in the form of a recipe, themselves. Description: Participants will be introduced to the key features of a procedural text – Structure including; title and statement introducing the product to be made, a list of materials and equipment needed, sequence of steps in order, a final paragraph to add further interesting information. Language including; present tense and command verbs to start short sentences that explain the steps in the procedure. These skills will be explicitly taught, with adequate time for discussion and practice activities. Strategies / Teaching Methodologies / Teaching Activities:
Warm up discussion –“Engage” Activity Determine participants’ prior knowledge about this genre using a thinking tool and explore the cover of the text: The Unusual Recipe Competition. Share characteristics of Korean and Australian foods. Explicit teaching – PowerPoint presentation of the key features of procedural texts using a shared reading approach. Discussion – participants will discuss the recipe format and features of the procedural text. They will determine the most important feature and justify their opinions (Think-pair-share) Participation– participants will complete the sequencing activity and command verb activities and games in small teams of three. Analysing – participants will explore a range of recipes to identify the key features. Creating – each participant will create their own unusual recipe using the key features of a persuasive text.
Outcomes for Teachers:
By the end of this session teachers will be able to: • Join in reading a shared text where appropriate • Identify components of a recipe • Sequence instructions in order • Identify and use command verbs in procedural texts • Recognise and change verbs from past to present tense • Apply a practical framework and strategy in their own classrooms to teach
writing in English for a specific purpose.
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The Unusual Recipe Competition
Sequencing Recipe
1. Read and cut out each instruction.
2. Put the instructions in order and paste onto your page.
Let the damper cool down.
Make a well in the middle of the flour and salt.
Cook for 30 minutes.
Wrap the bun in some foil.
Measure the flour and salt. Put them into a bowl.
Shape the dough into a big flat bun.
Eat the damper with butter, jam, or honey.
Tap the damper. It will sound hollow if it is cooked.
Pour the water into the well and mix it until it becomes dough.
Put the foil on hot coals or in a camp oven.
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The Unusual Recipe Competition
Name:
You Be the Teacher
Chen has accidentally written the recipe instructions in the past tense. Rewrite his instructions correctly. Remember each instruction needs to start with a command verb and needs to be written in the present tense. The first one is done for you.
I measured the flour and salt and put them into a bowl. (past tense)
Measure the flour and salt and put them into a bowl. (present tense)
I poured the water in and mixed it until it became dough. I shaped the dough and made a big flat bun. I wrapped the bun in some foil. I put the foil on hot coals and cooked it for 30 minutes. I tapped the damper and when it sounded hollow it was cooked. I let the damper cool down and then I ate it with butter, jam, and honey.
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Name of Session: Philosophical Inquiry in the Classroom
Presenter: Julie Cooper Overview: English texts can be used as springboards to help children explore ideas and questions that we do not know how to answer using scientific forms of inquiry. Philosophy in the classroom taps into children’s natural curiosity and sense of wonder. It engages them in a search for meaning and strengthens reasoning skills and dispositions. It builds independent thought and better judgement. Description: Participants will explore John Marsden’s “Prayer for the 21st Century” using a philosophical inquiry approach. The key aspects of the approach will be presented and practised while analysing the massages for cultural understanding and peace, in the poem. Participants will have the opportunity to represent their understandings creatively.
Strategies / Teaching Methodologies / Teaching Activities: Warm up activity to elicit prior understandings of philosophy in the classroom and
John Marsden’s writing Explicit teaching of the role of philosophy in the classroom and effective strategies with the use of a hand out and PowerPoint.
Jigsaw reading in small groups, of the poem “Prayer for the 21st Century” Generating questions from the reading to be explored Discussing the questions through the inquiry approach Viewing children’s creative interpretation of the poem. Demonstrating an understanding of the poem through creative activity
Sharing of understandings in a group presentation
Outcomes for Teachers: Participants will develop an awareness of the role of philosophical inquiry in the classroom All will participate in a philosophical inquiry Teachers will be provided with a practical framework and strategy which can be used in their own classrooms to help children reflect on the big ideas for cultural understanding and sustainable development. They will analyse the meanings in the poem “Prayer for the 21st Century”
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Prayer for the 21st century
May the road be free for the journey, May it lead where it promised it would, May the stars that gave ancient bearings Be seen, still be understood May every aircraft fly safely, May every traveller be found, May sailors in crossing the ocean Not hear the cried of the drowned May gardens be wild, like jungles, May nature never be tamed, May dangers create of us heroes, May fears always have names, May the mountains stand to remind us, Of what it mean to be young May we be outlived by our daughters, May we be outlived by our sons May the bombs rust away in the bunkers, And the doomsday clock not be rewound May the solitary scientists, working Remember the holes in the ground May the knife remain in the holder, May the bullet stay in the gun, May those who live in the shadows Be seen by those in the sun
John Marsden - 1997 Web link to an audio-visual version of the poem. This will be used in the session. http://www.youtube.com/watch?v=OPqM9Nseyj0
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Philosophical Inquiry in the Classroom Getting Started
• Teachers need to be familiar with the text before presenting it to the class. • Seat children in a circle to encourage sharing of ideas between the children. (The teacher is not
the centre of the discussion). • Introduce the activity to the children through the texts explaining they can talk about things
they find interesting and ask questions about things they don’t understand or find puzzling. • Record the children’s questions on a poster with their names next to the question they asked. • Select a question that is interesting to students to begin the inquiry. • Start with the child who posed the question and clarify what prompted them to ask the question.
Conducting a Discussion The teacher needs to promote:
• asking questions • clarification and restatement • consistency • giving and requesting reasons • formulating and using criteria • exploring possibilities
• seeing other’s viewpoints • masking distinctions • uncovering assumptions • being aware of implications • engaging in self-correction • maintaining relevance
Thinking Together Below is a list of behaviours students will exhibit and practise in philosophy discussions:
• Ask questions • Listen to others speak • Not interrupt others • Give reasons • Think for themselves
• Share ideas • Think about other people’s points of view • Help each other • Keep on track • Change their minds
Jigsaw Reading Activity Each team member reads one aspect of the text individually and reflects on its meaning and their understanding of what they have read. After a set period of time team members are invited to share their understanding of what they read with the rest of the team. Outcomes: Each team member has been responsible for contributing to the collective understanding of the whole team about the content and meaning of the entire text. Team members have been able to articulate their understandings of their reading. Team members have been able to listen to the interpretations of others and ask clarifying questions. Team cohesion and trust is developed.
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Peter COOPER
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Name of Session: Australian Multiculturalism through Music Presenter: Peter Cooper Overview: The first ‘Australians’ were the aboriginal people who lived without interference for 40 000 years before the coming of Europeans as convicts and as free settlers. For many years, Australia did not welcome settlers of non-European race. Today, however, Australia is a truly multicultural society, populated by peoples from all continents and a multitude of races. Description: We explore the notion of Australian multiculturalism and its history through songs, exploring and analysing Bruce Woodley’s ‘I Am Australian’ and Paul Kelly’s ‘From Little Things, Big Things Grow.’ Participants will view and listen to both songs, discuss the language used and the stories told. Strategies / Teaching Methodologies / Teaching Activities:
Discussion – What do participants know about Australia, e.g. size, culture, history, people, language, sports, politics? Compare with Korea. Discuss idea of many cultures co-existing peacefully.
Viewing – ‘I am Australian’ by Bruce Woodley and ‘From Little Things, Big Things Grow’ by Paul Kelly.
Discussion – 1. The feelings and multicultural message of ‘I am Australian’ 2. Explain the story of ‘From little things, Big things grow’ Identifying – in pairs, write as many descriptive words (from the songs or other
ones) which tell about Australia, its people, its history or its landscapes. Reporting – present ideas to the group from paired activity. Discussion – create a list of English word which could be used to describe
Korea, its people , history and landscapes. Creating – in a small group, write a short poem to describe Korea using the
descriptive words generated by discussion.
Outcomes for teachers: Teachers will have: An enhanced understanding of aspects of Australian history and culture, specifically multicultural issues and aboriginal perspectives. Opportunities for discussion in English in whole group, small group and paired settings Noted similarities and differences between life in our two countries Learned from each other and shared 2-way learning with the presenter
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I AM AUSTRALIAN – Bruce Woodley
I came from the dream-time, from the dusty red soil plains I am the ancient heart, the keeper of the flame. I stood upon the rocky shore, I watched the tall ships come. For forty thousand years I've been the first Australian.
I came upon the prison ship, bowed down by iron chains. I cleared the land, endured the lash and waited for the rains. I'm a settler, I'm a farmer's wife on a dry and barren run A convict then a free man, I became Australian.
I'm the daughter of a digger who sought the mother lode The girl became a woman on the long and dusty road I'm a child of the depression, I saw the good times come I'm a bushy, I'm a battler, I am Australian
We are one, but we are many And from all the lands on earth we come We share a dream and sing with one voice: I am, you are, we are Australian
I'm a teller of stories, I'm a singer of songs I am Albert Namatjira, I paint the ghostly gums I am Clancy on his horse, I'm Ned Kelly on the run I'm the one who waltzed Matilda, I am Australian
I'm the hot wind from the desert, I'm the black soil of the plains I'm the mountains and the valleys, I'm the drought and flooding rains I am the rock, I am the sky, the rivers when they run The spirit of this great land, I am Australian
We are one, but we are many And from all the lands on earth we come We share a dream and sing with one voice: I am, you are, we are Australian
We are one, but we are many And from all the lands on earth we come We share a dream and sing with one voice: I am, you are, we are Australian
I am, you are, we are Australian!
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FROM LITTLE THINGS BIG THINGS GROW Paul Kelly & Kev Carmody
Gather round people let me tell you a story An eight year long story of power and pride British Lord Vestey and Vincent Lingiarri Were opposite men on opposite sides Vestey was fat with money and muscle Beef was his business, broad was his door Vincent was lean and spoke very little He had no bank balance, hard dirt was his floor From little things big things grow From little things big things grow Gurindji were working for nothing but rations Where once they had gathered the wealth of the land Daily the pressure got tighter and tighter Gurindju decided they must make a stand They picked up their swags and started off walking At Wattie Creek they sat themselves down Now it don't sound like much but it sure got tongues talking Back at the homestead and then in the town From little things big things grow From little things big things grow Vestey man said I'll double your wages Eighteen quid a week you'll have in your hand Vincent said uhuh we're not talking about wages We're sitting right here till we get our land Vestey man roared and Vestey man thundered You don't stand the chance of a cinder in snow Vince said if we fall others are rising From little things big things grow From little things big things grow
Then Vincent Lingiarri boarded an aeroplane Landed in Sydney, big city of lights And daily he went round softly speaking his story To all kinds of men from all walks of life And Vincent sat down with big politicians This affair they told him is a matter of state Let us sort it out, your people are hungry Vincent said no thanks, we know how to wait From little things big things grow From little things big things grow Then Vincent Lingiarri returned in an aeroplane Back to his country once more to sit down And he told his people let the stars keep on turning We have friends in the south, in the cities and towns Eight years went by, eight long years of waiting Till one day a tall stranger appeared in the land And he came with lawyers and he came with great ceremony And through Vincent's fingers poured a handful of sand From little things big things grow From little things big things grow That was the story of Vincent Lingairri But this is the story of something much more How power and privilege can not move a people Who know where they stand and stand in the law From little things big things grow From little things big things grow From little things big things grow From little things big things grow
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WORDS TO DESCRIBE AUSTRALIA
GENERAL
HISTORY
PEOPLE
LANDSCAPE
Big
European
convicts
dry
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WORDS TO DESCRIBE KOREA
GENERAL
HISTORY
PEOPLE
LANDSCAPE
small
ancient
mountainous friendly
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Name of Session: Using a Text Organiser - Persuasive Text Genre
Presenter: Peter Cooper Overview: Using a text organiser is a good way to teach students how to construct texts of various genres. In this workshop we will use a simple text organiser to analyse a variety of examples of persuasive texts (expositions) and eventually participants will construct a persuasive text of their own. Description: Participants will be introduced to the critical elements of a persuasive text – stating a point of view, a series of strong arguments, paragraphs, use of time connectives, linking words, emotive words, simple present tense and a summary which restates your point of view. These skills will be explicitly taught, but plenty of time will be devoted to discussion and participation. Strategies / Teaching Methodologies / Teaching Activities:
Warm up discussion – find out what participants already know about this genre Explicit teaching – PowerPoint presentation of basics of persuasive texts including examples of texts written by children Participation – we will discuss and rank modal verbs/adverbs according to their strength, pegged on a string line Discussion – we will discuss and brainstorm emotive words, time connectives and linking words. Creating – each participant will use a text organiser to create their own persuasive text. Topic – “This should not be the last UNESCO Korea – Australia English Camp.” Oral Presentations to the group.
Outcomes for teachers: Teachers will come away from the workshop with a practical framework and strategy which can be used in their own classrooms to teach writing in English for a specific purpose. Participants will see the value of brainstorming, discussion and participation of students before taking on any writing task.
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Text Planner – Persuasion Text features: Simple present tense, emotive words, strong modality, words that link
arguments, time connectives (firstly, secondly etc.), logical sequence.
Title: ______________________________________________________________________
Outline of the issue and the writer’s point of view
Arguments – series of points with supporting evidence (new paragraph for each)
Summing up – restate point of view and main arguments
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Jude DUNN
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Name of Session: Critical Literacy – Advertising
Presenter: Jude Dunn Overview Critical literacy involves the analysis and critique of the relationships among texts, language, power, social groups and social practices. It shows us ways of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs that lie beneath the surface. This session will explore the language of Advertising. Description of the session In this lesson, participants will examine meaning within advertisements, consider the purpose for the advertisement and the composer’s motives, understand that advertisements are not neutral - that they represent particular views, silence other points of view and influence people’s ideas, question and challenge the ways in which advertisements have been constructed and analyse the power of language in contemporary society. Participants will learn about the different forms of advertising, the language/terms used in advertising, the advertising appeals used, and then choose a way to advertise their own product or service. Participants will explore advertising through viewing and reading texts and commercials; gaining a contextual understanding of its linguistic structures and features. Strategies/teaching methodologies/teaching activities Using a range of commercials and posters, participants will explore and discuss different social contexts, purposes and audiences involved in the creation of advertisements. Outcomes for teachers
• For participants to be able to discuss the interaction of visual images and written texts, and its involvement in persuading viewers to purchase that product and service.
