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The Unit 'Identity'

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The Unit 'Identity' Powered By Docstoc
					                                                                                                                                                                                  Title of unit: Identity
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                             Starter Activity                                     Developmental Work                                Plenary/ Homework
  focus area
                                                                                         ‘IDENTITY’ PART ONE: HISTORY OF LANGUAGE – WHERE OUR WORDS COME FROM
                                                                                                   Please look at the document ‘Advice for Teaching the Unit’ in ‘Key Documents’ folder

                                                                                 1. PowerPoint slide, resource 1 - 17        1. Issue students with one of the six statements on          1. Discuss the questions on the
 10.1: recognise and analyse ways in which spoken and written language has




                                                                                    different words from 8 time                 the English language (one per pair). They are to             last PowerPoint slide of
                                                                                    periods. Ask pupils to try and              discuss whether they agree or disagree with the              PowerPoint Resource 3 with
                                                                                    match the word to the correct               statement and try to explain who might have this             the students.
            evolved in response to changes in society and technology




                                                                                    date e.g. Duvet = 1066; Dyson =             viewpoint. Discuss answers as a class or rotate
              3.2: make sustained contributions to discussions




                                                                                    1983; freckle = 789AD; Groovy =             the statement to the next pair and repeat        Homework Task: Hand out Resource
                                                                                    1960s.                                      process.                                         sheet 6. Students should try to find as
                                                                                 2. Discuss which words they have                                                                many of the answers as possible
                                                                                    heard of before and which ones           2. Explain that new words come into our language    before the next lesson. Focus =
                      1: Archaeological dig of words




                                                                                    they haven’t.                               through a number of different ways. Issue        changes to the English Language.
                                                                                 3. Pupils are to choose one or two             students with the cut up words resource 4 and A4 Some of this can be done with little
                                                                                    words that they have never heard            box sheet resource 5 or enlarged onto an A3      research.
                               Objectives




                                                                                    of before and guess the                     sheet. Students are to place the words into the
                                                                                    meanings.                                   correct categories e.g. mixing parts of words
                                                                                 4. Extension task: Use a dictionary            (blends) etc.
                                                                                    to explore the origins of the
                                                                                    words further and any change in          3. Extension: add own words into the categories.
                                                                                    meanings.
                                                                                                                            4. Feedback and discuss answers-which words could
                                                                              Resources:-                                      be viewed negatively as a poor use of English and
                                                                                  PowerPoint Resource 1 words                 why?
                                                                                    and their time eras ‘Words in        Resources:-
                                                                                    fashion’                                 Resource sheet 2 Language statements to be
                                                                                                                               used with PowerPoint resource 3 ‘how we use
                                                                                                                               language’
                                                                                                                             Resource sheet 4 ‘Cut up words’ and resource
                                                                                                                               sheet 5 ‘Boxes for new words’
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                                           Starter Activity                                    Developmental Work                       Plenary/ Homework
  focus area
 5.1: synthesise relevant information from a range of sources, selecting the most useful
 10.1: recognise and analyse ways in which spoken and written language has evolved in



                                                                                               1. To consolidate the previous             1. Time line activity; can be completed in groups or    1. Use PowerPoint resource 10 to
                                                                                                  lesson, ask students to complete           pairs.                                                  add to timeline or play ‘quick
                                                                                                  the ‘archaeological dig’                                                                           quizzes’ on the screen to
                                                                                                  worksheet individually.                 2. Issue A3 copies of the timeline along with the          consolidate knowledge learnt
                                                                                                                                             ‘History of English’ question and answer cards.
                                                                                               2. Share answers in pairs to
                       response to changes in society and technology




                                                                                                  feedback to one another.                3. Students are to match the question with the      Resources:-
                                                                                                                                             answer-there are some clues in the questions and     PowerPoint resource 10
                                                                                            Resources:-                                      their homework sheet from lesson 1 will help
                         2: History of English – timeline task




