LUMPS OF COAL · Using the relevant worksheet (Lumps of Coal WS 1 - Pg. 7), students may work in...

LUMPS OF COAL

ENGLISH CLASSROOM RESOURCES IN ASSOCIATION WITH RTÉ LEARNING AND DEVELOPMENT AND JUNIOR CYCLE FOR TEACHERS WWW.RTE.IE/DOCONONE WWW.JUNIORCYCLE.IE

Contents

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENT

Pre-listening

Naughty&NiceLists 6-7

Active listening

NotetakingforaReview 8-9

ListenCarefully! 8/10

Post-listening

ASeasonalReview 11-13

DocumentaryMaking 11/14-15

ACharacterSketch/Krampus’Features 16-18

E) SUMMATIVE ASSESSMENT

Research-basedProjectonFolklore 19-23

Inthedocumentarymaker’sshoes

F) APPENDIX

A1.Reflective/ Creative Tasks

WritingaCharacterBasedPoem 24

A2.1 Learningoutcomesaddressedinthisunitoflearning 25

A2.2Templateforplanningaunitofwork 26

Written by Mary-Elaine Tynan, Deirdre Murphy & Tomás Seale

Designed by Liza-Jane Smith

Supported by RTÉ Radio 1 Documentary on One in association with RTÉ Learning and Development www.rte.ie/doconone and Junior Cycle for Teachers www.juniorcycle.ie

RTÉ Radio 1, ‘Documentary on One - Lumps of Coal’.Producer - Ronan KellySeries Producer - Liam O’BrienEditor of Arts, Features and Drama, RTÉ Radio 1 - Lorelei Harris

Documentary On One - Lumps of Coal

inassociationwithRTÉLearningandDevelopmentandJCTwww.rte.ie/doconone 3

_PGNO.Documentary on one - english eDucational resources

‘lumps of coal’


Contents

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENT

Pre-listening

Naughty&NiceLists 6-7

Active listening

NotetakingforaReview 8-9

ListenCarefully! 8/10

Post-listening

ASeasonalReview 11-13

DocumentaryMaking 11/14-15

ACharacterSketch/Krampus’Features 16-18

E) SUMMATIVE ASSESSMENT

Research-basedProjectonFolklore 19-23

Inthedocumentarymaker’sshoes

F) APPENDIX

A1.Reflective/ Creative Tasks

WritingaCharacterBasedPoem 24

A2.1 Learningoutcomesaddressedinthisunitoflearning 25

A2.2Templateforplanningaunitofwork 26

Everyradiodocumentaryisaccompaniedbyasetofteachingandlearningresources.TheresourcesbeginwithasuggestedplanforaunitofworkusingthelearningoutcomesfromtheJuniorCycleEnglishspecification.Worksheetsareindicatedbycodeswhichincludethenameofthedocumentary,theworksheet(WS)referencenumberandthepagewhereitcanbefounde.g.(Lumps of Coal WS 1 -Pg. 7)

Appendicescontainingadditionalresources(i.e.printableworksheetsforstudents)canbefoundattheendofeachunitofwork.

This unit is organised as follows:

Pre-listening resourceswhichencouragestudentstothinkaroundthecentralthemeoftheunit.

Active listening resourcestopromotecarefullistening.

Post-listening resourceswhicharelinkeddirectlytothedocumentarycontent.

Resources for a summative assessment whichfocusonmeasuringthelearningachievedbystudentsintheunit.

In addition therearefurtherreflective/creativeresourceswhichcouldbeusedtosupportlearning,teachingandassessmentintheunit.

Teacherswhochoosetousethesereflective/creativeresourcescanrefertothestructureoutlinedinthePlanningsectionandtothemodelusedintheSummativeAssessmentsection.

Introduction



‘lumps of coal’


Asthediagramindicates,itisduringtheplanning

stagethattheteacherwillselectthelearning

outcomesanddesigntheteachingandlearning

aroundthem.

Itisadvisabletoplanthesummativeassessmenttask

heretosupporttheformativeassessmentthroughout

theunit.Thisensuresthattheteachercanconstantly

monitorthelearningofeachstudentintermsofthe

chosenlearningoutcomes.

