Monday 18 th February 2013 Focus Unit 3 Outcome 1 Reading and responding On the Waterfront 18 February 2013 Stella Louca Kew High School 1 Unit 3 Outcome 1 Nuts amp bolts from VCAA ID: 812822
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VATE VCE ENGLISH ESL DayMonday, 18th February, 2013Focus: Unit 3 Outcome 1Reading and responding
On the Waterfront
18 February, 2013
©Stella Louca Kew High School
1
Slide2Unit 3 Outcome 1 Nuts & bolts from VCAA18 February, 2013©Stella Louca Kew High School2Unit 3 Outcome 1 is 35% of Unit 3 assessment
Unit 3 is 25% of the overall scoreIt will be assessed by one task
which will contribute a total of 35 marksOne task, but no more than one task, in Unit 3 must be in oral form.
Either Outcome 1 or Outcome 3 is to be assessed orally.
Slide3Unit 4 Outcome 1Nuts & bolts from VCAA18 February, 2013©Stella Louca Kew High School3Unit 4 Outcome 1 is 50% of Unit 4 assessment
Unit 4 is 25% of the overall scoreIt will be assessed by one task which will contribute a total of 50 marks
Slide4More Nuts & bolts from VCAA18 February, 2013©Stella Louca Kew High School4Unit 3 Outcome 1Analyse, either orally or in writing, how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations.
Unit 4 Outcome 1Develop and justify a detailed interpretation of a selected text.Essential to read the
Study Design – different assessment criteria
Slide5And still more Nuts & bolts from VCAA18 February, 2013©Stella Louca Kew High School5End-of-year examinationSection A requires students to complete one analytical/expository piece of writing in response to
one topic (either i. or ii.) on one selected text.
Section A – Text response (Reading and responding) Criteria:detailed knowledge and understanding of the selected text, demonstrated appropriately
in response to the taskdevelopment in the writing of a coherent and effective structure in response to the task
control
in the use of expressive and effective language appropriate to the task
P.S.
Practice Exams
needed!
Slide6Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School6Why select this text?Time required for teaching and developing student skills ~ 4
– 7 weeks?Timing – Calendar
Units 3 & 4: use one double period
This is just my team’s approach
Slide7Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School7Sources usedText
, VATE Study Guide, MES Study Guide, PPTs eg
:, Kazan’s America, English Club Study Guide
, Insight OTW,
Sparknotes online OTW Study Guide
,
Cambridge OTW Study Guide
,
ACMI OTW Study Guide
, Top Notes, NEAP,
etc
PD
attended:
Ticking
Mind PD
,
VATE Conference
Student speakers, lectures:
ACMI
Lecture PPT Summary
,
http://12englishwhi.wikispaces.com
/
(
File
)
Slide818 February, 2013©Stella Louca Kew High School8Oral or Written?Chosen form is written at Kew High School exam practice – Oral
not in exam – TEXT essay is
ESL Assessor recommended written formstraightforward
focus – covered in Units 1 & 2no massive pre-teaching needed – can be covered fairly quickly
BUT, it’s your decision based on your students’ strengths
Text Study: On the Waterfront
Slide9Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School9Introductory SessionWatch film againDiscuss Camp speaker - Josh Nelson
Introduce Discussion SquaresIntroduce Discussion Cards
Slide10Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School10Session One – Getting StartedRealistic Slang Set HW task from English Club Study Guide: VCE English, Units 3 & 4
Background Research – Handout
Slide11Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School11Session Two – Preliminary DiscussionUse Journals and Post-itsDiscussion square - “Dobbing
” – follow HandoutEx 1 – Mind Map – DobbingEx 2 – Think, Pair Share – into journalsEx 3 – Vocabulary – Realistic Slang – Review HW
– Discussion Questions View/Discuss
OTW PowerPoint slides 1 – 10 on film
Slide12Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School12Session Three – Plot and Narrative Review (Ticking Mind PD)
(Take in pictures in envelopes and post-its for students)Picture Sequence activities 1, 2 & 3
Brainstorm 10 words you associate with OTW and note them on post-its
Pair work – envelopes with pictures
–
arrange pictures in order of
narrative
–
Discuss
Slide13Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School13Session Three – Plot and Narrative Review Using Post-its and pictures again
Annotate three key events by placing a post-it next to itNumber each event 1 – 3 in order of how important you believe it isDiscussion – Partner and Square
Place the 10 words brainstormed in a) next to the pictures which best represent them – Discuss
Using the headings from the sheet ‘Hero Narrative’, organise the pictures into a sequence to represent Terry’s journey/Explore Terry
as a hero
(OTW ACMI
Pp
16)
Slide14Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School14Session Four – Settings Identify all the settings (p35 Inside Stories) present in On the Waterfront
(Ticking Mind PD) – onto board in a TableEg:
Historical, Cultural, Social, Physical, Geographical, Political, Imaginative, etcDiscussion and explanation of settings
Pair Work – each pair to use an A3 coloured sheet Create a concept map of settings answering the question: ‘How is the setting important to what happens in the novel?’