                                                                                                 Resource sheet 7 ‘Archaeological           them
                                                                                                   dig of words’
                                                                                                 PowerPoint presentations                4. Once they have matched the Q&A they need to
                                                                                                   resource 10 also available for            place onto the correct place on their timeline.
                                      Objectives




                                                                                                   this lesson to dip in and out of.
                                                                                                                                          5. Discuss ideas in groups to then collate ideas as a
                                                                                                                                             class

                                                                                                                                       Resources:-
                                                                                                                                           Resources 8 and 9: timeline A3 sheet and card
                                                                                                                                             sort – question and answers

                                                                                                                                           PowerPoint resource 10 can be used as well – to
                                                                                                                                            add to timeline or consolidate ideas
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                                                                                                    Starter Activity                                Developmental Work                                Plenary/ Homework
  focus area
                                                                                                                                                          ‘IDENTITY’ PART TWO: EXPLORING ATTITUDES TOWARDS LANGUAGE – ACCENT AND PRESTIGE
                                                                                                                                                        1. Divide the class into two and           1. Project an image of a restaurant/cafe onto the          1. Students to work in pairs to
                                                    7.2: plan and write effectively, making well-judged choices to suit particular tasks, purpose


                                                                                                                                                           issue each student with a mini             screen; ask students to select the most                    write three situations/mini
                                                                                                                                                           whiteboard/ paper.                         appropriate word to describe the image i.e.                passages in which people
                                                                                                                                                                                                      Bistro, cafe, Restaurant etc. Use PowerPoint               adjust their language
                                                             L2.1: present or contribute to talk in clear, effective and flexible ways
                                                              10.1: analyse how and why spoken English varies locally and globally




                                                                                                                                                        2. Ask one side of the class to write         resource 11 if required for images.                        according to the purpose and
                                                                                                                                                           another word for hot and the                                                                          audience e.g. speaking to the
                                                                                                                                                           other side to write one for cold.       2. Ask students to explain/justify their choices.             Queen, a friend, a teacher
                                                                                                                                                                                                                                                                 (could use resource sheet 12 if
3: Informal and formal - Getting the right word.




                                                                                                                                                        3. Ask some or all of each side to         3. Write a spectrum on the board: Very Formal-                needed)
                                                                                                                                                           stand up at the front of the room          formal-neutral-informal-Very Informal. Model a
                                                                                                                                                           and show their whiteboards and             category e.g. food and come up with 10                  2. Share conversations with
                                                                                                                                                           place themselves into an order of          synonyms and place them onto the spectrum e.g.             another pair to gain
                                                                                             and audience




                                                                                                                                                           intensity. Create a spectrum of            food, nutrition, grub, delicacy etc                        understanding of how people
                                                                                                                                                           words.                                                                                                adjust their language
                                                                                           Objectives




                                                                                                                                                                                                   4. Discuss with the students and see if they agree or         according to the audience
                                                                                                                                                        4. Discuss: Why that order?                   disagree.                                                  listening

                                                                                                                                                        5. Introduce the terms connotation         5. Give students the bank of words to choose from       Resources:-
                                                                                                                                                           and denotation and discuss                 and create their own spectrum. E.g. toilet, hello,       Resource sheet 12 ‘Using
                                                                                                                                                           people’s assumptions of certain            man, woman.                                                language in the correct
                                                                                                                                                           words and their related meanings                                                                      context’
                                                                                                                                                           (semantics/ connotations) e.g.          6. Share in pairs first and then take some feedback.
                                                                                                                                                           warm, scorching, hot, tepid.
                                                                                                                                                                                                   7. Add to own spectrum which words would be
                                                                                                                                                     Resources:-                                      used in which context e.g. grub = quite informal,
                                                                                                                                                         Mini whiteboard or A5 paper                 use with friends.