Theteacherand/orstudentswillselectthetexts,

resourcesandmaterialsrequiredtosupportthe

learningoutcomes.

Formativeassessmentwillbeongoingthroughout

theunittosupportthelearning.

Learning Outcomes Addressed by the UnitThisisaunitoflessonsfocusedonthetheme

ofStorytelling andusingasitsprimarytextthe

documentaryLumpsofCoal.

Planning

*SeeAppendicesfordetailsoflearningoutcomes.

Learning and

Teaching

Resources

Texts

Chooselearningoutcomes

Createsummativeassessmentto

ensurethelearningoutcomeshavebeenachieved

Planning

Formative Assessment

Suggestion of new questions

Lumps of Coal Resources

Self Assessment Grid

Documentaryon OneLumps of Coal

Comprehension questions

Rich Learning Experiences with RTÉ Radio 1’s Documentary On One - Lumps of Coal

Whilethisunitcouldbeseento

addressanumberof

LearningOutcomesinthe

EnglishSpecification,thekey

outcomesaddressedhereare

OL1, OL7, R3 and W1*.

Thesummativeassessmenttask

facilitatestheassessmentof

theselearningoutcomes.

Itisinevitablethatother

learningoutcomeswillbe

encounteredbutthesearenot

themainfocusoftheunit.

Documentary review



‘lumps of coal’


Planning

ResourcesAbout the Documentary On One - Lumps of CoalTitle LumpsofCoal

Listening Duration 13mins

Documentary Link http://www.rte.ie/radio1/doconone/the-curiousear-doconone-lumps-of-coal.html

Relevant Links http://www.ucc.ie/en/bealoideas/(UCCFolkloreDepartment)

Documentary Summary

AdultsrelayChristmastalesdescribedtothemwhentheywereyoung.

Thesedescriptionsoftenfeaturedthepunishmentofreceivinglumpsof

coaliftheywerebold.ClíonaO’CarrollfromUCCFolkloreoutdoesthe

lotwithpetrifyingtalesfromEuropeantraditionincludingKrampus,the

characterfromAustrian,SlovenianandCroatianfolkloreandKnecht

Ruprecht,aterrifyingcharacterfromGermanfolklore.

About UsDocumentaryOnOneis

aseriesofmultiaward-

winningdocumentaries

fromRTÉRadio1.With

almost1,500documentaries

onofferonline,ithas

thelargestarchiveof

documentariesavailable

anywhereatnocost.Allof

theprogrammesareradio

storiesaboutreallife.

InassociationwithRTÉ

LearningandDevelopment,

DocumentaryonOnehas

chosenarangeofradio

documentarieswhich

maybeusedintheEnglish

classroom.Tocomplement

thesedocumentaries,a

collectionoffreeonline

teachingresourceshas

beencreatedtodevelop

students’written,reading

andoralproficiency.

Thesearebasedonthe

JuniorCycleKeySkillsand

LearningOutcomesinthe

newspecification.

Aswithanytexttobepresentedtostudents,itisstronglyrecommendedthatyoulisteninfulltotheradiodocumentarybeforeintroducingittotheclassroom.Thisistoensureitssuitabilityinyourowncontextandforalllearnersinyourclass.RTÉanditspartnerscannotacceptanyliabilityshouldthecontentofanyofthesedocumentariesproveunsuitableforsomelearnersortheirteachers.Allthepdfsandsoundfilesareeasilyaccessibleinthe“EducationalResources”sectionoftheDocumentaryOnOnewebsitewww.rte.ie/docononeandthe“Education”sectionofthefreeDocOnOnemobileappavailableoniPhone,AndroidandiPad.Wehopethatyouandyourstudentsenjoythedocumentariesandaccompanyingresources!



‘lumps of coal’


Teacher GuidelinesTeaching,LearningandFormativeAssessment

1 - Pre-listening (Naughty and Nice Lists)Usingtherelevantworksheet(Lumps of Coal WS 1 - Pg. 7),studentsmayworkingroupsorindividuallytomakeanaughtyandnicelist(ofcelebrities)forChristmas.

• Forthecelebrityoneachlist,studentsareaskedtoimaginehowtheywouldpunish/rewardthem.

• Teacherscanaddtheirownsuggestionstothislist,basedoncurrentorlocalevents,tomakethediscussionmoreinterestingandrelevant.

