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Sharing (for) Success ESL Module B: Integrating BOS support materials into a unit of work Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


The bottom line  25% of the course

 approximately 7 weeks

 where it is taught within the HSC teaching

program

 25% of assessment

 one extended response in HSC  worth 20 marks

 with 30 minutes to complete. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


The syllabus: Module B Texts and Society  requires students to explore and analyse

texts used in specific situations  assists students’ understanding of the ways that texts communicate:  information  ideas

 bodies of knowledge

 attitudes and belief systems. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


The syllabus: Electives  are designed around a specific situation and

the texts that are characteristic of and valued within it  texts will be drawn from a variety of professional and social situations  students are required to supplement this study with texts of their own choosing. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


The syllabus: Students  explore the role of textual features in shaping

meaning in specific situations  develop communication skills necessary for a wide range of personal, social, historical, cultural and workplace contexts  composition focuses on analysing and experimenting with textual form characteristic of the specific contexts  composition may be realised in a variety of forms and media. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Choosing the elective  student needs

 student interests  student ability

 teacher interest.

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ESL Module B: Integrating BOS support materials into a unit of work


Elective 1: Living and working in the community  explores texts widely used in the workplace

and the community  students respond to and compose texts appropriate to the specific situations designed to meet students’ needs and interests  students consider what these texts imply about the nature of the workplace or the community in which they are used. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Workplace

Sharing (for) success

Community

ESL Module B: Integrating BOS support materials into a unit of work


Read and respond to:  A range of types of texts including:  job advertisements

 application and other forms

 information brochures and technical manuals  news reports and editorials  feature articles

 advertisements  web pages

 speeches and interviews  other relevant texts. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


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  other relevant texts. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


And . . .

Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


The purpose of the support documents  the documents are designed to assist teachers

in the delivery of the elective  they contain material to assist students to develop their skills and understanding of the elective  they are a stimulus for classroom teaching  they are not intended to be used in isolation  they should supplement resources and materials collected by teachers and students to meet needs and interests. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Integrating the support document  consider the text types included (and

omitted)  the mix between workplace and community texts  the topics covered in the texts  the skills developed  the balance between composing and responding. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Read and Respond to : Elective 1 Living and working in the community Syllabus Support Document Job advertisements Job advertisement Applications and other Curriculum vitae forms Statutory Declaration form Safe party notification form Entry form frustrated writers’ Mentoring program Information brochures Writing casual job applications and technical manuals How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack News reports and editorials Feature articles Advertisements Webpages

Speeches and interviews Other texts

On the road to education Raw Exposure and epiphany in paradise P-platers put on right road Room in your heart for Toby?

Job juice webpage Online TV guide Travel Blog Backpacker: the working holiday Conference presentation: Community idol Radio Transcript ‘Britain falls for Kath and Kim’

Cartoon

Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Compose: Elective 1 Living and working in the community Syllabus Job application letters and personal résumés

Support Document Curriculum vitae Addressing essential criteria

Information brochures

Writing casual job applications How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack

Work and accident reports

Letters to the editor

Feature articles Advertisements and information brochures Web pages Speeches and interviews

Letters of complaint, appreciation and request

Sharing (for) success

Statutory Declaration form Safe party notification form Entry form frustrated writers’ Mentoring program

Unfriendly mobile phones

P-platers put on right road Poster Common workplace animals Online TV guide Job juice webpage Online TV guide Travel Blog Backpacker: the working holiday Conference presentation: Community idol Radio Transcript ‘Britain falls for Kath and Kim’ ESL Module B: Integrating BOS support materials into a unit of work


Elective 2 Academic English  explores the kinds of texts that are widely

used in formal learning situations  respond to and compose texts appropriate to particular learning situations appropriate to students’ needs and interests  consider what these texts imply about the construction of knowledge in particular fields of study. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Read and respond to  a range of types of texts including:  academic reports and essays  text books

 discussions and expositions

 scientific, artistic and literary texts  examinations and research tasks  web pages

 oral presentations  interviews

 other relevant texts. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Compose  a range of types of texts including:  academic reports and essays  discussions and expositions

 learning journals and process diaries  reviews

 web pages

 oral presentations

 notes and summaries  other relevant texts. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


And . . .

Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Read and Respond to: Elective 2 Academic English Academic reports and Analysing essay questions essays Drafting and synthesising your extended response Appropriate form and features: Linking the purpose of the response to an appropriate structure Annotated essay response Text books Discussions and expositions Scientific, artistic and literary texts Examination and research tasks Web pages Analysing your topic (Curtin University webpage) HSC : All my own work (NSW BOS) OWL paraphrasing UNSW Transition signals in writing RMIT Differences between essays, reports and journals UNSW Editing checklist Oral presentations Features of a successful oral presentation Aristotle’s Principles of persuasion Annotated oral presentation Interviews Other relevant texts Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Compose: Elective 2 Academic English Academic reports and Appropriate form and features: Linking the purpose of the essays response to an appropriate structure use of modality and nominalisation Discussions and expositions

Learning journals and process diaries

Research skills learning log

Web pages

Analysing your topic (Curtin University webpage) RMIT Differences between essays, reports and journals

Reviews

Oral presentations

Notes and summaries Other relevant texts

Sharing (for) success

How to take notes OWL

ESL Module B: Integrating BOS support materials into a unit of work


Integrating the support document  consider the text types included (and

omitted)  the organisational framework of the document – analysing, synthesising, evaluating  the topics covered in the texts  the skills developed  the balance between composing and responding. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome

2008

2007

2006

2005

Outcomes assessed in HSC exams

1

2004

2003

2002

2001

2

3

4

5

11

12

6 7 8 9 10 

13 14 Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome 4 ď ś ď ś

A student uses language relevant to the study of English. Students learn to use the language relevant to their study of English including: 4.1 its terminology 4.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts 4.3 language of personal, social, historical, cultural and workplace contexts 4.4 language of critical expression 4.5 conventions of language. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome 5 ď ś ď ś

A student demonstrates understanding of how audience and purpose affect the language and structure of texts. Students learn to understand how audience and purpose affect the language and structure of texts by:

5.1 identifying the language features and structures of texts composed for different audiences and purposes 5.2 manipulating some generic forms for different audiences and purposes 5.3 selecting appropriate language forms and features, and a range of purposes and audiences 5.4 refining the clarity of their composition to meet the demands of increasing complexity of thought and expression. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome 8 ď ś ď ś

A student adapts a variety of textual forms to different purposes, audiences and contexts in all modes. Students learn to adapt a variety of textual forms appropriately in all modes by:

8.1identifying and describing a wider variety of language forms, features and structures of particular texts in personal, social, historical, cultural and workplace contexts 8.2identifying the effects of the language forms and features, and the structure of texts 8.3using various language forms and features, and structures of particular texts to shape meaning 8.4composing and adapting texts to address different purposes and audiences. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome 11 ď ś

ď ś

A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Students learn to synthesise information and ideas into sustained and logical argument by: 11.1discerning ideas, attitudes and values reflected in texts from personal, social, historical, cultural and workplace contexts 11.2making connections between and synthesising information and ideas for various purposes and audiences 11.3using the information and ideas gathered from a range of texts to present a point of view in analytic, expressive and imaginative ways. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Outcome 12 A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language. ď ś Students learn about the role of imagination in responding to and composing texts by: ď ś

12.1making connections between life experience and imagined experience 12.2experimenting with ways of transforming experience into texts in different contexts for specified audiences 12.3recreating texts into new texts by changing perspective and context. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Developing a unit  consider the following

 when you will teach the unit  assessment schedules  outcomes to focus on  resources

 additional purposes you may have  school requirements. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Other issues to consider  the unit should incorporate:  a range of types of texts  a range of

modes and media  the critical literacy aspect: students consider what these texts imply about the nature of the workplace or the community in which they are used consider what these texts imply about the construction of knowledge in particular fields of study. Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Backward mapping Understandings What are the big ideas? What specific understandings are desired?

What misunderstandings are predictable?

Essential questions What provocative questions will foster inquiry, understanding, and transfer of learning?