• Participants will learn about the different forms of advertising and will choose a way to advertise their product or service.
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Advertising Lesson Plan Established Goal: For teachers to be able to discuss the interaction of visual images and written texts, and its involvement in persuading viewers to purchase that product and service. Understanding: Students will be familiar with the different types of advertising - radio, TV, internet, newspapers, magazines, signs, mailings, telephone book, product licensing, brochures, coupons, flyers, clothing logos, etc. Students will understand that advertisements are not neutral and that they represent particular views, silence other points of view and influence people’s ideas. Students will understand the terms used in advertising – image, metaphor, symbol, logo etc. Students will understand the contextual importance of a text. Students will know/be able to: State that the reason businesses advertise is to increase revenues. Describe different kinds of advertising appeals – Instant happiness: This product will change your life!
Snob appeal: This is what the best/brightest/richest/smartest people have! Desire for a bargain: Special deal today only! Bandwagon: Join the crowd! Celebrity endorsement: Mr. Celebrity says this product is great! Image Advertising: The suntan lotion of super models! Repetition: Buy our product! Buy our product! Buy our product! Beauty Appeal: Beautiful people, places, and things SELL! Escape: Float away in your bubble bath........... Lifestyle: This product is associated with a certain style of living. Nurture: This cute little child wants you to buy a new car from us! Scientific Claim: 97% effective!
Choose a way to advertise their product or service and will create an advertisement. Sequence of Events: 1. Explain - Advertising is the public promotion of a product or service in order to attract interest in the product or service – generally to increase sales. Advertisements are created to persuade people to buy something (e.g. cars, food, clothes etc.) and/or to change their behaviour (e.g. choose a different product, stop smoking etc.). 2. Hold a class discussion about advertising. 3. Ask students to name all of the different kinds of advertising they can think of such as radio, TV, internet, newspapers, magazines, signs, mailings, telephone book, product licensing, brochures, coupons, flyers, clothing logos, etc.
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4. Analyse print and television advertisements. 5. Tell students that businesses advertise to create awareness of their product or service so that they can increase sales. Tell them that advertising can be expensive – but that the expense is worthwhile if it increases a company’s profit. 6. Businesses attempt to target their advertising to specific markets. That is, they define who their prospective buyers are and what they want to purchase. Then, they use different forms of advertising to convince those buyers to buy their products or services. They consider:
a) Who is the target audience? b) What will the advertising message be? (For example: “Buy Brady’s Bookmarks!”) c) What medium will be used? (TV, radio, signs, posters, brochures, coupons, etc.) d) How will they attract the attention of the audience?
7. Look at the terms used in advertising – image, metaphor, symbol, logo etc. 8. Discuss techniques, or appeals, that advertisers use in persuading people to buy their product or service. Ask students to try to think of an advertisement that they have seen or heard that has used some of these appeals:
Instant happiness: This product will change your life! Snob appeal: This is what the best/brightest/richest/smartest people have! Desire for a bargain: Special deal today only! Bandwagon: Join the crowd! Celebrity endorsement: Mr. Celebrity says this product is great! Image Advertising: The suntan lotion of super models! Repetition: Buy our product! Buy our product! Buy our product! Beauty Appeal: Beautiful people, places, and things SELL! Escape: Float away in your bubble bath........... Lifestyle: This product is associated with a certain style of living. Nurture: This cute little child wants you to buy a new car from us! Scientific Claim: 97% effective!
9. Have students fill out the activity sheet in this lesson to help them plan their advertising campaign. 10. Each student will have to advertise their product or service in some way.
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Notes for discussion: Looking at advertising Advertisements are created to persuade people to buy something (e.g. cars, food, clothes etc.) and/or to change their behaviour (e.g. choose a different product, stop smoking etc.). Analysing television commercials Looking at the narrative structure or the story line of the commercial What happens in the story of the commercial? How might the actions and events affect the way the viewers feel or their actions? Who is the story trying to attract - young? old? males? females? (This is called a target audience) Looking at the dialogue and the language What do the characters say to one another? What are they saying to the viewer? How does what they say grab our attention? How does what they say try to persuade us? What kind of language is used? Look for alliteration, metaphor and simile. What mood is the language trying to create? Is it funny, scary, exaggerated? Is one thing being compared to another? Looking at the people (the actors employed to perform the roles in a commercial) animals and animated characters in commercials Have the actors, animals etc. been chosen to be attractive in some way to the viewer? Who would be attracted to them? How does the choice of actor and the way they appear, interest and grab the attention of the viewers? Look at the clothes they wear, the age of the actor, the setting in which the characters have been placed. Is the viewer made to feel sympathy for and understand the characters actions? How do the characters use their voices, facial expression, body language to carry a message to the viewer? Looking at the use of lighting, color and music and sound effects How does the lighting help set the scene? Create a mood? How is music used to grab attention? Create a mood? Is there a jingle used in the commercial? A jingle is a simple tune that the viewer will remember when they see the product. How does the jingle link the product and the viewer? (e.g. easy to remember the product name?) Who is it trying to attract? Young? Old? Males? Females? What affect does the colour used have on the viewers? What sounds are used and how do they affect the viewer?
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Analysing print advertisements What product or service is being advertised? Who might be interested in the product or service? Who is it trying to attract? young? old? males? females? Why is it good for the makers of the product or provider of the service if their advertisements make people buy it? Looking for the mood of the advertisement What mood is created? What feelings might the viewer of the ad have while looking and reading it? What might the feelings lead people to do? e.g buy something? Looking at the design How are the parts (text, art work, photographs) of the ad arranged? E.g. how are the pictures and printed words linked? Is there lots of space in the ad or is it crowded? How is color used? Is the arrangement and appearance easy for the reader to follow? If there is photograph in the advertisement, is it a close up or long shot? What is the lighting like and what affect does it create? Looking at the people and animals used in advertisements Have the actors and animals been chosen to be attractive in some way to the viewer? Are celebrities and sport stars being used to attract and persuade the reader? Who are they trying to attract? How does the choice of actor and the way they appear, interest and grab the attention of the viewers? Look at the clothes, actors' ages, their body shapes, hairstyles and the way the characters relate to each other. Is the viewer made to feel sympathy for and understand the characters? How? Why? How do the characters use their voices, facial expression, body language to carry a message to the viewer? Looking at the setting of the ad (the place and time) What does it tell the reader about the characters and about the product? Looking at the narrative or what is happening in the ad If the ad is telling a story, what story is it telling? What happened before the ad took place? What might happen next? What message is the ad sending? Looking at the language in the advertisement How does the language used grab the reader's attention? Is there repeated language? humour? alliteration? metaphor? Are things being compared & contrasted with each other? Is there a catchy phrase or slogan for the product? (e.g 'Drink and drive, Bloody idiot!' and 'Oh! what a feeling'.) Is there exaggeration (e.g. bigger! better! the BEST!) How is the typeface (print style) used to grab attention and send a message? (e.g bold, colourful, unusual font to create a mood)
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Advertising
1. My target audience is: 2. My medium will be (poster, commercial, etc): 3. My message/slogan will be: 4. I plan to attract the attention of my targeted audience by: 5. Design your advertisement here:
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Name of Session: Community of Inquiry
Presenter: Jude Dunn Overview Participants will explore the process of ‘Community of Inquiry’ and its involvement in students developing questioning, reasoning, connecting, deliberating, challenging, and problem-solving techniques. Description of the Session This session will focus on the model of Community of Inquiry that constitutes three elements essential to an educational transaction - cognitive presence, social presence, and teaching presence. Through explanation, discussion and a modeled lesson, participants will learn how to adapt Community of Inquiry sessions to cater for students ranging from 5 – 18 years of age. Participants will then plan a Community of Inquiry session of their own based around a given topic. Strategies/teaching methodologies/teaching activities After explanation and viewing of a short DVD, participants will view/listen to a story from the book ‘Lisa,’ explore the theme, and then participate in authentic inquiry. They will then explore how this session can be altered to cater for a wide range of students, and write a session of their own on a given topic. Outcomes for teachers To achieve an understanding of the Community of Inquiry model and how to use the process to allow students to have a deeper understanding of topics.
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Community of Inquiry Lesson Plan
Established Goal:
Participants will have the ability and confidence to carry out Community of Inquiry sessions in their own classroom and be able to write a series of questions around a chosen topic.
Understanding:
The model of Community of Inquiry constitutes three elements essential to an educational transaction - cognitive presence, social presence, and teaching presence.
The definition of Community of Inquiry - community of students and teachers engaged in authentic inquiry.
The specific skills C of I develops: questioning, reasoning, connecting, deliberating, challenging, and problem-solving techniques.
Inquiry
• Challenges public norms • Assumes possibility of fallibility • Invites discussion of internal consistency in one’s own arguments • Supports tolerance of the views of others
Students will know:
Cognitive presence is the extent to which the participants in any particular configuration of a Community of Inquiry session are able to construct meaning through sustained communication.
Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.'
Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
Students will be able to:
Write a sequence of questions around a topic.
Have the skills to carry out a Community of Inquiry session in their own classroom.
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Discussion Plan
Eating animals
1. Some people say it is all right to eat animals because animals taste good. Is that a good reason?
2. Suppose someone said that cats and dogs tasted good. Would that be a good reason to eat them?
3. Suppose someone said that human beings tasted good. Would that be a good reason to eat them?
4. Suppose someone said that it’s all right to eat animals, because there are too many of them. Would that be a good reason?
5. Suppose someone said that it’s all right to eat cats and dogs because there are too many of them. Would that be a good reason?
6. Suppose a food were invested that was as tasty as meat and as nourishing as meat. Do you think people would eat it instead of eating animals?
Relevant references:
Community of Inquiry http://www.learningplace.com.au/uploads/documents/store/resources/res_40022_communityofinquiry.pdf Lipman, M., Sharp, A. (1985). Ethical Inquiry: An instructional manual to accompany Lisa. USA: University Press of America The Community of Inquiry Teaching Program: developing children's oral language and thinking http://findarticles.com/p/articles/mi_6953/is_2_12/ai_n28439809/?tag=content;col1
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How to set up a Community of Inquiry session • Explain to the group that Community of Inquiry promotes:
o a sense of community through communication, friendship, care, compassion, cooperation, acceptance, belonging and sharing
o understanding of values and purposes
o inquiry based learning focused on thinking
o higher order and complex thinking in the search for meaning
o discussion of key common contestable concepts
o teacher and students learning together
o ethical reasoning
o understanding of different perspectives and different points of view
• Have students seated in a way that maximises opportunity for communication and democratic behaviour. This is usually a circle.
• Establish appropriate guidelines (see p.2)
• Teach protocols –
o I agree with. ………because
o I disagree with …….because.
• Decide on your ‘trigger material’ such as texts, current events, concepts, students’ brainstorm.
• Ask students what they found interesting or puzzling.
• Gather students’ questions on the board, writing the name of the student who asked each one after the question.
• Group questions that are the same or similar.
• Discuss the questions in an order decided by a variety of methods such as voting for the most interesting or discussing those that have easy answers first.
• Facilitate the use of ‘wait time’ during the discussion.
• Encourage participants to talk to the whole circle or directly to the person they are answering, rather than always through the facilitator.
• Have students raise hands or use ‘talking cards’ to facilitate’ taking turns.’
• Participate in the discussion, but as the facilitator also ‘hold back’ sometimes so as not to influence too much.
• Facilitate questioning that signals cognitive moves that might encourage metacognition.
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• Encourage recognition in the community that many questions are complex and may never be answered.
• Have students take responsibility for their comments and be prepared to defend, modify or change them as appropriate.
Basic Guidelines for Community of Inquiry
• Be prepared for a discussion
• One person speaks at a time
• There is a need to ask questions
• Deep listening is integral to the process
• Give reasons for opinion
• Check assumptions, reasoning, evidence – your own as well as others
• Define and discuss points of difference as well as points of agreement
• Ask others for reasons, definitions, evidences, examples, assumptions if necessary
• Admit when you disagree with something that you may have thought earlier
Remember
• Sense of community is essential
• All opinions are respected
• The discussion makes the pathway not a leader
• Differences are a fundamental part of the process
• Accept that others may disagree with you
• Conflict and mistakes made in good faith are to be seen as opportunities for learning and growth.
• This is a thinking process that can challenge assumptions and preconceived ideas
• It may be that you need to change your mind
• It is NOT about winning an argument.
• It is about thinking more deeply about matters of importance to you as a member of the community.
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Leonie FALLAND
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Name of Session: The Mighty Murray – ‘life giving’ river
Presenter: Leonie Falland Overview Australia has very limited water resources: rain, river water and underground water, provide our cities, farming lands and outback towns and stations with life giving water. Australia’s major river system – the Murray Darling - is intimately linked to our past and present and has been the inspiration for poetry and song, political controversy, filmmaking, tourism and more. Description of the session Participants will read the information provided about the River Murray and study the map of the Murray Darling River System noting key points and underlining words for clarification. They will develop a ‘vocabulary snowball’ highlighting words to learn for both meaning and spelling. Participants will complete a ‘cloze’ activity. Participants will be led through a discussion of the importance of fresh water using the “6 thinking hats” tool from Edward De Bono. Participants will work individually, in pairs and then share with the whole class to talk to the different aspects of the importance of the freshwater resource. Finally, participants will read a poem written about the River Murray that expresses the thoughts of one Australian about this great river and the issues it currently faces. Participants will then construct a poem about a Korean River or a special place in Korea which they “hold dear” and believe should be preserved for the future. Strategies/teaching methodologies/teaching activities
• Reading formal English text, using maps and pictures to generate discussion and ideas
• Developing the vocabulary snowball process for learning new concepts and terms • Using cloze activities to confirm and build an understanding of vocabulary • Use a thinking tool – Six Thinking Hats - to present ideas with confidence while
gaining a deeper understanding of issues • Use poetry as a writing stimulator
Outcomes for teachers
• Develop a word wall that can be used to incorporate language and terminology from other learning areas
• Gain useful teaching resources: vocabulary snowball, a thinking tool and cloze format
• Develop strategies to work individually to research a topic • Develop strategies to collaborate in groups and share ideas • Use poetry as a means to express personal interest
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Source: Man and the Murray; Peter S. Davis
The Murray River is an ancient river. Its origins date back about 130 million years. At this time much of Australia was submerged under a shallow sea then the whole land mass started to rise out of the sea (about 100+ million years ago). Salt water flowed away from the emerging land, back into the ocean and a river was born which would eventually become the present-day Murray. The major geological events affecting the character of the developing river were the formation of the Great Dividing Range of mountains and two enormous sedimentary basins - the Murray Basin and to the north, and the Great Artesian Basin.