• Amemberofeachgroupwillthenexplain/justifyachoicefromthenaughtylistandanotherfromthenicelist.

• Teachersmayquestionstudentsaboutwhethertherewards/punishmentsarejustandproportionateineachcase.

• Thispre-listeningworkcanbedirectlyfollowedbythedocumentaryandtheassociatedactive-listeningexercise(approximately13minutes).

Pre

-ListeningTEACHER GUIDELINES



‘lumps of coal’


Pre

-Listening My Naughty andNiceLists

Pre

-Listening

ImagineyouareSantaClaus

-MakealistofcelebritiesforyourNaughtyandNicelists

-WriteapunishmentfortheNaughtyandarewardfortheNice.Justifyyourdecisions.

Name________________________________________

Today’sDate________________________________

Naughty Punishment Why have you chosen this celebrity and punishment?

Celebrities

Nice Reward Why have you chosen this celebrity and reward?

Celebrities

(Lumps of Coal WS 1)

STUDENT WORKSHEET



‘lumps of coal’


• Studentswillnowneedtolistencloselytothefirsthalfof

thedocumentary (Lumps of Coal WS 2 -Pg. 9).

• Studentswillmakenotes(Lumps of Coal WS 2 -Pg.

9) whilelistening,notingdownthefacts,namesof

interviewees,soundeffectsandkeytermsused.

• Usingthisinformation,studentswilllaterwriteareviewof

thedocumentaryintheircopies/ontheirdevices.

• Whenreviewingthedocumentary,studentswillbe

challengedtothinkcritically,writesuccinctly,reviewand

edittheirworkwithoutlosingmeaning.Whentheirworkis

completethereisanopportunityforself-

assessment(Lumps of Coal WS 4.2 -Pg. 13) sothat

studentscancomparetheirworkwiththeoriginal

writingframes.

2. Note-taking foraReview

Active Listening

3. Listening ComprehensionActivity• Studentswilllistentotheremainderofthedocumentary (Lumps of Coal

Clip 2 which lasts 7 minutes)andanswercomprehensionquestionsasthey

listen.(Lumps of Coal WS 3 -Pg. 10)

TEACHER GUIDELINES

http://podcast.rasset.ie/podcasts/audio/2010/1211/20101211_rteradio1-docononeeducational-lumpsofcoa_c20810230_20810234_232_drm_.mp3




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Active Listening

Note-TakingCards

Directions: Makenoteswhileyoulistentothefirsthalfofthedocumentarytohelpyouwriteortypeareview.

DocumentaryName: Duration:

Name________________________________________

Today’sDate________________________________

Names of Interviewees/ CharactersSound effects used

Moments which stood out

Active Listening

Things I liked/ didn’t like

(Lumps of Coal 2)

STUDENT WORKSHEET



‘lumps of coal’


Active ListeningListen Carefully!

Directions:

Listentotherestofthedocumentaryandanswerthefollowingquestions.

1. WhatdothechildrenneedtodoatthedoorforKnechtRuprecht?____________________________

2. Whathappensiftheygiveaparticularlybadperformance?__________________________________

3. WhereisKnechtRuprecht’shome?__________________________________________________________

4. WhatdopeoplebelieveanimalsdoonChristmasEveinLithuania?____________________________

5. HowdoestheoldwomantravelinItalyatChristmas?_________________________________________

6. Whatkindsofthingsdoesshedowhenshevisitsthechildren?_________________________________

7. WhatdoesKnechtRuprechtwearalloverhisbody?__________________________________________

8. DescribeGrýla,theIcelandicogress__________________________________________________________

9. Whatdoherchildrensteal?__________________________________________________________________

10. WhatdoestheYuletideCatdo?_____________________________________________________________

11. Whathappenedin1746inIceland?__________________________________________________________

12. WhatkindsofsweetsdochildreninItalygetthesedaysandwhy?_____________________________

13. Useyourdictionarytoexplainthefollowingwordsfromthedocumentary

Vindictive___________________________________________________________________________________________

Decree_____________________________________________________________________________________________

Defied_____________________________________________________________________________________________

Name ___________________________________

Today’s Date ___________________________

(Lumps of Coal WS 3)

STUDENT WORKSHEET



‘lumps of coal’


Active Listening

Name ___________________________________

Today’s Date ___________________________

4. A Seasonal Review• Studentswillwriteareviewofthedocumentaryfortheirschool’s

ChristmasnewsletterusingthewritingcriteriaontheBriefingSheet

(Lumps of Coal WS 4.1 -Pg. 12).