Sharing (for) Success ESL Module B Integrating BOS support documents into a unit of work


Remember

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ESL Module B: Integrating BOS support materials into a unit of work


Creating a checklist  What are the essential components of the

unit?  What extras can I add? (justify)  What have I used from the support document? How have I integrated this within the unit? Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


A proforma  what should be included?

 syllabus content (what outcome you are focusing on)  quality teaching (what elements from the framework

you are focusing on)  language focus (what specific feature of language you are explicitly teaching)  learning and teaching activities (the lesson plan)  evidence of learning (how the students will show that they have achieved the outcome)  resources (what resources you will use)  assessment task(s)  evaluation Sharing (for) success

ESL Module B: Integrating BOS support materials into a unit of work


Syllabus content

Quality Teaching

Language focus

Learning and teaching activities

Evidence of learning

Resources


Analysis of Texts in Support Document Elective 1 – Living and Working in the Community Read and Respond to Syllabus Job advertisements

Applications and other forms

Support Document Job advertisement Curriculum vitae

Statutory Declaration form

Compose Syllabus Job application letters and personal résumés Work and accident reports

Safe party notification form Information brochures and technical manuals

News reports and editorials

Entry form frustrated writers’ Mentoring program Writing casual job applications How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack On the road to education

Feature articles

Raw Exposure and epiphany in paradise P-platers put on right road

Webpages

Job juice webpage

Advertisements

Speeches and interviews

Other texts

Room in your heart for Toby?

Online TV guide Travel Blog Backpacker: the working holiday

Safe party notification form

Entry form frustrated writers’ Mentoring program Information brochures

Letters to the editor

Writing casual job applications How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack Unfriendly mobile phones

Feature articles

P-platers put on right road

Web pages

Online TV guide Job juice webpage

Advertisements and information brochures

Conference presentation: Community idol

Speeches and interviews

Radio Transcript ‘Britain falls for Kath and Kim’

Letters of complaint, appreciation and request

Cartoon

Support Document Curriculum vitae Addressing essential criteria Statutory Declaration form

Poster Common workplace animals Online TV guide Travel Blog Backpacker: the working holiday Conference presentation: Community idol

Radio Transcript ‘Britain falls for Kath and Kim’


Analysis of Texts in Support Document Elective 2 – Academic English Read and Respond to Academic reports and essays Text books

Discussions and expositions Scientific, artistic and literary texts Examination and research tasks Web pages

Oral presentations Interviews Other relevant texts

Analysing essay questions Drafting and synthesising your extended response Appropriate form and features: Linking the purpose of the response to an appropriate structure Annotated essay response

Compose Academic reports and essays Discussions and expositions Learning journals and process diaries Reviews Web pages

Analysing your topic (Curtin University webpage) HSC : All my own work (NSW BOS) OWL paraphrasing UNSW Transition signals in writing RMIT Differences between essays, reports and journals UNSW Editing checklist Features of a successful oral presentation Aristotle’s Principles of persuasion Annotated oral presentation

Oral presentations

Notes and summaries Other relevant texts

The support document is organised around the stages of Analysing, Synthesising and Evaluating.

Appropriate form and features: Linking the purpose of the response to an appropriate structure use of modality and nominalisation

Research skills learning log Analysing your topic (Curtin University webpage) RMIT Differences between essays, reports and journals

How to take notes OWL


Sharing (for) success Interrogating Australian Voices and Australian Visions

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


The module: Experience through language  students explore the uses of a particular

aspect of language  develop students’ awareness of language  a prescribed text  a key aspect of language  use of the aspect in other texts, including texts drawn from students’ own experience. Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


perceptions of others

perceptions of the world

relationships with others

relationships with the world

shaped in written, spoken and visual language

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


The syllabus

EXPLORE

EXAMINE

2 Unit English (ESL) Module A Experience Through Language

ANALYSE


The syllabus

TEXTUAL FORMS

LANGUAGE MODES

2 Unit English (ESL) Module A Experience Through Language

MEDIA


Elective 1 Australian Voices: Texts Prose Fiction Burke, JC

The Story of Tom Brennan

Drama Thomson, Katherine

Diving for Pearls

Poetry Burns, Joanne

‘on a clear day’, ‘public places’, ‘echo’, ‘hegemonies’

Poetry Komninos

‘back to melbourne’, hillstone welcome’, ‘cobar,july 1993’, ‘eat’, ‘noura from narooma’, ‘thomastown talk’

Non-fiction Bird, Carmel (ed)

The Stolen Children – Their Stories

Film Sitch, Rob

The Castle

2 Unit English (ESL) Module A Experience Through Language


Australian Voices ďƒ˜ In their responding and composing students

explore the ways in which language is used to represent voices in texts. They consider the different types of voices evident in texts and how the creation of a distinctly Australian voice, or voices, affects interpretation and shapes meaning.

