Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:

English Online. Every child literate - a shared responsibility.
Ministry of Education.

Advanced search


Conflict and war

Teacher Jacqui Lucas

 

 Year

 Level

 Duration

10 3-5 8-10 weeks

 

Achievement Objective being assessed

Learning outcomes

Poetic writing  Process and publish one piece of poetic writing.
Transactional writing  Process and publish one piece of transactional writing.
Presenting  Combine visual and verbal features to present themes and messages in poetry.

Processes

 Exploring Language  Use poetic conventions in writing poetry, then explain how it relates to our topic.

Supporting achievement objective

Learning outcomes

 Viewing  Respond to meanings and describe verbal and visual features in text.

 NCEA Link

 Assessment:

  Formative

 Achievement Standard:

  AS90052 (English 1.1): Produce creative writing.

 Achievement Standard:

  AS90053 (English 1.2): Produce formal writing.

 Achievement Standard:

  AS90059 (English 1.8): Produce a media or dramatic presentation.

 

Teacher background reading

Teaching and learning activities

 Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

Learning task 1

Learning task 2

Learning task 3

Learning task 4

Learning task 5

Assessment

NB - teachers may decide that they only need to use of 1-2 of the following assessments to best meet the needs of their programme.

Poetic writing

  1. Once familiar with the language, types, rhyme and metre used in poetry, students then write their own. They are given a selection of types to write, and from these they can select their best three to put forward for assessment. The overall topic is conflict or war, but the students can treat this however they wish.

    types (RTF 6KB)
    assessment (RTF 23KB)

War story

  1. Taking a line from the poem Dulce et Decorum Est by Wilfred Owen students create their own story. This might be based on war or conflict, but needn't be strictly focused on this alone. The quote may appear at the beginning of the story, in the middle or at the end. It also might be repeated. The quote might be more than one line or less, but must fit in to the overall story.

    See War Poetry Online for the text of some Wilfred Owen poems, and World War One Poetry for some other war poets such as Sigfried Sassoon and Herbert Read.

    Students should have already been introduced to story writing as a skill, they should be aware of the drafting and editing process and be able to take the story through to publishing (see stylistic suggestions, notes on characterisation, structural suggestions and sentence patterns from the Writing for Publication unit).
    assessment (RTF 23KB)

Essay based on the film Gallipoli

  1. Having learnt the necessary verbal and visual features of a film, the students need to take all the information provided, and having taken the time to look through the film (stopped by the teacher to indicate important shots, music, sound and effects), write an essay based on this question:

    HOW DOES THE DIRECTOR OF THE FILM GALLIPOLI USE VERBAL AND VISUAL FEATURES TO GET A PARTICULAR MESSAGE ACROSS TO AN AUDIENCE?

     

  2. Students are required to think about:

    • What they think Peter Weir's message is.
    • Analyse the effects of particular camera shots, music, etc.
    • Who the audience is that Peter Weir is targeting.

     Students should have been previously taught the skills of transactional writing. They need to understand the use of formal language, paragraphing and sentence structure, introductions, topic sentences, statement, explanation and example, and conclusions. They should be aware of linking between paragraphs and how to quote when relevant.

    See:

    assessment (RTF 23KB)

Resources

Electronic

Other

Worksheet 7: Essay topics

Passage-based Tasks


  1. Act 1 Scene 2 lines 129-159: "Oh that this too too sullied flesh....hold my tongue"
    Use this passage as a starting point for a discussion of corruption in Hamlet. 

  2. Act 3 Scene 3 lines 36-end of scene: "O, my offence is rank...."
    Discuss the presentation of Claudius in Hamlet, using this passage as a starting point. 

  3. Act 3 Scene 4 lines 139 - 181 "This is the very coinage of your brain...worse remains behind".
    To what extent is the mood of Hamlet in this passage typical of his disposition in the play as a whole?

Open Questions


  1. "Hamlet is an exploration of a corrupt world."
    Discuss, supporting your views with detailed evidence from the play.

  2. "The most rotten aspect of Denmark is that one can never rely on appearances". Discuss the way in which deception is a key theme in Hamlet.

  3. How far are female characters presented as victims in the court of Elsinore in Hamlet?

The crucible

Students study the socio-historical contexts in which this play was written, set and is read today. They then actively engage with the language, themes and characters prior to presenting their interpretation of a scene from the play and developing essays.

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Phil Coogan
Year level 13
Who are my learners and what do they already know? See  Planning using Inquiry
School curriculum outcomes How your school’s principles, values, or priorities will be developed through this unit

Learning Outcomes

 (What do my students need to learn)
Curriculum achievement objectives (AOs) for:  
English

Processes and strategies

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.


  • thinks critically about texts with understanding and confidence
  • creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies

Ideas

Select, develop, and communicate sustained and insightful ideas on a range of topics.


  • develops, communicates, and sustains sophisticated ideas, information, and understandings 

Language features

Select, integrate and sustain a range of language features appropriately for a variety of effects.


  • uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, coherent, and effective structures.

  • organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.
Achievement Standard(s) aligned to AO(s)

AS 90725 Construct and deliver an oral presentation

AS 90723 Respond critically to oral or visual text studied,

Teaching and Learning

 (What do I need to know and do?)
1-2 related professional readings or links to relevant research

Planning Using Inquiry

English Teaching and Learning Guide [available from February 2011]

NCEA Rules and Procedures

Learning task 1

Learning intention(s)

Establishing prior learning and linking it to the text
KCs/ Principles/Values focus

KCs:

Thinking – explore texts

Relate to others – peer discussion

Learning task 1

Engaging with the issues

Examine the consequences of personal conscience in conflict with rigid societal perceptions of what is "right" in human behaviour.

  1. Make a 3-column grid on the board (with the columns headed: (1) Group (2) Reasons (3) Result) which students copy. Individually, get them to list under "Group" those sections of society (in NZ or elsewhere) who are the subject of prejudice or who tend to be blamed for social, economic and moral ills. Teachers may also wish to draw attention to current events which echo the Salem Witch Trials.
  2. List the groups nominated on the board under "Group".
  3. Now in small groups, select from the class list, one of the nominated groups (which preferably appears more than once). Complete the grid for that group: ie. under "Reasons", list understandings of the reasons why that group is subject to blame or prejudice and then the under "Results", list some of the ways that the prejudice/blame is expressed socially.
  4.  Share findings across the class, completing the grid on the board and recording a copy to return to later when looking at themes in learning task 6.

Learning task 2

Learning intention(s)

Examining text background
KCs/ Principles/Values focus

KCs:

Thinking – explore texts

Relate to others – peer discussion

Learning task 2

Background; About the Author

Prior to engaging with the play, use the research topics resource to explore the background of the play and its author, specifically:

  • Arthur Miller and why he wrote the play
  • Witchcraft
  • The Salem Witchhunts of the 1690s
  • McCarthyism and the crack-down on communists in the 1950s

Allocate each topic to different groups. Report back findings in two minute mini seminars.

Teachers and students will also find useful the notes on the literary background to the play, which includes sections on Social Drama and Tragedy.

Also: refer to this list of related quotations which have a philosophical link to Miller's themes:

  • Socrates (before his execution)
'Acquit me or not, but whatever you do, know that I shall never alter my ways even though I have to die many times'.
  • Voltaire
'Liberty of thought is the life of the soul'.
  • Max Beerbohm (Essayist)
'The nonconformist conscience makes cowards of us all'.
  • Shakespeare (Hamlet)
'This above all: to thine own self be true and it must follow as the night the day thou can'st not then be false to any man'.
  • Martin Luther 'It is neither safe nor prudent to do aught-against'.
  • Shakespeare (Hamlet)
'Whither 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles, and by opposing end them?....'
  • John Stuart Mill (Philosopher).
'If all mankind minus one were of one mind and only one person were of the contrary opinion, mankind would be no more justified in silencing the one person than he if he had the power would be justified in silencing mankind. We can never be sure that the opinion we are endeavoring to stifle in false opinion; and if we were sure stifling it would still be evil.
  • John Milton (Poet) 'Give me the liberty to know, to utter and to argue freely according to conscience above all liberties'.

Learning task 3

Learning intention(s)

Exploring the text through performance
KCs/ Principles/Values focus

KCs: Use language, symbols and texts – structure and express understandings about texts 

 Participating and Contributing – contribute to a group performance 

Learning task 3

Bringing the text to life

Reading through the play can be most rewarding and useful when a variety of approaches are used. Hence the class could be engaged in:

  1. Prepared readings - all class members are allocated a part to read in class. This will mean 2-3 class members are allocated to each significant part. The students becomes the 'experts' about this character. Not only do they share the reading but they are charged with becoming familiar with the stage directions which pertain to that character's speeches so that they are able to explain their speeches, to the whole class. Students need to read ahead each night so that they are comfortable and confident when they come to read in class.
  2. Walk throughs - some critical scenes are selected for more physical acting out. Character 'experts' (see above) form groups and rehearse selected scenes (or more probably parts thereof) prior to presenting them to the rest of the class. The following variation is more appropriate: groups are asked to dispense with the text after they have gleaned the key elements of the scene. They then present the scene using modern language. A further variation involves changing the setting and issues so that these too are made contemporary.
  3.  The above can be interspersed with excerpts from the film versions or sound clips from the play.

Learning task 4

Learning intention(s)

Examining key text aspects
KCs/ Principles/Values focus

KCs: Use language, symbols and texts – structure and express understandings about texts 

Relate to others – peer discussion

Learning task 4

Understanding characters and their conflicts

There are a variety of approaches to help understand characters and their conflicts.

