Stage 4 Fantasy Unit
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Transcript of Stage 4 Fantasy Unit
STAGE 4 YEAR 7 ESL PROGRAM
TOPIC: FANTASY
-Syllabus Content-Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
9. A student demonstrates understanding that texts express views of their broadening world and their relationship within itESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.
1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
9.1 Recognise, reflect on and explain the connections between their own experience and the world of texts
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and
9.8 The ways in which their experiences and perspective shape their response to texts.
9.9 The ways their experiences and perspectives are represented in texts.
Vocabulary: fantasy, characters,Setting - literal and cultural meanings, Internet vocabulary: egwww/
Listening skills-understanding the main idea
1(a)- Concept of Fantasy:Students brainstorm the idea of ‘Fantasy’. Have students understand the difficulties with literal meanings/translations
Student task (pairs): use www. to source and read examples of fantasy stories from other cultures.Note: teacher directs students to particular websites.
Teacher reads aloud Australian Aboriginal Dreamtime story: Morning Star. Students identify main idea.
Teacher points out that fantasy for one culture may be truth for another.
1a – Use of bilingual dictionaries (eg: personal electronic dictionaries) andEnglish dictionaries
Sample printouts from Scholastic website: teacher.scholastic.com, of stories from Oceania, South East Asia, China, Egypt, and India.Students also look at other websites: aesopfables.com and cln.org/themes/fairytales
Dreamtime story: Morning Star(Skill builders level C page 14)
Informal assessment of verbal participation and note taking skills
Significance:Background knowledgeCultural knowledge
Quality Learning Environment: Engagement
Intellectual Quality:Problematic Knowledge
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School1
viewing
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
9. A student demonstrates understanding that texts express views of their broadening world and their relationship within it
ESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.
9.6assess representations of people, places and events in film and the media.
9.7the ways in which ‘story’ creates a world within which characters interact and shape action
Metalanguage: character, fiction and non-fiction; setting
Vocabulary related to settings eg castles, mysterious forests, etc
1(b) – Understanding the difference between fantasy and real charactersStudents classify names as fictional or real characters: eg John Howard, Shakespeare, Wizard of Oz, Harry Potter, Red Riding Hood, John Laws, Bruce Lee, Shrek, Ronaldo.Similar classification of animals: eg vampire, unicorn, dog, dragon, snake, gnome.Students to add to list.
1(c) – Fantasy settingsGroup discussion -Understanding Fantasy settings that are either place names from their experiences or general locations of fantasy stories – eg as in Lord of the Rings, Harry Potter.
Students share examples ofsettings from stories in their own cultures.
Worksheet 1: Real and Fantasy Characters
Intellectual Quality:Metalanguage
Significance: Background knowledgeCultural knowledge
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School2
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts.
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts
4.8 the ways in which specific language forms and features and structures of text are used to shape meaning
Skill: Reading comprehension at literal level.Grammar:Textual cohesion: pronoun reference
1(d) – Reading comprehensionStudents read Dreamtime story: Morning Star from printed copies.Tasks:1. identify what each underlined pronoun refers to.2. True/false exercise3. ‘Use the clues’ sentence completion using information from the text.
Worksheet 2: printed copy of Dreamtime story: Morning Star (Skill builders level C, page 14)
Teacher correction and feedback on written tasks.
4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts.
4.5 Selectively use dictionaries, thesauruses, spell checks and other reference texts.
4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures.
Vocabulary:Revise the terms genre, fantasyIntroduce terms legend, myth, allegory, fable, fairy tale
2 – Fantasy Sub-Genres Investigation:Examine a range of fantasy sub genres to understand the cultural context and positioning of the audience in each use of fantasy.Dictionary task: look up meanings of fantasy ‘genre’ and write definitions in their workbooks. Whole group discussion of differences:Fairy tales - used to present a message to children Fables - used to present a warning to adultsFolk tales and Myths –good is rewarded and bad punished.
Australian English dictionaries
Resource sheetsFantasy Writer: page 5
Informal assessment of student participation in teacher led discussions.
Intellectual Quality: Metalanguage
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School3
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
10. A student identifies, considers and appreciates cultural expressions in texts.
ESL Scales outcome: 4.6 Relates own culture, knowledge and experience to information in the text.
