massacre - PowerPoint Presentation

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massacresavagebarbaricbleakeradicationdefeatvictoryconquesttriumphdestructionruinsadexterminatefailureaggressiveunfair

Words to describe the Indian wars.

In pairs, you are going to read through the words on the grid below. One person will read the words; the other person will put their hand up when the person has completed the reading.Slide2

Starter: What words would you use to describe this scene?massacresavagebarbaricbleakeradicationdefeatvictoryconquesttriumphdestructionruinsadexterminatefailureaggressive

unfairSlide3

www.literacyforlife.weebly.comSlide4

Aims:To give you a whistle-stop tour of the literacy developments from 2012-13.To give you some ideas of some techniques to use in lessons.To introduce you to the Literacy for Life website.Slide5

You will need to familiarise yourself with the Literacy Policy:http://literacyforlife.weebly.com/admin.htmlSlide6

VCOP nevertheless Slide7

Vocabulary PyramidPassDistinctionPPassMeritSlide8

An important point… After careful consideration… Similarly… Consequently… Nevertheless… Having considered both sides…The evidence suggests… In conclusion… It could be considered…I advocate this… Contrary to… It could be argued… Conversely… Despite this… In comparison…Although... Therefore… Interestingly…However… In summary… In addition… My opinion… My first point… Moreover… Furthermore… On the one hand/on the other hand…Firstly... Next... So...Lastly... After… I think/believe…In order to… For example…For instance… Lastly…The...My... I... If... Also…Openers PyramidUse complex sentences appropriately.Vary sentence length and word order to keep the reader interested.PassDistinctionPPassMeritSlide9

Punctuation Pyramid; : - ‘ “ ” , ... ( ) ? . !. ‘ , ... ? ! “ ”? . , !. ?.PassDistinctionPPassMeritSlide10

…as can be seen by… ….as revealed by…Take the case of… This can be proven by…This suggests/demonstrates that……in the case of… …as is shown by…Such as…For instance, For example, Illustrating Connectives PyramidPassDistinctionPPassMeritSlide11

Using the vocabulary pyramidThe aim of the vocabulary triangle is to:Ensure spelling of keywords is correct;Ensure that students understand the meaning of keywords;Ensure that students use keywords effectively in lessons.Evidence of VCOP must be demonstrated in every lesson and the vocabulary pyramid is the easiest to embed. So, how can we do it?Slide12

Vocabulary PyramidStudents add keywords to their pyramid throughout the lessons…Slide13

…and then can be inserted onto your worksheets…Slide14

9. strip of land cutting of Germany with German East Prussia.10. increasing the size of your army.11. organised so that only one side will win.12. Russian leader.13. part of Czechoslovakia closest to Germany, with 3 million German people living there.14. land controlled by a country.15. Peace Treaty signed after World War One.16. fighting on two opposite sides of the country.1. modern day Ethiopia, in Africa.2. an attack against somebody before they have done anything.3. the joining of Germany and Austria.4. lightning war – hitting a country hard with tanks and planes to conquer it and control it very quickly.5. not allowed to have an army there.6. when people suffer because of a very poor economy.7. agree not to fight each other.8. an agreement to work together and support each other.

Causes of World War 2 Vocabulary Pyramid

1. Abyssinia 3. Anschluss 4. Blitzkrieg 5. Demilitarised 13. Sudetenland

2. Aggressive 7. Non-aggression 10. Rearmament 14. Territory

6. Depression 9. Polish Corridor

15. Treaty of Versailles

11. Rigged 16. War on two fronts

12. Stalin

8. Pact

…or can be linked to definitions…Slide15

Using the vocabulary pyramidOnce the process of completing the triangle is in place, they should then have tasks which can be used to use the vocabulary (and any other elements of the other triangles).Slide16

RecapWhat defensive features do you remember from last lesson?1. Can you describe the castle using three words from the top row of the vocabulary triangle?2. Can you explain how well the castle could have defended itself using three words from the middle row of the vocabulary triangle?3. Can you judge how well this castle would have defended itself using three words from the bottom row of the vocabulary triangle using a dictionary to help you find definitions of any words that you do not know?EXT: Can you use a thesaurus to find synonyms of some of the words that you have used?Slide17

PlenarySummarise what you have learnt in this lesson using at least one word from each row of the vocabulary triangle.Slide18

VCOPDictionary race roll- callbarracks sanitationquarantine contagious concentration camp selection processWho can find the definitions first?

condemned registration accommodationSlide19

water cycle searaindropsdropletsevaporationcondensationtranspirationprecipitationtransferpercolatesvapourliquidgashailsleetgroundwaterstoresflowsair landsurface waterriversLevel 6Level 5Level 4Write down the definitions of the 5 hardest words. snowhydrological cycleWhat are these words describing?Students use these words to establish what they think the learning objectives and outcomes are.Slide20

Totally disagreeTotally agreeReading books is better than watching TV.VocabsophisticatedConnectiveswhereasOpening sentenceIt is obvious thatPunctuation?Slide21

Further examples and a VCOP handbook can be found on:http://literacyforlife.weebly.com/vcop.htmlSlide22
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Evaluations in Science or Design Book reviews Film reviews Performance reviews inDramaWriting to EvaluateRecords the strengths and weaknesses of the product along with targets for the future (where appropriate).What language features should be included?Past tense and future tense for target setting.Illustration, cause and effect and summary connectives used.First person I/We used as well as Third Person. Starts with a brief SUMMARY of the item/issue. Focuses on POSITIVES aspects and NEGATIVE while finding possible REASONS for these

Gives EXAMPLES/ EVIDENCE for both positive and negative (subheadings can be used). Comes to conclusions and sums up while also giving

a RECOMMENDATIONs or setting targets.Slide25

Evaluation writing sampleSlide26

VCOP – Features PyramidFully understandPartially understandBasic/little understandingSlide27

The sequence for teaching writing: Establish clear aims Provide examples Explore the features of the text Define the conventions Demonstrate how it is written Compose together Scaffold the first attempts Independent writing Draw out key learning/reviewSlide28

Talk for Writing is powerful because it enables students to imitate the language they need for a particular topic orally before they focus on reading and analysing it. It builds on 3 key learning stages:Imitation: activities to help students internalise the pattern of the language required including talking an exemplar text and then analysing it so they start to understand how it works.Innovation: activities including warming up the key words and phrases and shared writing that help students explore other versions of the text and begin to be able to write their own versions. Independent application: by focusing teaching on the next steps needed to support progress the students can become independent speakers and writers of this type of text. Slide29

Step A: Creating exemplar text that builds in progression – and builds on prior learning. Step B: Warming up the words – helping students internalise the technical language of the unit. Step C: Warming up the phrases – helping students internalise the key generic phrases of the unit. Step D: Internalising the text – helping students internalise the type of writing that is required including establishing the toolkit for this type of writing. Step E: Consolidating learning to build in progression.The 5 steps for amending units