The English Textual Concepts New English Learning
26
New English Learning: The English Textual Concepts Jordan Windley Mount Stromlo High School Tel: 02 6142 3438 | Rita van Haren ACTATE Executive Officer and Treasurer
Transcript of The English Textual Concepts New English Learning
New English Learning:The English Textual Concepts
Jordan Windley
Mount Stromlo High School
Tel: 02 6142 3438 |
Rita van Haren
ACTATE Executive Officer and Treasurer
Acknowledgement
of
Country
Please Complete TQI Evaluation After Today
NSW Department of Education and English Teachers Association
- 15 Textual Concepts
- 6 Learning Processes
- Presented online
New Way to Design Learning in English
http://englishtextualconcepts.nsw.edu.au/
http://englishtextualconcepts.nsw.edu.au/content/about-processes-and-learning-progressions
English Textual Concepts
We will:
1. Understand the concept progression using NSW stages
2. Investigate one of the concepts and become an expert
3. Share our findings with table groups4. Choose a concept to work with that fits in
with your chosen text.
Jigsaw
1. Understand the concept progression using NSW stages:
Stage 4: Years 7-8
Stage 5: Years 9-10
http://englishtextualconcepts.nsw.edu.au/
2. Investigate one of the concepts to share with your table:● What is the concept?● Why is it important?● What do students learn?
3. Share your findings with your table
● What is the concept?
● Why is it important?
● What do students learn?
- Consider the links between the skills outlined in the concept and the ideas explored in your chosen text.
- Choose more than one if you need to.
- Be prepared to return to the concepts!
4. Tips for selecting a concept
4. Choose a concept that works with your text
http://englishtextualconcepts.nsw.edu.au/
Planning Your Unit
1. Together we will be mapping out how you can teach the concepts through your chosen text using the learning processes planner.
2. Talk to the person next you about what unit you will be planning
Engage personally
Connecting
Understanding
Engaging critically
Experimenting
ReflectingContext: shapes language, forms and features of texts- texts may be responded to and composed differently in different contextsCharacter: characters may be a medium through which ideas & societal attitudes and values are conveyedConnotation:Figurative language evokes aspects of character, setting and action designed to engage the responder - words invite associations (connotations) in responders which bring related ideas and feelings to a text
Engage personally
Connecting
Understanding
2. Film Posters activity - which production would they go and see and why? Reflect on how characters, ideas and settings are represented.
3. Overview of plot through “Theme Card” activity.
4. “This is Thine Game” (Shakespeare’s language).
5. Watch film - map tension and record key developments.
1.Cross the line activity on statements related to love at first sight, fate, revenge, relationships, lying and studying Shakespeare.
1.2. Discussion Forum: Reflection on where students stood on an issue, surprises and issues that matter to them.
Engaging critically
Experimenting
ReflectingContext: shapes language, forms and features of texts- texts may be responded to and composed differently in different contextsCharacter: characters may be a medium through which ideas & societal attitudes and values are conveyedConnotation:Figurative language evokes aspects of character, setting and action designed to engage the responder - words invite associations (connotations) in responders which bring related ideas and feelings to a text
Engage personally
Connecting
Understanding
2. Film Posters activity - which production would they go and see and why? Reflect on how characters, ideas and settings are represented.
3. Overview of plot through “Theme Card” activity.
4. “This is Thine Game” (Shakespeare’s language).
5. Watch film - map tension and record key developments.
1.Cross the line activity on statements related to love at first sight, fate, revenge, relationships, lying and studying Shakespeare.
1.2. Discussion Forum: Reflection on where students stood on an issue, surprises and issues that matter to them.
6.Context: “Insult Game”. Watch fight scene. Identify setting, characters, lighting, sound, camera techniques. Discussion Forum: Reflect on Verona’s society.
7. Character Sociogram identifying relationships, events and key quotes.
8. Group activity (Conver-stations) on relationships and what the character’s actions and attitudes show about Verona’s attitudes and its values at three points in play. Collect quotes. Students write 3-5 paragraph response on a character (allocated).
