The Teaching of English Language - Assignment Example

EDN English Education 2: The Teaching of English Assessment 2: Creation of book review, modelled lesson and assessment task A. Create a book review (500 words) 1. Create/write a book review of your selected picture book and present this in any way you would prefer eg. A powerpoint or prezi with images; a short movie; a blog or website; a newspaper article; a collage; using an appropriate app etc. a. Your book review must be an interpretative review/thematic response in that it must discuss the use of the language features and the images used by the author/illustrator b. Your model review of the picture book will be used in section B as a model text to demonstrate to your students an exemplar of how interpretive reviews should be written (500 words equivalent) /15 Madeline and the Bad Hat by Ludwig Bemelmans is one of the best illustrative books ever written by this author. Madeline is not too happy with the Spanish ambassador’s son Pepito who moves in next door. Madeline sees him as a conceited arrogant man that is insufferable. He also displays cruelty to animals that makes him even more distasteful. However, she gradually comes not to be so judgmental about other people after listening to the advice from Miss Clavel. Pepito is driven by a need for attention since his father is rarely at home. This is the reason why he is always being mischievous and cruel to animals and in general being a bad hat (Bemelmans, 2009).” There is a gradual adjustment of relationships as the play progresses with Madeline and Pepito becoming closer after she gets him out of danger and this leads to the mending of the relationship with his father too. The story tells us that even the old fashioned aristocratic gentlemen can admit the folly of their ways and reform likewise mischievous boys like Pepito. As time goes by Pepito and Madeline come to realize that it is important not o pass quick judgment of people they just met. During this process of discovery, they also come to realize the importance of the bonds that hold together family and friendship. The work supplements the themes of the value of the bonds of friendship and family with freedom themes and the length to which people may take claim these rights. A good instance of this is when Pepito asks pertinent questions regarding why it is only the wild animals that are caged in zoos rather than all animals including stray cats or squirrels (Bemelmans, 2009). Should not we let these animals go instead of caging a few and letting others roam free. How should responsibility be tempered with liberty? Such themes that are discussed in the story makes this work of particular contextual relevance to young persons and adults constantly seeking freedom and independence from their parents and guardians. The author makes use of a distinctive style in putting across his message to her audience. The use of such strong symbols such as the dirty dog evokes such strong emotions in the reader that they seem so real. The use of song is intended to create a sense of place and has been used to great effect since it places the main character in the leading position immediately (Bemelmans, 2009). The children’s caretaker Miss Clavel appropriately starts the production with a tune naked Madeline that is instantly memorable for its catchy lyrics. Miss Clavel does most of the narration even as Madeline is the title heroine in order to stress the importance of a guiding hand in the girl’s life as a surrogate and mentor. Madeline is especially free spirited and lively and through the use of the adult Miss Clavel we get wiser calmer insights into the life of a child especially her madcap exploits. This makes the work even more interesting to the audience. B. Modelling a book review: Lesson plan (To be submitted through Turnitin) TASKS FILL IN DETAILS BELOW 1. Bibliographic details of selected children’s picture book Bemelmans, Ludwig. (2009). Madeline and the Bad Hat. Paw Prints. 2. Year level from the Australian Curriculum: English (Year 4, 5 or 6) Year 4 3. List the content descriptor/s from the ACE you will be addressing in your lesson (cut and paste from Australian Curriculum: English) Explore the effect of choices when framing an image, Placement of elements in the image, Salience on composition of still and moving images in a range of types of texts Learning Experience Rationale and Purpose/Objective (50 words) The learning experience is related to the theory of meaning through illustration as a salient means through which persons can learn about something. The rationale of this lesson is the bringing learners to the knowledge of how illustrations portray salient meanings (Leuner, 2008). The purpose of the lesson is to enable learners to come up with meanings regarding different illustrations from their analysis of the book. Leuner, B. (2008). Migration, multiculturalism, and language maintenance in Australia: Polish migration to Melbourne in the 1980s. Bern: Peter Lang. Australian Curriculum: English Content Description/s: Understand that languages have different written and visual communication systems, different oral traditions and; different ways of constructing meaning Introducing the lesson (orientating phase): (50 words) The lesson will be introduced by drawing on previous knowledge of illustrated texts introduced in year