4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts
10.1 recognise and consider cultural factors, including background and perspective, when responding to and composing texts
4.1 Identify and describe the purpose, audience and context of texts
ESL Scales outcome:5.8 Applies basic text access strategies to enhance comprehension and learning
10.10 Key cultural stories including Dreaming, myths and allegories, what they represent and the way they have influenced other texts
4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures.
Purposes of different texts
Vocabulary:fablemoral anthropomorph-ism
2(a) – Fairy tales/ Fables/ Folk tales and Myths
Teacher explanation:These types of story are linked by common purpose: to provide a moral or a warning about foolish behaviour to the audience. Fairy tales are distinctive for their use of magical events or characters, whereas fables are distinguished by the presence of non-human or animal characters that can speak.
3 – FablesHistory of fables Reading task:What is a fable?A short animal story, in which creatures behave like humans. A story with a moral.Teacher reads aloud two examples: The Hare and the Tortoise The Lion and the Mouse
Students identify the purpose of each fable.
Resource sheet:Fantasy Writer page 5
Fantasy Writer pages 5-6
Students to show their understanding of the morals: ‘Slow but sure wins the race’ and ‘Little friends may prove great friends’.
IntellectuaI Quality: Metalanguage
Deep Understanding
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School4
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts
ESL Scales outcomes:5.8 Applies basic text access strategies to enhance comprehension and learning.
6.6 Relates a text’s format, structure and choice of language to its purpose.
4.3adapt texts for different purposes, audiences and contexts and articulate the effects on meaning
4.9the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning
Skills:- Identifying the main idea- theme - inferential level comprehension
Vocabulary:balmyscoffedtoilColloquial language eg ‘no way!’
Grammar:- synonyms and antonyms - conjunctions-adjectives- ‘Recount’ text type-first and third person-verb ending changes
The Ant and the Grasshopper:Teacher reads the story while students follow on their copies. (If time permits, teacher may employ repeated reading strategies to encourage students to achieve confidence and control of the reading process.)
Students:- read the story again to find the main ideas of the fable.- interpret the moral of the fable. - complete cloze activity- dictionary skills and crossword tasks-Venn diagram activityTrue/false activity
Teacher models retelling from a different point of view and points out language features that change.
Students retell the story:“Pretend you are the ant or the grasshopper. Write a recount from your point of view”.
Resource sheets from Read, Understand and Write – Fablespage 1Teacher notes: page ii(RIC Publications www.ricgroup.com.au)
Resource sheets:STARS Book 3Page 12
Teacher and student marking of comprehen-sion answers
Teacher and student marking of cloze answers
Student sharing of responses
Quality Learning Environment: Engagement
Significance:Background knowledgeCultural knowledge
Intellectual Quality:Metalanguage
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School5
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
ESL Scales outcomes:4.9 Communicates for a range of purposes on a variety of familiar topics, using a basic repertoire of text types.
6.6 Relates a text’s format, structure and choice of language to its purpose
6.4 use the features and structures of imaginative texts to compose their own texts and engage their audience
6.10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings
Vocabulary:fairies,gnomes,elves,mermaids,Pegasus,dragons,unicorns
Skills:-reading-speaking-guided listening- note taking
Text structure:Narrative—-orientationbeginning with ‘once upon a time’-complication-resolution
4 – Fairy TalesTeacher explanation: Most ‘fairy stories’ have no fairy characters at all, though all have some magical element. The word ‘fairy’ in fact means ‘magical’ or supernatural.
Students read The Frog Prince.Group tasks:-joint text deconstruction- jig-saw reading task on fairy tale characters
Students take notes on each section eg. -Orientationwho? Characterswhere? Settingwhen? Time-Complication;What was the problem? Why? -Resolution;How was the problem solved?
Resource sheetsFantasy Writerpage 36
ibid. pages 16,17
Worksheet 3: Structure of a fairy tale
Informal assessment of group work
Quality Learning Environment: EngagementSubstantive communication
Intellectual Quality: Problematic knowledge
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School6
Syllabusoutcomes
Students learn to:
Students learn about:
Language to be taught
Teaching and learning sequence
Resources Assessment Quality teaching
10. A student identifies, considers and appreciates cultural expressions in texts
ESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.
