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ADULT EDUCATION SERVICE - SCHEME OF WORK COURSE RESOURCES Creative Writing Realia, source materials, worksheets, computers, internet, learner’s experience, Interactive whiteboard, digital camera etc. AWARDING BODY TUTOR AND VENUE City and Guilds Joy Foster, Ings Adult Education Centre DATES AND TIMES Monday 1:15 – 3:15pm UNITS NOTES Speaking and Listening, Reading and Writing When following the planned scheme please tick the items as you cover the work, pencil in any changes and possible future improvements for review at the end of the course. ADULT EDUCATION SERVICE SCHEME OF WORK (Continued) Previous Knowledge The learners have mixed educational backgrounds. Approach Combined active – passive,. Particular regard given to learning styles (Honey and Munford) – Pragmatists, Activists, Reflectors, or theorists) and any special needs which have previously been identified or become apparent as the course progresses. Training Methods Formal for imparting knowledge, informal for hands-on experience with learners progressing at their own pace. Teaching Activities Mainly group discussion/demonstration, role play/ tapes, videos, interactive whiteboard, to assist learners in various settings – whole group, small group, pairs or in a 1:1 setting as required. Student Group This is a mixed level group of L1 – L2 learners. There are 8 learners in the group. Their ages range from 20 – 80 years. Aim Learners to improve their speaking and listening, reading and writing skills through the vehicle of creative writing, leading to the National Test at L1 or L2 in Literacy. Objectives Knowledge and understanding in the listed learning objectives, set on a weekly basis, with reference to the relevant core curriculum levels, elements and national standards for speaking and listening, reading and writing. Assessments Continual ongoing assessments will take place during the class by observation, questioning and practical activities which will be monitored and marked. Feedback will be given both individually and collectively on a weekly basis. Progress monitoring Individual student progress/Evaluation reports will be completed with information derived from marked assignments and observation reports. Teaching Methods A – Demonstration B – Discussion C – Group Work D – Individual Work Key: E – Observation F – Practical G – Presentation H – Project Work Please use the key to I – Question and Activity K – Role Play L – Talk/Lecture indicate delivery Answer J – Research methods used M – Field Trip N – Written Work Curriculum DURATION ACTIVITIES EXPECTED OUTCOMES Reference SLlr/E3 – L2 Week 1 Health and Safety Learners to understand health and safety SLc/E3 – L2 2 hours Recommended procedures for keeping implications within the centre. New learners to SLdE3 – L2 safe in the classroom be shown around the centre and complete the Paperwork – To complete necessary paperwork. Learners to understand Introduction to the Course the outline of the course. Initial and diagnostic assessment Begin initial assessment if not already done Learning styles questionnaire so. Assessment Week 2 – 4 Learners to undertake initial and Learners to complete assessment so that SLlr/L1 – L2 6 hours diagnostic assessment and other learning levels will be established in order to SLc/L1 – L2 creative writing exercises. write an individual learning plan for each SLdL1 – L2 Persona Poems learner. To allow learners to get to know each Persona Poem Rt/L1 – L2 other at the beginning of term. Learners Learners become acquainted with each other. Rs/L1 – L2 to bring in personal photos or small Learners will have understood parts of speech Rw/L1 – L2 personal objects to become the basis e.g. noun, adjective etc. for their poem about themselves or their Wt/L1 – L2 partner. Ws/L1 – L2 Whole group introduction and Ww/L1 – L2 explanation. Analysis of a persona poem. In small groups look at examples. Identify parts of speech. Write a persona poem about themselves which can be used as part of the group profile. SLlr/L1 – L2 Week 5 – 10 Group project – Celebrating our City. Learners to celebrate each other’s knowledge SLc/L1 – L2 10 hours Learners to start a group project on the and experiences of Hull and recognise the SLdL1 – L2 city of Hull. Topics to be decided by the rich diversity of the city. individual learners. Whole group Learners will be able to listen and respond, Rt/L1 – L2 introduction to the topics in order to ask questions and express feelings and Rs/L1 – L2 share ideas. Followed by small group, opinions. To follow information, narratives, Rw/L1 – L2 paired and individual work based on the explanations and instructions, adapting individual needs of the learner. speech and it’s content to take account of the Wt/L1 – L2 Laminated pictures of important places listener’s purpose and situation at the Ws/L1 – L2 and people of Hull will be used to appropriate level for the learner. Ww/L1 – L2 provide stimulus for discussion and Learners at L1 will be able to read and creative writing activities. Ideas may understand straightforward texts of varying include Hull Fair, William Wilberforce, length on a variety of topics accurately and Hull City, King Billy, and Feren’s Art independently. Gallery etc. Learners at L2 will be able to read a range of The interactive board