• Vocabularyhasbeenprovidedtoencouragestudentstowrite

meaningfully.

• AftercompletingtheirworkstudentswillcompletetheSelf-

AssessmentGrid(Lumps of Coal WS 4.2 -Pg. 13).

Po

st Listening

5. Documentary Making–TheTechnicalitiesQuestioning Techniques• Facilitateaclassdiscussionabout‘Whatmakesagoodquestion?’withtheteachermodellinggood

questionsandthenstudentssuggestingthem.

• Studentsshouldbeencouragedtothinkandcreateopen-endedquestions.Inpreparation,theclassmay

listentosomeradiointerviews(availableonlinehttp://www.rte.ie/radio1/podcasts/).

• SeeQuestioningTechniquesWorksheetfortips (Lumps of Coal WS 5.1 -Pg. 14).

• Theteacherwillplaytheexcerpttakenfromnearthebeginningofthedocumentary(Lumps of Coal Clip 3

which lasts 3 minutes).

• StudentswilllistentotheclipandusetheQuestioningTechniquesWorksheet(Lumps of Coal WS 5.1 -Pg. 14)

theywilllistcommentsthatpeoplemake.Whenthecliphasfinishedtheywillworkinpairsandimaginewhat

questionstheintervieweraskedtoelicittheseanswers.

• Studentswillfinallysuggestthreenewquestionstheinterviewercouldhaveasked.

Sound Effects• Theclasswilldiscussthesoundeffectstheycanrememberfromthedocumentary.

• Theteacherwillnowplaytheexcerptfromthedocumentary(Lumps of Coal Clip 4 which lasts 1.5

minutes)andstudentswillcompletetheSoundEffectsWorksheet(Lumps of Coal WS 5.2 -Pg. 15).

• Theywillthenassesstheimpactthesesoundeffectshadonthemandsuggestalternativesound

effects.

TEACHER GUIDELINES



http://podcast.rasset.ie/podcasts/audio/2010/1211/20101211_rteradio1-docononeeducational-lumpsofcoa_c20810228_20811195_232_.mp3




‘lumps of coal’


A Seasonal DocumentaryReview

-BriefingSheet

Directions:

Usingyournotesyouwillnowwriteareviewaboutthedocumentaryfortheschool’s

Christmasnewsletter.

Name________________________________________

Today’sDate________________________________

Po

st Listening

Writing Criteria

Your review must include

• Thenameofthedocumentary

• Thelength

• Abriefsummaryofthecontent(inthreesentences)

• Yourgeneralopinionofit.

You should also aim to answer the following questions when writing your review.

-Wasthedocumentaryenjoyable?Why/Whynot?

-Whichmomentsstoodout?Explainyouranswer.

-Werethereanyelementswhichyouwouldchange?Why/Whynot?

-Whatdidyouthinkofthesoundeffects(includingmusic)?

-Whatdidyouthinkofthepeopleinterviewed?

-Wouldyourecommendittoothers?Justifyyouranswer.

Below is a list of some vocabulary which might help you to write an interesting review

Excellent Fascinating Engaging Seasonal OutstandingClear Interesting Wellresearched Attention-grabbing IntervieweesDisconcerting Inspired Spectacular Thrilling TediousCreative Impressive Disappointing Diverse EducationalHaunting Narration Soundeffects Narrator Research

When you have finished your review, complete the self-assessment grid. Remember to refer to the Writing Criteria section above when you are assessing your work.

(Lumps of Coal WS 4.1)

STUDENT WORKSHEET



‘lumps of coal’


Name________________________________________

Today’sDate________________________________

Po

st Listening My Self-Assessment

DocumentaryReview

Po

st Listening

My Name

Today’s Date

Task description

Did I follow the

briefing sheets

(Lumps of Coal 4.1)?

Which (if any) did I

not do and why not?

Which parts did I do

particularly well?