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


What do we mean by voice?  can be both a noun and a verb  the

concept of having a voice  the aspects of a physical voice (how we vocalise)  the literary aspect of a writer’s voice.

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Interrogating Australian Voices and Australian Visions

Patricia Paring


say right to be heard

articulate

Voice

declare

ability to speak Sharing (for) success

influence

accent

Interrogating Australian Voices and Australian Visions

Patricia Paring


Features of Dialogue: A Summary.  Language features  Non-verbal

 Body language

 Voice (prosodic)  Character

 Pragmatic Sharing (for success)


Features of voice: Volume Tone Pitch Inflections Stress Intonation Rhythm Silences Pronunciation /accent

Hesitations Repetition False starts Pauses Slang Humour Fillers (umm, er) Words left out Register (formal/informal continuum)

Sharing (for) success Interrogating Australian Voices and Australian Visions


Elective 2 Australian Visions: Texts Prose Fiction Goldsworthy, Peter

Maestro

Drama Misto, John

The Shoe-Horn Sonata

Poetry Stewart, Douglas

Selected Poems ‘Lady Feeding the Cats’, ‘Wombat’, ‘The Snow – Gum’, ‘Nesting Time’, ‘The Moths’, ‘The Fireflies’, ‘Waterlily’, ‘Cave Painting’, ‘The Tailor Fishermen’

Film (f) or Media (m) Luhrmann, Baz Strictly Ballroom Cox, Deb

Seachange – Series 2 ‘Playing With Fire’, ‘ Not Such Great Expectations’, ‘Manna From Heaven’, ‘Law and Order’

Sharing (for) success Interrogating Australian Voices and Australian Visions Patricia Paring


Australian Visions ďƒ˜ In their responding and composing students

explore the ways in which language is used to represent visions in texts. They consider the different types of visions evident in texts and how the creation of a distinctly Australian vision, or visions, affects interpretation and shapes meaning.

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


idea intention

Vision

objective

concept Sharing (for) success

prediction

belief

opinion

Interrogating Australian Voices and Australian Visions

Patricia Paring


Visions  a vision is not necessarily an image

 visions can be expressed using visual

techniques  the textual features of the prescribed text chosen will determine how much emphasis is placed on the visual aspect of Australian Vision. Sharing (for) success Interrogating Australian Voices and Australian Visions Patricia Paring


Something to consider  In the previous Prescriptions we did not

stress over the difference between the two electives, so why should we do so now?  However, the aspect of the expression of beliefs and values is common to both Electives.  What are the beliefs and values that are expressed in the prescribed texts?  Are they distinctly Australian?

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


Related texts it is important to develop the concepts embodied in the ‘big picture’ of the syllabus and prescriptions  students will need a variety of texts that help them to develop the concepts of 

 Australian values

 Australian identity  voice or vision

other related texts will be studied to enhance their prescribed text.

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Interrogating Australian Voices and Australian Visions

Patricia Paring


Developing a concept of Australian Values http://www.immi.gov.au/living-in-australia/values/book/  respect for the equal worth, dignity and freedom of the individual  freedom of speech  freedom of religion and secular government  freedom of association  support for parliamentary democracy and the rule of law  equality under the law  equality of men and women  equality of opportunity  peacefulness  a spirit of egalitarianism that embraces tolerance, mutual respect and compassion for those in need.

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Interrogating Australian Voices and Australian Visions

Patricia Paring


http://www.convictcreations.com/index.htm


Are these distinctly Australian values? these values may be shared by many other countries ďƒ˜ the settlement in Australia of people from many countries has resulted in the development of distinctly Australian values which are voiced and envisioned in the prescribed texts ďƒ˜ these values may be expressed differently by different people, but their meaning remains the same. ďƒ˜

Sharing (for) success Interrogating Australian Voices and Australian Visions Patricia Paring


Australian values across the decades 

some values survive because they are embedded within Australian customs, language and ways of speaking, and iconic symbols:  socio-economic egalitarianism  mateship  a fair go

 the underdog  the battler

 volunteering.