  1. View these stills from the film version. How well the casting for the movie matched their pre-conception of the characters? In what ways were their preconceptions confirmed or challenged. Write answers to the characters resource.
  2.  Group with other class members who became character experts (see learning task 3) . The group takes responsibility for their character and presents that character to the class using the character questions as a guide and illustrating all points with brief dramatisations from the play. Or, again using the character questions as a guide, prepare to hotseat.

Learning task 5

Learning intention(s)

Examining key text aspects
KCs/ Principles/Values focus

KCs: Use language, symbols and texts – structure and express understandings about texts 

Relate to others – peer discussion

Learning task 5

Exploring the language of The Crucible

The dialogue has a quality that could not easily be achieved in a naturalistic play of the present time. The characters are given a certain dignity and distance by quaint turns of phrase and peculiarities of grammar (mainly survivals in America of early usages in English). The use of ‘Mister’ as a form of address and 'Goody' as a title suggests a relationship strangely remote; and such verb-forms as seen in 'Cain were an upright man', 'there be no road between', 'I am thirty-three time in court in my life', a dialect used by judge as well as peasant, draw attention to another age and environment than ours.
It is perhaps natural that people whose daily reading was confined to the Bible should use language with a fine sense of metaphor. it does not sound inappropriate when Hale says, 'If Rebecca Nurse be tainted, then nothing's left to stop the whole green world from burning', or Proctor, 'I have made a bell of my honour, I have rung the doom of my good name'. This heightened language is in tune with the symbolic nature of the characters, the deep emotions they seek to express and the importance of the themes of the play.

Form groups with each being allocated one of the following aspects of the language of the play. Find examples of your allocated language feature and report back to the class. In your report you should provide the context for your example and, briefly comment on:

  • What function each serves in terms of characterisation, and/or establishing the setting and/or conveying a theme?
  • What effect they might have on a modern audience?
  • Translate" your example into contemporary English.

Language Features:

  • Archaic sentence construction and sentence inversion.
  • Metaphorical language.
  • Archaic vocabulary usage.
  • 'Earthy' language.
  • Biblical allusion.

Close reading

 Use a text extract from the final lines of Act 3 for close reading.

Learning task 6

Learning intention(s)

Examining key text aspects
KCs/ Principles/Values focus

KCs:

Thinking – close reading

Relate to others – peer discussion

Learning task 6

Themes

Use the questions about themes to select from one of these approaches. Write answers to the questions about themes individually.

  1. Groups could be allocated one of the questions about themes each to report back to the class (and, for examination purposes, provide a one page summary of their responses for each class member)
  2. Alternatively group members, using the thematic questions, could take on the role of expert to share their findings with other class members. In discussing the following ideas which run through this play, keep in mind that it is important for you to be able to say clearly how Miller develops his ideas - through characterisation? plot structure? language? setting (esp. historical)? conflicts between and within characters? You need to provide examples of these things to illustrate the general points you make about theme.

Questions about themes

  1. The Need For Social Responsibility, A 'Human Bond', Integrity.

    We all have an obligation to combat perceived evil in society yet characters like Parris, the Putnams, the judges and Abigail shirk this responsibility in favour of promoting personal ends. Show how they do this and contrast their behaviour with that of John Proctor who, in placing the well-being of his fellows above his own interests show Miller's belief in a need for personal integrity.
Refer back to the grid you completed at the beginning of this unit in which you listed contemporary examples of the issues raised in The Crucible. Are you able to make a link between any of these issues and the need for social responsibility as expressed by Miller.
  2. Societal Problems Can Often Be Traced To Individual Human Failings.

    Though the trial has religious and super-natural implications Miller tends to show the troubles as stemming from recognisable human failings. Discuss how the following failings are manifested in the play - greed, vengeance, jealousy, ambition, fear, hysteria.
 Refer back to the grid you completed at the beginning of this unit in which you listed contemporary examples of the issues raised in The Crucible. Are you able to make a link between any of these issues and Miller's contention that social problems can often be traced back to individual failings?
  3. Societies Often Try To Suppress Individual Freedom, In Order To Maintain Social Order.

    Discuss how this idea is brought out in the play especially through Proctor's struggle in the final act - the judges' insistence on pinning his written confession on the church door and his resistance to this. Also through Giles Corey who tries to maintain his individual rights (but note the contrast with Proctor's motives). 
Refer back to the grid you completed at the beginning of this unit in which you listed contemporary examples of the issues raised in The Crucible. Are you able to make a link between any of these issues and the ideas about individual freedom contained in The Crucible?
  4. Often People Tend to Think in 'Black and White'.

    (eg. good or evil, god-like or devilish, capitalist or communist). The upholders of the social order like Danforth are forced into this sort of thinking. How? Even Elizabeth Proctor associates John's sexual transgression with evil but what does she come to see.
 Refer back to the grid you completed at the beginning of this unit in which you listed contemporary examples of the issues raised in The Crucible. Are you able to make a link between any of these issues and Miller's contention that people tend to think in "black and white"?

