edb electives (language arts) professional development ... · consider how the module can...

EDB Electives (Language Arts) Professional Development Workshops for Teachers

Introductions

What do you want to get out of

this workshop today?

What experience do you have with

teaching the Pop Culture Elective?

What materials do you use to teach

the Pop Culture Elective?

Aims

Consider how the module can complement

and extend the English language curriculum

Explore learning and teaching

activities based on different text-types

Discuss what is involved in the

Pop Culture Elective

Explore ways of addressing

assessment, feedback and

developing learner autonomy

Housekeeping

Outline of the day: 9.00am

9.45am

Introduction

Objectives and content of the Elective

Text types and language features

9.45am

10.45am

Lesson

Demo 1

Beauty and the Beast

•Text type: adverts, commercials

•Skills: reading, listening, writing

•DSE focus: persuasive writing

10.45am

11.00am Break

11.00am

11.30am Assessment

Evaluating student work sample

Discussing DSE exam questions

11.30am

12.10pm

Lesson

Demo 2

Cult of Celebrity and Technology

•Focus: comparing high/pop culture

•Skills: speaking, reading and writing

•DSE focus: expository writing

12.10pm

12.15pm Round up

Introduction to the

Pop Culture Elective

What are your thoughts about teaching this

Elective?

What issues arise for you or your students in

teaching/learning this Elective?

EDB Suggested Scheme of Work Text-types

Which ones have you used?

How have you used them?

http://www.bilingual-manga.com/images/design/joke-sample-J.pdf

Learning Objectives

Receptive skills

To help learners to uderntsnad and itnrerpet facts,

opinions, ideas, information, and intentions presented in

written and spoken texts related to popular culture

(C&AG p.38)

Learning Objectives

Receptive skills

To help learners to understand and interpret facts,



(C&AG p.38)

Learning Objectives

Productive skills

To help learners to develop the vo_________, la______,

fo____and st____used in various texts of popular culture;

To help learners to apply the k________and s____they

have learnt in their creative production and appreciation of

popular culture texts.

(C&AG p.38)

Learning Objectives

Productive skills

To help learners to develop the vocabulary, language,

format and styles used in various texts of popular culture;

To help learners to apply the knowledge and skills they



(C&AG p.38)

Language structures, vocabulary, text-types

Apply Practise

Variety of genres, topics and activities

Compulsory Part

Elective Part

What is the purpose of the electives?

“The Elective Part includes a range of

extension modules which reinforce

different aspects of English Language

learning…

It serves the purposes of adding variety to

the English Language curriculum,

broadening students’ learning experience

and catering for their diverse needs and

interests.”

C&AG p29

Missing words 9

gen

eric

skills

• Collaboration

• Communication

• Creativity

• Critical thinking

• IT

• Numeracy

• Problem-solving

• Self-management

• Study skills

• C________

• C__________

• C________

• C_____ t______

• I__

• N________

• P____-______

• S___-________

• S_____ s______

Anagrams

a. dog New Elk

b. internal Poser

c. recipe En Ex

3 s

tran

ds a. Knowledge

b. Interpersonal

c. Experience


Which of the generic skills would these texts

provide an opportunity for students to

practise?



What language features are common in each

of the text types?


Practical Demonstration 1


Aims:

• To analyse techniques in advertisements

• To consider perceptions of body image created from

images in advertisements

• To develop thinking skills and practise giving personal

opinions

• To plan a piece of persuasive writing

Language focus:

• Adjectives and persuasive language

How much do you think the media influences

the way we want to look?

1 2 3 4 5 6 7 8 9 10

Not at all Very much

Question

What is this?

Answer

It’s an…

advertisement

advert

ad

Advertisements from past to present

Look at the advertisements around the room and

complete the worksheet.

Advertisements from past to present

Feedback

Do the people in the pictures look like pictures you

might have of you or your family?

Why / why not?

What is this?

•What do you know about Photoshop?

•What can it do?

•Why do people use it?

Girlpower Retouch Website

What

differences

can you see?

Watch this Girlpower Retouch video

1.What is the purpose of it?

2.Who made it?

Animation

http://www.fb.se/work/flicka/retouch

http://museum.fb.se/girlpower/section1/index.html

Body image…

…is about how you see yourself, not what you really look like.

Video A

Video B

http://www.youtube.com/watch?v=IHqzlxGGJFo

http://www.youtube.com/watch?v=XpaOjMXyJGk

Read statements about retouching pictures.

• Are they positive or negative?

• Do you agree or disagree with them?

So far…

You’ve spoken

You’ve listened

You’ve watched

You’ve read

writing

Now it’s time for…

Persuasion map

One reason I think advertising does / does

not affect people’s body image is that …

Persuasion map

Share your ideas with another group

How much do you think the media influences

the way we want to look?

1 2 3 4 5 6 7 8 9 10

Not at all Very much

Reflection

What role did critical thinking play in the lesson?

What impact does bringing in advertisements and commercials

into the classroom have?

How would you use or adapt these activities for your

learners?

How were features of persuasive language highlighted

through this lesson?

Reflection

1. Watch another video by Dove on a similar theme

Video A or Video B

2. Why did the teacher use the other video in the

lesson?

3. Would you use this video? What issues are there

around using this in class?

http://www.youtube.com/watch?v=IHqzlxGGJFo

http://www.youtube.com/watch?v=XpaOjMXyJGk

Magazine columns alloy.com/style/fashionseen/archive/

Good for descriptive

vocab

http://www.alloy.com/style/fashionseen/archive/

Reviews commonsensemedia.org/music-reviews#

Good for collecting a

range of short opposing

arguments

http://www.commonsensemedia.org/music-reviews



Collection of Adverts adsoftheworld.com/

Good for exposure to a

range of adverts

learnenglishteens.britishcouncil.org/

Multimedia motivating

lesson materials

Additional and Alternative Lesson

Materials for this Topic

Handbook pages 13-20

Assessment

Assessment for Learning

“Assessment for learning” is concerned with

obtaining feedback on learning and teaching

and utilising this to make learning more

effective...[it] should take place on a daily basis

and typically involves close attention to small

“chunks” of learning.

p.110 C&AG

Assessment Assessment on this module will focus on learners’

demonstration of their ability to:

Identify the distinguishing language and stylistic

features of different popular culture text-types

Identify the purpose and intended audience for

different popular culture texts

p.39 C&AG

Learning Objectives

Receptive skills

To help learners to understand and interpret facts,



(C&AG p.38)

Learning Objectives

Productive skills

To help learners to develop the vocabulary, language,

format and styles used in various texts of popular culture;

To help learners to apply the knowledge and skills they



(C&AG p.38)

Assessment - Giving feedback Look at an example of student work

What feedback has this teacher given?

What would you give instead?

• Content

• Vocabulary and language

• Format

• Style

• Task achievement

• Creativity

Discussion

Consider the advantages and disadvantages of:

1. Giving a mark out of 10 or a grade from A to D.

2. Criticising an imaginative or creative attempt.

3. Supporting any effort to be creative by commenting on

things you like or by writing questions for the writer to

consider.

Teachers should give feedback on learners’

drafts….initial feedback can focus on

higher order concerns – ideas,

organisation and genre requirements –

and thereafter on lower-order concerns

such as language (grammar and

mechanics)…

p.114 C&AG

2012 DSE exam question

The human desire to look attractive is universal and because of this,

cosmetic surgery is now a multi-million dollar industry. Write a letter

to the editor of the ‘Hong Kong Express’ about the obsession with

physical beauty.


Asian singers and movie stars are gaining popularity all over the

world and are no longer appealing only to Asian audiences. Write an

article for your school newspaper explaining why Asian stars are

gaining popularity in Western countries. Give a title to your article.


You recently attended a stand-up comedy show and you were

impressed by the performance. Write an article for your school

magazine describing the show, discussing the challenges such

performers might face and how students at school can benefit from

watching such a performance.


The human desire to look attractive is universal and because of this,

cosmetic surgery is now a multi-million dollar industry. Write a letter

to the editor of the ‘Hong Kong Express’ about the obsession with

physical beauty.


Asian singers and movie stars are gaining popularity all over the

world and are no longer appealing only to Asian audiences. Write an

article for your school newspaper explaining why Asian stars are

gaining popularity in Western countries. Give a title to your article.


You recently attended a stand-up comedy show and you were

impressed by the performance. Write an article for your school

magazine describing the show, discussing the challenges such

performers might face and how students at school can benefit from

watching such a performance.

descriptive, expository, persuasive

expository, descriptive, comparative

descriptive, expository, persuasive

What do students need to be able to answer

these questions well?

1.Factual knowledge of the issues

2. Opinions about the issues

3. Ability to write in a style for the appropriate text-type, audience

and purpose



1.Factual knowledge about pop culture issues

• What do you know about our obsession with beauty? (2012)

• What do you know about why Asian stars are gaining in

popularity in Western countries? (2013)

• What do you know about what a stand-up comedy show is

like? What do you know about the skills needed to be a

stand-up comic? (2014)



2. Having an opinion about the issues they are discussing or

being aware of other people’s opinions

• How do you feel about our obsession with beauty? (2012)

• How might Asian and Western people feel about Asian

stars? (2013)

• How do you feel about the show? How would you feel about

being a stand-up comic? How do you think other people

might benefit from attending? (2014)



3. Being able to write in a range of styles appropriate to the

text-type and audience

• Descriptive, expository, persuasive (2012)

• Descriptive, expository, comparative (2013)

• Descriptive, expository, persuasive (2014)


Aims:

• To consider features of popular culture

• To read and discuss a short text about the benefits and

drawbacks of different kinds of popular culture

• To practise summarising a text and giving an opinion

• To begin planning an expository text about pop culture

Language focus:

• Stylistic features for expository writing

Pop culture today…

Things were different in

my day!

Look at the pictures

Put them into two groups

Where can you find examples of pop culture?

Who usually likes pop culture?

How easy is it to take part in pop culture?

Does pop culture always stay the same?

Jigsaw reading

Reading skills: Class Reading

15 second speed read

Speed read the last paragraph of text 1 and 2 on accelareader. Find out

which kind of celebrity the text is going to talk about.

http://accelareader.com/

Reading skills: Independent Reading

10 second zoom (to find which side the writer is on)

Zoom your eyes around the page and find out the main opinion (positive

or negative) of the writer about the cult of celebrity. You might find this

from the title or the very end of the text.

30 second skim (to find the style and audience)

Read the first sentence of each paragraph only and decide what the

writing style is and who the audience is – essay, magazine article,

review, formal, informal, neutral, etc.

Reading skills: Group Reading

30 second scan (to find key language)

Scan the article and highlight in green any language that is positive, and

highlight in red any language that is negative.

2 minute check (to check we understand references)

There are a lot of pronouns in the texts. Who is being referred to for

each pronoun? And what effect does it have on the reader to use

pronouns in the first paragraph before the subject has been

established?

2 minute analysis (to focus on the stylistic features)

Stick the cut ups onto the page and draw lines to label where these

stylistic features are being demonstrated.

Reading skills: Group Reading

2 min map (to identify the key points)

Use an acetate over the text and underline an expression in each

paragraph which conveys the main point of that paragraph

2 min master (to master the key points)

Take off your acetate and write on the lines in your own words, what

those main points were

2 min outside the box (to generate your own ideas)

Add a few notes to your acetate to show your own reactions to these

main points

Regroup

Summarise the text you read for your partners.

Planning for writing

Reflection

What social issues lend themselves best to media that

appears in pop culture?

What other kinds of writing text types lend themselves

best to exploring these issues?

How would you use or adapt these activities for your

learners?

How were features of persuasive language highlighted

through this lesson?

Comic Strips www.bitstrips.com

Creating your own comic: good for brainstorming

arguments, identifying main

points

www.edmodo.com

social learning network

Good for brainstorming ideas, planning writing, peer commenting,

sharing work, re-drafting

Online classroom working space

www.wikispaces.com

Good for peer commenting,

sharing work, re-drafting, planning

writing, editing work

Additional and Alternative Lesson

Materials for this Topic

Handbook pages 34-39

6 additional lesson plans with lesson

materials in the handbook

Each focuses on a different text-type:

Lesson 1: Photo Captions – pages 40-46

Lesson 2: Film Trailers – pages 47-55

Lesson 3: Columns – pages 56-74

Lesson 4: Ads and Commercials – pages 75-81

Lesson 5: Reviews – pages 82-92

Lesson 6: Comic Strips – pages 93-101

Useful websites for each of these text-types

See pages 102-104

Thanks for coming!

Questionnaire

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