10.4identify and describe the ways assumptions underlying cultural expressions in texts can lead to different reading positions.
10.9the ways culture and personal experience position composers and responders and influence response to and composition of texts
Skill:Extended listening for comprehen-sion of story.
Vocabulary extension:Language that positions the reader:Adjectives and noun groups-positive and negative connotations
The Enchanted Princess:Teacher to read the story because of length.
Teacher models how to identify adjectives and noun groups that make the reader approve or disapprove.In pairs, students identify others in the story.
Resource sheets: Fantasy Writer,pages 18-20
Significance: Inclusivity
Quality Learning Environment: EngagementExplicit quality criteriaI
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts
Grammar:Textual cohesion - Language of sequencingeg. time markers, pronoun referencing (eg ‘these), conjunctions
Oral reading skills:- pronunciation- intonation- interpretation of punctuation
5 – Folk tales and myths:Sequencing task using introductory reading on folk tale.Teacher then gives out copy of the original text.Teacher to clarify any concerns/errors
Teacher reads The Blind Men and the ElephantModels pronunciation, intonation etc
Teacher models oral reading of The Fisherman and his wife.
Fantasy Writer, page 5
ibid. page 9
Resource sheets: ibid. pages 10-13
Quality Learning Environment: Engagement
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School7
1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing
1.11the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts
Reading skills:- comprehension- text structure
Homework task:Each student is allocated one section of the text to prepare (pronunciation; understanding vocabulary) for oral reading in class-Discussion of content and reading skills.Students read their section of the story in sequence
Individual reading and comprehension ofDaedalus and Icarus followed by story analysis worksheet
Resource sheet
Resource sheets:Read, Understand Write – Myths,pages 6 and 9
Informal assessment:Verbal participation, prepared reading
Marking of comprehension answers
Quality Learning Environment: Explicit quality criteria
Intellectual Quality:Deep understanding
6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
6.1 compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings
6.11 verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and
Speaking skills: - Turning taking- hypothesising
Grammar:Third person to first person
Revision
Viewing skill:Interpreting story map
6. Application
Group discussion and problem solving
Writing task:Retelling story as a different character
Practise reading story aloudOral retelling of written task
Interpreting fantasy map
Writing task:Write a fantasy story using Story mind map as stimulus.
Resource sheets:Read, Understand Write – Myths,pages 9-10
Peer assessment sheet
ibid. pages 44-45, 48
Marking
Peer assessment by listening to each other
Formal assessment ESL teacher to mark
Significance: InclusivityKnowledge integration
Intellectual Quality:Problematic knowledgeSubstantive communication
Quality Learning Environment: Explicit quality criteria
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School8
design feedback sheet
Engagement
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School9
Worksheet 1
REAL AND FANTASY CHARACTERSWhich of the following are real people? Which ones are fantasy characters?
John Howard William Shakespeare The Wizard of Oz
Harry Potter John Laws Bruce Lee
Ronaldo Red Riding Hood Nicolai Lenin
Cate BlanchettSnow White Shrek
Classify the names under the two headings below.
Real People Fantasy Characters
Now classify the following creatures in the same way:
vampire snake antelope dragon
centaur troll wolf capybara
unicorn platypus orc bat
Real Animals Fantasy Creatures
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School
Worksheet 3Structure of a fairy tale
Fairy tales are examples of narrative texts. The purpose of a narrative is to tell a story. Narrative texts all have a similar structure:
1. The orientation introduces the story. It tells us who the story is about (the characters), where the events happen (the setting), and when the events happened (the time).
2. In the middle part of the story the characters have to deal with one or more problems (these are called complications). Sometimes we find out what they think and feel about these problems – this is the evaluation stage of the story.
3. Then we find out how each problem was solved – this is called the resolution. Sometimes the story ends with a comment or moral, and we call this ending the coda.
Now, work with a partner to identify the sections in the story The Frog Prince.
ORIENTATION (Who? When? Where?)
COMPLICATION 1 (What was the problem? Why?)
EVALUATION 1 (What did the character think and feel about the problem?)
RESOLUTION 1 (How was the problem solved?)
COMPLICATION 2 (What was the problem? Why?)