Learning task 7

Learning intention(s)

Preparing and delivering an oral presentation
KCs/ Principles/Values focus

KCs: Use language, symbols and texts – structure and express understandings about texts 

Participating and Contributing – contribute to a group performance

Learning task 7

Performance assessment

  1. Form small groups which will plan and deliver a performance of a small section of the play - either chosen by the group or allocated by the teacher to ensure coverage of the play. This section should offer sufficient opportunity for each student to provide enough evidence for assessment of individual performance. You must check with your teacher before preparing and presenting a group performance.
  2. In your group, discuss and record what you intend to show in the performance of your allocated extract. Consider:
    • atmosphere/mood of the extract
    • the nature of relationships between characters
    • important ideas.

  3.  As a group, read through the text. Pause to discuss and annotate photocopies of individual scripts to suggest possible ways you could use tone of voice, pace, pitch, volume, contrasts, emphasis, rhythm and actions to reflect the ideas you identified.

    Annotate photocopies of individual scripts to suggest possible ways you could use gesture, facial expression, stance, eye contact, movement, use of props, use of costume to reflect the ideas you identified.

Rehearsal

  1. As a group rehearse your performance, adding in costumes and props (where practical) once everyone is confident with using voice, body, movement to interpret the script.

    Keep referring each other back to the ideas you recorded to ensure whatever you do adds to the atmosphere or conveys the meaning of your extract.

    You will be assessed on how well you:

    • develop and support ideas about your topic
    • use a range of appropriate presentation techniques
    • how well you construct and deliver your presentation to your audience.

    Look at the ‘speaking standards clarification’ for information expectation regarding a Level 3 oral presentation.

Performance

  1. Present your performance as a group - preferably to another class using your teacher to provide a narrative link between scenes.

Developing an essay

  1. As formative work for AS 90723 Respond critically to oral or visual text studied, develop an essay on a topic linked to your work in the earlier learning tasks. In selecting a topic, it is vital that you select one suited to your understandings about it. As a first step in making a selection, consider the topics set in previous exam papers. Talk with your teacher about the most appropriate topic for the learning completed. In selecting a topic, give preference to a topic in a paper from the last few years.
  2. Look at the 2008 AS90723 exemplars. Additional exemplars are also available for this achievement standard by ordering the NZATE exemplar resource.
  3. Look over the Assessment Reports for AS 90723. As identified in the report, an excellence level response:
    • sustained a cogent argument/discussion of the question
    • displayed maturity and insight of critical response
    • displayed judicious and/or insightful personal response and judgement
    • integrated liberal, detailed relevant evidence and reference to texts to support ideas, throughout the essay
    • explained and explored with insight and perception, the relevance of teacher notes, critics’ comments, reviews etc to the topic and to the candidate’s own position as viewer or performer
    • structured a lucid, focused essay, using sophisticated expression and language
    • wrote accurately and expressed ideas confidently in academic writing
  4. Having selected a topic, develop an essay. Write at least 400 words. Support your ideas with specific details from your work in earlier learning tasks.
  5. After completing a first draft, read your piece aloud to help identify parts of the writing that require reworking. Before writing a final version of your piece, proof-read it to improve on technical accuracy. Prior to writing the final draft, you should return to the exemplars to help reflect on whether any changes or additions are needed in your own final draft. You should also refer to the Assessment Schedule for AS 90723.

Preparing for AS90723 at the end of the year

  1. Look back at the essay you developed earlier and use it to help prepare for the external standard. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.

Learning task 8

Learning intention(s)

Extending learning
KCs/ Principles/Values focus KCs: Thinking – explore texts

Learning task 8 – Additional Resources

Print

  • Miller A. The Crucible
  • Locke T. (1998) Close Up on Literary Text. Longman

Electronic

Assessment and Evaluation

 (What is the impact of my teaching and learning?)
Formative and/or Summative assessment task(s), including how will feedback be provide

AS 90725 Construct and deliver an oral presentation

 AS 90723 Respond critically to oral or visual text studied

Provision for identifying next learning steps for students who need:

  •  further learning opportunities
  •  increased challenge

This piece of writing should be an integrated part of the year’s writing programme. Refer to

for more details.

Tools or ideas which, for example might be used to evaluate:

  • progress of the class and groups within it
  • student engagement

leading to :

  • changes to the sequence
  • addressing teacher learning needs
 See:  Planning Using Inquiry

Printing this unit:

If you are not able to access the zipped files, please download the following individual files.