Which aspects of this

task did I find the most

challenging? Why?

What made them

difficult?

Which areas could I

improve on? How?


STUDENT WORKSHEET



‘lumps of coal’


Remember,closedquestionstendtoget(elicit)Yes/Noanswers.

Open questions mightstartwith“Tellmeabout…”,“Whatdoyouthink…”,“Bringmebackto…”,“Whatdoyourememberabout…”etc.

Po

st ListeningDocumentary Making

- The TechnicalitiesQuestioningTechniques

Name ___________________________________

Today’s Date ___________________________

In documentary making, the questions

that the interviewer asks are often edited

out, leaving only the answers.

-Whilelisteningtotheclip,choosefour

commentsthatintervieweesmakeabout

Christmas.

-Then,workingwithapartner,imagine

whatquestionstheinterviewermight

haveaskedthepeopletogetthose

particularanswers.

The comment/ answer The question that might have been asked to get this answer

Now, make a list of 3 other possible questions that the interviewer could have asked

his interviewees.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


STUDENT WORKSHEET



‘lumps of coal’


Po

st Listening

Name ___________________________________

Today’s Date ___________________________

Po

st ListeningDocumentary Making

- The TechnicalitiesSoundEffects

Directions:

Listentotheclipfromthedocumentary,payingparticularattentiontothesound

effects(includingmusic).Choosefivethatyouhearandanswerthequestionsbelow.

Optional TaskIn small groups prepare a short podcast using your alternative sound effects. Podcasts can be made using Podbean, Audacity and other programmes.

Name________________________________________

Today’sDate________________________________

Describe the sound effect

Assess the impact this had on you (how did it make you feel?)

Suggest another sound effect which could have been used here, in your opinion


STUDENT WORKSHEET



‘lumps of coal’


Po

st Listening6. A Character Sketch -

Krampus’Features

Directions: • Play(Lumps of Coal Clip 4 which lasts 1.5 minutes)aboutKrampus,the

characterfromAustrian,SlovenianandCroatianfolklore.Note:Thisisthesame

clipthatwasusedearlierhoweverstudentsarenowlookingfordifferentinformation.

• Usingtheworksheetprovided(Lumps of Coal WS 6.1 -Pg. 17),studentswillmakealistoffactsthey

learnaboutKrampus.Toallowfordifferentabilities,informstudentstheyshouldincludeatleastfive

featuresbutthattherearepotentiallyten(listedbelow).

• Studentswillthencollaborateingroups.Firstlytheymustcomparetheirlistsandthentheywilldraw/

digitallycreateonacomputerapictureofKrampusastheynowimaginehim.Theycanusethe

worksheet(Lumps of Coal WS 6.2 -Pg. 18) andlabelhisvariousfeatures.ImagesofKrampusare

availableonlinebysearchinginGoogleImages

Krampus’ Features (Answer Key)

1. HehangsoutwithSantaClaus.

2. Heisveryscary.

3. Helookslikeadevil.

4. Hehasalongtongue.

5. Hehashorns.

6. Hewearsaclothsackaroundhis

middle.

7. Heisdrapedinchainsaroundhis

neck,wristsandankles.

8. KrampuscomesafterSt.Nicholas

(ifchildrenhaven’tbeengood),

takesawaythepresentsforhimself

andleavesaSilverBirchbranchtosignifytheyhavebeenbold/naughty.

9. Ifthey’vebeenparticularlyboldoriftheystayawakehetakesthechildrenawayinasack.

10.Hewearsaspecialsackorbasketonhisbackforcarryingthenaughtychildrenaway.

TEACHER GUIDELINES




‘lumps of coal’


Po

st Listening A Character Sketch/

Krampus’Features Name _________________________________________ _

Today’s Date __________________________________

Directions:

ListentotheclipfromthedocumentaryandseehowmanyofKrampus’featuresyou

canrecord.Youwillbeusingthisinformationtodrawanimageofthecharacterinthe

nextworksheet.

Po

st Listening

Top Tip: Taking notes is easy! Just jot down a few words to remind yourself of the relevant information.

No full sentences! (Lumps of Coal WS 6.1)

STUDENT WORKSHEET



‘lumps of coal’


Krampus –AsIImagineHim

Directions:

Drawanimage/CreateadigitalimageofKrampus.