three. I will tell the learners of the background of the author in order to let them know how their experience is related to the learners. I will then relate the objective of interpretation of the text and salient meanings by asserting that the text was chosen since it had illustration that had many elements 9Boyer & Boyer, 2010). Boyer, S., & Boyer, L. (2010). Understanding everyday Australian: A focus on spoken language with language reviews, exercises and answers. Lapstone, N.S.W: Boyer Educational Resources. Reading the text and explicit teaching instructions (enhancing phase): (350 words) I will select a section that contains most of the major themes that I am trying to put across. I will read the text aloud once to the learners, read it a second time then ask a volunteer to read aloud to the whole class (Marlina & Giri, 2014). I will draw attention to the aspects of consciousness, freedom and independence of thought and action in the text. Of critical importance I will single out the aspect of Madeline saving the dog and the dog following her to school and then becoming fast friends with her even though a stranger. I will draw attention to these aspects since they are the most relevant to the lesson objective and learners can easily relate them to their own experiences (Leitner, 2014). Most learners at this age usually have pets and are likely to relate to the sense of allegiance they would feel for a loved pet In the reading of the text, the text and illustrations, which portray these objectives set out in the introduction, will each be set out on their own. There will be pauses to; Model my thoughts of the work by thinking aloud in order to provoke thought. I would ask them what they thought of Miss Clavel not approving of Genevieve and Madeline’s attachment. Offer clarification to the learners on aspects that may be ambiguous or confusing. Miss Clavel promotes being non-judgmental so her attitude towards the friendship of Genevieve and the dog may be confusing Ask question to learners on what they believe is being said by the conversations in the text. It will be critical to ensure learners do not get wrong perspectives and therefor guidance will be important. Comment on the text by giving outside information such as author background or context of the text. Comment on the conventions of the country in which Madeline is writing and how they are related to the Australian context. Ask for opinion and encourage discussion of the text. Encourage learners to think on the lines of the objectives of the lesson such as the aspects of freedom to do what they like and responsibility in relation to the text (Australian Education Council, 2014) Marlina, R., & In Giri, R. A. (2014). The pedagogy of English as an international language: Perspectives from scholars, teachers, and students. Leitner, G. (2014). Australia's many voices: Australian English - the national language. Berlin: Mouton de Gruyter. Australian Education Council. (2014). Languages other than English: A curriculum profile for Australian schools. Carlton, Vic: Curriculum Corp. Demonstrating learning (synthesising phase): (100 words) By the end of the lesson, learners will be expected to perform certain exercises to demonstrate learning. They will organize text from the work using a range of text structure in order to come up with different meanings They will be expected to make use of different language features vocabulary choices and images in constructing unique meanings (Ha, 2008). They will read and explain how images, different punctuation and a range of sentence structure may give different information. They will select a range of texts in the work and connect ideas including finding implied and literal meanings (Ellis & Sinclair, 2011). Analysing their lives and similar texts they will select information from the text of study and relate it to their contexts. They will provide opinions on the text while others will offer appropriate responses to these opinions. Ha, P. L. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters. Ellis, G., & Sinclair, B. (2011). Learning to Learn English: A course in learner training : learner's book. Cambridge: Cambridge University Press. Conclusion and key questions: (50 words) The objective of the lesson is to give learners a better understanding on the interpretation of texts from different perspectives such as language use imagery and themes. Can the learner use different features of language in constructing meaning Can they use images to construct meaning Can they connect ideas and find different meanings Can they put the text they are studying in context Can they offer opinions regarding the text (Barnard & Torres-Guzmán, 2008) The objective of the lesson was largely achieved (78 words) Barnard, R., & Torres-Guzmán, M. E. (2008). Creating classroom communities of learning: International case studies and perspectives. Bristol: Multilingual Matters. Bibliography (Please list the references used. It is important for you to refer to your readings throughout the course when you are planning your learning experiences. We need to see how the theory is being reflected in your teaching. Remember you are “Scholarly Teachers”. These are not included in word count). C. Assessment task and rubric The next stage in your teaching would be for the students to actually create/write their interpretive review