                                                                                                                                                         Glossary of terms for teacher use     Resources:-
                                                                                                                                                          found in ‘Key Documents’,                 PowerPoint 11 ‘Words and their associations’
                                                                                                                                                          ‘Helpful documents’
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                             Starter Activity                                Developmental Work                                  Plenary/ Homework
  focus area
                                                                                 1. Show Catherine Tate clip using          1. Introduce the word idiolect-ask students to           Review a clip of ‘Ladette to Lady’ (or
                                                                                    the link below:                            brainstorm what they think this means. Write          similar) and discuss how and why
                                                                                                                               your own definition!                                  people change their accents and
 10.2: draw on a wide repertoires language terms as appropriate for analysing
 1.1: analyse, compare and contrast features of speech in a range of contexts



                                                                                    http://www.youtube.com/watch                                                                     language (dialect) to fit in. FIRST 3
                                                                                    ?v=WxB1gB6K-2A                          2. Teacher to mind-map their own language                MINS ONLY – SWEAR WORDS AFTER
                                                                                                                               influences and how their idiolect has been            THIS!
       10.1: analyse why and how English varies locally and globally




                                                                                 2. Discuss the use of language and            formed e.g. birth place, places lived, hobbies, jobs
                                                                                    register of the characters in the          etc.                                                 http://www.youtube.com/watch?v=5
                                                                                    clip; discuss how stereotypes also                                                              DMsI6Jc3Hc&feature=related
                                                                                    apply to the language that we           3. Pupils then devise their own mind-map of idiolect
                                                                                    use. Key questions: How does               and add words that have influenced their             Answer the following questions:
                                                                                    Lauren use and adjust her                  language use to each part. (Teacher could model          1. Are the changes people make
                        4: Idiolect - What’s that?




                                                                                    language for her different                 this) Resource sheet 13 to support this.                    to their accents conscious or
                                                                                    audiences?                                                                                             subconscious?
                                Objectives




                                                                                                                            4. Ask students if anyone has moved country/within
                                                                                 3. Possible mini writing task for the         the UK, or if any of their close family members          2. Are you aware of any times
                                                                                    above. Encourage students to use           have. Ask them if their accent has changed as a             when you have changed your
                                                                                    the following terms: register,             result. Are they aware of a change? If so, why/             accent or language?
                                                                                    formal, informal, connotation,             how did this change? To fit in with new group of            (Telephone calls, speaking to
                                                                                    denotation and register.                   people? To be the same?                                     relatives etc.)

                                                                                                                            5. Discuss their responses as a class. Brief discussion
                                                                                                                               of language/ accent and social status. (Could
                                                                                                                               introduce the words upward convergence with          Use film clip of ‘Norman’ speaking
                                                                                                                               top sets)                                            about his language whilst growing up
                                                                                                                                                                                    in Wiltshire, found in folder ‘Unit for
                                                                                                                         Resources:                                                 teaching’, ‘Video recordings of...’ to
                                                                                                                              Resource sheet 13 ‘My idiolect’                      be used in conjunction with resource
                                                                                                                                                                                    sheets 14a and 14b ‘Norman
                                                                                                                                                                                    Rogers...’ – one in Standard English;
                                                                                                                                                                                    one is in Wiltshire Dialect
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                           Starter Activity                                 Developmental Work                             Plenary/ Homework
  focus area

                                                                               1. Play students the following clip (3      1. Issue students with resource sheet 15 (TEACHER        1. Use PowerPoint resource 17 to
                                                                                  Mins) ‘21 ACCENTS’                          TO USE HYPERLINKS ON RESOURCE SHEET 16)                  conclude ideas on attitudes
                                                                                                                              Play the voice recordings and ask students to            towards language use and
 3.1: compare and take account of different points of view in discussion
  10.1: analyse how and why spoken English varies locally and globally




                                                                            http://www.youtube.com/watch?v=3Ug                match the accents to the picture/ face who they          accent; there is another you
                                                                            pfSp2t6k                                          think speaks in that way.                                tube clip to consider how
                                                                                                                                                                                       people use language to fit in.
                                                                               2. Discuss the different attitudes to       2. Before you reveal who is who discuss the
          Lesson 5: Accents and attitudes towards accents.




                                                                                  some of the accents in this clip.           responses with the class and talk about why we     Resources:-
                                                                                  Why are some accents seen as                associate certain accents to appearances.               PowerPoint resource 17
                                                                                  more prestigious than others?
                                                                                                                           3. Reveal the correct pairings and briefly discuss.