Describe each setting identified
O
n
the
lines, explain how they connect to the question and one other setting.
Slide15Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School15Session Five – Character Study (Use class text)
ICT Activity: Google character pictures, paste in Word document, to assist with names and faces – write information for each character – Background, roles, traits, etc
Mind Map relationships between Terry and other characters on an A3 poster – Terry in middle – vocab for Terry – write sentences about positive and negative relationships with other characters
(Ticking Mind PD
)
Complete
questions
on the characters from the VATE study guide – class/home work – Discuss findings
Slide16Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School16Session Six – Close Analysis of key scenesRead over Film Language (from class text)
Opening scenes – 1:00 – 5:45 minutesDiscussion/Analysis/Notes on: CharacterPlotSymbols
MusicCamera shotsLightingCostumes
Mise-en-sceneetc
Slide17Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School17Session Six – Close Analysis of other key scenes (Pp35)Taxi scene
Edie on the rooftop at the pigeon coopThe wedding sceneFather Barry’s sermon in the holdThe discovery of Charley’s bodyTerry’s arrival and actions in the bar after Charley’s murder
The ending, etc
Slide18Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School18Session Seven – Theme Study (Use class text)Elicit themes from students, from a list of
common film themes – onto boardHandout list of quotes - many around
Outline ONE theme on board – create a table to look at positive and negative perspectives (Ticking Mind PD)
Assign one theme to each pair of students to completePair work – create a Theme poster – A3 coloured paper
Discussion Square for each theme – each group presents poster and findings
Slide19Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School19Session Eight – Symbols and Motifs (not covered in scene analysis tasks) Identify in film – view scenes – Symbols and motifs can be objects, creatures, actions, key lines of dialogue or statements, even sounds
. (English Club Study Guide)Atmosphere, lighting, pigeons, fences, gloves, jackets,
etcDiscussion of possible meaningsWhy did the director use them – intention? Effect?
Slide20Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School20Session Nine –Essay topics for Practice Review essay requirements for SAC (Units 3 & 4 different) – look at VCE ESL Assessment Guide
criteria sheet for Unit 3 Outcome 1 (Teacher only Sheet)criteria sheet for Unit 4 Outcome 1
Sample essays (MES Pp
17)Practice essay topics
Slide21Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School21Session Ten – Unit 3 or 4, Outcome 1Possible SACUse the Study Guide and Assessment guide to help construct assessment criteriaTopics are everywhere – guides, online, colleagues,
etc
Slide22Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School22Review how to structure (Pp45 Inside Stories) an appropriate essay
Review and use a structured guide for an essay
Go over:Introduction paragraph
Body paragraphsConclusion
Slide23Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School23Review possible approaches for an appropriate oral
Go over:Character studiesConversations Interviewing characters
Formal Interviewetc
Slide24Resources18 February, 2013©Stella Louca Kew High School24 VCAA – VCE Study Design English/ESL Accredited 2007/8 – 2011,VCAA – VCE English/ESL
Units 3 & 4: 2008 Support Material (on the Web Site)Victorian Curriculum and Assessment Authority (VCAA) www.vcaa.vic.edu.au
VCAA – VCE Assessment Handbook English/ESL
VATE: www.vate.org.au
VicTESOL
:
www.victesol.vic.edu.au
Slide25Resources18 February, 2013©Stella Louca Kew High School25Ticking Mind PD On the Waterfront
English Teaching Online: www.teachit.co.ukGrammar for ESL students:
http://a4esl.orgInspiration software for mind maps
English Club Publications
Study Guides – many and various available
Insight ESL English for Year 12 Student Workbook
by M.
Napthine
and M. Daniel
Text: Insight English for Year 12
by Robert
Beardwood
Slide26Text Study: On the Waterfront18 February, 2013©Stella Louca Kew High School26Practice, practice , practice makes perfect!Good Luck Contact:
stella.louca@kew.vic.edu.au stellalouca123@gmail.com