Today the area of the Murray-Darling Basin consists largely of flat plains country in which ancient sediments rest on a hard impervious basement of rocks - about 250 million years old. As conditions on earth changed over the long 100 million-year development of the Murray-Darling Basin so did the geological and biological processes, and it is all there, recorded in the layers of the sediments–limestone from marine organisms, brown coal from ages of lush plant growth, silts carried down from the mountains by the river to form the great flat sea of search that is now the Hay-Balranald plain. As the sea commenced its great retreat, it left behind enormous quantities of salt, particularly in the Mallee region of north-west Victoria and the adjacent part of South Australia. Today that same salt is a major problem due to clearing, irrigation and improper management. Over long periods of geologic time rise and fall of sections of the continent (called faults) occurred sending the river into different pathways and making large lakes where it became blocked. When these blockages were breached the River finally flowed freely into South Australia to its mouth at Goolwa. The river in South Australia became rejuvenated, flowing in a narrow valley, cutting down sharply to form many miles of the beautifully golden calcareous cliffs which are a feature of the Murray in the state.
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Teaching Tools
De Bono’s Thinking Hats
To help us separate information and share perspectives debone created the Six Thinking Hats tool: each hat has a separate colour. Thus it provides students with the thinking ingredient for collecting facts, being creative, assessing feeling, looking for advantages and disadvantages and refining the thinking processes .
The white hat for seeking information
The blue hat for planning monitoring and thinking about thinking
The yellow hat for looking for advantages
The black hat for looking for disadvantages
The green hat for being creative,
The red hat for expressing feelings
ONE POINT OF VIEW – issue poem Torrents of water from far off Mountain streams Over rocky outcrops to valleys in between Once flowed our mighty Murray, Nations debt Irrigated in ignorance, environmental threat Farewell mighty Murray, flows in doubt From the high country to trickle at sea mouth Mouth dry and silted, Oceans regret Mighty Murray River past flows to rescue yet
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Name of the Session: “Life is a Highway” Presenter: Leonie Falland Overview Life has been breathed into Australia by the growth of its road system. National Highway One links people in every state. Our roadways provide access for people and products, but just as the roadways have bends, steep slopes, operate with speed-limits and at times are slow and congested instead of free flowing, they also reflect modern life in Australia. Most Australian families have two cars, are busy, have highs and lows to deal with, need to achieve “milestones” and journey from one point in time and place so the “highway” serves as a metaphor for Australian life. As Korea has modernised rapidly in the last fifty years the highway also serves to reflect on development and access to families, friends, promotion of commerce and bringing the rural and outlying areas closer to Seoul . Highways in both countries not only breathe life into our economies and have an influence on cultural identity; they reflect the journey we take in life. Description of the session Participants will develop a list of words describing roads of all kinds to make their word wall. After an explanation of metaphors, “life is a highway” and similes, “life is like a highway” words on the wall will then be discussed and where relevant, developed and sorted into a list of metaphors and similes. Participants will use their local knowledge then to construct a section of the highway from Seoul to Icheon and using cards locate the exits, speed-limits, signposts and places where there are obstructions instead of free flowing traffic. Well-being is achieved when a person is in control of his/her life, but just like the highway there are times when a person has to face obstructions and limitations: resilience helps us to recover from these times so that we can enjoy the smooth ride. Participants will use this metaphor to recall a part of their own life. Working on their own they will sketch a section of the “highway of their own life” and describe some significant events and how well they travelled the section. Strategies/Teaching Methodologies/ Teaching Activities Participants will be actively involved in developing their understanding of metaphors and similes as tools of expression. From their personal experience of travelling along the roads of Korea, they will be able to transform the journey from one of seeing their country unfold to seeing their life unfold. Through reflection, sketching, working independently and as part of a group, listening, explaining and analysing, participants will have the “green light” for extended prose. Outcomes for teachers Teachers will: • Use the word wall to brainstorm words about roads and highways • Extend their understanding of the use of metaphors and similes • Practise their speaking skills as they share their local knowledge about the
roadway from Seoul to Icheon • Build their understanding of the human experience as they discuss and share with
others • Develop trust and respect as they listen to each other’s stories • Use metaphor and simile as they “travel” a “section” of their own life • Have a model for exploring relationship building with the students they teach.
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Kerry GEHLING
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Name of Session: Reading is Thinking
Presenter: Kerry Gehling Overview The workshop will be an investigation of comprehension strategies from the researchers Nell K. Duke and P. David Pearson. Description Participants will be led through a discovery session to identify the comprehension strategies that good readers use; then investigate activities to support these strategies in the classroom. Several Australian texts will be used to demonstrate the strategies, activities and skills and to provide a depth of cultural exchange. Strategies/ teaching methodologies/ activities Read aloud; working in small groups; think/pair/share dialogues; discussion activities. Outcomes for teachers Teachers will understand and be able to use comprehension strategies to support students in reading
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Supporting Worksheets What do we do in our minds when we read?
•
•
•
•
•
•
Prediction and Prior Knowledge Connections Text to Text What other texts does this remind you of? Why?
Text to Self Does this connect with something of yourself – beliefs, rememberings, passions, family, holidays, etc?
Text to World Does this text connect with something you know about the world, or what is happening in the world?
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Visualisation Sketch to Stretch Sketch:
Stretch
Sketch:
Stretch
Sketch:
Stretch
Sketch:
Stretch
While you are reading, or just after you finish, sketch what you are visualising, then, in the stretch boxes, add to the sketches in words. You might choose to add emotions, feelings, descriptions or other information that adds to your sketch.
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Questioning Question Matrix What is?
Where/When is?
Which is? Who is? Why is? How is?
What did?
Where/When did?
Which did? Who did? Why did? How did?
What can?
Where/When can?
Which can? Who can? Why can? How can?
What would?
Where/When would?
Which would?
Who would? Why would? How would?
What will?
Where/When will?
Which will? Who will? Why will? How will?
What might?
Where/When might?
Which might?
Who might? Why might? How might?
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Text Structures and Features What content and literary demands are made on readers as they read a variety of different text types? Content
Word Sentence Text
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Thinking Aloud Thinking Strategies Chart • Shows what good readers do to assist them in their thinking. • Although these strategies can be taught singly, they are best integrated and
demonstrated as multiple strategies. • Students need to know when to use a particular strategy to become an even better
reader
What Good Readers Do
How it Helps
Thinking about my thinking
1. Recall prior knowledge Sets the scene I remember …. It made me think of …. This is like another book … It’s not the same as ….
2. Make and check predictions
Helps make sense of the text I think … because … I think I’m correct because …. In this part of the text it says …. So my prediction was correct I have revised what I thought because the text says ….
3. Focus on the big picture Helps me focus The main point is …. It’s about …. This chapter tells you …. This website focuses on ….
4. Asks questions Helps me understand the story I’m interested … why… I didn’t understand when …. Why …. I wonder about ….
5. Use the 5 senses to make connections
Helps me make meaning I could feel … I made a picture in my mind of …. It would sound just like …. The small seems like ….
6. Use graphic organisers Organises thinking I can group these together to …. I can make a map of…. I can make a chart of ….
7. Infer Helps me add information about the meaning in the text
I make a logical guess about…. I think …. because …. If I were that person I would …. In this sentence “he” refers to ….
8. Make a summary Helps keep track of story Briefly, this is what happened …. It’s about how ….
9. Use their knowledge of text structure
Knowing how text works can help me understand
I need to look at the captions because …. I know that this is factual information because …. I can tell from the headings that …. I know this is a fictional story because ….
10. Use the tool box of fix-up strategies
I know how to help myself I used my toolbox to help me …. I know another way …. I know this part doesn’t make sense so I will ….
11. Monitor understanding Helps to make sense of the story I understand the text so far Maybe I’m not sure what’s going on .. I think I’ll reread that section …
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What do I wonder?
What do I see?
What do I think?
What do I wonder?
Summarization Who, Wanted to, but, so Title: Author:
Who
Wanted to…
But…
So…
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Name of Session: Questioning
Presenter: Kerry Gehling Overview This session will investigate questioning in the reading classroom. Questions will be designed using the work of Taffy E. Raphael and Kathryn H. Au for each question type. The use of guided reading and reading conferences will provide the context for developing questions that support students in their comprehension of texts and the scaffolding of comprehension strategies. Description of the session Through an investigation of research, modelling and role play, participants will investigate and practice ways to ask and answer questions and provide scaffolding for students as they learn about questioning. Using questions in small guided reading groups will be investigated and practiced. Strategies/Teaching Methodologies/teaching activities Working in pairs, working in small groups, discussion, brainstorming, role play and modelling will be used. Outcomes for teachers Teachers will: • Develop a strategy for questioning that supports students to answer inferential as
well as literal questions • Learn about the use of guided reading and questions to use in these small groups
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Questions and small groups Questions to ask of Texts
• What is this text about? How do we know? • Who would be most likely to read this text? Why? • Why are we reading or viewing this text? • What does the writer of this text want us to know? • What do the pictures suggest? • What do the words suggest? • How do you feel about the text? • How are children constructed in this text? • How are adults constructed by this text? • Why has the author portrayed the characters in particular ways? • What kind of language is used in this text? • Who is missing from the text? • What sort of genre does the text belong to? • Who benefits in the text? • In whose interest is the text? • Which positions, voices and interests are at play in the text? • Which view of the world is the text presenting? • What kind of person, and with what interests and values, composed the text? • What views of the world and values does the composer of the text assume that the
reader holds? How do we know? • How many interpretations of the text are possible? • What knowledge does the reader need to bring to this text in order to understand it? • What contextual factors influence how the text is interpreted? • What kinds of social realities does the text portray? • How does the text depict age, gender and or cultural groups? • Why is the text written the way it is? • How else could the text have been written? • What questions about itself does the text not raise? • How is the reader or viewer positioned in relation to the composer of the text? • How does the text rely on intertextuality to create its meaning? • Are there gaps and silences in the text? • How does the text construct a version of reality? • Whose views are excluded or privileged in the text?
The Questions along the Big Idea pathway
What are the facts, from my reading of the text? How can I tell the difference between reliable and unreliable facts? What are the inferences I can make from these facts? How can I prove that I have observed the facts objectively and collected evidence
that leads me to the inferences I have made? What assumptions do I make from these inferences? Are my assumptions valid? Are there alternative readings from these inferences? What opinions can I form from these assumptions? Can I justify my opinions with logical argument? Can my argument be traced back- to my assumption, to inferences I have made, to
the facts on which those inferences are based? Can I challenge my arguments to prove their validity? Do I see my arguments as part of an on-going debate I can have with other readers
and the author?
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Vivienne McQUADE
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Name of Session: Likelihood Language
Presenter: Vivienne McQuade Overview: This workshop focuses on the different ways you can describe the certainty or uncertainty of something occurring. Description of Session: Through discussion and modelling, participants will use questions and answers to develop understandings of which likelihood language to use in different contexts. Strategies/Teaching Methodologies/Teaching Activities: Participants will examine the vocabulary and sort vocabulary in structured way (based on Australian Curriculum) Sort cards activity Mini white boards Students will place pegs on a line Student will design questions and provide answers to likelihood questions. Outcomes for teachers: To identify the range of likelihood vocabulary for different contexts A deeper understanding of a story which shows where Australian informal language originates Ideas for practicing English skills
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The Importance of Context in Likelihood Language
Go to http://www.transum.org/Software/SW/Starter_of_the_day/index.htm 18th March link for a fun game to use likelihood words.
In the Australian Curriculum
6 year olds Won’t happen Might happen Will happen
7 year olds Impossible Unlikely Likely Certain
10 year olds 0 1
11 year olds 0
0
0%
¼
.25
25%
½
.5
50%
¾
.75
75%
1
1.0
100%
Newspapers
Generation Y Yea right As if Dead cert
Baby boomers
informal
Buckley’s Maybe 50- 50 Maybe Sure thing
Other words and phrases: fat chance, hope, pigs might fly, possibly, odds on,
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Buckley's and none
An Australian story with an example of where some of our language has originated.
William Buckley (1780 – 30 January 1856) was an English convict who was transported to Australia, escaped, was given up for dead and lived in an Aboriginal community for many years.
Buckley's improbable survival is believed by many Australians to be the source of the informal phrase "you have got Buckley's or none" (or simply "you have got Buckley's"), which means "no chance", or "it's as good as impossible". The Macquarie Dictionary supports this theory.
Buckley left England in April 1803 aboard HMS Calcutta, one of two ships sent to Port Phillip Bay (Victoria) to form a new settlement under Lieutenant-Colonel David Collins. They arrived in October 1803, and anchored off the south-eastern side of the bay.
On 27 December 1803 at 9 pm, Buckley and several other convicts cut loose a boat and made their escape. They made their way around the bay, and the party split up. His companions went north-east but Buckley, tired and dehydrated, continued alone around the bay.