9. Context: Performances/choral readings of scenes for different audiences and contexts.
Engaging critically
Experimenting
ReflectingContext: shapes language, forms and features of texts- texts may be responded to and composed differently in different contextsCharacter: characters may be a medium through which ideas & societal attitudes and values are conveyedConnotation:Figurative language evokes aspects of character, setting and action designed to engage the responder - words invite associations (connotations) in responders which bring related ideas and feelings to a text
Engage personally
Connecting
Understanding
2. Film Posters activity - which production would they go and see and why? Reflect on how characters, ideas and settings are represented.
3. Overview of plot through “Theme Card” activity.
4. “This is Thine Game” (Shakespeare’s language).
5. Watch film - map tension and record key developments.
1.Cross the line activity on statements related to love at first sight, fate, revenge, relationships, lying and studying Shakespeare.
1.2. Discussion Forum: Reflection on where students stood on an issue, surprises and issues that matter to them.
6.Context: “Insult Game”. Watch fight scene. Identify setting, characters, lighting, sound, camera techniques. Discussion Forum: Reflect on Verona’s society.
7. Character Sociogram identifying relationships, events and key quotes.
8. Group activity (Conver-stations) on relationships and what the character’s actions and attitudes show about Verona’s attitudes and its values at three points in play. Collect quotes. Students write 3-5 paragraph response on a character (allocated).
9. Context: Performances/choral readings of scenes for different audiences and contexts.
Engaging critically
Experimenting
Reflecting
10. Figurative Language: PPT and discussion of denotation and connotation; Cut up the Shakespeare’s Techniques chart - Quote, Figurative Language, Denotation, Connotation, Other Connotations.
11. Viewing, whole class choral reading and analysis of the Capulet Party scene (1.v. 91-139)
12. Viewing, class choral reading and Pairs scene analysis of the Balcony scene. (II.ii. 2-200)
Context: shapes language, forms and features of texts- texts may be responded to and composed differently in different contextsCharacter: characters may be a medium through which ideas & societal attitudes and values are conveyedConnotation:Figurative language evokes aspects of character, setting and action designed to engage the responder - words invite associations (connotations) in responders which bring related ideas and feelings to a text
Engage personally
Connecting
Understanding
2. Film Posters activity - which production would they go and see and why? Reflect on how characters, ideas and settings are represented.
3. Overview of plot through “Theme Card” activity.
4. “This is Thine Game” (Shakespeare’s language).
5. Watch film - map tension and record key developments.
1.Cross the line activity on statements related to love at first sight, fate, revenge, relationships, lying and studying Shakespeare.
1.2. Discussion Forum: Reflection on where students stood on an issue, surprises and issues that matter to them.
6.Context: “Insult Game”. Watch fight scene. Identify setting, characters, lighting, sound, camera techniques. Discussion Forum: Reflect on Verona’s society.
7. Character Sociogram identifying relationships, events and key quotes.
8. Group activity (Conver-stations) on relationships and what the character’s actions and attitudes show about Verona’s attitudes and its values at three points in play. Collect quotes. Students write 3-5 paragraph response on a character (allocated).
9. Context: Performances/choral readings of scenes for different audiences and contexts.
Engaging critically
Experimenting
Reflecting
10. Figurative Language: PPT and discussion of denotation and connotation; Cut up the Shakespeare’s Techniques chart - Quote, Figurative Language, Denotation, Connotation, Other Connotations.
11. Viewing, whole class choral reading and analysis of the Capulet Party scene (1.v. 91-139)
12. Viewing, class choral reading and Pairs scene analysis of the Balcony scene. (II.ii. 2-200)
13. Individual/Pairs Scene Analysis
14. One pager/Cluster Map
Context: shapes language, forms and features of texts- texts may be responded to and composed differently in different contextsCharacter: characters may be a medium through which ideas & societal attitudes and values are conveyedConnotation:Figurative language evokes aspects of character, setting and action designed to engage the responder - words invite associations (connotations) in responders which bring related ideas and feelings to a text
ReflectionHow the English Textual Concepts impacted student learning….
Questions?
Resources and helpful links:
1. Authority2. Genre and Style3. A Comedy of Errors4. Romeo and Juliet 5. Character in Short Stories6. Coming of Age and Point of View7. Student/Teacher Videos on the concepts