Secondary ESOL

General resources

Waves – teacher notes for the waves DVD (PDF 271KB)

Resources for Junior ESOL classes

These resources assist teachers to plan learning for specific learning outcomes related to ELLP and the NZC

  • On the democracy road: social studies
  • Volcanoes: science
  • From history to idiom - D Day: ELIP Text, social studies
  • The living world: Eat or be eaten: science
  • Stage 2 Bamboo and Flax (PDF 5MB) : This is a teaching and learning resource to support ESOL provision for English language learners in years 7 - 12, who are at early Stage 2 ELLP (English Language Learning Progressions). It provides a scaffolded approach in teaching the basic skills of English through the topic of bamboo and flax. There are 41 suggested activities, which allow students to compare and contrast these beautiful and useful plants. The activities include OHT masters and a range of key strategies, for example, crosswords, cloze, text reconstruction, “Say it”, and Venn diagrams.
  • Microbes (PDF 3MB) : This is a teaching and learning resource to support ESOL provision for English language learners in years 7 - 12, who are at early Stage 2 ELLP (English Language Learning Progressions). It provides a scaffolded approach in teaching the basic skills of English through the topic of microbes. This unit focuses on the parts of a microscope, an overview of microbes, fungi-mushrooms, yeast, and mould. The topic is linked to the year 11 Science curriculum. There are 31 activities investigating key words and concepts. Strategies used include disappearing text, dictation, writing scientific explanations, and crosswords.

Cross-curricular resources

English

Maths

  • Cart before the horse: a unit of work designed to assist ELLs to devise and use problem-solving strategies to explore situations mathematically.
  • Graph and table writing: a unit of work to scaffold understanding and writing graphs.
  • Money and percentage: a unit of work designed to assist ELLs to solve practical problems involving decimals and percentages.

Science

Social Sciences

The Arts

  • Being Eve: a Drama unit of work adapted for ELLs.

Resources for senior ESOL classes

Learning task 1

Expected time frame: 1-2 lessons

These learning activities are designed to activate the prior lexical knowledge of students and to build knowledge of the key vocabulary. See activating prior knowledge for more information. A number of vocabulary activities are included to give students many opportunities to use key vocabulary in different ways. Teachers should choose from these activities to suit different learner needs.

Ensuring learners know the content and language learning outcomes

Ask students to complete the ‘start of the unit’ column in the learning grid (Word 2007 17KB) . This will also help you identify students who may need increased challenge.

Finding out about learners’ prior knowledge

1. Pre-teaching key vocabulary

  • Read the Keyword List (Word 21KB) through aloud as a class.
  • Ask students to use the Before and After Vocab Grid (RTF 57KB) to write down the meanings of any words that they know and guess the meanings of the others. Dictionaries are not to be used.
  • Ask students to match the keywords and their definitions (Word 37KB). Dictionaries can be used, if needed.
  • Ask students to match words and pictures (Word 59KB) . Students write down the number of each picture and beside it write the matching word or words from the keywords list.
  • Ask students to write down the keywords in their science books using a separate line for each. They choose five of the keywords to learn so that they are ready to test a partner in the next lesson.
  • Find out how students learn new words and discuss this in class in order to raise awareness about vocabulary learning strategies.
  • Explain that one way of learning vocabulary is "look, say and spell, cover, write and check". This means look at the word, say and spell it to yourself, cover the word so you can't see it, write it down and check the spelling to see if you have spelt it correctly. The value of using word cards should be explained in this context.

Ask students to put these words into the Eat or be Eaten - Structured Overview (Word 133KB) :

  • a consumer
  • a herbivore
  • to decompose
  • living things
  • an omnivore
  • a producer
  • a carnivore.

See structured overviews for more information.

Principle 5 Provide multiple opportunities for authentic language use

Principle 5

Provide multiple opportunities for authentic language use with a focus on students using academic language.

Is the language focus on key language? Do I make sure the students have many opportunities to notice and use new language?

Primary level: Year 5–6 visual arts

Secondary level: Year 13 economics

Useful teaching strategies to support Principle 5

Listening and Speaking

4-3-2 (or 3, 2, 1)

Barrier exercises

Concept star

Consensus round/Reaching a consensus

Dictogloss

Disappearing definition/Vanishing Cloze

Dramatised listening

Five Ws and an H

Graphic organisers

Listening dictation

Listening round/Round-robin

Listen up

New ideas/Novel ideas

Picture matching

Role-play cards

Running dictation

Say it

Shared dictation

Speaking frames

Split information

Strip stories

The doughnut

Think, pair, share

Verb stories

Reading

Before and after vocabulary grids

Concept star

Collaborative posters

Consensus round/Reaching a consensus

Double entry journal

Freeze frame

Graphic organisers and categorising

Interactive cloze

Jigsaw reading

Mind mirror

New ideas or novel ideas

Reciprocal reading or co-operative reading

Role-play cards

Say it

Shared reading

Skills flow (RTF 46KB)

Split information

Structured overviews

Text reconstruction/Sequencing

Three level reading guides

Writing

Checklists and peer editing

Creative Cloze

Dictogloss

Double entry journal

Five Ws and an H

Graphic organisers and categorising

Guided writing

Modelling/Modelling book/Annotating a text

Non traditional Cloze

Sentence combining

Shared dictation

Shared writing or ‘Pass it on’