as an assessment task. Based on the ‘model’ creative interpretive review that you produced: 1. A rationale explaining the assessment task that is related to both (100 words): a. The readings and material from this course The rationale for performing this task is to familiarize learners with different aspects of meaning. It is critical that learners know how meaning is constructed, how to obtain their own meanings, how to place a text in context and how one text may have different meanings. b. The ACE Learning helps to create Australians that are informed citizens, confident communicators and imaginative thinkers. Through this study young Australians will be able to communicate, understand and analyse what is happening in the world around them by enabling them to see things in context and to avoid meanings which may not be appropriate (Salili & Hoosain, 2007). 2. Create an assessment task sheet (150 words) and Students are expected to create an interpretive review that is based on the following criteria learned in the lesson. Learners should be able to construct their own meanings through a good knowledge of how meaning is constructed. Learners will be able to make use of different aspects of meaning such as images, punctuation and sentence structure in the construction of meaning. Learners ought to be able to construct and decrypt meanings in different contexts by applying different meanings to the texts they read. This will include the use of implied and literal meaning and the understanding of aspects of ambiguity and clarity. Learners will be better communicators that are informed and can make arguments from factual and logical perspectives. This will therefor mean that learners should be able to communicate meanings in a manner that is sensitive and that does not cause damage to relationships or is offensive to others. 4. A criteria sheet that you would use to mark the students’ work (250 words) 15 – 12.75 12.5 – 11.25 11 – 9.75 9.5 – 7.5 7.25 – 0 Learners should be able to construct their own meanings through a good knowledge of how meaning is constructed Student has demonstrated an excellent understanding of construction of meanings through their interpretive review Student has demonstrated a very good understanding of an interpretive review of a literary text in their interpretive review Student has demonstrated a good understanding of an interpretive review of a literary text in their interpretive review Student has demonstrated some understanding of an interpretive review of a literary text in their interpretive review Student has demonstrated a limited understanding of an interpretive review of a literary text in their interpretive review 15 – 12.75 12.5 – 11.25 11 – 9.75 9.5 – 7.5 7.25 – 0 Learners ought to be able to construct and decrypt meanings in different contexts by applying different meanings to the texts they read Student has demonstrated excellent ability to construct and decrypt meaning in different contexts Student has demonstrated a very good capacity to construct and decrypt meanings in different contexts Student has a good capacity to decrypt meanings in different contexts Student has exhibited basic skills in the decryption and construction of meanings in different contexts Student is poor in decrypting and constructing meanings in different contexts read. 15 – 12.75 12.5 – 11.25 11 – 9.75 9.5 – 7.5 7.25 – 0 Learners will be better communicators that are informed and can make arguments from factual and logical perspectives Student has demonstrated excellent communication abilities in different contexts and perspectives Student has a very good capacity of communicating regarding text read and can make logical arguments in context Student has a good capacity to make arguments and communicate from factual and logical perspectives Student is limited in communication skills and most arguments and communication is not appropriately supported. Student’s communication and arguments is poor and is not backed by logic arguments from the text read. (Total 500 words) /15 Appendix A Works Cited Bemelmans, Ludwig. (2009). Madeline and the Bad Hat. Paw Prints. Marlina, R., & In Giri, R. A. (2014). The pedagogy of English as an international language: Perspectives from scholars, teachers, and students. Leitner, G. (2014). Australia's many voices: Australian English - the national language. Berlin: Mouton de Gruyter. Australian Education Council. (2014). Languages other than English: A curriculum profile for Australian schools. Carlton, Vic: Curriculum Corp. Barnard, R., & Torres-Guzmán, M. E. (2008). Creating classroom communities of learning: International case studies and perspectives. Bristol: Multilingual Matters. Salili, F., & Hoosain, R. (2007). Culture, motivation, and learning: A multicultural perspective. Charlotte, NC: IAP. Ellis, G., & Sinclair, B. (2011). Learning to Learn English: A course in learner training : learner's book. Cambridge: Cambridge University Press. Ha, P. L. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters. Boyer, S., & Boyer, L. (2010). Understanding everyday Australian: A focus on spoken language with language reviews, exercises and answers. Lapstone, N.S.W: Boyer Educational Resources. Leuner, B. (2008). Migration, multiculturalism, and language maintenance in Australia: Polish migration to Melbourne in the 1980s. Bern: Peter Lang. Read More