Intervention - part 1 - lesson 1

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's online classroom

Literature - short stories

Inge Everstijn-Veldhuizen

Differentiation:

• When teaching switch 'toon bij leerling' on for students who need extra visual support.
  
• Switch 'devices in de klas' off when teaching in group setting. On when teaching online or in a hybride form.
  

The Moment Before the Gun Went Off

by Nadine Gordimer

Lesson series:

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

Learning objectives:

Students can…:

• use information strategies
  
• skim & scan a text for relevant information
  
• summarize relevant information using key words & visuals (= exam objective)
  
• design a poster presentation (= exam objective)
  
• offer underpinned responses (= exam objective)
  
• learn in a collaborative setting
• use speaking strategies to support their presentation (= exam objective)
  

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.

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

Music = interests students => autonomy

Depending on students' interest and focus break the video of anywhere after 2:01.

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).

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 + 1 slide).
Share: Present the Lightning talk and lead the class discussion.

Set 1:
•    Population Registration Act;
•    Mixed Amenities Act;
•    Group Areas Act;
•    Immorality Act;

Set 2:
•    Who/what started Apartheid;
•    Opposition to Apartheid;
•    End of Apartheid

Student's handout page 4/5

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.

Differentiation;

* students work individually

* students do not actively participate in the lightning talk itself (Select Mutism)

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in groups

THINK activity (handout p 4/5) = divide topics

Post key words + visuals in your Google drive document

your team mates/teacher

20 minutes

input for PAIR/SHARE activities

What things stand out ? Help team mates.

Teacher divides the class in groups of 4/5.

Each group is given 1 set of topics to research & present.

= collaborative learning

= scaffolding (combining more accomplished students to less skilled ones)

Link to documents:

https://drive.google.com/drive/folders/17jR1Uzl2LobKdGSqs3HfKjVawNU0pncZ?usp=sharing

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

Upload file to Google drive & practise lighting talk + prepare class discussion (think of interesting questions or statements that evoke personal opinions & debate)

Easing students into presenting in front of groups.

= collaborative learning

= scaffolding

Differentiation:

Select Mutism students participate in collaborative preperation, join the group during the lightning talk but do not actively participate in the presentation nor following class discussion. Alternatively, they work individually and need to assess the presentations using their research notes and the speaking rubric.

Apartheid - share

The 'share' assignment should demonstrate students' skills and knowledge on the learning objectives.

Audience assesses the lightning talk using the speaking rubric (CEFR B1/B2) on the Google drive.

 

Homework

STUDY: key concepts; Apartheid (handout pages 4 & 5)

READ: key concepts; whiteness and core & periphery (handout pages 4 & 5)

DO: find a news article linked to Apartheid & post in Google drive document 'News articles Apartheid'.

Note: list your name, print screen & source details.

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

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

Feedback on learning objectives:

• Which information strategies did you use?
  
• Were you able to summarize relevant information using key words & visuals?
  
• Would you be able to design a poster presentation by yourself now?
  
• Which speaking strategies did you use to support your presentation?
  

Students' assessing themselves =

* better retrieval of information

* higher order thinking skills

* insight in own learning process and skills

Feedback on learning objectives =

* linking evaluation to introduction & learning activities.

* linking instruction/knowledge/information to prior information.

• Connecting video to content this lesson.
• Expanding general knowledge.
• Offering cooling-down activity.