Pages from Edexcel GCSE English Core Teacher Guide · Alternatively, create gapped sentences to...
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Individual work • Play the video from Lesson 1 from Childnet International (Video weblink 2.2). • Students should complete the second column of the table on Worksheet 2.4 explaining the writer’s perspective on the action that should be taken in this video. Further work • Students should find two texts with opposing perspectives on the same topic. These could come from within school, posters, newspapers, magazines or television. They should describe the text they are using, if they cannot bring it to the next lesson with them, and then explain the different perspectives. Peer / self assessment • Using Worksheet 2.5, ask students to award each other a mark based on the criteria provided for their comments on the videos. • Then, ask students to set a target for their partner to improve how they comment on the writer’s perspective the next time they do this. • Take students through the ResultsPlus‘Build better answers’ feature on page 13 of the student book and highlight the differences between the bands (emphasise some, clearly and thorough). Plenary • Note that perspective is the same as point of view. Give the following example: a Manchester United fan might think they were unlucky to have lost a match, while a Chelsea fan might think they lost because they lacked talent. • Write the word ‘Homework’ on the board.Ask students to write down their perspective on homework. Record your own perspective at the same time. • Point out that your approach to the topic is different, even if you agreed with what they said. Ask students to consider why your perspective would be different. Suggested answers Student book activity 1 1. Darren hit Greg. 2. The boys’ feelings; their motivation; their past experiences; they both think the other boy wants to get them into trouble. 3. This is the first time; that he does not know Greg; that people want to get him into trouble. Darren’s perspective is important because it shows that Greg may not be an innocent victim; that people make misunderstandings. Student book activity 2 • Poster 1: bullying ruins lives, it gives the perspective of someone who is bullied, it shows an image of someone who is bullied with pieces missing. • Poster 2: the bully might have problems too, this is from the perspective of the bully, it gives a number of reasons why people might bully. Student book activity 3 1. The word ‘outrage’ suggests that people are upset about the School Bully game. 2. Words like: outrage, violent, terrorise, major outcry, sick. 3. The writer’s perspective is that the game should be banned. Worksheet 2.4 • Sony: This advert empowers the teenager to make themselves safe from cyberbullying. • Childnet International: This advert suggests that the victim should seek support from agencies to help them resolve cyberbullying. Starter / Activity 1 • Talk partners: pair EAL learners with same first language or with a fluent English speaker to work together to understand the concept of different ‘perspectives’ (use message abundancy to clarify). • Activate prior knowledge to find examples from students’ own backgrounds to present to the whole class. • Visual presentation: use aVenn diagram to show how certain facts are shared by Greg and Darren but other details are not. Activity 2 / Whole class work • Whole class joint construction to model or scaffold responses may be needed as addition to ‘agree’.Alternatively, create gapped sentences to practise or test the use of ‘both’, ‘similarly’, ‘however’, ‘whereas’. • Clarify ‘negative words’. Activity 3 • Recap the reading skills learned in previous lesson. • It may be necessary to clarify: ‘summarising’ as well as, for example, ‘outrage’, ‘terrorise’, ‘condemnation’ and more colloquial ‘stink bombs’, ‘wedgies’, etc. depending on student experiences. • Ensure groups are a mixture of EAL and fluent speakers of English. • Active listening: use the video to practise listening skills. Use pause and repeat to emphasise difficult and/or important points. Peer / self assessment • Message abundancy to clarify the language used in the assessment criteria, e.g. ‘limited awareness’, ‘perceptive’, ‘perspectives’. 5 8 6 7 Core Unit 1 English Today: Reading Lesson 2: Worksheet 2.5 Peer / self assessment 1 Study the table below, which shows how you can achieve different marks when writing about writers’ perspectives. Using the table, decide which band your comments about the videos would fall in. Band Knowledge of texts and their meanings Knowledge of ideas and perspectives 1 Limited awareness Basic awareness of ideas 2 Occasional understanding Some understanding of ideas 3 Clear understanding Ideas are clearly understood, with understanding of perspectives 4 A thorough understanding A thorough understanding of ideas and perspectives 5 A perceptive understanding Perceptively explored ideas and perspectives 2 Based on your own decision about which band your responses fall into and the advice of your partner, set yourself a target to improve your response next time. Worksheet 2.5 Additional support Resources required Student Book pages 12–13 Video weblink 2.1: Sony Cyberbulling Video weblink 2.2: Childnet International Image 2.1: Bullying Image 2.2: Why do people bully? Worksheet 2.1: Greg and Darren Worksheet 2.2: Comparing perspectives in posters