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Experience Sharing on the NSS Short Stories Elective Module

Experience Sharing on the NSS Short Stories Elective Module. Language Arts Network Informal Gathering 15 th January 2010. Language Arts Network E-group http://groups.yahoo.com/group/languageartsnetwork/. Instructions available on request. This afternoon ’ s programme.

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Experience Sharing on the NSS Short Stories Elective Module

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  1. Experience Sharing on the NSS Short Stories Elective Module Language Arts Network Informal Gathering 15th January 2010

  2. Language Arts Network E-grouphttp://groups.yahoo.com/group/languageartsnetwork/ Instructions available on request

  3. This afternoon’s programme

  4. School Sharing:United Christian College Kowloon East Mr Michael Leung (S4 Coordinator)

  5. School characteristics and choices made • Textbook “Star Summit” • Select additional materials to stretch more able learners • Build on ss knowledge from literature lessons • Seed project and LA teachers take up the elective modules initially to develop scheme of work and supplementary resources • Integrate values and attitudes and “Habits of mind” • Make judgments of characters from this perspective Students • DSS school: Great diversity among ss • Some near native speakers • Experience of Literature in junior forms • Strong culture of reading in school Teachers • Some teachers have extensive experience of LA through Seed project and junior forms • Some teachers also teach English Literature Other factors • Christian ethos

  6. Designing the scheme of work Elective textbook EDB Scheme of work Additional materials Relationship with materials in theme book

  7. Examples of materials used for enrichment Other short stories taught The Crane Wife, After Twenty Years, King Midas and the Golden Touch, The Lost Son, Emma and Sylvia… Websites of short stories British Council East of the Web

  8. Make use of current news as the theme for a story or story extract: Example for practising the use of dialogue: • Ss read the news about the scandal involving the legislative councilor Mr Kam Lai Wai and his former assistant. • Ss then wrote a storyboard and made up dialogue for some encounters between Mr Kam and Ms Wong • Ss finally wrote a story extract using the dialogues

  9. Benefits: • current and more authentic, cater to ss interests, motivating, interactive, teaching moral values • Ss responses: • active, creative in creating the storyboard and the short story • Ss performance: • interesting story plot but not skillful in making use of the dialogue in depicting the characters

  10. put his hand gently on her shoulder, Reluctantly,

  11. Reflections on students’ performance Gap between appreciation and production Students need greater exposure to short stories before they can write anything of quality Their vocabulary needs to be enriched Students can listen to the teacher read short stories, or audiotapes of actors or writers reading stories. This helps them to appreciate the style and meaning of the story Peer evaluation and sharing SS find the material motivating, but it needs to be chosen carefully Some students are very exam-oriented and may not take the module seriously Assessment may motivate some students - but teachers’ goals are more long term

  12. Challenges encountered and steps taken • Designing a suitable assessment task • HKEAA-style question modified to apply skills taught in class

  13. Challenges encountered and steps taken • Designing a suitable assessment task • HKEAA-style question modified to apply skills taught in class • SBA arrangements • Ensuring students’ exposure to good writing – finding suitable materials • use websites eg East of the Web, • students’ work from previous years / other classes • work of ss from other schools (more achievable) • For future improvement….. • How can we make the reading in the module more student-led rather than teacher-led?

  14. School Sharing:TWGHs Wong Fung Ling College Ms Theresa Lo (member of English curriculum team)

  15. Students • weak • low motivation • lacking knowledge in the elective modules Teachers • see the need of making coherence among teaching materials • have some experience in teaching short stories Other factors • co-planning has been started in the curriculum team established last year: S1, S2 – short stories School characteristics and choices made • make adaptations to the course book materials • more scaffolding for the tasks • design student-centred tasks • start from the basics • choose simple short stories • adopt the TBL framework in the core • integrate the Short Story elective and the core • make use of prior teaching experience and materials

  16. Link between core and elective • The Short Story Elective is an extension to the core unit • The elective is implemented in S4, 2nd term • It is thematically related to the core unit Core part (Animals) Short Stories (Animals)

  17. Selecting suitable short stories • Simple stories • Stories that are thematically linked to the core unit • Different stories of various text types • Stories that can be used to illustrate the targeted literary elements • Some examples of stories chosen…

  18. Design of the student portfolio • The 5 main parts in the student portfolio • Introduction • Part 1: the basics • Part 2: story appreciation and review • Part 3: story writing • Part 4: story telling

  19. The basics • Notes and exercises on the targeted teaching points: • Setting • Plot • Point of view • characters

  20. Story Appreciation and Review • compulsory texts • texts at students’ choice • story review forms

  21. Writing a story • vocabulary building materials • mind maps and graphic organisers • drafts • end product • peer assessment • teachers’ feedback and rubrics

  22. Telling a story • Speaking skills – verbal • repetition • projection of voice • pace • pauses • Presentation skills – non-verbal • audience participation • body movements • hand gestures • sounds • Speech content and organisation • Making use of storytelling aids, e.g. storyboards and note-cards

  23. Group Sharing • What materials will you use for the module? (eg textbook, school-based materials) • When designing the module, what are the most important considerations for your students and your school situation? • How will you assess the students? What problems do you anticipate with this? • What can you take from the two schools’ sharing to apply in your own teaching of the module? 8 minutes

  24. 12 minutes Sharing stories Refer to the form and story you brought with you Share your stories/extracts with the group Check out the recommend-ations on the LA Network E-group! Each group chooses its favourite piece of material

  25. Useful resources • East of the Web: Short Stories Teaching Resources:http://www.eastoftheweb.com/short-stories/teacher.html • BBC/British Council Teaching English: BritLit:http://www.teachingenglish.org.uk/download/britlit/britlit.shtml • Merlyn’s Pen:http://www.merlynspen.org/ • American Folklore:http://www.americanfolklore.net/index.html • Story Arts: Storytelling Activities and Lesson Ideas:http://www.storyarts.org/lessonplans/lessonideas/index.html • Language Learning Support Sectionhttp://cd1.edb.hkedcity.net/cd/languagesupport/article/index_e.htm • Project Gutenberg http://www.gutenberg.org/wiki/Main_Page

  26. Thank you!

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