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Preparing for the NSS Language Arts Electives NLSI Lui Kwok Pat Fong College SKH St Mary’s Church Mok Hing Yiu College Popular Culture Poems and Songs Short Stories Drama Language Arts Elective Modules Learning English through…… Poems and Songs Knowledge

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Preparing for the nss language arts electives l.jpg

Preparing for the NSS Language Arts Electives

NLSI Lui Kwok Pat Fong College

SKH St Mary’s Church Mok Hing Yiu College


Language arts elective modules l.jpg

Popular Culture

Poems and Songs

Short Stories

Drama

Language Arts Elective Modules

Learning English through……


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Poems and Songs

Knowledge

Different types of poems (eg haiku,

acrostic, shape poem, sonnet)

Poetic features (eg rhyme, rhythm, simile, metaphor, alliteration)

Skills

Appreciating, responding,

Creating, performing

Popular Culture

Knowledge

Pop culture text types (movies, advertisements, comic strips)

Features of those text types (language, style, format , target audience, use of images)

Skills

Responding, creating

Presentation skills

Cultural knowledge

Generic

skills

Drama

Knowledge

  • Features of a drama script or screenplay

  • Drama vocabulary (audience, stage, costumes)

    Skills

  • Acting skills:- showing feeling with voice, gesture, movement

  • Team interaction

  • Writing a script or screenplay

Fiction / Short Stories

Knowledge

  • Story elements (eg plot, characters)

  • Major features (openings, closings, dialogue, creating mood)

    Skills

  • Analysing and appreciating stories

  • Storytelling

  • Writing stories or completing a given beginning or outline

  • Character analysis

Values and

attitudes


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What are the challenges of the NSS language arts electives?

Teachers

  • lack of expertise or confidence

  • lack of experience in choosing texts

  • management of time and other resources

  • lack of skills and experience

  • little exposure to authentic imaginative texts

  • How to start?

  • How to integrate language arts texts?

  • How to assess students?

Only an “expert” can teach language arts!

I never studied Literature in college!

Students

Language arts texts are too difficult for my students!

They can’t write a sentence - how can they write a poem?

Curriculum

Do we need Literature lessons in S1-3?

We can’t spare the time!

How do I set the exam?


How is your school preparing for the challenges l.jpg

Integrating language arts

into the S1-3 curriculum

How is your school preparing for the challenges?

Curriculum

  • How to start?

  • How to integrate language arts texts?

  • How to assess students?

Students

  • lack of skills and experience

  • lack of exposure to these texts

NLSI Lui Kwok Pat Fong College


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Lui Kwok Pat Fong College

  • School background

    • CMI school

    • Students are creative and talented but…..

    • their achievement in English doesn’t match that in other subjects, so…..

    • enriching the English environment is a high priority for the school


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How is your school preparing for the challenges?

Curriculum

  • How to start?

  • How to integrate language arts texts?

  • How to assess students?


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How did you start planning the curriculum?

Choices

Reasons

Starting from S1 catches students when they are more open-minded

One unit at each level from S1 to S3 was chosen for integrating language arts texts and activities

More manageable,

and making use of

textbook materials

Language items from the textbook

were combined with language

arts texts and skills

Some of these units are integrated with the extra-curricular

programme

  • Maximise impact of

  • teachers’ efforts.

  • More relevant for

  • students



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How did you make connections with the informal curriculum?

Extra curricular programme

S2 unit is also the

project for this level

Project work

Classroom

teaching

S1 unit is within

the classroom

S3 unit is a project and

leads to an

inter-class competition

for English Week


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S1 Unit on Christmas

How did you plan each unit?

Cultural knowledge


S1 a christmas carol l.jpg

Students also complete

a story map with chapter

summaries

S1 “A Christmas Carol”

Activities focus on

story elements and

describing characters.


S1 poems and songs l.jpg

rhyming poem

acrostic

shape poem

S1 Poems and Songs

Students learn about different poetic forms


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S2 Unit on Superheroes

Cultural knowledge

Generic

skills


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Spiderman

making judgements

about characters

personal response

Students view some clips and make

comments about the characters. They

review vocabulary for superpowers



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…..and trading cards.

They create and present

their own versions


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S3 Unit on Healthy Eating

Values and

attitudes

Generic

skills

An inter-class competition is held in English Week.


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Features of jingles

and slogans

Advertising

strategies


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Teachers made use of rubrics shared with students

Peer evaluation of presentations was also used

Students did self-evaluation

How did you assess the students?

S3 project

assessment

rubric

S2 peer

evaluation

S1 self

evaluation


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How is your school preparing for the challenges?

Students

  • lack of skills and experience

  • lack of exposure to these texts


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Have students developed language arts knowledge, skills and experience?

Students have gained…..

experience of a variety of language arts text types

knowledge of the features of these text types.

relevant skills

What other skills have they learned?

Generic skills:

communication

creativity

collaboration

Language arts texts are too difficult for my students!

They lack skills and experience!


Can students cope with language arts texts and activities l.jpg

Language arts texts are too difficult for my students! experience?

They can’t write a sentence - how can they write a poem?

Can students cope with language arts texts and activities?

Students benefit from..

  • activities which are motivating and interesting

  • scaffolding for language support

  • examples to help generate ideas

  • choice of how to present the final product


How is your school preparing for the challenges24 l.jpg

Teacher Development & experience?