During the weeks following his escape, Buckley avoided contact with Aboriginal people, travelling around Port Phillip Bay as far as the Bellarine Peninsula. Buckley met a small Aboriginal family group, who treated him with great kindness and with whom he worked, shared food and from whom he began to learn language, before parting company.
He travelled much further north living alone and off the land. He met Wathaurung women, several months later.
Buckley had taken a spear used to mark a grave for use as a walking stick. The women befriended him after recognising the spear as belonging to a relative who had recently died and invited him back to their camp. Believed to be the returned spirit of the former tribesman, he was joyfully welcomed and adopted by the group. He was given the name Murrangurk which literally meant "returned from the dead".
For the next thirty-two years, he continued to live among the Wathaurung people on the Bellarine Peninsula being treated with great affection and respect. "By virtue of his age and peaceful ways, Buckley… became a Ngurungaeta, a person of considerable respect among his people and his voice was influential in deciding matters of war and peace"
Buckley also became expert with Aboriginal weapons, though despite this, as a revered spirit, he was banned from partaking in tribal wars.
He had at least two Aboriginal wives, and almost certainly a daughter by one of them. One of these is said to have been killed by the tribe for preferring an Aboriginal man; but it is also reported that Buckley said he gave her up in order to prevent unrest among the men; preferring to stay alive and to "return to the simple life".
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Name of Session: Visualization text
Presenter: Vivienne McQuade Overview: Comprehension of text will be explored through the use of mud maps Strategy: Mud map defined
highlighting words Drawing mud map
Description of Session: Mud map definition explained A first reading of a story is given and students asked to draw a mud map of the story/ journey Student introduced to sorting/ categorizing word into, direction, monument and position words. The story is retold Students highlight by different codes direction, position and monument words Students redraw mud map Student self reflect on process Strategies/Teaching Methodologies/Teaching Activities Sort activities Comprehension cube Highlighting words Mud map concept Build vocabulary
• direction and location • Sort words • Monument words • Placement words • Movement words
Outcomes for teachers Strategies to enhance comprehension with a focus on location (mathematical) words
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Story Listen to the story and draw a Mud Map of the story Definition: A mud map is a graphic organiser for telling a story of a journey from one place to another.
Use your highlighted text to redraw your Mud Map
My
reflection: _______________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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Visualisation text Name Class Date Highlight words in the following text that describe landmarks, direction and movement from one position to another. Use three different colours and mark them in the key.
Imagine you are walking up three steps. You step onto a grey, pebbled path that is curving away to the left. As you walk along you notice a tall, brown, gritty ant hill on your right that is teeming with ants. You stop to take a closer look and one of them bites you on the toe. You walk on until you come to an intersection. You have to decide whether to go forward, left, right or back to where you started. At the intersection is an old rusty sign that is hanging loosely from its pole and gently clanking in the breeze. The arrow points to the left, so, why not? You turn to the left and immediately see a castle. The path is leading you straight to it. Between the castle and you is a field of beautiful blue flowers. As you travel through them, suddenly, a small mouse appears from behind a rock on your right, it scampers across the path and into a hole on your left. Surprised, you pause for a moment but then move on. In a few minutes, you will be at the castle!
Key Colour
Landmark Underline
Movement Bold
Direction words italics
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Visualisation text answer sheet
Imagine you are walking up three steps. You step onto a grey, pebbled path that is curving away to the left. As you walk along you notice a tall, brown, gritty ant hill on your right that is teeming with ants. You stop to take a closer look and one of them bites you on the toe. You walk on until you come to an intersection. You have to decide whether to go forward, left, right or back to where you started. At the intersection is an old rusty sign that is hanging loosely from its pole and gently clanking in the breeze. The arrow points to the left, so, why not? You turn to the left and immediately see a castle. The path is leading you straight to it. Between the castle and you is a field of beautiful blue flowers. As you travel through them, suddenly, a small mouse appears from behind a rock on your right, it scampers across the path and into a hole on your left. Surprised, you pause for a moment but then move on. In a few minutes, you will be at the castle!
Key Colour
Landmark Underline
Direction Bold
Movement italics
This unit is inspired by and adapted from ‘Going places’ by Shelley Jenkinson, Deanmore Primary School, WA © Education Services Australia Ltd, 2010
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Landmark words
Buildings, places, shopping centres,
three steps
grey, pebbled path
tall, brown, gritty ant hill
intersection
old rusty sign
castle.
field of beautiful blue flowers
rock
hole
castle
Direction words
right
forward
left
straight
between
north
south
west
east
northward
Movement words
up
onto
curving away to the left
along
walk on until you come
turn to the left
travel through
move on
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Words that direct us where to go
As you learn the words tick them off
Vocabulary Tick Vocabulary Tick
Over Quarter turn
Near Three-quarter turn
Up Right
Vocabulary Tick Down Left
Go Turn Diagonal
Until Forwards Horizontal
Get to Backwards Vertical
Follow Straight Parallel
Route Close to Clockwise
Along In front of Anti-clockwise
Path Behind Rotate
Move Between 45 degrees
Past Around 90 degrees
On Towards 180 degrees
Under Away from 270 degrees
Direction Half turn 360 degrees
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Sharyn SCHELL
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Name of Session: Communication Styles Presenter: Sharyn Schell Overview: Exploring the use of Communication Styles (the three main ones include Assertive, Passive, and Aggressive) and the way they are delivered (verbally and non-verbally) is a useful tool in gaining greater understanding of the English language. Description of the session: This session will be about the Communication Process (sender, receiver encode, etc) including perceptions by individuals. Participants will be involved in the role-playing of different Communication Styles, including the Assertive, Passive and Aggressive styles. We will be looking at how these styles are communicated through written, verbal and non-verbal (such as body language) methods. Strategies/teaching methodologies / teaching activities: Warm-up - perceptions Brainstorming Role play Identification of communication styles (written, verbal, and non-verbal) Graphic organizers Values clarification techniques Personal reflection strategies Outcomes for teachers: Introduction to the main communication styles and how they are applied verbally and non-verbally in English Ideas for practicing English skills An insight into the nuances of the English language
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METHODOLOGY – COMMUNICATION STYLES DEFINITIONS Basic Message of Aggressive Behaviour is: “This is what I think – you’re stupid for believing differently. This is what I want – what you want isn’t important. This is what I feel – your feelings don’t count.” Basic Message of Non-Assertive Behaviour is: “I don’t count – you can take advantage of me. My feelings don’t matter – only yours do. My thoughts aren’t important – yours are the only ones worthier listening to. I’m nothing – you’re superior.” Basic Message of Assertive Behaviour is: “This is what I think. This is what I feel. This is how I see the situation.” Read the following statements. Identify which is an example of being non-assertive, assertive, or aggressive?
a) “Just now, when we were talking about the house, I felt that you were a bit disinterested.”
b) “Why are you always so disinterested in talking about the house?”
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A Guide to Non-Assertive, Assertive, and Aggressive Communication Styles and Behaviours Non – Assertive Assertive Aggressive
Verbal Apologetic words. Hidden or veiled meanings. Hedging; failure to come to the point. Rambling, disconnected. At loss for words. Failure to say what is really meant. Eg. “Um, er, ah” “I mean”, “you know”
Statement of wants. Honest statement of feelings. Direct and firm statements, which say what is meant. E.g “I” messages: “I feel…because….and I want…” Active listening and paraphrasing.
Insults, abusive Ridicule, make fun of others Tell others what to do without asking them Accusations, ‘put downs’, ‘loaded words’, statements that belittle others. Blame and label others, e.g “you” messages
Non-Verbal Actions instead of words hoping someone will guess what they want. Looking as if they don’t really mean what they say.
Attentive listening behaviour, confident manner, communicative, caring and strength.
Exaggerated show of strength. Flippant, sarcastic style. Air of superiority.
Voice Weak, hesitant, too soft, sometimes wavering, tends not to ‘speak up’.
Firm, even, well-modulated, well-paced. Sometimes spontaneous.
Tense, harsh, too loud, too fast, shaky, cold, ‘deadly quiet’, demanding, superior, authoritarian. Interrupting the other person.
Eyes Avoids looking directly at another person Looks down or looks away
Open, direct, steady gaze, might look away sometimes. Eye contact, but not staring.
Expressionless, narrowed; cold; staring, not really ‘seeing’ you or might ‘stare you down’.
Stance & Posture
Lean for support, or leaning back or moving away; closed – arms folded; stooped posture; excessive head nodding, not square on to other person, backing off. Might keep their distance from the other person.
Well balanced, square on; relaxed, open posture, upright.
Hands on hips; feet apart. Finger wagging. Still and rigid; invading others personal space – coming too close.
Hands Fidgety, clammy Relaxed motions Clenched; abrupt gestures, finger pointing, fist pounding.
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Possible Risks and Benefits of Non-Assertive, Assertive and Aggressive Communication
Risks Benefits
Assertive Behaviour
Possible conflict or irritation Possibility of being misunderstood Possibility of a change in the relationship
Needs may be met Self esteem is enhanced Being listened to Feeling in control Feeling that you have power in the situation Respectful of the rights of others Socially responsible
Aggressive Behaviour
Over reaction Screaming and yelling Conflict Losing respect Being disliked Destroy relationships – hurt others Increased tension Possible violence
Might ‘win’ in the short term May appear to be strong and powerful Relief at expressing pent-up feelings Gaining attention Possibility of gaining power Possibility of success
Non-Assertive Behaviour
Needs may not be met Feeling lonely, ignored or frustrated Feeling used and taken advantage of May lead to illness
Avoidance of any conflict Being seen to ‘be nice’ and easy to get along with Popular
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“I” Language “I” language is considered to be healthy and fair. It puts thoughts and feelings where they belong – with the person who says them. Below are some examples of “You”, “We” and “They” comments that have been changed into “I” language. Before “We don’t want to do homework” “They ought to fix the road” “You know how you get scared in the dark sometimes?”
After “I don’t want to do homework” “I want the road fixed” “I get scared in the dark sometimes”
Change the following into “I” Language Write your responses underneath
1. Sometimes you get angry when you parents tell you what to do.
2. Why don’t we have a barbecue?
3. Is anyone feeling cold?
4. Why do we have to take notes all the time?
5. Can’t you keep your room tidy?
6. Do you think you might fall off that roof? Do you want to climb down now?
7. Why did you do that you idiot?
8. Maybe you would rather borrow the car some other night. The roads look a bit slippery tonight.
9. Why do you have to be so noisy when I’m trying to work?
10. Do you understand what the teacher is saying?
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Situations to Practice Making Assertive, Non-Assertive, and Aggressive Responses In pairs, role-play and/or respond in each of the three communication styles we have been looking at. Be prepared to either read out aloud, or act out and speak each style. The rest of us will have to work out which style you are responding in.
1. You are waiting to be picked up by a friend of the way to see a movie. Your friend is half an hour late and you are annoyed because you have missed the beginning of the film.
Your friend says casually, “Hi, sorry I’m late, the time just slipped by.” You say:
2. You are at an appointment with your doctor, and have been given some medicine. You ask the doctor what sort of medicine it is and if it has any side-effects.
The doctor says “Don’t worry about that dear, just take it three times a day until they are all gone.” You say:
3. You lent a book to a friend about two months ago, and have phoned twice to ask for it back. You run into them in the shop, and ask for the book to be returned by Saturday.
She says “Oh, don’t worry, I’ll bring it back sometime I guess…” You say:
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Body Language Have each of the following body language postures written on a card/slip of paper. Each person takes one out of a hat. They must then take that posture when it is their turn. The rest of the class to identify what the body language is saying.
1. Slumping/slouching in a chair
2. Hands open, arms reaching towards somebody
3. Sitting upright on the edge of a chair
4. Pacing up and down
5. Sitting leaning towards somebody
6.Standing or Sitting Still
7. Sitting with arms folded, and legs crossed
8. Shrugging shoulders
9. Sitting with hands and arms relaxed and legs comfortably resting
10. Wringing and twisting the hands
11. Hands clenched tight into fists
12. Fiddling with keys, pencils
13. Leaning back on a chair with hands behind head
14. Sitting still, relaxed and looking at somebody
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Physical setting Messages are also communicated through the room, furniture, and where people are in relation to each other. Activity as above – in a hat, each pair pulls one out. As a pair, they are to role-play their scene. The rest of the class will discuss what style of communication is being demonstrated. Alternatively, write down what messages are being indicated.
1. One person sitting on a
chair higher up than the person they are talking to (sitting on
a lower chair)
2. Somebody sitting behind a desk talking to somebody in front of the desk
3. Somebody Standing talking to Somebody who iS Sitting
4. Two people sitting side by side talking
5. Two people sitting, facing each other but are at least 3 metres apart
6. Two people sitting, facing each other but are so close their knees are nearly touching
7. Two people walk towards each other until they are close enough to carry on a conversation with them comfortably
8. Somebody sitting at their desk, talking to somebody alongside of them, at the same desk. A third person sits opposite them.
Is there an ideal distance which makes talking easy?
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Differentiating Between Aggressive, Assertive and Non-Assertive Responses Study each of the responses in the following situations. In the boxes provided, indicate whether the responses (a, b, c, etc) are Aggressive, Assertive or Non-Assertive.
Situation 1 Your maths teacher has just given you the last 10 minutes of class to work on your homework for tomorrow. You don’t understand the work.
a) One student just sits there, does not do the problems, and doesn’t ask for help.
b) Another student says in a low voice: “I hate maths. I’m not doing it.” Teacher: “What did you say?”
c) Student: “You don’t explain anything. You never help us. You just expect us to know everything.”
d) A third student walks up to the teacher’s desk. “Sir, could you help me? I don’t understand how to do this work.”
Situation 2 You are at a party. Your parents told you to be home by midnight. It’s nearly midnight now and you should be leaving. Your boyfriend says to you “Let’s stay. We’ve never been late before. Your parents won’t care.”
a) “Get lost, I’ll find my own way home.” b) “I suppose it would be okay” c) “If you don’t take me home right now, you take this bracelet you gave me and shove it!” d) “I did tell my parents I’d be home by 12.00. I want them to continue to trust me. The party is great, but I think we’d better go.”