                                                                                                                        Resources:-
                             Objectives




                                                                                                                             Resource sheets 15 (student version) and 16
                                                                                                                                (teacher version)
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                        Starter Activity                                      Developmental Work                               Plenary/ Homework
  focus area
                                                                               ‘IDENTITY’ PART THREE: WILTSHIRE DIALECT – UNDERSTANDING THE LANGUAGE OF OTHERS
                                                                            1. Start the lesson with 6 groups of         1. Play the film clip of ‘Mr Smith Job Interview’. To      1. Resource sheet 22 ‘don’t get
                                                                               students reading one of the                  be used in conjunction with resource sheet 18              mad – Speak Wiltshire. Write a
                                                                               poems from the folder ‘Unit for              which shows the accent and dialect used                    short script using as many
 10.1: analyse why and how spoken English varies locally and globally




                                                                               Teaching’, ‘Part 3’, Wiltshire            2. Why and how is the character of Mr Smith using             dialect terms as possible from
                                                                               Dialect poems’, different poem               the wrong register?                                        the list. Could be used as
      2.1: present or contribute to talk, in clear, effective ways




                                                                               per group – written in Wiltshire          3. Mini writing task analysing Mr Smith’s language            homework.
                                                                               dialect. This will be a fun activity         in the interview. Include the words: formal,
             9.1: write fluent, sustained Standard English




                                                                                                                            informal, prestige, register, idiolect, context,     Resources:-
                                                                            2. Select groups to read poem aloud             connotation, denotation (see glossary of terms           Resource sheet 22 ‘Don’t get
                                                                               to the class or play ‘Mervyn Grist’          for teacher use if needed)                                 mad – Speak Wiltshire
                                                                               reading the poems                         4. Ask students in pairs to complete the Wiltshire
                    Lesson 6: Wiltshire Dialect




                                                                                                                            Dialect quiz resource sheet 19. (do not go
                                                                            3. Key question: Why is Wiltshire               through the answers immediately)
                             Objectives




                                                                               dialect uncommon today? Where             5. Ask students to then use their answers to the
                                                                               may this dialect be appropriate to           quiz to translate the ‘Wiltshire Dialect’ passage
                                                                               be used? When would it be                    on resource sheet 20. Work in pairs.
                                                                               inappropriate?                            6. Feedback and discuss the students’ answers and
                                                                                                                            then share the real answers with them – resource
                                                                         Resources:-                                        sheet 21
                                                                              Bank of Wiltshire poems in folder
                                                                                 ‘Part 3’                             Resources:-
                                                                                                                            Resource sheet 18 ‘Mr Smith Job Interview’
                                                                              Video clip of ‘Mervyn Grist’                 Resource sheet 19 ‘Wiltshire Dialect A-Z’
                                                                                reading the poems can also be               Resource sheet 20 ‘Wiltshire Dialect passage’
                                                                                used, found in folder ‘Video                Resource sheet 21 ‘Wiltshire Dialect Glossary’
                                                                                recordings’                           NB: Copy 19 and 20 back to back
                                                                                                                      Could set quiz as homework
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


Lesson No and                                                                              Starter Activity                               Developmental Work                                Plenary/ Homework
  focus area
                                                                                               ‘IDENTITY’ PART FOUR: WORKING TOWARDS THE CONTROLLED ASSESSMENT
                                                                                   1. Introduce transcript conventions       1. Whilst showing this, pupils should use resource         1. Show an exam answer based
                                                                                      without explanations, sheet 23            sheet 24, transcript of the interview to consider if       on the analysis of a different
 10.2: compare, contrast and make observations when analysing the way spoken




                                                                                   2. Pupils to work in pairs on                their ideas of the transcript conventions from the         recording and transcript:
                                                                                      discussing what they think they           starter activity are correct. Students can write on        Resource sheet 25, second
                                                                                      mean/ symbolise                           their copy of the transcript, whilst watching and          answer on Barack Obama
                                                                                   3. Take some feedback to the class           listening to the recording, to understand the           2. Students are to extract the key
                                                                                                                                conventions e.g. overlap, brief pause, pause of 1          features that make this an A
                9.1: write fluent, sustained Standard English