will be used in texts of varying complexity accurately and each session to show PowerPoint independently. presentations or photographs of Hull. Learners at L1 will be able to write to communicate information, ideas and opinions In each session Hull’s ethnic diversity clearly using length, format and style will be celebrated as the group looks at appropriate to the intended audience. Hull’s population and explores the city’s Learners at L2 will be able to write to many facets. For example, Japanese communicate information, ideas and opinions Haiku on Hull Fair and celebrating the clearly and effectively, using length, format work of famous poets such as Phillip and style appropriate to purpose, content and Larkin. audience. Individual learners will work at their own Learners at L1 will be able to write to level on topics of their choice to write communicate information, ideas and opinions poetry, prose and opinions. Group and clearly using length, format and style paired work will be differentiated to allow appropriate to the intended audience. ideas to be shared and the group to Learners at L2 will be able to write to grow together. communicate information, ideas and opinions clearly and effectively, using length, format B, C, N, D. and style appropriate to purpose, content and audience. SLlr/L1 – L2 Week 11 - 15 Group to plan, make and give a Learners will be able to plan, research and SLc/L1 – L2 PowerPoint presentation on an create a PowerPoint presentation in order to SLdL1 – L2 author of their choice. communicate information, ideas and opinions The group will discuss the authors of clearly and effectively, using length, format Rt/L1 – L2 their choice in a whole group setting and style appropriate to purpose, content and Rs/L1 – L2 then pair up to research the author audience. Rw/L1 – L2 using the internet, books, newspaper Learners will be able to listen and respond, articles etc. (Wk 11 & 12) ask questions and express feelings and Wt/L1 – L2 When information has been gathered opinions. To follow information, narratives, Ws/L1 – L2 the pairs will use PowerPoint to make a explanations and instructions, adapting Ww/L1 – L2 short presentation to present to the rest speech and it’s content to take account of the of the group. (Wks 13 & 14) listener’s purpose and situation at the The pairs will present the PowerPoint appropriate level for the learner. presentation on week 15 when the rest of the group will note down the relevant points of the presentation. B,C,N,D. SLlr/L1 – L2 Diamante Poems – Group to write Learners will be able to: SLc/L1 – L2 Week 16 -17 diamond shaped poems with seven analyse the poem using speaking and SLdL1 – L2 lines to incorporate oral, analytical listening skills thinking, reading and writing skills. feed back to the whole group Rt/L1 – L2 After initial group introduction, learners Identify the structure of the text Rs/L1 – L2 to work in small groups of 3 -5. Each Identify nouns, adjectives and verbs Rw/L1 – L2 group has one example poem and Identify suffixes (ing) tasks: Make judgements about the text Wt/L1 – L2 Identify the structure/form of the Identify synonyms Ws/L1 – L2 poem Produce a diamante poem Ww/L1 – L2 Report orally and informally to the group on the tone and feeling of the poem What is the relationship between the first and the last lines? What is happening in the middle of the poem? How can you tell? Highlight the nouns, verbs, adjectives Observe synonyms- love-hatred, peace-war etc Working individually and using a template if needed, learners to write a diamante poem. B, C,N, D SLlr/L1 – L2 Week 18 Chinese New Year. A celebration of the The group to experience the Chinese New SLc/L1 – L2 Chinese Year, The year of the Rooster Year through sight, taste, touch, smell & SLdL1 – L2 on February 9th 06. Presentation of the sound and to have gained and understanding traditions of the Chinese New Year, of the Chinese culture. Rt/L1 – L2 followed by group discussion and Each individual will have offered their Rs/L1 – L2 practical activity in small groups and informed opinions of Chinese horoscopes and Rw/L1 – L2 pairs, looking at objects connected to found their signs. the Chinese New Year and the Wt/L1 – L2 opportunity to taste some of the sweets The group will have understood adjectives Ws/L1 – L2 traditionally given at New Year. and will have used a thesaurus to find Ww/L1 – L2 Individuals to find their birth sign animal appropriate adjectives to include in their piece and use this to think of adjectives which of writing. will be used as the starting point for a Each group member will have written a piece piece of creative writing. of creative writing, a poem or an informative BCNDF piece of writing on the Chinese New Year. SLlr/L1 – L2 Week 19 Valentine’s Day The group should understand the use of SLc/L1 – L2 Sample Up and Down Poem. adjectives, adverbs, feeling words, power SLdL1 – L2 Group to write a structured poem on words etc. Valentine’s Day, using thematic words Learners to have learned about the structure Rt/L1 – L2 or phrases as a basis. and format of a piece of poetry and Rs/L1 – L2 Group to storm related key words – experimented with adjectives, using a Rw/L1 – L2 adjectives, adverbs, feeling words, thesaurus to find words which will fit in to the power words etc and chose one key poem and make it