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English 2 - Reviews - Text Type

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Margaret Devcic

on 15 October 2012

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Transcript of English 2 - Reviews - Text Type

By Caitlin and Margaret Teaching Reviews in 8 weeks!
Year 6 - Stage 3 What are reviews? Includes information about the author, title, other works, themes the author works with.

Main characters introduced, key incidents summarised (not necessarily in sequential order). Readers are positioned to view characters and events in particular ways.

Evaluation/recommendation. Structure of a review: Stage 3 - Reviews in the English Syllabus Outcomes: Activities
In the first week, reviews will be introduced and there will be discussion on where they can be found, such as magazines, newspapers, websites for gaming or literature. In the first week, you will begin to discover the prior knowledge of each student so that you can adapt to fit their needs. Week 6 In week 6 students will begin their draft copies, they have completed all the pre-requisites and will have the necessary resources and information in front of them to get straight to work. Activities In week, students will be participating in a whole class (joint) review.The students will all brainstorm something they have all viewed (e.g. The assembly, book or movie seen in class such as from another KLA) and break it down into the components of a review. As a class (teacher guided and student directed) they will construct a 'big book' review. This will provide the class with a constant, easy to access and read resource within the classroom. Week 5 Activities Week 4 Activities Outcomes: Indicators: Outcomes: Indicators: Indicators: Week 1
Making a mind map of what the class knows about reviews. (on a Smart-Board)
Use google to find a definition of 'review'.
Working in pairs, give students different reviews with a set of questions. Such as: What was being reviewed? What kind of information was given about the object/film/book? What was the main opinion of the reader/viewer? What audience was this review aimed at? What evidence do you have that supports this?
They will also have a chance of going and viewing selected YouTube videos that are reviewing books, games and movies.
Class Discussion: Which are you more likely to believe? The 'Formal' or 'informal' review? Why? Predicting answers to be along the line of “the formal reviews, because there’s more information and their opinions are formed better with examples to support them”. This can then link onto the next lesson and how the class will be focusing on learning the structure of a 'formal' review. Reading a book by the following week. Then coming with background information on that text and some informed opinions for the next lesson on Reviews. Homework Task Context: Text description: Judgement: In week two, students will be introduced to a formal structure of a review. They will be shown a basic structure and then they will deconstruct it on the smart-board (in terms of structure), then they will go into pairs and pick someone’s book (from homework) and pull that apart. Week 2
Going through the structure of a review e.g. context - text description - judgement. (Use the information on the second slide of the prezi)
Highlighting different parts of a review on the smart-board.
Deconstructing the context of a review then giving some questions to students to help produce an effective context. Such as: What is the text called? Who wrote it? What are their other works? What are the main themes in the text? (war, family, bullying, surviving, friendship)
Students work in pairs to write their own context for their text.
Then over a few lessons during the week, continue with the text description and using prior knowledge with creating descriptions and skills in summarizing (what are the main events? what can you say without giving the whole story/ending away?)
Looking at Evaluative Language - what is it? what are some examples?
What is Emotive Language? what are some examples?
Coming back as a whole class and discussing what you will put into the 'judgement'.
Activities RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience.
RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts Responds to the writing of others with specific and constructive comments about the organisational patterns in the text.
Writes basic reviews of television programs, movies, children’s novels, performances
Responds to literary texts in more varied ways reads reviews of literary texts
identifies words that may help readers to distinguish fact from opinion
identifies evaluative language
makes judgements about the reviewer’s position in relation to events and characters in texts. Reading Writing WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
WS3.10 Uses knowledge of structure, grammar and punctuation to edit own writing.
WS3.11 Spells most common words accurately and uses a range of strategies to spell unfamiliar words.
WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in variety of ways.
WS3.13 Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader.
WS3.14 Critically evaluates how own texts have been structured to achieve their purposes and discusses ways of using relatedgrammatical features and conventions of written language to shape readers’ and viewers’ understanding of texts. TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, wellorganised ideas dealing with more challenging topics.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.
TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts.
TS3.4 Evaluates the organisational patterns of some more challenging spoken texts and some characteristic language features. Listens to and responds to key ideas and information from a range of sustained and challenging ideas and topics
Explores ideas and topics for personal response in a group set up by teacher or peer
Gives considered reasons for opinions in oral reviews and responses and listens to those of others
Listens and responds constructively to alternative ideas, different points of view and expresses own ideas and opinions without dominating discussions
Reads reviews of literary texts
Identifies words that may help readers to distinguish fact from opinion
Talks about the role of visual images in constructing texts. Do they complement or add new information to the text Talking and Listening Week 8 Activities Week 7 Week 3 References: TS3.1 TS3.2 TS3.3 TS3.4 RS3.5 RS3.6 RS3.7 RS3.8 Reviews can be found in a variety of places. They are most often about literary and creative arts. They are found in the media, such as radio, television, and print (magazines, newspapers and pamphlets). Reviews are used to summarise, analyse and respond to something. Reviews are similar to personal responses except that they are less reflective, and more formal and complex. - Set up the smart-board for a whole class review construction and also have each student writing in their workbooks.
- Using an assembly or a movie or book they have read in class, students will collaboratively brainstorm and map out their review with assistance from the review scaffold.
- Construct the whole class resource according to the appropriate structure and review techniques.
- Student guided but teacher written review.
In week 4 students will expand on their joint construction however in smaller groups, pairs, then individually. This aims to provide each student with a diversity and variety of ideas and opinions to put into their reviews. - In groups of 4, students will to read through books in class, such as Harry Potter, or classics that they enjoy reading or hearing, while also making notes. They will then split into two pairs and decide on two different view points (teacher assisted).
- In pairs students will develop their review in the stages they have learned in previous weeks, e.g. brainstorming context - text description- judgment. But create their own review with their own opinions and techniques learnt.
- These reviews will then collaboratively devise a small class book on reviews, it will be a necessary resource for the students to refer back to and valuable as it will contain different views on same books. Students will begin their draft reviews, they will go through a process of planning, designing and organising their ideas into their review. They will be provided with a template on which they will be able to follow and understand where they are going with their writing next. - Students will brainstorm their chosen review topic, after the teacher has approved their brainstorming ideas and ensures their is enough information they will then plan.
- Here, the task is about choice, so individualise the learning experience by giving specific techniques the student could look at. Such as visual techniques in a film, or the effect the sound and graphics a game has on the gamer. Have some prepared resources to assist in their investigation beforehand.
- Students will map out their review process on a template and take notes on which statements and arguments belong where in their review.
- Students will have checked their spelling and draft notes themselves before handing it into the teacher. the teacher will then not mark but highlight where a student has struggled with spelling or grammar and ask them to revise again with these added hints.
- This is allow children to understand the importance of grammar and spelling and strengthen their personal understanding. - Students will have gone through the process of brainstorming and creating their first draft.
- Students will be proofreading in this week.
- Then due to the intense planning process students should have them finished throughout the week and then will move onto marking their own and then one an others before they hand it into the teacher to be checked.
- This process of personal and peer assessment will strengthen and embed the importance of grammatical structure and spelling sequence. Activities In week 7 students will be publishing their final copies of their reviews. They will be self-assessed and formally assessed to ensure that the students are truly happy with their outcome. - Students will work to publish their reviews and can choose to work individually, or in pairs when it comes to editing and proofreading their work before handing it in for final assessment by the teacher.
- Students will have a publishing book where they include published work from the year in English.
- As students finish this task, they will have the opportunity to expand their knowledge on reviews in a fun, exciting yet academically beneficial way.
- Assessment:
- observation RS3.8 RS3.8 WS3.9 Assessment - Observation
- Recording student's progress DONE OVER 2-3 LESSONS Creating a judgement individually and editing, proofreading and publishing the whole review. Homework Task Assessment: - observation of group work.
- individual assessment of published work. (__/10) RS3.8 RS3.7 RS3.5 RS3.8 WS3.9 WS3.10 WS3.14 WS3.13 Assessment RS3.5 RS3.8 WS3.9 WS3.10 WS3.13 WS3.14 Assessment Assessment RS3.6