Remembertoincludeandlabelthefeaturesyouhavelisted.

Name ___________________________________

Today’s Date ___________________________


STUDENT WORKSHEET

Po

st Listening



‘lumps of coal’


Name ___________________________________

Today’s Date ___________________________

7. Research-Based Project

IntheDocumentary

Maker’sShoes

Studentswillworkingroupstomake a three minute documentaryaboutacharacterwhofeaturesina

storyfromfolkloreorculture(e.g.theToothFairy,theEasterBunnyortheBanshee).

1.Studentswillgetintogroupsoffourandagreeonacharacter.Eachgroupmemberwillresearchthe

chosencharacterandmakenotesaboutthem.

2.Thestudentsandteacherwillagreeonandconstructsuccesscriteriaforthisassessmenti.e.making

adocumentary.Thesuccesscriteriashouldbeinspiredbywhattheyhaveexperiencedandlearned

already.UsingtheSuccessCriteriaworksheet (Lumps of Coal WS 7.1 -Pg. 20) theyshouldincludesome/

allofthefollowing:

Lively language Wide variety of interviewees

Background noises and special effects Enthusiastic narrator

Use different types of questions when interviewing Background information on folktale

3.Ifnecessary,theteachercouldreplayrelevantsectionsfromLumpsofCoaltoremindstudentsofthe

differentsuccesscriteria.

4.EachgroupwillplantheirdocumentaryusingthePlanningworksheet(Lumps of Coal WS 7.2 -Pg. 21)

andStoryboardworksheet(Lumps of Coal WS 7.3 -Pg. 22).

5.Aftercarefulplanning,theywillmaketheirdocumentary.

6.Oncethefirstdraftiscomplete,theywillreceiveconstructivefeedbackfromtheirpeersandteacher.

StudentscanfillinthePeerAssessmentworksheet(Lumps of Coal WS 7.4 -Pg. 23).

7.Usingthefeedback,studentswillworkonredraftingtheirdocumentary.Theywillthenhanduptheir

finaldraftalongwiththepreviousdrafttoshowtheirprogress.

Sum

m

ative Assessme

ntTEACHER GUIDELINES

Po

st Listening



‘lumps of coal’


Success Criteria for PresentingaDocumentary

Directions: Basedonwhatyouhavelearnedfromlisteningtothedocumentary“LumpsofCoal”discusswithyourclasswhatmakesagooddocumentary.Nowwriteanagreedlistofsuccesscriteriaforcreatingagooddocumentary.

Success Criteria: InterestingcharactersHow you will address it:Makesurethatthemaincharactersinmystorycapturepeople’simagination

Success Criteria:

How you will address it:

Success Criteria:


Success Criteria:


Success Criteria:


Success Criteria:


Success Criteria:


Success Criteria:


Name ____________________________________

Today’s Date ____________________________

Sum

m

ative Assessme

nt


STUDENT WORKSHEET



‘lumps of coal’


Sum

m

ative Assessme

nt

Planning Worksheet - IntheDocumentary-Maker’sShoes

Directions:

Usethehintsbelowtohelpyouplanyourdocumentary.

Information Required Details

Listofpeopletointerview

(e.g.age,gender)

Listofquestionstoask

yourinterviewees

Possiblelocationstofind

suitableinterviewees

Backgroundnoisesand

soundeffectstorecord

(e.g.childrenplaying,

humofconversation

inaroom,carolsinging)

Briefspeechtousewhen

you’reintroducingyourself

topossibleinterviewees

(atleast4-5keypoints)

Sum

m

ative Assessme

nt


Name ____________________________________

Today’s Date ____________________________

STUDENT WORKSHEET



‘lumps of coal’


Our Documentary – StoryboardWorksheet Su

mm

ative Assessme

nt

Directions: Usingyourplanningworksheet,createastoryboardforyourdocumentarye.g.Step1-Musicwithbackgroundsoundsofchildrenplayingetc.

Name ___________________________________ Today’s Date _____________________


STUDENT WORKSHEET



‘lumps of coal’


Name ___________________________________ Today’s Date _____________________

Name of team assessing the documentary

Name of team who made the documentary

Today’s Date

Positive aspects - Content

Commentonthepositiveaspectsofthedocumentarycontent

Didtheyusegoodquestions,wasitengagingandwell-researched?