Skills flow (RTF 46KB)

Split information

Strip stories

Text reconstruction/Sequencing

Verb stories

Vocabulary

Before and after vocabulary grids

Clines

Collaborative crosswords

Collocation

Concept map

Concept star

Disappearing definition/Vanishing Cloze

Dominoes

Loopy

Matching exercises

Picture matching (or matching word and definition)

Structured overviews

Venn Diagrams

Vocabulary jumble

Vocabulary revision activities

Walking words

Word clusters/maps

Thinking and Metacognition

Collaborative posters

Concept circles

Concept map

Concept star

Consensus: co-operative learning

Consensus round/Reaching a consensus

Freeze frame

Graphic organisers

Matching exercises

Plus, minus, interesting

Structured overviews

Text reconstruction/Sequencing

Think, pair, share

Venn diagrams

Vocabulary revision activities

Kiwi identity

Adapted from the Social Studies Online unit Kiwi Identity.

Teacher: Peter Thompson

Adaptions for ESOL Students: Elise Soothill

Summary

Year: 9

Level: 5

 Duration: 4 weeks

Achievement objectives

Social Studies:

  • Culture and Heritage
    Ways in which cultural and national identity develop and are maintained.

Learning outcomes

Students will be able to:

  • explain how their cultural identity has developed and is maintained
     
  • explain how a Kiwi identity has been developed and is maintained.

Supporting achievement objectives

English:

  • Interpersonal speaking
  • Processing information

Learning outcomes

 

Students will be able to:

  • discuss in small groups their own cultural experiences and identity
  • collect information through interviews
  • select and present information in the form of a picture book.
 

Assessment

Formative

Processes

  • Inquiry
  • Values Exploration

Students will be able to:

  • collect, process and communicate information about their own cultural identity;
  • examine people's differing values positions about culture and identity.

Language focus

Students will:

  • learn key vocabulary
  • talk in small groups to discuss their understandings about human society
  • practise speaking clearly and confidently
  • through teacher led discussion develop their language understandings. of picture books.

Extension

Students will:

  • develop their understanding of interviews in a Social Studies context.

How the language learning outcomes will be achieved:

  • focusing on key words (Word 51KB)
  • using students' Real experiences (Word 35KB) as a basis for discussion
  • scaffolding students' understanding through teacher and peer modeling and through using thinking aloud techniques to foster language understandings
  •  using co-operative learning activities to foster group discussion
  •  teaching context specific vocabulary explicitly
  •  incorporating language activities into the unit
  •  providing examples of story book conventions for the assessment activity and also supporting ESOL students through teacher scaffolding and modelling.

Teacher background reading

Preparing Secondary Education Teachers To Work with English Language Learners- Social Studies (PDF 528KB)

Teaching and learning activities

Learning task 1

Learning task 2

Resources

Philippines

Categories Links to and description of content
Note This resource contains links to websites and content on media sharing sites where the public can upload and comment on videos and media. Some sites may have comments or advertisements that may be considered inappropriate for students. Teachers will need to preview the highlighted sites before sharing with students.
History

Located between the South China Sea and Pacific Ocean, the islands of the Philippines have been crossed by many different people, leading to a diverse range of ethnic groups and cultures.

Early history states that what is now the Philippines was first populated through migration from Borneo, Sumatra, and Malaya. Chinese and Japanese merchants would have traded with these people and Muslim Arabs also settled on islands establishing mini-sultanates.

The Spanish conquest of the islands began in the mid 1500s and resulted in the establishment of Manila as the capital and main colonial foothold. Spanish rule remained until independence was fought for around 1898, first against the Spanish, then with the Americans — the end of the Spanish-American war saw the Philippines transfer to US control. Independence remained an issue and was agreed on by US Congress in 1932, but postponed while Japan occupied part of the country during the Second World War. It was finally returned on July 4th 1946 with the creation of the Republic of the Philippines. Independence did not necessarily bring peace to the islands as there was ongoing unrest caused by territorial disputes over Sabah, ongoing American influence and Communist rebellion, dictatorship and assassinations, movie star presidents, and violent elections.

Source: The Jeepney. Ex-US military Jeeps

Source: Chico fruit (among others). A Philippine favourite introduced by Mexican immigrants who came with the Spanish

The Boxer Codex includes illustrations of Philippine nobility at the time of Spanish colonisation

Source: The Sinking Bell Tower in Luzon - 85% of the population is Catholic

There is a far more detailed account of the Philippines' history on Wikipedia and on Philippine History where some of the key historical characters are discussed. The BBC timeline for the Philippines provides a list of major events.

 For a more academic background there are some excellent resources to listen to or read at archives.org by US Scholar David Barrows and many others.

The last Sultan of Sulu
General Information

Wikipedia is a good source of information about the Philippines, its people, and its history.

The CIA World Factbook is another reliable resource for information on the Philippines, as is the BBC Country profile.