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Situation 3 You are at a party and have had enough alcohol to drink. Two friends are encouraging you to drink more. You have refused their offers. They are pressuring you to continue drinking.
a) Your friends say “Oh come on, have another one, drink up and enjoy yourself – don’t be boring!” b) You shout back your reply “I told you I didn’t want any more to drink – just leave me alone!” c) “Oh…okay, I suppose so. Just one more.” d) “No thanks, I definitely don’t want any more to drink. I’ve had enough.”
Situation 4 Susan and Vicky are friends. Vicky likes John but he doesn’t know it. Susan thinks it would be really good if John found out because then he and Vicky could get together. Susan starts telling everyone. Vicky finds out Susan is telling everyone and is upset.
a) Vicky just stops hanging around with Susan.
b) Vicky says “You’ve been telling everyone I like John. What a dumb thing to do.” Susan says “I was only trying to help.”
d) Vicky replies “I don’t need your help and your big mouth blabbing around school.”
e) Vicky says “Susan, I’ve heard you’ve been telling people I like John. If it’s true, I wish you would stop. It’s really embarrassing to me.”
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Sort these words/phrases into three (3) columns – Assertive, Aggressive and Non-Assertive
BOLD ANGRY HOSTILE LETHARGIC COMPLIANT
RESPECTFUL BULLY diShoneSt MANIPULATIVE WHINING
DESTRUCTIVE HONEST DIRECT RESPONSIBLE STEADY
POSITIVE TANTRUM HUMBLE EQUAL POLITE
SHY CRYING demanding BOSSY SILENT
LOUD THREATEN SarCaStiC “I CHOOSE NOT TO…”
“I WON’T…”
“I CAN’T…”
SHRUGGING SHOULDERS
ARMS FOLDED STARING SHOUTING
INSULTING “I LIKE…”
“YOU’RE STUPID!” HESITANT
“I MEAN…YOU
KNOW…”
“YOU’RE DUMB!” UNCERTAIN SHAKY wagging a
Finger POINTING
HANDS CLENCHED INTO FISTS
RELAXED SLUMPED IN A CHAIR
“YOUR BIG MOUTH…”
“I THINK…”
SCREAMING CALM STEADY RIDICULE YELLING
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Communication Exercise With a partner, sit back-to-back. One of you has a piece of paper on it on which you have drawn the following three shapes in any design / any way on your piece of paper you wish. Do not show your partner your drawing!! Sitting back-to-back, you must communicate with your partner and have them draw exactly the same shapes, same sizes, in same design, as the one you have drawn without you looking at what they have drawn, and they must not see what your picture is like!! You must speak only in English, however!! You have 10 minutes.
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Name of Session: Dilemma Solving
Presenter: Sharyn Schell Overview: In Health Education, decision making is a process or series of steps by which one chooses between two or more solutions to a problem, or dilemma. Participants will use this methodology to solve some typical health related issues which may occur in either Australia or South Korea. Preliminary activities will be based on feelings (emotional intelligence) and values clarification techniques, as decisions are made based on a person’s feelings and values. (Note: if there is only one possible solution, a decision is not being made.) Description of the session: Using samples of problems or dilemmas, participants will be guided through the processes involved in decision making. This includes gaining an understanding of emotions or feelings and values clarification techniques. Work will be done in both small and larger groups, with plenty of discussion encouraged. Strategies/teaching methodologies / teaching activities: Warm-up Brainstorming Graphic organizer – A-Z chart Values clarification techniques Personal reflection strategies Dilemma Solving method (POOCH) Outcomes for teachers: To focus on the dilemma solving method (POOCH) Introduction to emotional intelligence, feelings, values clarification Ideas for practicing English skills
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Identifying Feelings Here are some faces and a list of words to describe feelings.
Use the words below and write them under the appropriate faces above. Happy Miserable Lazy Worried Angry
Nervous Thoughtful Puzzled Greedy Thoughtful
Innocent Bored Sick
Add some more words which describe feelings, using the A-Z chart below. Aim for at least one feeling word for each letter. A Anxious B C D E F G H I J K L M
N O P Q Quarrelsome R S T U Unloved V W X Y Z
Now, sort the words from your A-Z list into the following two (2) categories.
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Words describing Negative feelings Words describing Positive feelings
Values Clarification Exercises What is the difference between Values and Attitudes? Values Attitudes Develop over time Often we hold them for life Are about ideas and feelings Are feelings about how we should behave Are owned by us
Develop quickly Can change quickly Are about things We may adopt the attitudes of our peers in order to ‘belong’ Are not necessarily our own
A list of qualities people may value
1. Circle the five qualities you value the most or feel most strongly about. Add your own if you feel there are some missing.
Acceptance Beauty Belonging Caring Cooperation Courage Dependence Courage Efficiency Equality Excellence
Freedom Friendliness Happiness Health Honesty Independence Knowledge Leadership Loyalty Obedience Order
Peace Persistence Physical activity Positive attitude Respect Responsible Security Sharing Success
2. Place the letter P besides the values you think your parents would feel most strongly about.
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3. Place the letter C besides the values you think your community where you live would feel most strongly about.
4. Place in rank order (number them 1, most important to you, to 5 the least important to you).
5. Discuss with your neighbour reasons for your selections.
Decision Making Model
Identifying the issue
Information gathering
Media
Friends
Community
Family
Personal values
School
Predict and consider consequences of each alternative
Making and acting on the decision
Reflecting on a decision
List all possible alternatives
Choose (decide) on the most suitable alternative
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POOCH Problem Solving Method PROBLEM OPTIONS OUTCOMES CHOICE (Issue or dilemma) (What to do?) (Consequences) (Who owns the problem?) (Positive & negative)
My decision is: …………………………………………………………………………………... Because ……………………………………………………………………………………
Feelings Faces – to show how you feel. Add more faces if desired.
P Problem O Options O Outcomes C Choice H How did it go?
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Sample Dilemmas or Problems
1. A large multinational company has recently built a huge factory to make plastic products near your home. There are many small children who like to play in the area, especially around the banks of the small river that passes through the town near the factory. The water in the river is now looking dirty, and many fish seem to have died and are floating on the water. You are really concerned about the possible health risks to the children but don’t know what to do. You would like to sell your home and move elsewhere, but no one seems to want to buy or live in the area anymore.
2. All my friends wear really trendy (fashionable) clothes, but my parents can’t afford to buy them for me. I feel embarrassed about the clothes I wear. What can I do?
3. A work colleague of mine is drinking alcohol frequently, and can’t seem to stop at just a few drinks. I am very worried about them, because they are making many mistakes at work and I have to cover up his errors, which is affecting my work. I worry that something really bad could happen to him, or others, at work. They are also becoming very rude and angry all the time and work is not enjoyable anymore when they are there. They might lose their job because now they’re starting to have too many days away sick. What should I do?
4. A friend of mine has recently started stealing things from others in our class. We have tried to speak to her about it but she denies it every time. Should we attempt to help her or simply not have anything more to do with her?
5. My best friend is keen to become a model so she is really careful about the type and amount of food she eats. Lately she hasn’t eaten any food at school and she told me she’s been vomiting a lot. Someone said she might be anorexic. What does this mean? What can I do to help her?
6. Make up your own Dilemma or Problem Useful websites http://eqi.org/fw.htm - list of feeling words, information about emotional intelligence http://www.thirteen.org/edonline/adulted/lessons/lesson10_activities.html - series of activities about values clarification http://www.globaleducation.edna.edu.au/globaled/go/engineName/filemanager/pid/1834/consequences_chart.pdf?actionreq=actionFileDownload&fid=12457
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Janet SCHILLING
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JSchilling_Sess1_MagicBeach 1/5
Name of Session: Magic Beach Presenter: Janet Schilling Overview Magic Beach by Alison Lester is a true Australian classic. Imagine a beach where adventure begins; this workshop takes you on such a journey. Description of the Session The session will begin with participants listening to the story Magic Beach. Several pages of the book will be examined with a series of questions to gain an understanding of the context. Language will be introduced as the discussion evolves. On a large sheet of paper we will brainstorm ‘What will we take to the beach’? ‘What will we do at the beach?’ and ‘What imaginary things did you see at the beach?’ Participants will then listen to the song, I Don’t Like To Burn and learn the words and actions. Using the book Magic Beach the focus will then be on identifying the verbs. We will look at what action is happening in the water and on the beach and then highlight all the verbs in the text. Participants will be introduced to the leafy sea dragon and work in small groups. Each group will have a different section of the imaginary text and picture for discussion and to develop ideas for how they could create some of imaginary activities with their own class. Participants will share within their small group and then with all participants. Ideas for Art activities will follow. Strategies/Teaching Methodologies/ Teaching Activities Participants will be involved in:
Listening to a story Viewing and discussing pictures Brainstorming ideas Learning words and actions for a song Identifying verbs Small group work and then sharing with the whole group
Outcomes for teachers Teachers will have:
Explored Magic Beach Practiced their listening, speaking and singing skills Revised or learnt to use brainstorming technique Focused on identifying verbs Developed imaginative ideas to stimulate creativity
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JSchilling_Sess1_MagicBeach 2/5
Magic Beach – verbs
surfing splashing
jumping shrieking
laughing thundering
racing plunging
prancing tossing
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JSchilling_Sess1_MagicBeach 3/5
fading digging
building spitting
charging peering
darting riding
creeping looking
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JSchilling_Sess1_MagicBeach 4/5
paddling drifting
watching struggling
thrashing crashing
fighting signalling
hauling stealing
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JSchilling_Sess1_MagicBeach 5/5
Leafy Sea Dragon
It is only found in the sea on the southern coast of Australia.
The leafy sea dragon looks like seaweed and it uses this as camouflage.
It can change its colour.
The leafy sea dragon moves slowly.
The favourite food of the leafy sea dragon is sea lice which it sucks up by with its long snout.
The leafy sea dragon lives among rocky reefs, seaweed beds, seagrass meadows.
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JanetS_Sess2_Bilby Moon 1/8
Name of Session: Bilby Moon Presenter: Janet Schilling Overview The Bilby is a very special Australian animal. This workshop introduces the Bilby and the creatures she meets in her search to discover what has happened to the moon. Bilby Moon is a children’s book written by Margaret Spurling and illustrated by Danny Snell. Description of the session Participants will listen to the story Bilby Moon, followed by discussion. We will focus on the Australian animals, their habitat and the phases of the moon. Participants will be asked to discuss the problem solving strategy and the cooperative responses throughout the story. Participants will work in groups of four matching Australian animals and texts. This will be followed by group discussion and reading of the text. Each group will then align the Australian animals and the phases of the moon to the story. A play using scripts will then be performed with participants having the opportunity to play a variety of roles. The final activity will be the creation of a collage with a Bilby, moon and stars. Strategies / Teaching Methodologies / Teaching Activities
Listening to a story in English, to other participants and to a play Problem solving and cooperative strategies Working in a group matching and sequencing activities involving analysing,
listening, explaining and sharing ideas Performing a play using scripts Creating a collage
Outcomes for Teachers Teachers will have:
Greater knowledge about Australian animals and their habitat Ideas for problem solving and cooperative activities Opportunities to practise listening and speaking skills including performing in a play Ideas for matching and sequencing activities Ideas for art
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JanetS_Sess2_Bilby Moon 2/8
It is a marsupial and it has a pouch.
It lives in a burrow, which it digs, about 2 metres deep.
Its eyesight is poor but it can hear and
smell very well.
Its food includes seeds, spiders, insects and their larvae, bulbs, fruit, fungi and small animals.
It lives in the dry desert areas of
Australia.
It has big eyes and a long tail which is tufted at the end.
It digs a burrow about 1 metre deep to
live in.
It is a nocturnal animal and sleeps during the day to stay out of the heat.
It lives in red sand dunes in Western Australia.
It is small with a long tail.
It lays eggs.
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JanetS_Sess2_Bilby Moon 3/8
It has sharp spines instead of fur.
It has a long snout with a very good sense of smell.
It catches and eats termites with its
long, sticky tongue.
It is the only mammal that lays eggs.
It lives under the ground for almost all of its life.
It eats worms and other insects that
burrow into the ground.
It is blind.
It has strong front feet like spades for digging.
It is usually bright green but it can change to a darker green.
It eats spiders, crickets, lizards, other
frogs and cockroaches.
It likes to live in cool damp places.
It lays eggs which float in a group on the top of still water.
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JanetS_Sess2_Bilby Moon 4/8
It is the smallest Australian owl.
It can eat moths, beetles, spiders, crickets, mice and small bats and birds.
It makes its nest in a tree hollow.
It hunts for food at night and rests in a
tree in the daytime.
Bilby Hopping Mouse
Sand Dragon Echidna
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JanetS_Sess2_Bilby Moon 5/8
Mol Boobook
Owl Green Frog
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JanetS_Sess2_Bilby Moon 6/8
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JanetS_Sess2_Bilby Moon 7/8
New Moon Waxing Crescent
First Quarter Waxing Gibbous
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JanetS_Sess2_Bilby Moon 8/8
Full Moon Waning Gibbous
Last Quarter Waning Crescent
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Christine THOMPSON
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Name of Session: My Place –identity and belonging Presenter: Christine (Chris) Thompson Overview: National identity, a sense of place and belonging are cultural characteristics which Australians and Koreans share. The session will identify and explore Australian and identity and values in 4 well known Australian poems and songs from the past and present. Participants will then explore a range of texts that convey ideas about Australian identity and draw on their own cultural knowledge. Description of the session: Participants will begin the session by considering concepts of place and identity and national values. Then through reading, listening, analysing and discussing some famous Australian poems, participants will identify and explore aspects of Australian identity. Using their developing understandings about Australia, participants will then explore some Australian images, including postage stamps, postcards and advertisements and some national values promoted in these.
o The emphasis in the first part of the session is on reading and comprehension of poetic language and how emotions and national pride are conveyed in poems and songs.
o The emphasis for the second part of the session is on the analysis of
persuasive language in a range of texts. Participants will apply this understanding to create a text e.g. advertisement about Australia that will appeal to Koreans. The session ends with a discussion about how the strategies could be adapted for the teachers’ own classrooms and contexts.