Positive aspects - Presentation Commentonthepositiveaspectsofthepresentationcontent.

Wasiteasytofollow,weretheyenthusiastic,didtheyusegoodsoundeffectsetc?

Suggestions I can make for improvement

A Folk Tale Peer Assessment

Below is a list of some vocabulary which might help you to write a good peer assessment

Excellent Fascinating Wellplanned Compelling

Outstanding Clear Interesting Wellresearched

Attention-grabbing Engaging Well-prepared Inspired

Moving Wellpresented Authentic Creative

Impressive Entertaining Funny/Serious Educational

Sum

m

ative Assessme

ntIn the Documentary Maker’s ShoesPeerAssessment


STUDENT WORKSHEET



‘lumps of coal’


Appendix

STUDENT WORKSHEET

Writing a character based poemDirections: Usethepoembelowasinspirationandtheinformationyouhavegatheredfromthedocumentarytocomposeapoem/rap/songaboutKrampus.

Knecht Ruprecht ToproclaimthatChristmastideishere!Foratthetopofeverytreearegoldenlightsforalltosee;andtherefromHeaven’sgateonhighIsawourChrist-childinthesky.Andinamongthedarkenedtrees,aloudvoiceitwasthatcalledtome:‘KnechtRuprecht,oldfellow,’itcried,‘hurrynow,makehaste,don’thide!Allthecandleshavenowbeenlit--Heaven’sgatehasopenedwide!Bothyoungandoldshouldnowhaverestawayfromcaresanddailystress;andwhentomorrowtoearthIfly“it’sChristmasagain!”willbethecry.’AndthenIsaid:‘OLordsodear.Myjourney’sendisnowquitenear;buttothistown*I’vestilltogo,Wherethechildrenaregood,Iknow.’‘Buthaveyouthenthatgreatsack?’‘Ihave,’Isaid,‘it’sonmyback.Forapples,almonds,fruitandnutsForGod-fearingchildrenareamust.’‘Andisthatcanetherebyyourside?’‘Thecane’stheretoo,’Ididreply;butonlyforthose,thosenaughtyones,whohaveitappliedtotheirbacksides.’TheChrist-childspoke:‘Thenthat’sallright!Myloyalservant,gowithGodthisnight!’

FromouttheforestInowappear;

ToproclaimthatChristmastideishere!

Nowspeak,whatisthereheretobehad?Aretheregoodchildren,aretherebad?

TheodoreStorm(1817-1888)TranslationfromGerman,fromwww.theodorstorm.co.uk

(LumpsofCoalA1)



‘lumps of coal’


Appendix

Oral Literacy1.Knowandusetheconventionsoforallanguageinteraction,inavarietyofcontexts,includingclassgroups,forarangeofpurposes,suchasaskingforinformation,statinganopinion,listeningtoothers,informing,explaining,arguing,persuading,criticising,commentating,narrating,imagining,speculating.

7.Chooseappropriatelanguage,styleandvisualcontentforspecificaudiencesandchosenpurposes;persuading,informing,narrating,describingaprocess.

Reading3.Useawiderangeofreadingcomprehensionstrategiesappropriatetotexts,includingdigitaltexts;toretrieveinformation,tolinktopreviousknowledge,followaprocessorargument,summarise,linkmainideas,tomonitortheirownunderstanding,toquestion,analyse,synthesiseandevaluate

Writing1.Demonstratetheirunderstandingthatthereisaclearpurposeforallwritingactivitiesandbeabletoplan,draft,re-draft,andedittheirownwritingasappropriate.

AppendixLearning outcomes addressed in this unit of learning(fromJuniorCycleSpecification)

TEACHER GUIDELINES

(Lumps of Coal A2.1)



‘lumps of coal’


Teaching and

Learning

Resources

Texts

Choose learning outcomes

Create summative assessment

to ensure these learning outcomes are achieved

Planning

Formative Assessment

Template for planning aunitofwork.

Appendix

TEACHER GUIDELINES

(Lumps of Coal A2.2)

LUMPS OF COAL · Using the relevant worksheet (Lumps of Coal WS 1 - Pg. 7), students may work in...

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