Living and working in the community unit of work

2009 – 2012 HSC English Prescriptions Unit of Work ESL Module B: Texts and Society Elective 1: Living and working in the community

Rubric from Prescriptions Electives in the English (ESL) Course must be considered in the context of the module descriptions, course objectives, content and outcomes. (Reread English Stage 6 Syllabus, pp 73-‐78.) Module B: Texts and Society This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society. (Re-‐read English Stage 6 Syllabus, p 74.) Elective 1: Living and Working in the Community In this elective students explore the kinds of texts that are widely used in the workplace and the community. They respond to and compose texts appropriate to specific situations designed to meet students’ needs and interests. They consider what these texts imply about the nature of the workplace or the community in which they are used. Students are required to read and respond to a range of types of texts, including: job advertisements; applications and other forms; information brochures and technical manuals; news reports and editorials; feature articles; advertisements; web pages; speeches and interviews; and other relevant texts. They are required to compose a range of types of texts, including: job application letters and personal résumés; work and accident reports; letters to the editor; letters of complaint, appreciation and request; advertisements and information brochures; feature articles; web pages; speeches and interviews; and other relevant texts. Students are also required to identify and explain the purposes and language techniques used in these types of texts. Students are to supplement this study with texts of their own choosing related to the elective. The support document, Workplace and Community Texts (see www.boardofstudies.nsw.edu.au), provides exemplars of types of texts and may further supplement students’ study of this elective.

Assessment Assessment related to this unit includes: 1. Paper 2, Section II of the HSC English exam for English (ESL)

• Extended response (20 marks) 2. School-‐based assessment tasks

• PowerPoint presentation as part of a games-‐based activity • Response to text (Weighting: 15%)-‐ Addressing outcomes: 4, 5, 8, 11, 14 • Trial HSC – Paper 2 – Section II (not included in this unit)

3. A variety of opportunities for formal and informal classroom assessment including class discussion, group activities and responding and composing tasks. One example of a formal classroom task, the PowerPoint presentation, is included in this unit. Support Documents

ü Workplace and Community Texts 2009-‐2012 and Handouts from the Curriculum support website (http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-‐workplace-‐community-‐texts-‐09-‐14.pdf)

ü Extra resources are written in RED. Rationale for approach used in this teaching program This unit draws on an ESL based sequence of teaching and learning that focuses on analysing the purpose, audience, structure and language features of workplace and community texts. Using explicit teaching and modelling, it guides students in the composition of their own texts. Students will also be involved in a games-‐based learning activity designed to assist them to become more independent in their learning and to learn from each other (social dimension to learning).

This unit provides support to develop an understanding of how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language by: • the use of real texts to closely connect students with the concept of Living and Working in the Community; • developing an understanding of the cultural values and the language implications within texts that exist within the Australian

community • a PowerPoint presentation as an assessment tool within a games-‐based learning activity, which appropriately combines the use

of ICT with the concept of Living and Working in the Community. It will also allow students to engage personally with texts and synthesize study material into a relevant presentation.

The unit is divided into three sections:

1. developing an understanding of the elective and the range of texts used in the workplace and community. This includes the use of teacher-‐directed presentations and modelled practice of various community text types.

2. reading and responding to a range of texts used in the workplace and community 3. Students presenting various text types to their classmates. This is a rich activity which covers various outcomes.

The teaching and learning activities in section one introduce students to the concepts and requirements of the module by exploring the rubrics in the English Stage 6 Prescriptions 2009-‐2012 p. 28. The sequencing of subsequent activities in sections two and three provides the opportunity to recycle and recast new vocabulary and language structures, builds literacy skills and develops the ideas needed to complete the Response to Text Assessment Task later in the unit.

Week 1: Developing an understanding of the elective and the range of texts used in the workplace and community

Content Quality

Teaching Language focus

Teaching and learning activities Evidence of learning

LESSON 1

4.2 4.3

Engagement Social support Background knowledge

Develop oral skills through sharing ideas Understand that texts fall into different categories

Introduction to the module: Students are presented with a series of cut-‐outs of texts used in the local community. They will include

• feature articles • editorials • brochures • advertisements • letters to the editor • statutory declarations • instructions • blogs

Students will form groups to brainstorm the term ‘Texts and Society’. As a class develop a mind map summarising their understanding of the terms using Handout 1.