Worksheet 2.3: ‘School bully’ computer game Worksheet 2.4: Comparing videos Worksheet 2.5: Peer / self assessment Assessment objectives English AO2ii / English Language AO3ii Develop and sustain interpretations of writers’ ideas and perspectives. Whole class work • Show students the two posters about bullying in Activity 2 (you could use the zoom tool on the ActiveTeach for this) and distribute Image 2.1 and Image 2.2. • Ask students to describe the perspectives presented in each of the posters – encourage them to select details from the texts to support their ideas. • Annotate (using the ActiveTeach annotation tool) ideas suggested by students around each text and agree on answers to the questions in Activity 2. • To extend more able students, ask them to use Worksheet 2.2 to compare the two perspectives and write a series of sentences that use the following words: both, similarly, however, whereas. Group work • Divide the class into groups of four. • Using Worksheet 2.3, students should read the text about the bullying computer game. They should use the reading skills learned in Lesson 1 to highlight and annotate the text to establish the main points and the perspective of the writer. Groups should then complete Activity 3 on page 13 of the student book. • Encourage each group to write down their shared point of view about the article on the game and record these on the board. Whole class work (This activity will support students answering a Controlled Assessment task on a video text by practising analysing this type of text.) • Play the video on cyberbullying from Sony (Video weblink 2.1). • Students should offer suggestions about the writer’s perspective on what action should be taken. • Distribute Worksheet 2.4. Model completing the first column of the worksheet with an answer that summarises the class’s view on what the writer’s perspective is. 2 3 4 Starter • In pairs, students should read the two accounts of the same incident and brainstorm their answers to the questions in Activity 1 on page 12 of the student book. (A copy of the accounts is also provided in Worksheet 2.1.) • Ask pairs to come up to the board and write down their ideas to create a whole class brainstorm. 1 Unit 1 English Today: Reading Activity 2 Activity 1 Darren’s account This has nothing to do with my friends. They didn’t even realise what had happened until after I hit him. I think they were laughing at a joke Jack had made. I did punch him but he told me I was going to be late with this smirk on his face like he was going to tell the teacher. I have never really seen him before and I thought he was trying to show me up in front of my friends. People seem to do that with me. Greg’s account It was awful. He hit me hard in the face and all his friends laughed at me when I started to cry. I was just walking past and was trying to be helpful by pointing out that the bell had gone. They always laugh at me in the corridor and I thought if I tried to help they would like me more. I don’t understand what is going on. Read Greg's account and Darren's account of the same incident. Neither account is false, but the writer of each one has a different perspective. 1 Describe what happened in the corridor. 2 What might have influenced the two boys to view the events in such different ways? Write down your ideas. 3 Greg’s perspective is that he has been bullied by this group for a long time. Write a sentence explaining what Darren’s perspective is on Greg. Why is it important to have heard Darren’s perspective? You need to be able to work out the writer’s perspective in the texts you are studying for your controlled asessment. The writer’s perspective is their point of view on what they are writing about. The writer’s perspective might be different from your own or other people’s perspectives. This lesson will help you to... identify the writer’s > perspective understand how a > writer communicates their perspective to a reader Writers can use more than words to suggest their perspective on an event. The way a writer uses presentation (such as font size or style) or still or moving images can also help you to work out their perspective. Learning objectives > Identify the writer’s perspective. > Understand how a writer communicates their perspective to a reader. Lesson 2 Understanding the writer’s perspective Core Unit 1 English Today: Reading Lesson 2: Worksheet 2.2 Comparing perspectives in posters Write a sentence using each of these words comparing the perspectives in each of these posters. Both: _____________________________________________________ _____________________________________________________ Similarly: _____________________________________________________ _____________________________________________________ However: _____________________________________________________ _____________________________________________________ Whereas: _____________________________________________________ _____________________________________________________ Worksheet 2.2 Core Unit 1 English Today: Reading Lesson 2: Worksheet 2.4 Comparing videos Complete this table, summarising the perspectives of the two videos. Perspective of Sony and the Ad Council Perspective of Childnet International Worksheet 2.4 Student Book Activity 1 Video weblink 2.1 Unit 1 English Today: Reading 27 26
Transcript of Pages from Edexcel GCSE English Core Teacher Guide · Alternatively, create gapped sentences to...