                                                                                   4. Then play the video clip of               second etc                                                 grade by linking the writing to
                      language is used in a range of contexts




                                                                                      Jonathan Ross with Lady Gaga           2. Discuss what the transcript conventions actually           the mark scheme, coming up
                   Lesson 7: The language of interviews




                                                                                                                                refer to by using the teacher answers on the               with a criteria list for
                                                                                http://www.youtube.com/watch?v=jGZ3             bottom of sheet 23                                         successful controlled
                                                                                XYeKDtM&feature=related                      3. In groups, students should analyse the transcript          assessment response
                                                                                                                                for the following topics, 1 per group:-                 3. Using this list, pupils are to
                                 Objectives




                                                                                                                         The language Jonathan Ross uses to refer to Lady Gaga             take three of the aspects
                                                                                Resources:-                              and why                                                           analysed from the Lady Gaga
                                                                                    Resource sheet 23 ‘Transcript       The balance of speech between the two – how this starts           interview and write a response
                                                                                      Conventions’                       and then develops – how and why                                   analysing – could be done for
                                                                                                                         How they use informal language – where and why                    homework
                                                                                                                         The use of humour in their conversation – where and
                                                                                                                         how                                                         Resources:-
                                                                                                                         How they both use language specific to the world of             Resource sheet 25
                                                                                                                         music (jargon)                                                  Relevant exam board mark
                                                                                                                         How, why and where their speech overlaps; who                     scheme in ‘Key Documents’
                                                                                                                         interrupts who – where and why                                    folder
                                                                                                                         How different genders use language differently
                                                                                                                         Resources:-
                                                                                                                              Resource sheet 23 – bottom – teacher answers
                                                                                                                              Resource sheet 24 Transcript of ‘Jonathan Ross
                                                                                                                                and Lady Gaga’
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)




 Lesson No and                                                                                                                                                       Starter Activity                                Developmental Work                           Plenary/ Homework
   focus area
                                                                                                                                                             1. Using the student answers from        1. Play the video clip from ‘The Apprentice’              1. Show students the three
                                                                          10.2: draw on a wide repertoires language terms as appropriate for analysing

                                                                                                                                                                the plenary or homework from      http://www.youtube.com/watch?v=X1CqUrTpCIw&feature=rel           different pupil answers
 10.2: compare, contrast and make observations when analysing the way




                                                                                                                                                                the previous lesson, students     ated                                                             based on an analysis of
                                                                                                                                                                are to peer mark the practice                                                                      ‘The Apprentice’
       3.1: take account of different points of view in discussion




                                                                                                                                                                answers using the mark scheme        2. Use the transcript from the recording, resource sheet      transcript (could use two
               spoken language is used in a range of contexts




                                                                                                                                                             2. Return work to partner; teacher         26 to go with the video clip                               or even one with lower
                                                                                                                                                                to select good examples to read      3. In groups, students should analyse the transcript for      groups) Resource sheet
           Lesson 8: power and gender in ‘The Apprentice’




                                                                                                                                                                aloud or use ‘magic eye’ camera         the following points:- (Teacher to support student         28 – please remove
                                                                                                                                                                to project work onto screen for         analysis by using resource sheet 27)                       examiner comment from
                                                                                                                                                                analysis                              Interruptions – who, where and why? Are different           each one
                                                                                                                                                                                                        people who interrupt treated differently?               2. In pairs, students discuss
                                                                                                                                                          Resources:-                                 The use of questions used – by whom, where and why?         which is the best answer
                             Objectives




                                                                                                                                                               Relevant exam board mark              The use of threatening language – who, where and            and why, referring to the
                                                                                                                                                                 scheme in ‘Key Documents’                                                                         mark scheme to justify
                                                                                                                                                      




