Unit 2 Quest week 3 - Formative speaking skills

• Engels
• Middelbare school
• vmbo, mavo, havo, vwo
• Leerjaar 1

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Language Acquisition

Unit #: 2

Learner Profile: ....

Communicator

ATL: ....

Creative thinking skills

Related concepts: ....

Word choice and functions

When choosing words writers must be aware of their audience and purpose. 

Function- we are going to study the art of storytelling. 

Key concept: ....

Communication

In this unit we will study the theme 'quests' as a way to communicate ideas.  

 Statement of Inquiry: One of the functions of storytelling is to communicate 

a sense of time and space and this can be achieved through word choice. 

Global context: ....

Orientation in space and time

We will study the meaning of 'where' and 'when'. 

Today

• What do you know?
• Lesson goals
• Instruction
• Get to work
• Reflection / check lesson goals

Overview unit 2: Quests

Week 6	Week 7	Week 8	Week 9	Week 10	Week 11
	How does a writer's word choice influence the telling of a story?			SA preparation Listening Speaking Reading Writing	Summative Assessment

Week 1	Week 2	Week 3	Week 4	Week 5
Introduction: Percy Jackson and the Olympians.	What ideas does a quest story communicate ?	Formative speaking skills.	Creating a quest story from a picture.	What are functions used in the story 'The moth and the star'?

Goals 

At the end of the class:

• you can explain what a quest is
• you know what ideas a quest communicates
• you can act out these ideas in a role play

Interpreting an image

• Who is the seeker?
• What do you imagine is the character's quest?
• Where has the character come from?
• How long has he or she been travelling?
• Where is the character going?
• Why?
• Is anyone travelling with the character?
• What problems lie ahead?

Homework

• Upload an image about a quest in Toddle
• Then answer these questions

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.

Goals 

At the end of the class:

• you can explain what a quest is
• you know what ideas a quest communicates
• you can act out these ideas in a role play

Upload you quest image

A quest

In a quest story a powerful character, usually asks a younger person to find something valuable, such as an animal, a ring, a crown or a magical object. 

This quest can involve a long and difficult journey. 

Having found the object, the seeker must then perform a task with it before he or she can take it home. 

Key concept: Communication

• A quest is a kind of story. Here, a storyteller communicates the story to an audience.
• The storyteller will want us ( the audience) to understand the characters involved in the quest. 
• Finally, as the quest is an adventure story, the storyteller will want us to communicate a sence of excitement to the audience.

Speaking - elaborate on your homework

Pair up

Creative thinking skills

Use your creative thinking skills to create an original story:

• Use brainstorming to generate ideas
• Consider multiple alternatives
• Create a novel ending
• Create a chart to gather ideas

Who was the seeker?

Where was the seeker coming

 from / going to?

What was the seeker looking 

for and why?

How long was 

the quest?

Did the seeker 

have a friend or companion?

What problems did

 the seeker face?

Brainstorming

Look at the picture below. 

It represents a scene from a quest story. Imagine you are the seeker on a quest and we are looking at an photograpgh you have taken.

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.

Planning role play

	name and background	Personality	Role in the quest
The seeker
Celebrity A
Celebrity B
The bodyguard
Other character

Brainstorming

Plan a short drama based on the photograpgh. 

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.

Brainstorming

Plan a 

short drama 

based on the 

photograpgh. 

What is the big story here?

Where are you, the seeker coming from?

Where has this picture been taken?

Why have you taken this picture?

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.

Brainstorming

Now focus on the quest.  

How long have you been looking?

What problems do you face?

What problems have you overcome?

How will you find the object of your quest?

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.

Planning role play

	name and background	Personality	Role in the quest
The seeker
Celebrity A
Celebrity B
The bodyguard
Other character

rubric A2

Act out

What vocabulary was important
for this lesson?

Vocabulary list 

Goals 

At the end of the class:

• you can brainstorm to generate ideas
• you know how to collaborate on communicating ideas
• you can explain the difference between a journey and a quest

Goals

• You can express ideas and feelings and communicate information in situations you know
• Write and or speak using a range of vocabulary. grammar and conventions; when speaking use clear pronunciation.
• You know what quests are. 

 
 

How was today's class connected to learning?

thinking

communication

research

social

self-management