Individual work• PlaythevideofromLesson1fromChildnetInternational
(Video weblink 2.2).
• StudentsshouldcompletethesecondcolumnofthetableonWorksheet 2.4explainingthewriter’sperspectiveontheactionthatshouldbetakeninthisvideo.
Further work• Studentsshouldfindtwotextswithopposing
perspectivesonthesametopic.Thesecouldcomefromwithinschool,posters,newspapers,magazinesortelevision.Theyshoulddescribethetexttheyareusing,iftheycannotbringittothenextlessonwiththem,andthenexplainthedifferentperspectives.
Peer / self assessment• UsingWorksheet 2.5,ask
studentstoawardeachotheramarkbasedonthecriteriaprovidedfortheircommentsonthevideos.
• Then,askstudentstosetatargetfortheirpartnertoimprovehowtheycommentonthewriter’sperspectivethenexttimetheydothis.
• TakestudentsthroughtheResultsPlus‘Buildbetteranswers’featureonpage13ofthestudentbookandhighlightthedifferencesbetweenthebands(emphasisesome,clearlyandthorough).
Plenary• Notethatperspectiveisthesameaspointofview.Give
thefollowingexample:aManchesterUnitedfanmightthinktheywereunluckytohavelostamatch,whileaChelseafanmightthinktheylostbecausetheylackedtalent.
• Writetheword‘Homework’ontheboard.Askstudentstowritedowntheirperspectiveonhomework.Recordyourownperspectiveatthesametime.
• Pointoutthatyourapproachtothetopicisdifferent,evenifyouagreedwithwhattheysaid.Askstudentstoconsiderwhyyourperspectivewouldbedifferent.
Suggested answers
Student book activity 11. DarrenhitGreg.2. Theboys’feelings;theirmotivation;theirpast
experiences;theyboththinktheotherboywantstogetthemintotrouble.
3. Thisisthefirsttime;thathedoesnotknowGreg;thatpeoplewanttogethimintotrouble.Darren’sperspectiveisimportantbecauseitshowsthatGregmaynotbeaninnocentvictim;thatpeoplemakemisunderstandings.
Student book activity 2• Poster1:bullyingruinslives,itgivestheperspectiveof
someonewhoisbullied,itshowsanimageofsomeonewhoisbulliedwithpiecesmissing.
• Poster2:thebullymighthaveproblemstoo,thisisfromtheperspectiveofthebully,itgivesanumberofreasonswhypeoplemightbully.
Student book activity 31. Theword‘outrage’suggeststhatpeopleareupsetabout
theSchoolBullygame.2. Wordslike:outrage,violent,terrorise,majoroutcry,sick.3. Thewriter’sperspectiveisthatthegameshouldbe
banned.
Worksheet 2.4• Sony:Thisadvertempowerstheteenagertomake
themselvessafefromcyberbullying.• ChildnetInternational:Thisadvertsuggeststhatthe
victimshouldseeksupportfromagenciestohelpthemresolvecyberbullying.