Resource Management

SKH St Mary’s Church Mok Hing Yiu College

How is your school preparing for the challenges?

Curriculum

 How to start

 How to integrate language arts texts

 How to assess students

Students

 lack of skills and experience

 think language arts are “irrelevant”

Teachers

 lack of expertise or confidence

 lack of experience in choosing texts

 management of time and resources

NLSI Lui Kwok Pat Fong College


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SKH St Mary’s Church Mok Hing Yiu College experience?

 CMI school

 Students: standard is average to below average and lack motivation

 English Ts: lack expertise and experience in teaching LA but well aware of the challenges ahead

 Move to a new school campus in 2006  more space and better facilities

 Application for 3m EEG



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experience?


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What strategies for teacher development did your school use? experience?

  • Setting Target(s)

Who to do What, Why and When

Blue Print & Road Map

2. Building up teachers’ confidence

Moving from more

familiar to less familiar

text types

Begin with short stories and add other text types (e.g. drama) gradually

Start at S1 and build up year by year

  • Doing it on a manageable scale

 Developing some Ts first who will be trainers for others

Involve teachers who are more ready


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3. experience?Building up teachers’ capacity to teach LA ~ reviewing the teaching of stories

Skills focus

- Reading skills like prediction and making inferences

Teaching of comprehension and vocabulary

Language arts skills and knowledge

- Story elements

- Story features

Teaching of cultural knowledge


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4. Learning to choose teaching materials experience?

  • Level of interest

  • Level of difficulty

  • What teaching opportunities avail

    - language

    - language arts skills and knowledge

    - cultural knowledge

* What we want students to learn and what objectives we want to achieve


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Hand in hand, heart to heart, experience?

let’s face the NSS challenges ahead

5. Working as a team

 collective wisdom and mutual support

6. Collaborating with LLSS

 co-planning, lesson demonstration, lesson observation


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How is your school preparing for the challenges? experience?

Teachers

 lack of expertise or confidence

 lack of experience in choosing texts

 management of time and resources


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What resources do you have? experience?

Community


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Teachers experience?

 lack of expertise or confidence

 lack of experience in choosing texts

 management of time and resources

curriculum leaders

Clip art licensed from the Clip Art Gallery on DiscoverySchool.com


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Thank you! experience?

The End


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S3 project assessment rubric experience?

The packaging is attractive

and carefully done. The design

is suitable for the target audience.

The packaging gives additional

information about the product


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S2 peer evaluation experience?


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S1 self experience?evaluation form


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and write their own poems in the form they choose experience?

rhyming poem

shape poem

acrostic

S1 Students’ work


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“No Sweat” experience?

slogan and movie

“Yellow Power”

slogan and movie

“No Sweat”

storyboard

S3 students’ work


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Trading cards experience?


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1 experience?

3

2

  • Next door there lives a rich man who counts his money all night. ‘I must count my money,’ he says. ‘One, two, three, four, five, …’

  • He makes shoes all day, and he sings while he works.

  • This story is about a shoemaker who lives in a little, old house. He is very poor, but very happy

4

5

6

  • ‘Please stop singing. I can’t sleep. Here is a bag of money if you stop’.

  • ‘Thank you,’ says the shoemaker.

  • In the morning he goes to bed. But he can’t sleep because the shoemaker sings all day. So, he goes to see the shoemaker.

  • The shoemaker worries about the money all night. ‘I must hide it under the bed,’ he says.

  • He goes to bed, but he can’t sleep.


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7 experience?

9

8

  • ‘I must hide the money on the cupboard,’ he says.

  • He goes to bed, but he can’t sleep.

  • ‘I must hide the money behind the chair,’ he says.

  • He goes to bed but he can’t sleep.

  • ‘I must hide the money in the fridge,’ he says.

  • He goes to bed, but he can’t sleep.

  • easy and interesting

  • - language: present tense, modal “must”

  • and prepositions of location

  • - values and attitude

  • - LA: story map

10

11

12

  • The shoemaker is very unhappy. He stops singing. He stops making shoes.

  • He can’t sleep.

  • The shoemaker is poor again. He makes shoes all day and he sings while he works. But … he is very happy!

  • ‘I must give the money back to the rich man,’ he says.


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The mayor was a experience?fat, proud man

but today he was very scared and small.

PP: Will you pay mea thousand piecesof gold ?

M: If you get rid of the rats, I will pay youfifty thousand piecesof gold.

The Pied Piper of Hamelin

Reader’s Theatre which involves dramatic reading of the lines of different characters

Drama script (new text type)

Preparation for drama work next year

Easier to manage (focus on saying the lines rather than acting)

Making inferences

Generic

skills

PP: Mayor, keep your promise or you will feel sorry.

N: The Piper smiled and then he left.

M: well, that’s the end of it.

N: But do you think that’s really the end?

Values & attitudes

Making predictions


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* Jig-saw reading experience? construct the scenario (communication)

* Language  “How + adjective” (expression of feelings)

* Values & attitudes

?

?

?


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 B experience?lues composed by the NET

(Song with rhymes)

 Aboriginal Dreamtime

(Cultural knowledge)

 Vocabulary learning

 Generic skills (Creativity)


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Release teachers to attend them experience?

Arrange time for them to share what they have learned

Free seminars, courses and workshops offered by the EMB, tertiary institutions