{"id":13,"date":"2007-09-17T22:17:47","date_gmt":"2007-09-18T02:17:47","guid":{"rendered":"http:\/\/www.missdraper.com\/teaching-resources\/?p=13"},"modified":"2010-10-21T00:02:25","modified_gmt":"2010-10-21T04:02:25","slug":"oral-language-teaching-projects-and-resources","status":"publish","type":"post","link":"https:\/\/www.missdraper.com\/teaching-resources\/oral-language-teaching-projects-and-resources\/","title":{"rendered":"Oral Language Teaching Projects and Resources"},"content":{"rendered":"

This is an example of a two week oral language programme for Intermediate-aged children. It was based on an integrated literacy approach around the theme of the book of ‘The Burnt Stick’. <\/strong><\/em><\/p>\n

Week One<\/h3>\n

Strand<\/strong>: Oral Language –Listening<\/p>\n

Level<\/strong>: 4 (Year 7\/8)<\/p>\n

Achievement Objectives<\/strong>: Interpersonal Listening – Students should listen to and interact with others to clarify understanding of narrative, information, ideas and opinions, and to contribute to discussion, in one-to-one, small group and class discussion.<\/p>\n

Read Aloud<\/strong>: “The Burnt Stick” by Anthony Hill<\/p>\n

Focus<\/strong> – Identity<\/p>\n

Links to other curriculum area<\/strong>s: Listening<\/p>\n

Links to others strands: <\/strong>Listening, writing, viewing<\/p>\n

Approaches:<\/h4>\n

Teacher-directed<\/p>\n

Modeling<\/p>\n

Joint construction<\/p>\n

Group work<\/p>\n

Learning Activities<\/h3>\n

Lesson One<\/h4>\n

The class has a discussion – “what makes a good film?” e.g. good sound\/visual effects, humor. Children discuss as a class the features of a film that makes it exciting to watch.<\/p>\n

Children watch the film named “A Snail’s Pace” and brainstorm in small groups all the features they observed that helped convey e.g. high\/low camera angles, fast blurred background –sharp close up.<\/p>\n

Children report back to the class the techniques they observed that they thought helped create meaning.<\/p>\n

Introduction of film techniques (visuals) to the class directed by the teacher.<\/p>\n

Lesson Two<\/h4>\n

The children fold up a piece of A3 paper so there are eight equal boxes and explain to the children that this will be a storyboard<\/p>\n

Review the short film – in small groups the children will do a quick sketch of eight significant parts of the film and write what made it effective. Review techniques from Lesson One. More play than one if necessary.<\/p>\n

As a class, discuss and talk each group put in each of their eight boxes. “What were the most effective? What sort of mood did this create?”<\/p>\n

Skills:<\/h4>\n

Interpersonal Listening – listen to and interact with others as a whole group, small group and one-to-one.<\/p>\n

Co-operating in small groups.<\/p>\n

Reporting back to the class using effective oral skills e.g. slow pace, clarity, tone.<\/p>\n

Organising material effectively and supporting each other.<\/p>\n

Processing information as a group and selecting relevant points to share to the class.<\/p>\n

Processes:<\/h4>\n

Children working in small groups on a given activity.<\/p>\n

Children given specific group roles to ensure everyone is actively participating and co-operating e.g. recorder, reporter, encourager, time manager, material collector.<\/p>\n

Allowing each member to report back at least one point from the ideas gathered to encourage children to use their oral skills in front of an audience.<\/p>\n

Introduction of specific film terms, (e.g. setting, plot, sound effects, cinematography) as a form of modeling – children are given examples from the teacher (a brief term such as ‘introduction’) that they can extend from.<\/p>\n

The children are given the opportunity to work as a group, and to collaborate knowledge and ideas orally and to recall back these ideas as a group\/individually<\/p>\n

    \n
  • Teacher records ideas onto whiteboard.<\/li>\n
  • Teacher introduces the features of them film such as colour\/mood, music\/sound effects, symbols, setting and characterization etc.<\/li>\n
  • Ideas are put into sub-categories on the board, e.g. sound =noisy traffic, fast cars, lettuce crunch<\/li>\n<\/ul>\n

    The teacher and students create this by a joint construction<\/p>\n

    Learning Intention: <\/strong>The children will become familiar with various film techniques to prepare for the film study of “The Rabbit-proof Fence”<\/p>\n

    Specific Objective:<\/strong> The children will be encouraged to talk coherently in small groups about their previous knowledge, ideas of film and to share this knowledge through speaking as a whole group.<\/p>\n

    Week Two<\/h3>\n

    Strand<\/strong>: Oral Language –Listening<\/p>\n

    Level<\/strong>: 4 (Year 7\/8)<\/p>\n

    Achievement Objectives<\/strong>: Interpersonal Listening – Students should listen to and interact with others to clarify understanding of narrative, information, ideas and opinions, and to contribute to discussion, in one-to-one, small group and class discussion.<\/p>\n

    Read Aloud:<\/strong> “The Burnt Stick” by Anthony Hill<\/p>\n

    Focus<\/strong>: Identity<\/p>\n

    Links to other curriculum areas<\/strong>: Listening<\/p>\n

    Links to others strands: <\/strong>Listening, writing, viewing<\/p>\n

    Approaches:<\/h4>\n
      \n
    • Small group discussion<\/li>\n
    • Whole class discussion<\/li>\n
    • Teacher directed<\/li>\n<\/ul>\n

      Lesson Three<\/strong><\/h3>\n

      Recap from lesson one + two<\/p>\n

      Class discussion on how visual techniques are visual techniques can determine whether a film is well excellent\/poor e.g. boring sound effects, not good use of lighting<\/p>\n

      Class discussion on “what is a film review?” e.g. people who review a film for a profession before the movie is previewed<\/p>\n

      Analysis of a film in small groups “The Rabbit-proof Fence”<\/p>\n

      Discuss the similarities between the novels “The Burnt Stick” and “The Rabbit-proof Fence”.<\/p>\n","protected":false},"excerpt":{"rendered":"

      This is an example of a two week oral language programme for Intermediate-aged children. It was based on an integrated literacy approach around the theme of the book of \u2018The Burnt Stick\u2019. <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-13","post","type-post","status-publish","format-standard","hentry","category-literacy"],"_links":{"self":[{"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/posts\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":1,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/posts\/13\/revisions"}],"predecessor-version":[{"id":74,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/posts\/13\/revisions\/74"}],"wp:attachment":[{"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/media?parent=13"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/categories?post=13"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.missdraper.com\/teaching-resources\/wp-json\/wp\/v2\/tags?post=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}