A news article by Voice of America on refugees from the Philippines fleeing fighting between government and Islamic separatists.

Militants have forced more than 400,000 from their homes in Mindanao

 Preview before sharing with students
Online Dictionaries

The national language is called Filipino (also known as Tagalog) while both Filipino and English are the official languages of the country. There are over 100 distinct languages spoken in the Philippines, including indigenous languages such as Tagalog, Cebuano, and Ilokano, and within these languages there are several hundred dialects.

This online dictionary provides translation between Cebuano, English, Hiligaynon, and Tagalog.
Maps and Flags The Philippines is an archipelago comprising over 7,000 islands, located North of Indonesia.

Source

Source
There is information on the country and its flag at the The World Flag Database, and below are some images of the flag.

Source

Source
More flag and map information can be found at wikimedia, including some history and development of the national flag.
Landscape and People

People

Some wonderful old images from the early and mid 1900s.

Scenery

Farming

Source

Transport

Source

Source Luzon village

Source Northern Luzon

Source

Source

Old man with marang fruit

Source Luzon

Source

Source
   

Source

Source
Culture - Food

The location and history of the Philippines has resulted in a vibrant culture reflected in its food. Chinese foods and ingredients such as noodles, bean curd and soy sauce are common alongside Spanish/European garlic, onions, and tomatoes. American dishes and ingredients are also popular.

 Click this link to take a look at foodbycountry's entry for the Philippines where they discuss history and ingredients, as well as providing recipes. The dishes below show the influence of different cultures:

Source Arroz Caldo or Hot Rice

Source Buko Mango, coconut and mango

Source Leche Flan or Caramel Flan

Source Sisig, pork, onions, peppers and egg
Culture - Etiquette Philippines’ culture is centred strongly on the family, which is wider than the typical nuclear family of Western/European culture. 
Culture - Festivals There are many festivals in the Philippines and the colour and diversity shown in, for example, the Barrio Fiesta, illustrates the strong Spanish and Mexican influence of colonisation. Wikitravel lists 60 festivals (January to March only).

This slideshare (preview before sharing with students) gives an idea of the colour of many of the festivals.

There is plenty of video footage on YouTube (preview before sharing with students) of Philippine festivals including the stage and street performances for Sinulog, a major festival in Cebu with Catholic, Islamic, and pagan roots. And here is the Ali-Atihan festival.

The colours of T'nalak
Culture — Music and Dance Music and dance are very popular in the Philippines. Traditional folk music and dance has survived through the colonial years and examples can be found by, for instance, the LIKHA Pilipino (sic) Folk Ensemble and Sindaw Philippines Performing Arts Guild among many others. Music, from folk through to contemporary pop, is possibly the nation's greatest passion. MYMP is a very well know group but there are many more including excellent cover bands (here's one picked at random).

LIKHA Pilipino Folk Ensemble

MYMP

Sindaw

WODO Tribe
Preview before sharing with students
Faith Modern religions were introduced with the arrival of the colonial Spanish, bringing with them Roman Catholicism. In fact, the Philippines is the only Christian nation in Asia. Over 90% of the population is Christian, with the majority (over 85%) said to be Roman Catholic. Islam comprises 5% of the population and the remaining population follow indigenous (non-Western) or Eastern beliefs.

Marawi Grand Mosque; Marawi City

Hindu-Buddhist statue

St. Dominic Cathedral

St. James Church, Paete
Education On scribd you can find an article that discusses the education system in detail.

The video ( link) discusses an English language programme and provides a good example of the classroom environment.

Preview before sharing with students
 

A large number of children do not go to school for reasons such as poverty and abuse, especially for girls. This video shows one girl who is lucky enough to go to school, teaching another girl the lessons she has learned.

Preview before sharing with students
Politics 2010 saw the election of Benigno "Noynoy" Aquino as President. Here are some related news articles by the BCC with interviews and some pictures of the election.

Source
Corruption is a major issue in the Philippines at all levels. The President, Benigno "Noynoy" Aquino, is the son of former leader Corazon «Cory» Aquino, whose husband was murdered. He is a member of the wealthy elite who control much of the Philippines’ economy. He has vowed to tackle the corruption reported in many newspapers.
Publications - Readers, eBooks, Comics, Podcasts
Ang alamat ng ampalaya, The legend of the bitter gourd.

There are 25 children's titles in Tagalog at www.childrenslibrary.org with a friendly interface.

 Other than the above, it is difficult to locate children's literature in Tagalog or Cebuano. There is a list of children's books here with ISBN, but they may be hard to get in New Zealand.
The Gutenburg project has 54 titles in Tagalog but just 1 in Cebuano.
Here is a recording of an old folk song about the months of the year.
The Archive has several books on the Philippines including this one on Luzon folklore.
Publications — Newspapers, Magazines

An online publication for overseas nationals.

 The BBC country profile for the Philippines provides a comprehensive list of local newspapers, TV and radio stations. Many of these have streamed content.