TS3.2 WS3.14 TS3.3 TS3.2 RS3.5 WS3.9 WS3.13 TS3.2 WS3.14 WS3.11 Assess their autonomy and direction through observation and their steps that they should be completing.
Assess their grammar, punctuation and use of techniques towards the end through observation and as they begin to go through the steps.
WS3.11 TS3.2 peer assessment
self evaluating own work
assessment by teacher with marking work Activities Assessment Assessment Students will be formally assessed after this week and summative assessed throughout their final copies being completed. Students are introduced to a game on Wii (Nintendo) and there is a demonstration of how it is played. students are then required to make a review and orally present it in a group. This final activity will assess the students basic understanding of the overall task at hand. Through the quick and interactive game activity an informal assessment of the students understanding on basic structure and language will be available. Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. (pp. 54-58 inclusive). New Hampshire, America: Heinemann. - observation - Assessing at the end of the review being published, but also throughout it. - Students will first have a lesson on how reviews can also be presented orally.
- Discuss the advantages of presenting a review orally.
- Research on the internet through Youtube and Google, different reviews that are presented orally while also pointing out that the structure stays the same but in the video, its just more engaging.
- In the next lesson, students are introduced to a game on Wii (Nintendo) that the school owns. They will be showed a demonstration and then they will have 15 minutes to get into groups of 3 and quickly create a review between themselves. Their audience is their classmates and they must present a review as if they were on a television show or channel where they specialize in Games and Toys. Students can be grouped in friends and as they present their review (ideally after lunch or recess) they can use props in the room and demonstrate the game and it's functions.
RS3.5 RS3.8 WS3.9 WS3.10 WS3.11 WS3.13 WS3.14 TS3.2 TS3.4 TS3.1 RS3.7 RS3.8 RS3.6 WS3.10

WS3.11

WS3.12

WS3.9 TS3.1
TS3.2
TS3.3
TS3.4 TS3.1

TS3.2

TS3.3


TS3.4
(Board of Studies, 1998, p. 372)
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