Strategies/teaching methodologies / teaching activities: Participants will be involved in: drawing on personal experiences; working collaboratively in pairs or small groups; reading, listening and discussion activities; poetic language, poetic structures and grammar analysis, understanding Australian vocabulary in written language; analysis of images and symbols in advertising. Participants will demonstrate their learning in several ways: drawings, diagrams or symbols; spoken language or dialogue; exploring and sharing ideas; and developing spoken and written texts; writing in a persuasive style using the texts and models provided. Outcomes for teachers: Participants develop insights into ways of recognizing shared human experiences and national characteristics and values in texts. They evaluate how these can be drawn upon to help students to recognise and explore persuasive texts that appeal to national pride. Participants also develop deeper understandings of a text’s structure eg poetry and persuasive language strategies and how to support students to analyse a text and use it as a model for writing persuasively.
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Unit 2: My place – identity and belonging Introduction In this unit we explore the spaces and places that we inhabit. We also explore how we think and write about them for others to read, view, hear, consider and evaluate. Activity 1: A childhood space. Draw a place that was important to you during your childhood.
Reflection on Activity 1: An important childhood space 1. How was this space important to you when you were young? 2. Is this space still important to you? Explain why/why not. 3. Is the space connected to your identity? Explain. 4. How is the space important to your sense of belonging? Activity 2: Homeland: national space and identity
Draw a map of Korea from memory. Write a short description placed ‘inside the coastline and borders’ of the map about what it means to you to be Korean and to live in South Korea. What (things) do you value?
Activity 3: Australia and Korea - exploring national identity and values
1. What national characteristics do we appear to share? How do we know? 2. What national values do we appear to share? How do we know? 3. Are these customs or values? Are they visible or invisible? Activity 4: Australian icons - Stamps
What kinds of things do you normally find on stamps?
1. What kinds of things do you see on the Australian stamps provided and the posters
on display? Group these and make lists of different types of images.
2. Choose one that appeals to you more than others. Why do you like it more than
others?
3. Why do you think the subject was chosen for the stamp? What kinds of subjects
appear on your country’s stamps?
4. Compare Korean stamps with Australian stamps. What is similar? What is
different? Suggest reasons for similarities and/or differences.
5. How do stamps advertise what a country regards as important?
[Australian stamps examples provided as a separate handout]
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Iceberg of Culture model Activity 4: Using Australian texts to explore Australia’s national identity. In the four poetry texts which follow, three are songs. They all reveal something about
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Activity 5: Australia: national identity and values a) Example one: National Anthem-‘Advance Australia Fair’ (song/poem)
ADVANCE AUSTRALIA FAIR
Australians all let us rejoice, For we are young and free; We’ve golden soil and wealth for toil; Our home is girt by sea; Our land abounds in nature’s gifts Of beauty rich and rare; In history’s page, let every stage Advance Australia Fair. In joyful strains then let us sing, Advance Australia Fair. Beneath our radiant Southern Cross We’ll toil with hearts and hands; To make this Commonwealth of ours Renowned of all the lands; For those who’ve come across the seas We’ve boundless plains to share; With courage let us all combine To Advance Australia Fair. In joyful strains then let us sing, Advance Australia Fair. By Peter McCormick, 1984, Scotland Vocabulary: definitions of words anthem: a solemn and serious hymn of praise girt: surrounded Commonwealth: a group of states or countries that have a shared interest
National Anthem of South Korea - English Translation
1. Until the East Sea's waves are dry, (and) Mt. Baektusan worn away, God watch o'er our land forever! Our Korea manse! CHORUS : Rose of Sharon, thousand miles of range and river land! Guarded by her people, ever may Korea stand! 2. Like that Mt. Namsan armored pine, standing on duty still, wind or frost, unchanging ever, be our resolute will. 3. In autumn's, arching evening sky, crystal, and cloudless blue, Be the radiant moon our spirit, steadfast, single, and true. 4. With such a will, (and) such a spirit, loyalty, heart and hand, Let us love, come grief, come gladness, this, our beloved land!
Lyrics by: Yun Ch'i-Ho or An Ch'ang-Ho
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b) Example two: ‘Waltzing Matilda’ – unofficial national anthem (song/poem) WALTZING MATILDA Once a jolly swagman camped by a billabong, Under the shade of a coolibah tree, And he sang as he watched and waited till his billy boiled, You'll come a waltzing Matilda with me. (chorus) Waltzing Matilda, Waltzing Matilda, You'll come a waltzing Matilda with me, And he sang as he watched and waited till his billy boiled You'll come a waltzing Matilda with me. Down came a jumbuck to drink at that billabong, Up jumped the swagman and grabbed him with glee, And he sang as he shoved that jumbuck in his tucker bag You'll come a waltzing Matilda with me. (chorus) Waltzing Matilda, Waltzing Matilda, You'll come a waltzing Matilda with me, And he sang as he shoved that jumbuck in his tucker bag You'll come a waltzing Matilda with me. Up rode the squatter mounted on his thorough-bred, Down came the troopers, one, two, three, Whose is that jolly jumbuck you've got in your tucker bag? You'll come a waltzing Matilda with me. (chorus) Waltzing Matilda, Waltzing Matilda You'll come a waltzing Matilda with me Whose is that jolly jumbuck you've got in your tucker-bag? You'll come a waltzing Matilda with me. Up jumped the swagman, sprang in to the billabong, You'll never catch me alive said he, And his ghost may be heard as you pass by that billabong You'll come a waltzing Matilda with me. (chorus) Waltzing Matilda Waltzing Matilda You'll come a waltzing Matilda with me And his ghost may be heard as you pass by that billabong You'll come a waltzing Matilda with me. By A.B. (‘Banjo’) Paterson
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Vocabulary: dictionary meanings of words swagman: travel from place to place, with no fixed home, and carrying possessions (food, bedding) rolled up in a bundle billabong: a pool of water, left behind after a flood; or a branch of a river coolabah: a type of Eucalyptus tree found across central and northern Australia billy: (billycan), a tin or enamel cooking pot with a lid and wire handle, for use outdoors jumbuck: sheep tucker bag: container of food squatter: a sheep farmer troopers: policemen on horses c) Example three: ‘My Country’ by Dorothea MacKellar (poem) The poem is part of the Australian Bush poetry tradition and was published in 1904. It has been a favourite poem for over a century. The second stanza (paragraph of poetry) is the most well known by Australians.
MY COUNTRY The love of field and coppice, of green and shaded lanes, Of ordered woods and gardens is running in your veins. Strong love of grey-blue distance, brown streams and soft, dim skies- I know but cannot share it, my love is otherwise. I love a sunburnt country, a land of sweeping plains, Of ragged mountain ranges, of droughts and flooding rains. I love her far horizons, I love her jewel-sea, Her beauty and her terror- the wide brown land for me! The tragic ring-barked forests, stark white beneath the moon, The sapphire-misted mountains, the hot gold hush of noon. Green tangle of the brushes where lithe lianas coil, And orchids deck the tree-tops, and ferns the warm dark soil. Core of my heart, my country! Her pitiless blue sky, When, sick at heart, around us we see the cattle die - But then the grey clouds gather, and we can bless again The drumming of an army, the steady soaking rain. Core of my heart, my country! Land of the rainbow gold, For flood and fire and famine she pays us back threefold. Over the thirsty paddocks, watch, after many days, The filmy veil of greenness that thickens as we gaze. An opal-hearted country, a wilful, lavish land - All you who have not loved her, you will not understand - Though earth holds many splendours, wherever I may die, I know to what brown country my homing thoughts will fly. Written By Dorothea MacKellar (1885-1968) in 1908
Vocabulary: dictionary meanings of words coppice: an area of undergrowth and small trees, grown in order to be cut back regularly opal-hearted: image that compares a heart to the gem opal which has many sparkling colours depending on the light and angle
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d) Example four: ‘I Still Call Australia Home’ (song) I STILL CALL AUSTRALIA HOME I've been to cities that never close down From New York to Rio and old London town But no matter how far or how wide I roam I still call Australia home. I'm always travelling, I love being free And so I keep leaving the sun and the sea But my heart lies waiting over the foam I still call Australia home. All the sons and daughters spinning 'round the world Away from their family and friends But as the world gets older and colder It's good to know where your journey ends. And someday we'll all be together once more When all of the ships come back to the shore I'll realize something I've always known I still call Australia home. But no matter how far or wide I roam I still call Australia, I still call Australia, I still call Australia home But no matter how far or wide I roam I still call Australia, I still call Australia, I still call Australia home. By Peter Allen, written and performed in 1980. Discussion Activity: Work in 3 groups - A, B, C - to examine the following questions: Group A: Compare the four poems:
1. Rank (order, list) the four poems/songs from oldest (1) to most recently written (4)
2. Which lines do you think might be easy to learn? Explain why. 3. What structural features do the poems/songs appear to have in common?
(Example, number of lines in a stanza) Make a list/draw up a chart.
Group B: Look closely at one poem: (your group will be allocated to one poem) 1. Look at the structure of one poem/song. How can you tell that it is a poem or
song? For example, look for the title, number of stanzas, chorus, repetition, rhyme patterns, punctuation, sound devices, imagery, figurative language. What did you find?
2. What emotions are expressed? How is language used to convey emotions in the poem?
3. What story is told in this poem? Think about:
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o Who is the main character? o What is the setting? o Who tells the story? o What happens? o How does the story end?
4. What story about Australia does the poem tell? Whose story is told? For example, is it the story of one person, or is it the story of a group of people, or a whole national group? What individual Australian characteristics are mentioned?
5. What is the overall theme or key idea expressed?
Group C: After comparing the 4 poems: 1. What national characteristics or activities do the poems/songs appear to
describe and celebrate? List examples and classify eg landscape, significant events, human traits or qualities.
2. What national values are repeatedly mentioned and praised? List examples. 3. What songs or anthems do you celebrate in South Korea? What similarities
and differences do you notice between the two countries’ national songs/poems?
NOTE: The chart below has examples of figurative language often used in poetry:
Language feature Definition
alliteration repetition of the first sound in a phrase,
for example, ‘Around the rugged rocks the ragged rascal ran’
free verse non-rhyming poetry which sounds more like speech
image
a mental picture or representation, for example, ‘my mind is a labyrinth
(maze)’ or ‘the cat weaves around the owner’s feet’
metaphor When one thing is said to be something else, for example, ‘my friend is a
tower of strength’ or ‘the words were stored in the treasure chest of my
memory’
mood the feelings expressed in the poem to suit the meaning, for example, ‘I
wandered lonely as a cloud’
personification description of non-living things as if they are alive like people or animals,
for example, ‘the unkind mirror’ or ‘the wind roared’
repetition use of words more than once for emphasis or effect, for example, ‘The ice was
here, the ice was there, the ice was all around’
rhyme the use of the same sounds within or at the ends of lines of verse, for example,
around, aground; platter, matter
simile a comparison between two things using ‘like’ or ‘as’, for example, ‘the game
was fought like a battle’ or ‘eyes as deep as pools’
Activity 6:
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Exploring Australia’s national identity through advertising, images (icons) and souvenirs In this section of the unit we explore:
o The kangaroo as an Australian symbol in advertising o Patriotism in advertising - Qantas television commercial o Slogans and jingles in advertising o Old ads(advertisements) and new ads (Telstra) o Making a new Australian advertisement that will appeal to South Koreans o Australian icons- stamps and souvenirs
Advertising is everywhere - radio, television, internet, magazines, signs, mobile phones. Advertising often reflects the values and lifestyle of the time when they were made. Australian advertisements in written form appeared soon after the First Fleet arrived in 1788. Over the last two hundred and twenty years, advertisers have influenced people to spend their money and also to think in particular ways and experience particular emotions about Australia.
An Australian symbol - the kangaroo
One of the most recognisable and favourite Australian symbols is the kangaroo. It is associated with Australian plants and animals and is therefore is seen as a symbol of our natural heritage. It was used to advertise tea in 1900. It was used on Australian postage stamps and money (eg metal coin - the penny) and as symbols associated with various sports over the years. From 1944 onwards the flying kangaroo has been associated with the Qantas airlines, the national carrier.
o Look at the examples of Qantas flying kangaroo logos. Why do you think the symbol has changed over time between 1944 and 2009?
o Do you think that kangaroos symbolise the same things to Australians as for
people from outside Australia? Explain your opinions.
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o What animal symbols are used by your country to represent your nation or national characteristics? Why do you think your country uses animal symbols in this way?
Advertisements with slogans or jingles that stay in your head Many successful advertising campaigns have something that becomes part of a country’s collective memory. It might be a short song or jingle that relies on a poetic device such as repetition, rhyme, rhythm, alliteration or onomatopoeia, puns, humour or a surprise to affect people’s emotions. (A jingle is a memorable slogan, set to an engaging melody, mainly in advertising on radio and television commercials) Products become icons if they are strongly associated with a place or a way of life. When this happens, a product seems to have a broader meaning and significance for people than such a product would normally have. Food advertising: 1. Aeroplane Jelly ‘I like Aeroplane Jelly, Aeroplane Jelly for me. I like it for dinner, I like it for tea, A little each day is a good recipe! The quality's high, as the name will imply, It's made from pure fruit - one more good reason why I like Aeroplane Jelly, Aeroplane Jelly for me!’ (song) (The Aeroplane Jelly jingle was first heard on radio in 1938) 2. Vegemite ‘We’re happy little Vegemites as bright as bright can be, We all enjoy our Vegemite for breakfast, lunch and tea. Our mummies say we’re growing stronger every single week, Because we love our Vegemite, We all adore our Vegemite, It puts a rose in every cheek.’ (song) (The Vegemite jingle has been popular since 1954) 3. Minties ‘It’s moments like these you need Minties’ (song) (Minties were invented in 1922 and sold to consumers by a company in Sydney. They were made in New Zealand until 2009 when Cadbury announced they were moving production to Thailand.) Car advertising: Holden
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‘We love football, meat pies, kangaroos and Holden cars…’ (song)
Notes: This advertising jingle from the 1970s was based on the American Chevrolet campaign, ‘baseball, hot dogs, apple pie and Chevrolet’. To match the Australian lyrics, the television advertisement features Australian cultural icons (the kangaroo, koala and meat pie) in a montage of quick shots. Although many of the icons flash by quickly, shots of Holdens driving and parked in a variety of locations are held longer so that, even without the explanatory jingle and voice-over, the images make clear that this is an ad for cars and not an Australian tourism campaign. Also, the ad shows a carefree and fun-loving Australia and the jingle aims to appeal to the audience’s sense of patriotism. If you don’t love football, meat pies, kangaroos and Holden cars, you’re not truly Australian. (Although targeting the mainstream, the ad actually describes one specific social sector and does not reflect the diversity of the nation at the time).