EVALUATION 2 (What did the character think and feel about the problem?)
RESOLUTION 2 (How was the problem solved?)
CODA (Does the story end with a comment or moral?)
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School
Peer Assessment of Oral RetellingName of student you are assessing: ………………………… Your name: ……………………..
Tick the boxes in the table below to give feedback to your classmates on the way they retell the story. Add a helpful comment below the boxes if you wish.
Assessment criteria
1. Not yet developed
2. Developing
3. Competent 4. Very good 5. Excellent
Pronunciation
Intonation
Fluency
Use of correct person
Pace
Eye contact
Body language
Comment: …………………………………………………………………………………………………………...…
………………………………………………………………………………………………………………………..…
Peer Assessment of Oral RetellingName of student you are assessing: ………………………… Your name: ……………………..
Tick the boxes in the table below to give feedback to your classmates on the way they retell the story. Add a helpful comment below the boxes if you wish.
Assessment criteria
1. Not yet developed
2. Beginning to develop
3. Competent 4. Very good 5. Excellent
Pronunciation
Intonation
Fluency
Use of correct person
Pace
Eye contact
Body language
Comment: …………………………………………………………………………………………………………...…
………………………………………………………………………………………………………………………..…
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School
Fantasy narrative feedback sheetStudent’s name: ………………………………………..
Marking criteria Level of achievement
You have written a highly imaginative fantasy narrative.You have made excellent use of the fantasy map.Your writing is fluent and you have shown excellent control of grammar.
A – 9-10 marks
You have written an imaginative narrative.You have made very good use of the fantasy map.Your writing is quite fluent and you have shown good control of grammar.
B – 7-8 marks
You have written a narrative that shows some imagination.You have made good use of the fantasy map.Your writing is sometimes fluent and you have shown some control of grammar.
C – 5-6 marks
You have attempted to write a narrative.You have made some use of the fantasy map.Your writing is not very fluent and you have not shown much control of grammar.
D – 3-4 marks
You have attempted the task.You have made little use of the fantasy map.Your writing is not yet fluent or grammatical.
E – 1-2 marks
You have not attempted the task or not handed it in. N – 0 (not done)
Teacher’s comment: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………..
Fantasy narrative feedback sheetStudent’s name: ………………………………………..
Marking criteria Level of achievement
You have written a highly imaginative fantasy narrative.You have made excellent use of the fantasy map.Your writing is fluent and you have shown excellent control of grammar.
A – 9-10 marks
You have written an imaginative narrative.You have made very good use of the fantasy map.Your writing is quite fluent and you have shown good control of grammar.
B – 7-8 marks
You have written a narrative that shows some imagination.You have made good use of the fantasy map.Your writing is sometimes fluent and you have shown some control of grammar.
C – 5-6 marks
You have attempted to write a narrative.You have made some use of the fantasy map.Your writing is not very fluent and you have not shown much control of grammar.
D – 3-4 marks
You have attempted the task.You have made little use of the fantasy map.Your writing is not yet fluent or grammatical.
E – 1-2 marks
You have not attempted the task or not handed it in. N – 0 (not done)
Teacher’s comment: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………..
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School
Fantasy:
Bibliography, Websites and Acknowledgements:
Thomas M., FANTASY WRITER. Wizard Books,Ballarat, Australia. 1999
Aylward R,. SKILLS BUILDERS, READING COMPREHENSION, LEVEL C. a Holmes McDougall Australia – Dominie Publication, published by Educational Supplies Pty. Ltd, Sydney. 1984.
Henderson D, Snell J. READ, UNDERSTAND and WRITE – FABLES- (BOOK 3). R.I.C. Publications. 2001.
Henderson D, Snell J. READ, UNDERSTAND and WRITE – MYTHS- (BOOK 4).R.I.C. Publications. 2001.
Sotoohi M. Strategies To Achieve Reading Success, Book 3. Hawker Brownlow Education, Australia. 2000.
www.acmeanimation.com
www.mythicalrealm.com
www.ricgroup.com.au
www.teacher.scholastic.com
ATESOL: For promoting this program
JUDITH MEE: For mentoring me and putting so much into organising this program.
With thanks,Peter K. Lawrence
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School
Toongabbie Christian School.
ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School