Starter / Activity 1• Talk partners: pairEALlearnerswithsamefirstlanguageorwitha
fluentEnglishspeakertoworktogethertounderstandtheconceptofdifferent‘perspectives’(usemessage abundancytoclarify).
• Activate prior knowledgetofindexamplesfromstudents’ownbackgroundstopresenttothewholeclass.
• Visual presentation:useaVenndiagramtoshowhowcertainfactsaresharedbyGregandDarrenbutotherdetailsarenot.
Activity 2 / Whole class work• Wholeclassjoint constructiontomodelorscaffoldresponses
maybeneededasadditionto‘agree’.Alternatively,creategappedsentencestopractiseortesttheuseof‘both’,‘similarly’,‘however’,‘whereas’.
• Clarify‘negativewords’.
Activity 3• Recapthereadingskillslearnedinpreviouslesson.
• Itmaybenecessarytoclarify:‘summarising’aswellas,forexample,‘outrage’,‘terrorise’,‘condemnation’andmorecolloquial‘stinkbombs’,‘wedgies’,etc.dependingonstudentexperiences.
• EnsuregroupsareamixtureofEALandfluentspeakersofEnglish.
• Active listening:usethevideotopractiselisteningskills.Usepauseandrepeattoemphasisedifficultand/orimportantpoints.
Peer / self assessment• Message abundancytoclarifythelanguageusedintheassessment
criteria,e.g.‘limitedawareness’,‘perceptive’,‘perspectives’.
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Core Unit 1 English Today: Reading
© Pearson Education 2010
Lesson 2: Worksheet 2.5
Peer / self assessment
1 Study the table below, which shows how you can achieve different marks when writing about writers’ perspectives. Using the table, decide which band your comments about the videos would fall in.
Band Knowledge of texts and their meanings
Knowledge of ideas and perspectives
1 Limited awareness Basic awareness of ideas
2 Occasional understanding Some understanding of ideas
3 Clear understanding Ideas are clearly understood, with understanding of perspectives
4 A thorough understanding A thorough understanding of ideas and perspectives
5 A perceptive understanding Perceptively explored ideas and perspectives
2 Based on your own decision about which band your responses fall into and the advice of your partner, set yourself a target to improve your response next time.
Target
To improve next time I will… Worksheet 2.5
Additional supportResources requiredStudentBookpages12–13
Videoweblink2.1:SonyCyberbulling
Videoweblink2.2:ChildnetInternational
Image2.1:Bullying
Image2.2:Whydopeoplebully?
Worksheet2.1:GregandDarren
Worksheet2.2:Comparingperspectivesinposters
Worksheet2.3:‘Schoolbully’computergame
Worksheet2.4:Comparingvideos
Worksheet2.5:Peer/selfassessment
Assessment objectivesEnglishAO2ii/EnglishLanguageAO3ii
Developandsustaininterpretationsofwriters’ideasandperspectives.
Whole class work• Showstudentsthetwoposters
aboutbullyinginActivity 2(youcouldusethezoomtoolontheActiveTeachforthis)anddistributeImage 2.1andImage 2.2.
• Askstudentstodescribetheperspectivespresentedineachoftheposters–encouragethemtoselectdetailsfromthetextstosupporttheirideas.
• Annotate(usingtheActiveTeachannotationtool)ideassuggestedbystudentsaroundeachtextandagreeonanswerstothequestionsinActivity 2.
• Toextendmoreablestudents,askthemtouseWorksheet 2.2tocomparethetwoperspectivesandwriteaseriesofsentencesthatusethefollowingwords:both,similarly,however,whereas.
Group work • Dividetheclassintogroupsoffour.
• UsingWorksheet 2.3,studentsshouldreadthetextaboutthebullyingcomputergame.TheyshouldusethereadingskillslearnedinLesson1tohighlightandannotatethetexttoestablishthemainpointsandtheperspectiveofthewriter.GroupsshouldthencompleteActivity 3onpage13ofthestudentbook.