Teacher to compile a list of types of texts used in the local community and students to acknowledge differences in texts. Students will recognize various types and how they look different. Students contribute to the construction of a mind map

4.1 4.2

Deep knowledge

Understand key terminology

Students will be introduced to the terminology and requirements of the module and elective by exploring the description in the English Stage 6 Prescriptions

Students define key terms:

Content Quality Teaching

Language focus


4.3

Metalanguage Social support Explicit quality criteria

Identify types of texts for study in this elective Justify decisions about types of texts

2009-‐2012, p.28. Tch to explain to students that past HSC questions often draw on these descriptions so it is important that they understand them. Students to work in pairs to complete Handout 2 which asks them to summarise these descriptions and then classify the types of texts into three focus areas:

• working lives • community living • having a voice

Students are encouraged to share their ideas with the class, asking them to explain their choices under each heading. I will provide students with a general overview of the module and my expectations, including the requirements of the assessment task (Response to text)

• workplace • community

Students categorise types of texts into focus areas:

• working lives • community living • having a voice.

LESSON 2

4.3 5.1

Social support Background Knowledge

Identify types of texts used in the community

Revisiting various text types: It will be pointed out that each of these texts has different purposes, audiences and structural and language features. Students will do a “treasure hunt” and matching activity finding various language forms and its examples with explanations on what the effect of these are.

Students will jointly construct knowledge of various language forms/features and attach them to wall posters for future reference.


Language focus


Metalanguage

Understand the range of language forms and features in texts. Identify and articulate the audience, purpose, context and language features of range of texts

(Teacher will use Handout 3 to construct Treasure Hunt cards). Distribute Handout 4 which asks students to find examples of a range of texts used in the workplace and community and identify the audience, purpose, context and language features. This handout can be added to throughout the unit.

Students record the audience, purpose, contexts and language features of a range of texts in a table (over the whole unit of work)

LESSON 3

1.1 5.1 8.1

Deep understanding Engagement Social support

Identify a range of visual features used in texts and explain their purpose

Teacher to remind students that many of the texts to be studied use visual features to convey meaning. Guided modelling on Analyzing visual features in texts: Teacher to go through Handout 5 ensuring students understand each technique of layout and graphics and its definition. Students to look at examples from a range of brochures, pamphlets and flyers we have used previously. Students to work in pairs to find relevant visual features and share with the class as a whole when they find it. Teacher to draw a table on the board with following headings: Text type/Text type

Students are able to explain to each other the purpose and audience of the leaflets.


Language focus


purpose and audience/Example of visual feature/Effect (which should go hand in hand with the purpose of the text) Pair-‐work: Pairs are allocated each a selection of these texts. They complete Handout 6

Students make use of the guided modelling to help them complete worksheets analysing language, layout and graphics used in community texts. Students will analyze a number of images and they will submit this work for marking.

Weeks 2-‐3: Reading and responding to a range of texts used in the workplace and community Conten

t Quality teaching

Language focus Teaching and learning activities Evidence of learning

LESSON 1

6.1 6.2

Metalanguage Deep knowledge Engagement

Expand vocabulary through identifying and defining new words using a dictionary

Community Living Feature article: P-‐platers put on right road (Support document pp. 26-‐28) (Classwork file: https://www.dropbox.com/s/brzgd3bv3fj29hj/community%20texts.notebook )

Students complete a table, categorising the features of a feature article-‐ Students will start adding all texts worked on in class in their portfolios for future reference and as

Distinguish between language and structural features

We will discuss the purpose of a feature article. Read the article together and list any unfamiliar terms on the board and Ss will look them up. Teacher will annotate the feature article using a smartnotebook file. Ask students to complete the table on Handout 12, identifying the language and stuctural features of a feature article.

study notes.

LESSON 2

1.1 4.1 5.1 8.1 8.2

Deep knowledge Metalanguage Engagement

Use key terminology to identify the layout, graphics and language features of a chosen text

Brochure: Lucky winner or gullible victim? Ways to spot a scam (Support Document, pp. 30-‐31) We will annotate together as a class considering: • Layout

- Headings to attract attention - Different fonts - Use of colour

• Graphics - logos to add authenticity - Clear dot points to locate and inform easily

• Use of language - to elicit a relationship with the reader - use of imperative - short sentences - persuasive language - factual language - rhetorical question to grab reader’s attention

Students’ contributions demonstrate their understanding of persuasive texts.

Distribute Handout 8 which asks students to explain the effect of each example of a language or structural feature which they can identify in this text. This activity may be completed in pairs. Students can use the annotation from this lesson as a guide to help them annotate the Safe Party Pack brochure (pp.32-‐36 of the Support Document) as a homework activity.

Students are able to complete the table analysing language Features, visual elements and layout of the brochure.