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


A diversity of values according to the Australian Government booklet Life in Australia (Commonwealth of Australia, 2007) free-thinking and the right to be ‘different’ are foundations of Australian democracy  this is represented in the prescribed texts through the opposing voices and vision presented . 

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Interrogating Australian Voices and Australian Visions

Patricia Paring


A focus on the themes  each of the texts presents a variety of voices

and visions  these are presented through:  language features  textual features

 each of the texts can be aligned with one or

more of the ‘Australian values’  the voices and visions presented may change over time.

Sharing (for) success Interrogating Australian Voices and Australian Visions Patricia Paring


A diversity of voices and visions  

  

each composer has his/her own opinions and beliefs about Australian society purpose and audience will affect composers’ choices of the language resources available to them in creating meaning the impact of mode and media (an analysis of text must include this) multiple voices and visions are presented in texts this reflects the diversity of Australian society and thus can be considered as a distinctly Australian voice.

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


How this diversity can be presented humour the organisation of the text characterisation and relationships between characters  dialogue  interior monologue  grammatical resources  film techniques  images and imagery  poetic devices.   

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Interrogating Australian Voices and Australian Visions

Patricia Paring


How texts affect us 

a diversity of voices and a diversity of visions are part of Australian life and are valued within Australian society (although some may be silenced or marginalised)

this diversity is shaped in written, spoken and visual language  the diversity may challenge the responder’s own opinions, beliefs and values  this challenge will affect our 

 perceptions of others and the world  relationships with others and the world.

Sharing (for) success

Interrogating Australian Voices and Australian Visions

Patricia Paring


Analysis of Texts in Support Document Elective 1 – Living and Working in the Community Read and Respond to Syllabus Job advertisements

Applications and other forms

Support Document Job advertisement Curriculum vitae

Statutory Declaration form

Compose Syllabus Job application letters and personal résumés Work and accident reports

Safe party notification form Information brochures and technical manuals

News reports and editorials

Entry form frustrated writers’ Mentoring program Writing casual job applications How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack On the road to education

Feature articles

Raw Exposure and epiphany in paradise P-platers put on right road

Webpages

Job juice webpage

Advertisements

Speeches and interviews

Other texts

Room in your heart for Toby?

Online TV guide Travel Blog Backpacker: the working holiday

Safe party notification form

Entry form frustrated writers’ Mentoring program Information brochures

Letters to the editor

Writing casual job applications How to deal with discrimination, unfair treatment or harassment Safety at work Lucky winner or gullible victim? Ways to spot a scam Safe party pack Unfriendly mobile phones

Feature articles

P-platers put on right road

Web pages

Online TV guide Job juice webpage

Advertisements and information brochures

Conference presentation: Community idol

Speeches and interviews

Radio Transcript ‘Britain falls for Kath and Kim’

Letters of complaint, appreciation and request

Cartoon

Support Document Curriculum vitae Addressing essential criteria Statutory Declaration form

Poster Common workplace animals Online TV guide Travel Blog Backpacker: the working holiday Conference presentation: Community idol

Radio Transcript ‘Britain falls for Kath and Kim’


Analysis of Texts in Support Document Elective 2 – Academic English Read and Respond to Academic reports and essays Text books

Discussions and expositions Scientific, artistic and literary texts Examination and research tasks Web pages

Oral presentations Interviews Other relevant texts

Analysing essay questions Drafting and synthesising your extended response Appropriate form and features: Linking the purpose of the response to an appropriate structure Annotated essay response

Compose Academic reports and essays Discussions and expositions Learning journals and process diaries Reviews Web pages

Analysing your topic (Curtin University webpage) HSC : All my own work (NSW BOS) OWL paraphrasing UNSW Transition signals in writing RMIT Differences between essays, reports and journals UNSW Editing checklist Features of a successful oral presentation Aristotle’s Principles of persuasion Annotated oral presentation

Oral presentations

Notes and summaries Other relevant texts

The support document is organised around the stages of Analysing, Synthesising and Evaluating.

Appropriate form and features: Linking the purpose of the response to an appropriate structure use of modality and nominalisation

Research skills learning log Analysing your topic (Curtin University webpage) RMIT Differences between essays, reports and journals

How to take notes OWL


ESL module B