• Encourageeachgrouptowritedowntheirsharedpointofviewaboutthearticleonthegameandrecordtheseontheboard.
Whole class work(ThisactivitywillsupportstudentsansweringaControlledAssessmenttaskonavideotextbypractisinganalysingthistypeoftext.)
• PlaythevideooncyberbullyingfromSony(Video weblink 2.1).
• Studentsshouldoffersuggestionsaboutthewriter’sperspectiveonwhatactionshouldbetaken.
• DistributeWorksheet 2.4.Modelcompletingthefirstcolumnoftheworksheetwithananswerthatsummarisestheclass’sviewonwhatthewriter’sperspectiveis.
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Starter• Inpairs,studentsshould
readthetwoaccountsofthesameincidentandbrainstormtheiranswerstothequestionsinActivity 1onpage12ofthestudentbook.(AcopyoftheaccountsisalsoprovidedinWorksheet 2.1.)
• Askpairstocomeuptotheboardandwritedowntheirideastocreateawholeclassbrainstorm.
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Unit 1 English Today: Reading
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Activity 2
Activity 1
These two posters explore the issue of bullying from different perspectives. For each poster:
1 Write a sentence summarising
the idea it communicates.
2 Describe from what perspective it explores the issue of bullying.
3 How does the writer show this perspective to the reader?
Darren’s account
This has nothing to do with my friends. They didn’t even realise what had happened until after I hit him. I think they were laughing at a joke Jack had made. I did punch him but he told me I was going to be late with this smirk on his face like he was going to tell the teacher. I have never really seen him before and I thought he was trying to show me up in front of my friends. People seem to do that with me.
Greg’s account
It was awful. He hit me hard in the face and all his friends laughed at me when I started to cry. I was just walking past and was trying to be helpful by pointing out that the bell had gone. They always laugh at me in the corridor and I thought if I tried to help they would like me more. I don’t understand what is going on.
Read Greg's account and Darren's account of the same incident. Neither account is false, but the writer of each one has a different perspective.
1 Describe what happened in the corridor.
2 What might have in� uenced the two boys to view the events in such different ways? Write down your ideas.
3 Greg’s perspective is that he has been bullied by this group for a long time. Write a sentence explaining what Darren’s perspective is on Greg. Why is it important to have heard Darren’s perspective?
Poster 2
Poster 1
2 Understanding the writer’s perspective
You need to be able to work out the writer’s perspective in the texts you are studying for your controlled asessment. The writer’s perspective is their point of view on what they are writing about. The writer’s perspective might be different from your own or other people’s perspectives.
This lesson will help you to...
identify the writer’s >perspective
understand how a >writer communicates their perspective to a reader
Writers can use more than words to suggest their perspective on an event. The way a writer uses presentation (such as font size or style) or still or moving images can also help you to work out their perspective.
Learning objectives> Identifythewriter’sperspective.> Understandhowawritercommunicates
theirperspectivetoareader.
Lesson 2 Understanding the writer’s perspective
Core Unit 1 English Today: Reading
© Pearson Education 2010
Lesson 2: Worksheet 2.2
Comparing perspectives in posters
Write a sentence using each of these words comparing the perspectives in each of these posters.
Both: _____________________________________________________
_____________________________________________________
Similarly: _____________________________________________________
_____________________________________________________
However: _____________________________________________________
_____________________________________________________
Whereas: _____________________________________________________
_____________________________________________________
Worksheet 2.2
Core Unit 1 English Today: Reading
© Pearson Education 2010
Lesson 2: Worksheet 2.4
Comparing videos
Complete this table, summarising the perspectives of the two videos.
Perspective of Sony and the Ad Council Perspective of Childnet International
Worksheet 2.4
Student Book Activity 1
Video weblink 2.1
Unit 1 English Today: Reading
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