Vocabulary: dictionary meaning patriotism: love of one’s country
Activity: Analysing the slogans/jingles Discuss and answer the 7 questions which follow:
1. What language devices do you notice being used in these expressions that may have helped to make them famous over many years and to become part of everyday Australian language and knowledge? For example, which of the following devices were used?
Language devices (Place a tick alongside if you think it was used in any of the ads)
repetition
rhyme
rhythm
metaphor
punctuation
contraction (shortened word)
list of items
name of product or brand
name recognisable Australian flora or fauna
break rules for spelling
break rules for layout of words
break rules for punctuation
2. What emotions do each of these ads appeal to? 3. Who is the target audience? 4. How do the tunes help make the ads interesting, amusing, enjoyable to audiences? 5. Why do you think they have become popular and lasted for so long?
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6. What do these ads say about Australia to people who live outside Australia? 7. Which ad do you like best? Why?
Writing and responding (Sample assessment activities for Australian students) Choose one task from the seven (7) choices provided:
1. Develop a script for a 30 second ad for Australian radio 2. Create 30 sec ad for Australian television 3. Create a magazine ad-you choose the type of Australian magazine 4. Select a print or multimedia ad currently seen in South Korean media advertising or
from the choices provided. Present a brief description of the ad, identifying the image, slogan, characters, storyline and your comment son its effectiveness
5. Use a souvenir of Australia as the basis for an Australian ad in print or multimodal media.
6. Working in pairs, produce a new jingle for an Australian or South Korean product. Prepare a script. Perform it for the class.
7. Use one of the pictures provided as the starting point for an ad about Australia that Koreans would find interesting and appealing. (see handout)
ADVERTISING TECHNIQUES
Self-image What self image does the consumer (target audience) have? Examples are: athletic fun loving seeks a healthy lifestyle male/female likes to identify with famous people influenced by statistics and research individual rather than group orientated adventurous confident or outgoing protective towards younger or weaker people.
Gaining attention The ad needs to have: a headline that attracts you by making you laugh interesting graphics showing the product you like or want an interesting or colourful layout.
Structure or physical layout Include: use of headlines, graphics text or body of the ad which provides information and persuasive messages such as
making a promise or a claim about the product, offering help use of an identifying logo repetition of words or ideas to reinforce information and impact variation of print size placement or positioning of text and images on the page.
Techniques of persuasion Include: persuasion techniques including appeal to emotional needs and instincts such as fear or
belonging use of emotional and persuasive words connected with positives about the product
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use of repetition of sounds to create a pleasant effect such as rhymes and alliteration for example ‘Riley’s ready, reliable relief, provides comfort beyond belief’
use of the word ‘you’ to involve the reader repetition of ideas to reinforce message use of slogans use of statistics to create impression that research results prove the value of the product.
Reflection In this unit of work we explored the spaces and places that we inhabit and how they give us a personal and national identity, using Australia as an example.
We also explored how we think and write about these places and spaces for others to read, view, hear, consider and evaluate. The learning process This framework will help you assess your learning for this unit of work.
Information/analysis I have done it • I completed the work
• I used skills of listening, speaking, reading, writing, viewing, thinking
• I analysed a range of text types and responded in different ways
• I communicated my ideas using clear language
Application of knowledge I understand it • I can link the information to the real world
• I can make connections between texts and compare and contrast ideas
• I can explain to someone else, or discuss ideas, expressing them in my own words
• I can use the knowledge and information in new situations
Evaluation of learning I can make judgements about my learning • I can appreciate and judge the value of ideas,
both mine and others’ • I can recognise the way language is used and
presented to affect meaning
• I can discuss and debate issues, using information from my learning as backup
• I can assess how well I am doing and identify strengths and weaknesses
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Name of Session: Life Patterns
Presenter: Christine (Chris) Thompson Overview: Patterns are everywhere in every culture. The session will identify and explore some common patterns in people’s lives. Participants will investigate how English language patterns can be used to describe human experiences. Patterns in pictures, when used in combination with language, provide powerful and creative expressions of human experience. Description of the session: Through reading, viewing, talking, listening, describing, analysing, imagining and writing in a range of short activities, participants will identify and explore how patterns influence our lives. Then participants will read and analyse an Australian picture book which uses the familiar structure of the English alphabet as a way of telling the author’s illustrated story of her Australian childhood. Using their understanding of the book’s structure, its language and visual patterns, participants will then apply this model of autobiographical writing to develop their own autobiographical and biographical writing skills. Work will be done in both small and whole class groups, with plenty of discussion encouraged. Strategies/teaching methodologies / teaching activities: Warm-up/introductory activities Brainstorming Using graphic organizers and visualizing strategies Personal reflection strategies Reading comprehension skills Outcomes for teachers: Comprehension-literal and inferential understandings Vocabulary development Explicit teaching about punctuation, grammar, sentence construction and paragraphing Understanding the contrast between biography and autobiography Ideas for practising English skills related to life writing
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Part 1: Introductory activities
Patterns in your life
The activities which follow will help get you thinking about the patterns in your life. Be prepared to discuss your responses. (a) Identifying patterns
Look around you in the classroom. What patterns do you see? Make a list. (b) Describing patterns
Choose one of the 9 shapes in the group shown above. Describe its shape and patterns in written words, as if you are explaining it to another person who cannot see it.
Word power - pattern
a design or system of markings which may be repeated or copied at regular intervals, for example, on carpet or clothes or tracks left by birds’ feet on the ground. Simple patterns are made by repeating lines or shapes.
Examples of simple patterns are those which have stripes or zigzag lines, for example:
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(c) Looking for patterns
Look around you. Think and then either draw or describe in words: • a pattern on something that you can see in the room where you are sitting now
• a pattern on something that you are wearing
• imagine that your shadow has a pattern; what would you like it to be?
• a favourite pattern
(d) Leaving tracks
People, animals and machines often leave visible traces of passing by a place in the form of patterns. What do you think has left the footprint shown above?
(e) Making your mark Create a page that contains some of your ‘tracks’, for example, fingerprint, footprint, signature, favourite saying, significant number, sound or picture.
(f) Life’s patterns
Think about the many different patterns which influence human life. One pattern, for example, is DNA. The acronym DNA stands for deoxyribonucleic acid. (Say it as: dee-ok-see-rye-bo-new-klee-ic.) This looks like a double spiral pattern made up of chemical matter and it is in every one of in your body’s cells. It determines who you are and makes you different from every other person, unless you have an identical twin.
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Another pattern which makes you unique is your fingerprint. A fingerprint is a pattern of lines, ridges and whorls. If you can hear music you hear patterns of sound and silence. If you were unable to see, you could read using Braille, a system of printing for blind people, which uses patterns of raised dots that can be ‘read’ by touch.
a b c
Try to think of one or two other ‘life patterns’ and describe or draw them.
Focus on Life Patterns
The following set of activities will help you to make links between the patterns in your life and
your identity.
(a) Identity and Communication A person’s sense of self, their connections with other people and the wider community all help to
shape the pattern of their identity. People use patterns in symbols, colours, signs, words and metaphors to express or communicate their identity to others. Try to express ideas about your own identity using the following:
think of a colour that you relate to most
draw a symbol that you identify with (examples: a star -bright, high achiever; or loop- confused; or bee -busy, fast moving; oyster-hidden beauty inside; closed book-hidden depths)
think of a plant that represents you (examples: a cactus or water lily)
think of a food that represents you most accurately. Write or draw your response.
Word power
-Unique
Original, the only one of its
kind
-Whorl
A circular, spiral or cone shape
pattern of similar things such
as lines on a fingerprint.
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Part 2 The ABC of life: Autobiography and the Alphabet structure
Background information: about the book ‘This alphabet book is about children growing up in the Murrin Bridge Mission Settlement on the Lachlan River in New South Wales in the 1950s. The book tells and shows what life was like for Aboriginal people in that time. The author and illustrator Elaine Russell's ‘naive-style’ (child-like) illustrations help younger children to understand her childhood, although the print text refers to events that will be better understood by older children.’ It was recognized in an Australian Book Award: Honour Book, CBCA Eve Pownall Award for Information Books, 2001. Introduction We now focus on a picture book A is for Aunty by Elaine Russell to investigate the kinds of life patterns and changes that influenced the writer’s childhood. The writer has used a pattern for the structure and position of:
o the words and pictures in the text on each single or double page, and also o the overall structure of the text, for telling and showing parts of her childhood story.
The pattern is created by using the 26 letters of the English language alphabet, using the letters from A to Z. The structure is created by spreading the 26 alphabet items across a 32 page layout in the text to create a picture book. Pre-reading activity Brainstorm quickly for just five minutes or less some things you remember about your life from your earliest experiences up to now. Use the letters of the English alphabet A to Z listed below to record the items that are/were important in your life: (Make sure that you list at least one item per letter of the alphabet). For example:
A: album for photos
B: bicycle, books C: China collectibles ….etc
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Analysing the picture book Read the book A is for Aunty from beginning to end, from A to Z.
1. Note the kinds of things the author Elaine Russell has selected to describe. Why do you think she chose these items?
2. What can you tell about Elaine Russell’s life and world from her ‘autobiographical
alphabet’?
3. Compare and contrast your alphabet item choices with Elaine Russell’s choices. o Were the items you chose similar to, or different from, what Elaine Russell chose in
order to describe her Australian childhood? o Why were your choices similar? Why were your choices different?
Group activity: Reading and investigating the written text Look at the paragraph structure for each written description which follows a sentence that contains a letter of the alphabet. 1. Can you identify any patterns in the way the words are put together in sentences to make each paragraph, on each page? Definition: a paragraph has several sentences that all revolve around one main idea. Some of the sentences have different functions in the paragraph. For example:
1. The topic sentence is usually the first sentence at the beginning of the paragraph and tells what the paragraph is about.
2. The developing sentence (or sentences) expand and make clear the idea stated in the topic sentence.
3. The supporting sentence (or sentences) supports the main idea through giving examples, facts, numbers or statistics, arguments and opinions.
4. The final/concluding sentence indicates that the topic in a paragraph has been covered, is finished. It may also make a link to the idea of the next paragraph.
For example: R is for River 1. (Topic sentence) ‘The mission was very close to the Lachlan River, so after school my friends and I used to go to the river to swim until suppertime.’ 2. (Developing sentence) ‘Sometimes we slid down the riverbank, sometimes we swung off a rope that was hanging from a gum tree and dropped into the river.’ 3. (Concluding sentence) ‘We used to see who could make the biggest splash.’ Points to notice:
o The paragraph starts off with a title: ‘(alphabet letter - R) is for (word starting with that letter - River)’.
o Then the word that starts with that letter (River) is used somewhere in the first
sentence: ‘The mission was very close to the Lachlan River…’
o There are three sentences that make up the paragraph.
o Sentence 1 describes where the river was located in relation to home.
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o Sentence 1 also describes how and when the children used the river. How-swim in the
river; when-until suppertime (meal time)
o Sentence 2 gives more information about what the children did at the river: slid down the bank into the water, also swung off a rope tied to a gum tree and fell into the water.
o Sentence 3- gives more information about why the children slid and jumped – compete
to make the biggest splash. Look again at the paragraph and identify the kinds of words that are used in the paragraph, to help the reader understand what the author is saying. Look for verbs, adverbs, nouns, pronouns, adjectives, connectives and punctuation and see how they work within the three sentences to help carry meaning and tell a story.
R is for River ‘The mission was very close to the Lachlan River, so after school my friends and I used to go to the river to swim until suppertime. Sometimes we slid down the riverbank, sometimes we swung off a rope that was hanging from a gum tree and dropped into the river. We used to see who could make the biggest splash.’ For example: mission, river, school, friends, suppertime, riverbank, rope, gum tree, splash-are all nouns, which name people, places or things.
LIST OF GRAMMATICAL TERMS WORDS Adjective Adjectives are words that give additional information about the noun. They can be used before a noun, e.g. Stubborn teenagers will not heed sensible advice, or after a verb, e.g. Teenagers can be stubborn. Adverb Adverbs give additional information about verbs, adjectives and other adverbs. They tell how, when and where, something happens. E.g. he walked slowly; the dog ran away; I’ll see you tomorrow; he arrived extremely late. Noun Nouns are words that name people (James Blunt), places (New York), things (chair, family, sunshine) and concepts (hope, frustration, liberty). Preposition Prepositions are positional words such as: below , for, down, above, to, near, under, since, between, with, before, after, into, from, beside, after, without, out, during, past, over, until, through, off, on, across, by, in, around, onto. Prepositional Phrases, e.g. …with tears in her eyes, can be used as a device to enhance description. Pronoun A pronoun stands in place of a noun or noun group. A pronoun refers to something that has been named and has already been written about. For example: The harbour is a popular place. It is mostly used by fishermen. Pronouns work only if they are not ambiguous (that is, there is a clear line of reference) and are not used too repetitively. Examples of common pronouns are: she, he, you, mine, hers, yours, himself, yourself. You can’t keep all the apples yourself! this, that, these, those These are mine. each, any, some, all Some will be given to Peter. who, which, what, whose, whom Who is visiting tomorrow? Verb Verbs are the basis of any message communicated. They are the engine of the sentence or clause and provide movement or action, or a sense of what is happening. Different types of verbs are used, depending on the purpose of the text. The writing could feature: action verbs (the traditional ‘doing words’): The children swam every day. saying verbs: The crowd was cheering. thinking verbs: He is hoping to visit tomorrow.