LESSON 3

5.1 8.4 12.2 2.1

Background knowledge Metalanguage Connectedness Social support

Categorise examples of interviews according to medium Identify structural and language features of a radio transcript Write the transcript of an interview using appropriate format and register

Having a voice Radio/ Television Interview transcript – RADIO INTERVIEW: “Clare: Cooperation with Indonesia over asylum seekers not just rhetoric”

1-‐ Class will identify language features of an interview as we deconstruct the text together.

2-‐ Activity point: Ask students to think of an important issue that is affecting senior students at school. This might be a new rule that students are not happy about or an old rule that they would like to change. Working in groups, students write a list of interview questions that they could ask the principal regarding the issue. Their questions should encourage the principal to think about these rules and consider their relevance. They will need to use the appropriate format and register as they write their transcripts.

Students contribute examples of interviews, drawing on their background knowledge. Students use group discussion to help them annotate a radio transcript. Students work in groups to compose an interview and then role play, demonstrating awareness of audience and purpose.

Students then role play the scenario using Handout 13 as a guide.

Week 4: Trials Revision week Content

Quality teaching

Language focus


8.3 9.3 9.5

Metalanguage Deep knowledge Social support

Organization of ideas. Developing arguments.

Lesson 1 • HSC trials revision. We will look through Ms Paring’s scaffold that was shared with us during her visit to MHS. File here: https://www.dropbox.com/s/uto3a9jhbjohah2/Patricia%20Parings%20visit.docx and discussed how to construct that question.

Participating in class .

9.3 13.1 13.2 13.3

Metalanguage Deep knowledge Engagement

Focussing language response to what is being asked.

Lesson 2 • We analysed together Ellisa’s essay and how it could have been

constructed better: Notebook file: https://www.dropbox.com/s/is4p32cx2jska0d/Ellisa%27s%20essay%20analysis.notebook

Word file: https://www.dropbox.com/s/ef5f5imutur8g80/Ellisas_essay.docx • We also discussed its structure and how she failed addressing the exam

question. HSC EXAM STRUCTURE: Teacher to show students the structure of the

Participating in class.

HSC test again (as we have gone over it before during our HSC prep lessons on Mondays).

4.1 1.2

Metalanguage.

Understanding that spoken language has got some distinctive features.

Lesson 3 • Features of spoken language:

https://www.dropbox.com/s/g5uf05miv38jgjk/features%20of%20spoken%20texts.notebook

Practice listening test. Orally, we went over the answers and discussed possible problems that students might encounter in the test.

Getting a satisfactory mark on the Listening Test.

Week 5: Trials week Week 6 & 7: Powerpoint presentations Content Quality teaching Language focus Teaching and learning activities Evidence of learning 1 2 4 5 6 7 8 10 11

Metalanguage Deep knowledge Social support Problematic knowledge Higher order thinking Students self-‐regulation Knowledge integration

Organization of ideas. Reading for understanding and synthesizing information. Writing one particular text.

Lesson 1 ELLISA & AINTHET presenting on Advertisements

Producing a quality Powerpoint presentation to introduce a particular text type to the class. Class completing 1 task related to the text type.

1 Lesson 2

2 4 5 6 7 8 10 11



NYINE and KRISTINE presenting on Speeches


1 2 4 5 6 7 8 10 11



Lesson 3 OSAMA and GHULAM presenting on Cartoons


1 2 4 5 6 7

Metalanguage Deep knowledge Social support

Organization of ideas. Reading for understanding and synthesizing

Lesson 4 MUJTABAH & ANDRE presenting on Letters to the Editor


8 10 11

Problematic knowledge Higher order thinking Students self-‐regulation Knowledge integration

information. Writing one particular text.

Week 8 & 10: Assessment Task (Response to text) and Final HSC exams revision.

APPENDIX Games-based learning activity: Instructions: https://www.dropbox.com/s/yqafaozytsyz97c/What%20do%20I%20need%20to%20do.docx Overview of activity: https://www.dropbox.com/s/g37ka1erykmkl2n/Olympic%20games%20fancy.doc Group 1 resources: https://www.dropbox.com/sh/vozhnrlb73cfr7u/riQpCt_pK4 Group 2 resources: https://www.dropbox.com/sh/qzk7tf4uu4l9wum/32oC85yYud Group 3 resources: https://www.dropbox.com/sh/tl2iqh5hqyb65se/rpnptNIOGs Group 4 resources: https://www.dropbox.com/sh/tw05ywsh7vb0lg0/A3Tkl5Mxmb Handouts Students handouts: https://www.dropbox.com/s/zgfuaqcyjrzeq20/Resources%20for%20students.docx Vocabulary Useful words for this elective: https://dl-web.dropbox.com/get/Living%20and%20working%20in%20the%20community/VOCABULARY%20FOR%20ELECTIVE.pdf?w=80c08b87

Living and working in the community unit of work

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