The Moment Before the Gun Went Off - session 1

Welcome to Mrs Everstijn's online classroom
Literatures - short stories
Inge Everstijn-Veldhuizen

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Slide 1: Diapositive
EngelsVoortgezet speciaal onderwijsLeerroute 4

Cette leçon contient 23 diapositives, avec quiz interactifs, diapositives de texte et 2 vidéos.

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Welcome to Mrs Everstijn's online classroom
Literatures - short stories
Inge Everstijn-Veldhuizen

Slide 1 - Diapositive

Cet élément n'a pas d'instructions

The Moment Before the Gun Went Off
by Nadine Gordimer

Slide 2 - Diapositive

Cet élément n'a pas d'instructions

Lesson series:

  1. Introduction; context, instruction key concepts, lightning talk
  2. Introduction; pre-reading activities, incl. linguistic aids, reading strategies & first reading
  3. Second reading = reading comprehension
  4. Post reading activities

Slide 3 - Diapositive

Cet élément n'a pas d'instructions

Lesson series - learning objectives:
Students can…:
  • explain key concept Apartheid
  • explain key concept whiteness
  • explain key concept core & periphery
  • explain the impact of whiteness and core & periphery on key concept Apartheid.
  • analyse literary texts using key concepts, STEAL method and the historical lens.
  • offer underpinned reader responses
  • learn in a collaborative setting

Slide 4 - Diapositive

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.

Slide 5 - Vidéo

Used as a teaser for key concepts instruction & learning activities.

Part 1 :
KEY CONCEPTS:
  • Apartheid
  • Whiteness
  • Core & periphery

CONTEXT:
  • setting
  • Author

LITERATURE:
  • what is literature?
  • exam objectives
  • analysis

Slide 6 - Diapositive

Cet élément n'a pas d'instructions

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).

Slide 7 - Diapositive

Cet élément n'a pas d'instructions

Apartheid: think - pair - share
Think: Research the assigned context of Apartheid, via a placemat exercise.
Pair: Combine findings in a group Lightning talk (a very short presentation).
Share: Present the Lightning talk and lead the class discussion.

Group 1:
•    Population Registration Act;
•    Mixed Amenities Act;
•    Group Areas Act;
•    Immorality Act;
Group 2:
•    Who/what started Apartheid;
•    Opposition to Apartheid; A
•    End of Apartheid

Slide 8 - Diapositive

Share =
  • lightning talk = important skill for future (education & career)
  • collaborative work = important skill for future (education & career)
  • English = important skill for future education, career & social life;)

Scaffolding: offer links to relevant websites.


Who:  
What
How:  
Help:  
Time
Result:
Done:  

in groups
THINK activity (handout p 4) = divide topics
Jot down answers in your notebook/laptop
your team mates/teacher
10 minutes
input for PAIR/SHARE activities
What things stand out ? Can you find/design linking visuals for this/these? Help team mates.

timer
10:00

Slide 9 - Diapositive

Teacher divides the class in 2 groups.
Each group is given 1 set of topics to research & present.

= collaborative learning
= scaffolding

Differentiation:
Select Mutism students work individually and need to assess the presentations using their research notes and the speaking rubric.

Who:  
What
How:  
Help:  
Time
Result:
Done:  

in groups
PAIR activity (handout p 4)
Design a PPT/Google presentations
your team mates/teacher
10 minutes
input for SHARE activities
Practise lighting talk and prepare class discussion (think of interesting questions or statements that evoke personal opinions & debate)

timer
10:00

Slide 10 - Diapositive

Teacher divides the class in 2 groups.
Each group is given 1 set of topics to research & present.

= collaborative learning
= scaffolding

Differentiation:
Select Mutism students work individually and need to assess the presentations using their research notes and the speaking rubric.

Apartheid - share

Slide 11 - Diapositive

If needed this could also serve as a final assignment of the lesson. The 'share' assignment should demonstrate students' skills and knowledge on the learning objectives.
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).

Slide 12 - Diapositive

Cet élément n'a pas d'instructions

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

Slide 13 - Carte mentale

Cet élément n'a pas d'instructions

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)

Slide 14 - Diapositive

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

Slide 15 - Question ouverte

Cet élément n'a pas d'instructions

Key concepts - combination
CLASS DISCUSSION:
How do these three key concepts help or hinder one another? Explain your opinion.

Slide 16 - Diapositive

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.

Primary reading - vocabulary
Glossary: Give the meaning (in English) of the following words.
Divestment campaigns
Gleefully
To cull
Kudu
Aptitude
Pot-hole (pothole)
Jolt
Appease
Agitators
Jacarandas
Aerial
Jutting belly

Slide 17 - Diapositive

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.
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!!!
timer
5:00

Slide 18 - Diapositive

Cet élément n'a pas d'instructions

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!!!
timer
15:00

Slide 19 - Diapositive

Cet élément n'a pas d'instructions

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

Slide 20 - Carte mentale

Cet élément n'a pas d'instructions

Homework
STUDY:
  • key concepts; apartheid, whiteness and core & periphery (handout pages 4 & 5)
READ:
  • Re-read the short story (handout pages 6 - 9)


Slide 21 - Diapositive

Cet élément n'a pas d'instructions

Slide 22 - Vidéo

Linking literary texts to other media.
Introducing violence against "the blacks" = next lesson & cultural background = context.

Slide 23 - Diapositive

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

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