work. Wt/L1 – L2 word as a focus. E.g. Love, Romance, Ws/L1 – L2 Valentine. Ww/L1 – L2 Learners to write the word down the middle of the page, one letter per line. Learners can work individually, in pairs or in groups. Learners to fit words and phrases around the letters by choosing kindred words. (May be chosen from the stormed list) The first and last line must be connected in some way. Group to read out their poems to the rest of the group. B, C,N, D SLlr/L1 – L2 Week 20 - 21 Haiku – Group to learn all about Haiku, The group will have understood what a Haiku SLc/L1 – L2 an important form of Japanese poetry. A poem is, its origins and its make up. SLdL1 – L2 17 syllable verse form consisting of The group will have learnt what a syllable is (a three metrical units of 5, 7 and 5 beat in a word) and will have had hands on Rt/L1 – L2 syllables. experience at counting syllables to create a Rs/L1 – L2 Each Haiku to contain a Kigo, a season Haiku poem of their own based on the Rw/L1 – L2 word, which indicates in which season seasons. the Haiku, is set. Wt/L1 – L2 Session to start with an explanation of Ws/L1 – L2 what Haiku is and some examples. Ww/L1 – L2 Make sure that all learners understand what a syllable is. Group work to storm ideas for Haiku poems. Small group work will visual stimulus on the seasons. Paired or individual work to write Haiku poems. L, B, C,N, D SLlr/L1 – L2 Week 22 - 24 Writing a Renga – A group of Haiku- Learners to have understood the definition of SLc/L1 – L2 like verses linked together by two or Renga poetry, collaborated in pairs and SLdL1 – L2 more poets who take turn to write the written a poem. Rt/L1 – L2 verses. Learners to have improved their: Rs/L1 – L2 Introduction of the session explaining IT skills Rw/L1 – L2 the meaning and form of Renga. cutting and pasting pictures Group to choose laminated cards with use of clipart Wt/L1 – L2 random subjects written on them. Group Learners to have utilized and exercised their Ws/L1 – L2 to get into pairs and try to write a free speaking and listening skills etc. Ww/L1 – L2 Renga poem together on the chosen subject. Copy up poems onto the computer and illustrate with clipart/photos etc. Read out poems to the rest of the group. B, C, N, D SLlr/L1 – L2 Week 25 - 26 Story Baskets. Group to choose a card The activity is to exercise and improve: SLc/L1 – L2 from each of 4 baskets containing: Negotiation skills SLdL1 – L2 Time Creativity Rt/L1 – L2 Place Speaking and listening skills Rs/L1 – L2 Character/s Discussion Rw/L1 – L2 Object Planning and drafting a piece of writing When the key words have been chosen, Analytical skills Wt/L1 – L2 each member shares the cards they Reading and writing skills Ws/L1 – L2 have picked with the rest of the group. Ww/L1 – L2 The Learners are allowed to trade cards with each other to make a better story. Cards are then used as the basis for a short story. BCND SLlr/L1 – L2 Week 27 Headline Poems/Prose This exercise develops: SLc/L1 – L2 After initial introduction group to be Skimming and scanning SLdL1 – L2 given a selection of newspapers and in Planning and developing a piece of Rt/L1 – L2 small groups look through them, cutting writing Rs/L1 – L2 out the interesting headlines. Exercising choice Rw/L1 – L2 Each learner to choose a topic or theme Negotiation and 10 – 15 headlines. Learners to Discussion Wt/L1 – L2 arrange headline so that they make a Creativity Ws/L1 – L2 writing frame for a poem or piece of Reading skills Ww/L1 – L2 prose incorporating the headlines. Presentation skills SLlr/L1 – L2 Week 28 - 29 Twist of Fate Poems. Learners to write Develops writing fluency and grammar focus, SLc/L1 – L2 structured poems using contrasted speaking and listening skills and reading and SLdL1 – L2 themes/topic/ideas as a basis. writing skills. Rt/L1 – L2 Incorporated oral, analytical thinking, Knowledge and understanding of opposites Rs/L1 – L2 reading and writing skills. Learners Paring down of text Rw/L1 – L2 produce an artistic swirl of words that is Highlighting key words read in two directions. Finding adjectives using a thesaurus Wt/L1 – L2 Learners to storm opposing pairs e.g. Free writing Ws/L1 – L2 day – night, racism – tolerance, men – Ww/L1 – L2 women etc. Free write for 10 minutes on each subject, circle 5 key words for each one then use a thesaurus to find as many adjectives to describe the 10 key words as they can. Write in contrasting spirals on the page, using colours to illustrate the different lines of text. B, C, N, D. SLlr/L1 – L2 Week 30 - 35 Group to create a newsletter from a The group will have used speaking and SLc/L1 – L2 collection of their work over the course listening skills to negotiate the contents of the SLdL1 – L2 of the academic year. newsletter, IT skills to put the newsletter Using Microsoft publisher to create the together and organisational skills to organise Rt/L1 – L2 newsletter, they will collect stories, the photocopying and collating of the Rs/L1 – L2 poems, factual and fictional stories to newsletter. Rw/L1 – L2 feature in the magazine along with pictures and digital photographs of the Wt/L1 – L2 members of the group. Ws/L1 – L2 The finished newsletter will be Ww/L1 – L2 photocopied and copies handed out to other learners in the centre. B, C,N, D, H. Notes
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