Intervention - part 1 - lesson 2

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's online classroom

Literature - short stories

Inge Everstijn-Veldhuizen

The Moment Before the Gun Went Off

by Nadine Gordimer

Lesson series:

1. Introduction, context + instruction key concepts = collaborative
   
2. Primary reading = reader response
   
3. Second reading = reading comprehension
4. Post reading activities = integration + assessment
   

Learning objectives:

Students can…:

• skim & scan a text for relevant information
  
• offer underpinned responses (= exam objective)
  
• learn in a collaborative setting
• explain key concept whiteness
  
• explain key concept core & periphery
  
• explain the impact of whiteness and core & periphery on key concept Apartheid.
  

Explain that collaborative learning is proven to be benefitial for students = scaffolding, peer teaching, explaining (higher order thinking).

Explain topics integrated in multiple subjects at school = better retrieval & understanding.

Explain exam objectives;

* mandatory summaries of 16 lines.

* mandatory poster presentation

* oral exam

Explain what 'visuals' are;

something such as a picture, photograph, or piece of film used to give a particular effect or to explain something.

Apartheid

Prior knowledge retrieval practise.

Teacher elicits answers refering to:

* lightning talks

* Apartheid laws (4x); Population Registration Act, Mixed Amenities Act, Group Areas Act & Immorality Act.

* foundation of Apartheid

* Ending of Apartheid

* opposition to Apartheid

* link to literary term key concept Apartheid

docs.google.com

Link to Google Docs file including news articles = homework assignment.

=> followed by explanation student & class discussion. = underpinned responses.

Part 1 :

KEY CONCEPTS:

• Apartheid
• Whiteness
• Core & periphery
  

CONTEXT:

• setting
• author
  

LITERATURE:

• what is literature?
  
• exam objectives
  
• analysis

Literature = non-fiction & quality;

* novels

* poems

* short stories

* plays

Analysis:

* underpinned

* literary terms; plot, setting, characters, lenses, key concepts, figurative language etc.

* linked to other media / context / current affairs

* themes

Key concept - Apartheid

“An Afrikaans term meaning ‘separation’, used in South Africa for the policy initiated by the Nationalist Government after 1948 and usually rendered into English in the innocuous sounding phrase, ‘policy of separate development’.”

(Ashcroft, Griffiths & Tiffin, 2007).

Repetition = recognition = supporting students (scaffolding).

Key concept - whiteness

Whiteness is a category which is grounded in racist discourses and practices.  It emphasizes ‘family values’ and thus the need to protect the ‘traditional’ roles of the genders. It has also embraced racist discourses which emphasize the threat changes to gender patterns pose to so-called ‘core national values’.

(Ashcroft, Griffiths & Tiffin, 2007).

What do you guess the key concept 'whiteness' is?
What things can you link to this?

Input to class discussion. = collaborative learning, underpinning responses

Bloom Taxonomy:

• Application: Apply knowledge to actual situations
• Analysis: Find evidence to support generalisations.
• Evaluation: Make and defend judgements based on evidence or criteria.

Key concept - core & periphery

This refers to the central group, the ‘core’, and others who are not included, the ‘periphery’. It is often used to describe other key concepts such as ‘whiteness’ or ‘Apartheid’.

(Ashcroft, Griffiths & Tiffin, 2007)

Give an example of the key concept ‘core & periphery’ and explain your answer.

Input to class discussion. = collaborative learning, underpinning responses

Bloom Taxonomy:

    Application: Apply knowledge to actual situations
    Analysis: Find evidence to support generalisations.
    Evaluation: Make and defend judgements based on evidence or criteria.

Key concepts - combination

CLASS DISCUSSION:

How do these three key concepts help or hinder one another? Explain your opinion.

Input to class discussion. = collaborative learning, underpinning responses

Bloom Taxonomy:

    Application: Apply knowledge to actual situations
    Analysis: Find evidence to support generalisations.
    Evaluation: Make and defend judgements based on evidence or criteria.

Scaffolding:

• teacher repeats the key concepts (Apartheid, Whiteness and Core & Periphery)
• teacher reminds students that explaining opinions includes linking words like because, although, even though, etc

If needed the lesson could end here. This class discussion on all three key concepts should demonstrate students' knowledge on these learning objectives.

What do you see???

Applying information to visual is cognitively less straining => easier than applying to text & includes dyslectic students.

Teacher elicits links to key concepts.

Apartheid;

* separation of black / white students

* lack of materials black students

* black student doing chores

* black student too late

* difference in clothing

Whiteness:

* feet next to each other (white girl)

* whiteness of the apron & colar/scarf

* quiet, straight posture & focused studying vs scared faces, uncombed hair, not sitting up straight.

Core & periphery;

* turned back of white boy 1st row

* black girl outside

* bench vs schooltables

* books vs no materials

* Indian & cleaning boy to the side

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 2 (handout p 7)

Answer in Google Docs Text Balloons - lesson 2

each other

10 minutes

class check

Keep calm & wait = no mobile phones!!!

Teacher should link this activity to STEAL method for characterisation. Speech & Thought.

The picture is also showing Action in some cases; such as window cleaning, neat positioning of feet, children on the first row etc.

=> linking context through key concepts to literature = character

analysis.

Bloom's taxonomy:

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

What are they saying / thinking???

Applying information to visual is cognitively less straining => easier than applying to text & includes dyslectic students.

Teacher elicits links to key concepts.

Apartheid;

* separation of black / white students

* lack of materials black students

* black student doing chores

* black student too late

* difference in clothing

Whiteness:

* feet next to each other (white girl)

* whiteness of the apron & colar/scarf

* quiet, straight posture & focused studying vs scared faces, uncombed hair, not sitting up straight.

Core & periphery;

* turned back of white boy 1st row

* black girl outside

* bench vs schooltables

* books vs no materials

* Indian & cleaning boy to the side

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

activity Glossary (handout p 9/10)

Answer in handout

text & dictionary.cambridge.org

5 minutes

better understanding of the text

Keep calm & wait = no mobile phones!!!

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

read short story (handout p 6/9)

handout / audio file (= SOM)

none

15 minutes

gest of the text, first impressions

How does it make you feel? What stands out? Anything familiar?

Keep calm & wait = no mobile phones!!!

What is your first reaction to this story? What stands out to you? Explain why.

Homework - vocabulary

Activity 3 - Glossary:

1. Give the meaning (in English) of the following words.
2. Use the word correctly in a sentence. (Handout p8)
   

Divestment campaigns
Gleefully
To cull
Kudu
Aptitude
Pot-hole (pothole)

Jolt

Appease

Agitators
Jacarandas
Aerial
Jutting belly

Class exercise (prior to reading) = peer teaching / scaffolding.

Differentiation: students can look up the meaning online (dictionary.cambridge.org)

Alternative:

Or have students do this exercise after reading = meaning in context.

Both:

Linking difficult words/unknown words to understanding text = strategies & exam style exercise / strategies.

Homework

STUDY: key concepts; Apartheid, whiteness and core & periphery (handout pages 4 & 5)

DO: Activity 3 (page 7)

Apartheid banners = cultural background & repetition of pre-reading activities.

Linking also to own country ("apartheid is moord" - banner).

Trevor Noah = linking to students preferences => autonomy & motivation

Referring to Immorality Act = prior knowledge + link to short story & reading comprehension lesson (next lesson).

Cooling down activity = preparing students to end class.