Download the word document:

Our Cultural Village - Philippines (Word 5MB)

Learning task 1

The circle game

Play the circle game to establish ideas about identity.

Divide the class into small groups and provide each group with two sheets of A3 newsprint and felt pens/crayons. Each group has five minutes to list, as a group, everything they know about their own culture and identity, be it Māori, Pakeha, Pacific Island, Asian, Middle Eastern, European or any other group. All ideas are recorded on the first sheet of newsprint. Next, on the second sheet of newsprint, the students group what they have recorded and label each group with an appropriate heading.

(Keep these sheets - you will need them for the cultural identity activity.)

Symbols, emblems, and icons

As a class, brainstorm as many countries as you can and for each country list symbols or objects that are commonly associated with it. If you need a few examples to get the brainstorming, start with this word list.

  • kimono
  • tulips
  • kauri
  • Māori
  • kiwi
  • Aorangi
  • elephant
  • whisky
  • kakapo
  • sombrero
  • Big Ben
  • kangaroo
  • chevrolet
  • waka
  • Milford Sound
  • All Blacks
  • Inuits
  • volkswagen
  • kookaburra

List different ways in which we identify people with their country of origin.

Students imagine that they are going overseas as representatives of New Zealand. How will they identify themselves overseas? Students prepare a souvenir bag of at least 10 items that they will take on the trip.

Organise the class into small groups of and each student shares their souvenir bag with the others. Use a modified venn diagram to classify the items into exactly the same (middle frame), similar but... (right frame) and different (left frame).

Kiwi identity?

In pairs, create a large outline (at least A2 size - join two bits of A3 together) of a New Zealander about to embark on their OE. How will this Kiwi be identifiable as a Kiwi? Let's start with official symbols.

The flag

  1. Draw the New Zealand flag from memory.
  2. Now compare your drawing with the New Zealand flag itself. How did you do?
  3. How is the New Zealand flag different from the Australian flag?
  4. Why are the two flags so similar? What is the history of the New Zealand flag?
  5. What is the meaning of the flag?
  6. Some people are unhappy with the current New Zealand flag and are campaigning to have it replaced with a new design. What do you think? Why?
  7. How do you feel when you see YOUR flag? Why?

The anthem

  1. Listen to the National Anthem.
  2. Read the words (assuming you don't know them off by heart!) – What do they mean?
  3. Rewrite the words in the language of today.
  4. What is the purpose of a National Anthem?
  5. How do you feel when you hear Your national anthem? Why?

New Zealand's Coat of Arms

  1. What is it? Can you draw it?
  2. Check the official version. How did you do?
  3. Analyse the Coat of Arms. Take each item in turn and decide what it is supposed to tell people about New Zealand. Write a description of New Zealand based on the Coat of Arms.
  4. Design a new Coat of Arms that represents New Zealand today, at the beginning of the twenty-first century. Write a description of your New Zealand based on your Coat of Arms.

In the city: New Zealand short stories

Writer: Jackie Messam

Summary
NCEA Level: 2 Duration: 7-8 weeks

Achievement standard

AS90378 (English 2.4):

It is intended that teaching and learning tasks will be used formatively to scaffold the learning of students' who are preparing for the university entrance literacy credits over two years. There would be another cycle of teaching and learning focusing on other short stories that are at the appropriate level for AS 90378.

Achievement criteria

Analyse at least two short written texts of the same genre, using supporting evidence.

Language learning outcomes

  • Analyse the literary qualities of text, especially as they relate to audience and purpose
  • Produce a literary essay
  • Analyse and become proficient in the use of vocabulary and grammar used to write literary essays.

Curriculum links

This achievement standard is derived from English in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, up to and including Level 7.

Reading: Close reading, Exploring language, Thinking critically

Links to Writing: Transactional writing.

Guidelines for use

This unit prepares students for AS 90378. Students will study two short texts as a prelude to the study of more demanding stories for the external examination at the end of the year. Students are to read and analyse two short stories by New Zealand Māori authors Big Brother Little Sister, by Witi Ihimaera and Journey by Patricia Grace. Students then write a literary essay based on an aspect of the analysis.

Conditions

This unit requires both classroom time and homework time.

Note: Teachers using this unit will need to check that it accords with their school assessment policy.

Teaching and learning activities

Select and adapt these learning activities to best suit the needs of your students and to fit the time available:

Learning task 1

Learning task 2

Learning task 3

Resources

Print

  • Grace, Patricia. Journey
  • Ihimaera, Witi. Big Brother, Little Sister
  • Ihimaera, W. (1977) The New Net Goes Fishing. Heinemann.
  • Grace, P. (1988) The Dream Sleepers. Penguin.
  • Stenson M. (2004) The Illustrated History of New Zealand. Random House.

Electronic

« Previous Next » 1... 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 ...1214

Footer:

New Zealand Government

© Crown copyright.