                                                                                                                                                                                                        why?
                                                                                                                                                                 folder                               Who uses positive lexis/ words – why and how?               their points
                                                                                                                                                                                                      How genders are represented – compare Yasmina’s          3. Take feedback and let
                                                                                                                                                                                                        language with Ben’s                                        pupil know which is best
                                                                                                                                                                                                      Who has the power and why? Does this change? How is         and why
                                                                                                                                                                                                        it established?
                                                                                                                                                                                                     4. Feedback ideas to the class or use pupil rotation     Resources:-
                                                                                                                                                                                                        around the room to share ideas amongst groups.            Resource sheet 28
                                                                                                                                                                                                        Students are to make annotations on their copy of the       Apprentice answers
                                                                                                                                                                                                        transcript                                                Relevant mark scheme in
                                                                                                                                                                                                                                                                    ‘Key documents’ folder
                                                                                                                                                                                                  Resources:-
                                                                                                                                                                                                      Resource sheet 26 ‘Transcript from The Apprentice’
                                                                                                                                                                                                      Resource sheet 27 – teacher notes for ‘The Apprentice’
Resources produced by Michelle Temple, Wiltshire English AST (All resources av ailable online at www.wshc.eu/educati on)


                                      ‘IDENTITY’ PART FIVE: ADVICE FOR THE CONTROLLED ASSESSMENT
                                                        6-8 hours in total = start to finish
                   (including reading and analysing of transcript, plus planning and note-making, then final write up of work)
                                           2-3 hours for individual write up with no teacher support
Please refer to exam board websites for Controlled Assessment tasks, which are updated each year. The current tasks for 2010-2011 are saved in ‘Key documents’,
‘Assessment tasks and transcripts’, ‘LIVE Assessment tasks’. NB: These will no longer be relevant after Summer 2011.
The following model should take a maximum of 6-8 hours, with the higher level control of individual work with no teacher help lasting 2-3 hours
   1. Choose a transcript for analysis and an essay title that would be suitable for your class. There are a number available by us ing the links below, or look in
        the ’Key documents’ folder ‘Assessment tasks’ and ‘Transcripts’ to select one
   2. Get students to work in groups on analysing key aspects of the transcript
   3. Share ideas as a class or using an envoy from each group to share ideas with each group
   4. Read a model answer and use the mark scheme to consider what is good and why
   5. Get students to plan their answer individually based on the selected transcript of a recording – you can give verbal feedback at this point
   6. Begin controlled assessment = total time allowed is 2-3 hours for this part onwards. Students are allowed access to dictionaries and thesauruses
   7. Collect in work at the end of each lesson and store in a secure place
   8. Continue with work in the next lesson or two – higher level control
Please refer to Glossary of terms’ in ‘Key Documents’ folder, ‘Helpful documents’ folder to encourage students to use analytical language


     NB: If you wish to use either ‘The Apprentice’ transcript or the ‘Jonathan Ross and Lady Gaga’ transcript for the controlled assessment task, then
      use one of the other transcripts in the ‘Key Documents’, ‘Assessment Tasks’ folder instead for practice.

     However, if you would like students to bring in their own recordings and transcripts, please refer to the document ‘Advice on recording data’ in
      ‘Key documents’, then ‘Assessment Tasks’, and finally ‘Transcripts’ folder
                                                                                                                                           Acknow ledgements
Other useful links with transcripts for analysis:-                                                    W ith thanks to the follow ing people for significant contributions made to the creation of this
The British Library                                                                                                                       unit and the resources:-
http://www.bl.uk/learning/langlit/sounds/text-only/england/melksham/                                                       Laurel Miller, W iltshire and Sw indon History Centre
BBC Voices                                                                                                                            Katie Thw aites, Sheldon School
http://www.bbc.co.uk/voices/wil/                                                                                                    Erica W arne, Hardenhuish School
                                                                                                                               Alison W estw ood, The John of Gaunt School
                                                                                                                             Deborah W hittaker, W iltshire English Consultant
                                                                                                                                 Also; Norman Rodgers and Mervyn Grist

				
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