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relational verbs: Mary was a kind girl. Extended verb groups indicate many sentence features, such as tense and modality, e.g. I have been working on this for a long time. (tense) I might be finished by tea time. (modality) SENTENCE STRUCTURE Sentence A sentence is a group of words that makes complete sense. It is marked in writing by beginning with a capital letter and ending with a full stop, question mark or exclamation mark. There are four functions for sentences: Making statements: The girl shot a goal Asking questions: Did the girl shoot a goal? Uttering commands: Shoot the goal! Voicing exclamations: What a great goal! Simple sentence A simple sentence is one that contains a single clause. We went to the movies. Compound sentence In compound sentences there are two or more clauses which are coordinated or linked in such a way as to give each equal status as a statement. We went to the movies and bought an ice-cream. Clauses in compound sentences are usually joined by conjunctions such as, and, but, or, and so and then. Complex sentence A complex sentence contains embedded and/or subordinate clauses. The feature of embedded clauses is that the clause is part of the structure of another clause and therefore does not have a coordinating relationship with the main clause. We went to the movies and bought an ice-cream with the money (that) we had earned. Feeling relieved the day was over, they went out for dinner. Whether it rains or not, the picnic is on. The majority agreed that it was worth a trial, after listening to all of the speakers. Despite the objections of some, the community agreed that the plan deserved a chance. Glossary extracts from 2009 NAPLAN Marking Guide
Group activity: Choose a different page in the book and focus on a different letter of the alphabet. Read the paragraph. 1. Discuss what word patterns you can see on one page. For example, each piece of writing starts off with ‘(letter) is for (word starting with that letter)’. Then the word that starts with that letter is used somewhere in the first sentence. 2. What other things do you notice about the way the first sentence is put together? (For example, what nouns, pronouns, verbs, verb tenses and punctuation marks are used?)
Individual activity: Imitate the author’s writing style Using a writing pattern that is similar to the author’s, choose one letter of the alphabet and write about something in your own life that starts with that letter. Write 30–50 words explaining why the item is/was important to your life. Include a diagram or picture to support what you wrote.
Comparing and contrasting autobiography and biography Elaine Russell chose to write about her own life in an autobiographical style. If someone else wrote about her life it would be described as biographical writing. Focus on Biographical writing Interview another person in the class group. Ask several questions and get some information for a short biography of about 100 words.
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Think about a suitable title and how to organize the information in a logical order.
Organize the information into paragraphs.
Think about how to present the information accurately, and also in an interesting, lively way, to entertain readers.
Check with the person that all of the information is correct once you have finished writing a draft.
Note: The following questions may help you to plan your own questions and organise the
information you obtain:
• Who are the members of your family?
• Where do you live?
• What things were important to you in your childhood?
• What is your favourite part of your country?
FOCUS ON ILLUSTRATIONS
Overall design features of a picture book
A picture book is not just words and pictures spread over 32 pages. Some other features which make up the overall design of the book include the: • cover design (front cover and back cover) • cover illustration (is it a copy of one used inside the book or is it a different one?) • end papers (double pages inside the front and back covers) • title page (the first main page inside the cover with the title and author shown) • imprint page (contains all the publishing information)
Layout/Planning for a picture book pg 1
pg 2 pg 3
pg 4 pg 5
pg 6 pg 7
pg 8 pg 9
pg 10 pg 11
pg 12 pg 13
pg 14 pg 15
pg 16 pg 17
pg 18 pg 19
pg 20 pg 21
pg 22 pg 23
pg 24 pg 25
pg 26 pg 27
pg 28 pg 29
pg 30 pg 31
pg 32
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• layout the way the words and pictures are spread out over the 32 pages in the book • page orientation (portrait or landscape) • use of white space on the pages • use of coloured and/or white pages as backgrounds for the words and pictures • use of a device (eg the alphabet) to provide the overall structure or pattern for the written
text and pictures.
Activity Discuss these design features in relation to the book A is for Aunty.
Which design features (from the list above) are important?
Which features were effective in helping you to understand the book?
Which features were effective in helping you to enjoy the book?
Words to know
acrylic: a paint mixed with latex, able to be thinned with water
gouache: a thick, opaque water-based paint, like poster paint
latex: a milky liquid from a plant which is used to make rubber
opaque: solid, not allowing light to pass through
Sample assessment tasks for Australian students: Autobiographical writing
(Instructions to students): In this assessment task you bring together your ideas about patterns and transitions in a person’s (your) life. Choose one of the three topics and write about some of the patterns or transitions in your own life. 1. Create an ABC autobiography in the style of picture book A is for Aunty, which involves
writing a short paragraph about an object that is significant for you for each letter of the
alphabet.
2. Write a series of mini-stories (perhaps five, or more) about some memorable experiences
you have had. The stories could be about significant places, things you have done, or
people who influenced your life in some way. Try to restrict the length for each story to
about 50 words.
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EXTRA NOTES ABOUT GRAMMAR (FOR REFERENCE PURPOSES ONLY)
Sentence structure A sentence is a group of words that makes complete sense. It is marked in writing by beginning with a capital letter and ending with a full stop, question mark or exclamation mark. There are four functions for sentences: Making statements: The girl shot a goal Asking questions: Did the girl shoot a goal? Uttering commands: Shoot the goal! Voicing exclamations: What a great goal! Simple sentence A simple sentence is one that contains a single clause. We went to the movies. Compound sentence In compound sentences there are two or more clauses which are coordinated or linked in such a way as to give each equal status as a statement. We went to the movies and bought an ice-cream. Clauses in compound sentences are usually joined by conjunctions such as, and, but, or, and so and then. Complex sentence A complex sentence contains embedded and/or subordinate clauses. The feature of embedded clauses is that the clause is part of the structure of another clause and therefore does not have a coordinating relationship with the main clause. We went to the movies and bought an ice-cream with the money (that) we had earned. Feeling relieved the day was over, they went out for dinner. Whether it rains or not, the picnic is on. The majority agreed that it was worth a trial, after listening to all of the speakers. Despite the objections of some, the community agreed that the plan deserved a chance.
Clauses Adjectival clause A clause that gives additional information about a noun or noun group is known as an adjectival or relative clause. It is said to be ‘embedded’ if the information it provides is embedded or located within the subject or object of another clause. An adjectival clause generally (but not always) begins with a relative pronoun such as who, which or that. The play equipment that children love is not necessarily the safest equipment in the playground. Children love playing with equipment which allows them to use their imagination. Adverbial clause An adverbial clause is a subordinate or dependent clause that provides optional information about time, place, condition, concession, reason, purpose or result. After studying so hard during the week, all students want to do on the weekend is relax. (Time) Children may still get hurt, even if the climbing equipment is removed. (Concession) The hat, which was soaking wet and dirty, had been abandoned. (Condition) The ban should be lifted because it discriminates against teenagers. (Reason) Noun clause A noun clause is a clause that acts as the subject or object of another clause. What he had been ordered to do weighed heavily on his mind. Some studies show that crimes committed by teenagers are rising.
(Glossary extracts taken from 2009 Marking Guide)
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Lucy ZADOYANCHUK
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Name of Session: Discovering the Accelerated Literacy Pedagogy
Presenter: Lucy Zadoyanchuk Overview: Participants will explore the Accelerated Literacy (AL) pedagogy through the text Mouse Tales -The Wishing Well by Arnold Lobel. Description: Each part of this pedagogy will be identified at each point of the sequence. I will explain to learners that the text The Wishing Well clearly identifies Orientation (A mouse was found in a wishing well) Complication (OUCH! Said the well … my wishes will never ever come true this way) Resolution (The mouse ran home and every one of the wishes came true). Demonstrate lesson goal setting in Accelerated Literacy and explain the importance of this regarding student learning. Strategies / Teaching Methodologies / Teaching Activities: Low Order Literate Orientation (LOLO): Introduction: Name of book – two meanings tails and tales. Tales: another word for stories. This text focuses on tales. Focus on: imagery: ragged old dress, wishing well and coin Focus on imagery: how surprised the mouse looks, word OUCH. Learners predict whether or not the mouse received her wish. Identify the importance of giving students the chance to infer. Focus on imagery: mouse crying and getting pillow off bed. Question: why would she throw her pillow? Why won’t the coin hurt anymore? **read text now High Order Literate Orientation (HOLO): Preformulations & Reconceptualisations. Who can remember what the story is about? Can anyone remember what the mouse one found? Does anybody remember which words say wishing well? Focus on exclamation mark, when “she cried”. Continue to ask questions about the text and language used. Focus on Fluent Reading by re-reading text. Transformations: Use sentence: A mouse (who) once found (when) a wishing well (did what/ found what). This sentence will be written on strips of paper. Break sentence up into single words and remove one word at a time and have students tell you what word is missing. Students will write their own sentences based on the who, when and what transformations.
Outcomes for teachers:
• Teachers will know how to use parts of the AL pedagogy. • Teachers will understand the AL pedagogy can be used across learning areas. • Teachers will be able identify parts of the AL pedagogy
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Name of Session: Learning the Purpose of Prior Knowledge Activities
Presenter: Lucy Zadoyanchuk Overview: Explore diverse prior knowledge activities that can be used across all learning areas; with an emphasis on English. Description: Learners will be given the opportunity to learn about diverse prior knowledge that can be used to assist students’ needs and level of engagement. Learners will be given a opportunity to create their own prior knowledge activity to use with their learners. Strategies / Teaching Methodologies / Teaching Activities:
This mind map will be used to introduce the idea of prior knowledge activities. A PowerPoint presentation will be used to assist participants with teaching content and provide written and video examples of students work. Participants will be introduced to the theory behind prior knowledge activities, including ‘meeting students where they are at’ and making learning meaningful.
1. Explore different types of prior knowledge activities 2. First focus: I see, I hear, I feel, I smell and I taste. This activates prior knowledge of the
topic that students will be reading about. 3. Second focus: wondering cube. This provides a purpose for reading and helps students
make connections with the text. 4. Third focus: Rivet. This activates prior knowledge of a topic in order to make
predictions, and to introduce vocabulary. 5. Fourth Focus: Simple word prior knowledge activity. This activates prior knowledge
about a subject. 6. Explore different forms/proformas of mind maps. 7. Prior knowledge questioning. 8. Teachers create their own prior knowledge activity on a provided topic. They choose
what type of activity to include. Outcomes for teachers: Teachers will:
• Learn how to use different prior knowledge activities. • Will understand the relevance of meeting students where they are at. • Will be able to adapt teaching to suit individual students’ needs.
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200 WORD WRITING ASSESSMENT SHEET
ASSESSOR NAME: ______________________________ Home Group: ________ MARKING SCHEME
CATEGORY LITTLE
EVIDENCE SATISFACTORY GOOD HIGH
Content 1 2 3 4
Structure 1 2 3 4
Language 1 2 3 4 TOTAL Total
Teachers Name Essay Topic Final Mark (max 100)
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MODEL LESSON PRESENTATION GUIDELINES FOR TEACHERS Each group of teachers is responsible for planning and presenting a model lesson which utilises English teaching methodologies demonstrated during the camp. The presentation should last 10 minutes only. The presentation will be made to a panel and audience of teachers. During the allocated time each group has an opportunity to provide an overview of their lesson to the assessment panel. Additional printed materials may be provided to the panel. Task requirements:- The following features should be clearly evident to the panel when your group presents: Involvement and collaboration of all group members in planning and presenting the task Attention to language ie. correct grammar and vocabulary Clearly defined content, methodology, aims and goals for the lesson Clearly evident that a range of student assessment strategies could be developed
CATEGORY OUTSTANDING GOOD SATISFACTORY UNSATISFACTORY PERCENT 100 %
CONTENT The group provided content and detail which meets the task requirements to a very high standard. 30%
The group has provided content and detail which meets the requirements of the task. 24%
The group has provided content and detail that meets most of the requirements of the task. 18%
The group has not provided content and detail that meet the requirements of the task. 10%
30%
LANGUAGE The speaker/s used language which was highly effective in conveying the message to the audience.
10%
The speaker/s used language which was generally correct and effective in conveying the message to the audience. 8%
The speaker/s used language which included grammatical and vocabulary errors. There was some difficulty conveying the message. 6%
The speaker/s used language which was poor in grammar and vocabulary. The message was not clearly conveyed to the audience. 3%
10%
CATEGORY OUTSTANDING GOOD SATISFACTORY UNSATISFACTORY PERCENT 100 %
ORGANISATION The group was highly organised and ideas were very clearly conveyed to the audience. Information
The group was well organised and ideas were conveyed well to the audience. Some additional information
The group was organised and ideas were conveyed in a limited way. Additional information was necessary for clear
The group was not well organised and ideas were not articulated clearly. Further information was required. The audience had
20%
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and the sequence provided a clear understanding. 20%
would have improved audience understanding 16%
understanding by the audience. 12%
difficulty understanding. 6%
STUDENT LEARNING
The intentions of the task for student learning were very clearly described. Assessment tasks could easily be developed to monitor student learning. 20%
The intentions of the task for student learning were clearly described. Assessment tasks could be developed to monitor student learning. 16%
The intentions of the task for student learning were minimally described. Monitoring student learning by developing assessment tasks would be limited. 12%
The intentions of the task for student learning were very vague. Monitoring student learning by developing assessment tasks would be very difficult. 6%
20%
COLLABORATION It was clearly evident that all group members have collaborated to a high level in organising and presenting the task. 20%
It was evident that the group members have collaborated in organising and presenting the task. 16%
There was minimal evidence that group members collaborated in organising and presenting the task. 12%
It was evident that the group members have been unable to effectively collaborate to organise and present the task. 6%
20%
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