Lesson+5+of+10

// CUS2.4: // Describes different viewpoints, ways of living, languages and belief systems in a variety of communities  || TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. § Adjusts speech to suit familiar situations, e.g. presenting in a documentary to a TV audience. § Uses tone of speech appropriate to audience. § Uses body language and gesture to enhance meaning. § Engages with the audience and uses appropriate body language when presenting. § Performs, giving some consideration to use of voice and gesture using drama.
 * ** Unit Topic: ** Ancient Egypt  ||  ** Curriculum Link: ** English (incorporating aspects of Drama)   ||||  ** Yr Level: ** Stage 2. Year 4   ||
 * ** Lesson Number: ** 5/10  ||  ** Lesson Topic: ** Oral presentation, documentaries   ||||  ** Learning Area(s): ** Talking and Listening   ||
 * ** Unit Aim or Outcome: ** To create a multimodal text on the topic of Ancient Egypt.
 * ** Lesson Outcomes: **

TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English § Interactive whiteboard § ‘Mummies’ Video clip: __ [] __ § Class set of action cards for ‘Rotation role-play’ (Appendix 5.1) § Lions Video clip: [] § Lions Info work-sheet (x30) (Appendix 5.2) ||
 * Discusses the effects different audiences can have on a speaker.
 * Understands the differences between formal and informal language. ||
 * ** Resources: **
 * ** Lesson Outline (60 minutes) ** ||
 * __ Introduction: Rotation Role-Play (15 minutes) __

Numerous place cards are spread around room. In pairs students must rotate around the cards and participate in a dialogue that suits that specific scenario/setting. Each card specifies a different scenario either with images or words these cards include the following scenarios; eating lunch with your friends, apologizing to your school principal for misbehavior, addressing the school at assembly, discussing a popular television program with a sibling, explaining to the prime minister why they should get rid of school uniforms, talking to your teacher about why you were away from school, giving a speech to the whole class, talking around the family dinner table, interviewing your favourite pop-star, performing as characters in your most liked movie and hosting a game show.

Once students have participated in a variety of dialogues the teacher will re-group with the students and address the specifics of the task. Numerous questions will be used to prompt students thinking and stimulate student discussion.

// How did the way you spoke vary from scenario to scenario? // // What kinds of gestures and language did you use when you speaking with someone important or that you didn’t know very well? // // How did this change when you were having a conversation with someone familiar to you? // // Did the language change as the situation changed? How? //

Lastly, the teacher links this activity to the documentary task they will be making for their unit on Ancient Egypt. Teacher briefly addresses the purpose of considering (expanded on in the body of the lesson): -Audience (who are they targeting the documentary for?) -Language (vocabulary and technical language) -Purpose (to inform and engage) -Context (they are the expert informing the public) || __ Part 1: __ __ Analysing ____ the oral aspect of a documentary ( 15 minutes) __
 * __ Teaching strategy/Learning __ __Activity:__  ||
 * ** Students will …… **

1. Watch BTN video clip ‘Mummies’ as a class on the interactive white board. 2. As a class discuss the oral/verbal features of the documentary, stimulating students to recognise the following (relate to public speaking): -Formal tone -Appealing to a young audience -Technical language -Interviews -Clear organised structure (topic by topic) -Accurate, well-informed research - Enthusiastic expression -Engaging gestures -Straight and formal body language -Powerful introduction with good use of voice. -Eye contact

Engage the class in a brainstorm about the affective features of this particular documentary, highlighting explicitly the pointers they should consider when creating their own narration/voice over in their Ancient Egypt documentary.

__ Part 2: Creating own oral voice over for a documentary ( 20 minutes) __ 1. In pairs students will now be given the opportunity to create their own voice-over/narration to a muted video clip on lions. They will be given a factual note sheet that gives them the content they will have to include. Their role will be affectively writing a script to accompany the clip, meanwhile keeping in mind the features addressed in part 1. 2. Once students have been arranged in pairs and handed out their Lion information/fact sheet, they will begin constructing their own 2minute narration/voice over (meanwhile, the visuals of the clip will be running in the background). 3. Students will present their narration to their partner in sync with the muted lion clip. || ** Teacher will… ** __ Part 1: __

1. Before watching ‘Mummies’ video clip the teacher will explain to the class that they we will be looking for notes on the way the documentary is presented by the narrator/presenter. Highlight this is a factual text and pose the question to the students how it differs from a fictional narration. 2. Facilitate discussion, continuously relating students responses to what they will need to do in their own work.

__ Part 2: __ 1. Teacher will firstly play the clip (muted), whilst re-addressing the important aspects students must regard in their spoken narrations. Remind students to consider: -Voice -Audience -Context -Expression -Gesture…etc 2. Teacher will continually replay the beginning two minutes of the lion video clip whilst students write their voiceovers. || 1. After each student has presented to their partner they will provide oral and written feedback to their partner, outlining three things they could improve and three things they did well. They will be expected to explain and support what they write and then deliver it verbally to their partner. 2. Select a couple students to present their final product to the class and then open for class discussion (focusing on what the student managed to achieve). || The assessment aspect of this lesson will be informal, consisting of the teacher’s notes and observations (recorded throughout each segment of the lesson.) By walking around and observing students working independently the teacher will be able to gage which students are able to interact effectively in their pairs. The discussion components of this lesson will inform they teacher if the class is able to successfully identify the effect of purpose and audience on the spoken texts, specifically documentary style. || Pairing for the main activity could be an issue as some students may not feel confident presenting to particular members of their class. It would be useful to consider which students are likely to function well together and which students will need to be purposely paired/organised. Some students may thrive on this creative and challenging task, whereas others may feel they need additional direction and scaffolding (in which case the teacher should provide it). || -Were instructions clear to students? -Were students engaged throughout the introduction? -How could the quality of the lesson be improved? -Did the lesson flow? -Was it productive and enjoyable? -Could any aspects of this lesson be modified or altered to create a better learning experience? - Do any problems or confusions appear in their work/responses that could have arisen from un-thorough teaching? -Were the students engaged throughout the whole lesson? -Did the students demonstrate indictors or understanding concepts? -Did the lesson go according to plan – within the time frame? -Did the students end result demonstrate they understood the concept of narrating a factual piece i.e. documentary? ||
 * __ Concluding strategy: Reviewing their partner (10 minutes) __
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection **