School example (2) School example (2) Preparation and Preparation and implementationimplementation

S.K.H. Leung Kwai Yee S.K.H. Leung Kwai Yee Secondary SchoolSecondary School

In-class input (the In-class input (the genres input genres input packages) packages)

Genre 1Genre 1

Poetry

Poetry: Mood and modality

vocabulary

Students discussed the attitude expressed

in the poem

Students discussed the humour in the poem.

Sample of reflection

Genre 2Genre 2

Songs

SongsWhat is the meaning of life? At different stages of our life, we may have different views on life. Have you thought about what the meaning of life is? Do you enjoy your life? What is your dream? What do you want to achieve? Do you think life is short or long?

To describe the overall mood To describe the overall mood of the songs:of the songs:

• quiet, peaceful, active, calm, restful, happy, joyful, mysterious, self-pitying, intimate, sad, or

• festive (feeling full of colour as if in a holiday or festival), somber (serious, pessimistic), buoyant (feeling cheerful), dreamy (thinking about something very pleasant),

The mood may be shaped by The mood may be shaped by the rhythm of the songs:the rhythm of the songs:

•Assured, distinct, crisp, regular, irregular, dense, scattered, impatient,

•regular dance, abrupt, jaunty (energetic)

The mood may be shaped by The mood may be shaped by the voice of the singer:the voice of the singer:

• Deep, gentle, soft, fresh, clear, nasal, harsh, or

• lyrical (romantic, musical),• hollow (dull and echoing)• resonant (deep and strong),• gruff(low, rough and unfriendly), • husky (rough and hoarse, unattractive),• mellow(smooth and pleasant to listen to),• raucous (loud and harsh).

Now listen to the songs and Now listen to the songs and describe the mood brought by describe the mood brought by the melody and the lyrics of the melody and the lyrics of

the songthe song

1. Windflowers 2. Auld Lang Syne3. Long, long ago

Songs task: for portfolioSongs task: for portfolio1. Look for some songs with different

themes. 2. Copy or type the lyrics on a template to

be given to you.3. Write down the theme4. Describe the mood of the songs. You may

describe the mood, melody and rhythm, beat, tempo by using the notes in p. 2 and the words below.

5. Be ready to share your work with the class in a coming lesson.

Genre 3Genre 3

Stories

Portfolio entriesPortfolio entries1. Writing- rewrite the ending -write a letter to a character

2. Drawing- create a cartoon strip - draw and describe 3

characters

3. Other creative activity you can think of.

Stories

Class PracticeClass PracticeRead the e-story together with the

teacherIn a group of 4, try one of the following:1. to suggest an ending to the story2. to write to Simon or Sally3. to create a cartoon strip4. to write a news report on an incident

happened in the family

Guidelines(Guidelines(exampleexample))3. to create a cartoon strip- No need to draw in the class- Only think of 4 or 5 slides - Capture a special scene of the story

you think funny/ important- Describe each slide in 2 sentences at

most- Add some speech bubbles to each

slide.

Genre 4Genre 4

Plays

What you should learn :What you should learn :• 1. the difference between play

and conversation• 2. the elements of a play• 3. acting out a play

Portfolio TasksPortfolio Tasks• (IV) Choose 3 – 6 short plays from

the following websites and write the synopsis for them.

• (if you like, you can re-write the script) Keep them in your folder and you can have your own design

Types of portfolio tasksTypes of portfolio tasksPoetry(Individual/ no option)

Songs(Individual/No option)

Stories(Ind./group more options)

Drama(Individual + group work)

Reflection on

poems

Why do I choose this poem?

Sound, shape, rhythm, vocabulary…

Reflection on

songs with different themes

Tell your

Feeling/

reflection.

Rewrite the ending

Write a letter to a character

Drawing- create a cartoon strip

Draw and describe 3 characters

Other creative activity you can think of

Choose 3 – 6 short plays from the websites and write the synopsis for them.

If you like, you can re-write the script. Keep them in your folder and you can have your own design

With a partner or partners, act out the play you choose.

Your LA Portfolio: Your LA Portfolio: content, reflection, and content, reflection, and

assessmentassessment

How teachers support learning How teachers support learning continuouslycontinuously

• by providing self-study guides : presentation and asking questions to facilitate peer learning

• by giving formative feedback in student presentation

• by giving regular written comments on entries,

• by sharing written comments to the whole class,

• by providing guidelines of writing reflection reports

Presentation skillsPresentation skills

Presentation self study guide

Practice

Presentation self study guide

Positioning yourself

Communicatiing

Structuring your presentation

signposting

Powerpoint presentation

Slides design

Giving comments and Giving comments and asking questions after asking questions after

listening to a presentationlistening to a presentation

Types of Responses to make in a presentation

Active listening during peer presentation

Practice

task

Practice task with peer

Peer

comment

form

Feedback should facilitate Feedback should facilitate learning:learning:

1. Indicates what the learner is able to do2. Shows expectation of what the learner

can do at that level3. Indicates progress4. Includes all domains of development5. Identifies areas for improvement6. Presented in simple and comprehensible

language7. timely

Feedback to student’s poetry Feedback to student’s poetry reflectionreflection

• A female student at S3 level• Poem: Get up! Get up! (see next slide)• Samples of feedback are attached on th

e last two slides. • Fb 3 can be made in the second reflectio

n entry and onward.

(Fb 1, 2 )Tell the student the exact language skills she used—”Good that you called upon personal experience by comparing and contrasting. You have achieved the main objective of the task.”

(fb 5)Encourage her to re-organize and enrich her response---”What do you think is the mood?”

(fb 4, 5) Good- you can locate words of the same final consonant / vowel. Can you suggest other words which give a ‘lazy’, ‘carefree’ connotation?

ImplementationImplementation Bear in mind the guidelines before viewing the

reflection entries. Give comments particularly those concern 1, 2, 5. Make them respond to your feedback : a/ write on a post-it memo and adhere on the page, b/ for a response in a few words only, write down

next to your comment. Decide when you have to follow up the revised

responses. A flexible way is to let the students swap portfolios in class and appreciate and comment on the revised responses- a step to develop students to be critical thinkers!

Providing Providing guidelines of writing guidelines of writing reflection reportsreflection reports

Entries of portfolios

Story ending

letter

Audio production

reflectionsCartoon strips

Student entries of portfolio: reflections

Final reflection reports

Criteria of assessment released Criteria of assessment released to the studentsto the students

1. This set of criteria only assesses the content of the portfolio.

2. There are three categories of criteria. Teacher will circle the appropriate descriptor of each category.

3. Only when the teacher has decided on the final Level of the portfolio, then a point is suggested so as to specify the standard of work achieved by the student.