Activities+to+support+writing

LITERARY NARRATIVE

//Modelling / Preparation//


 * Brain storm – create a graphic organiser to create a picture of key components of the topic or historial event
 * Establish social context of the topic – establish the sociolinguistic elements of the topic – how can / does this topic relate to society and culture? What socio-cultural factors were in play when the narrative was constructed?

//Joint Construction//


 * Define and create relevant headings
 * Take note in bullet points under each heading to create the flow of the literary yarn.
 * Create a class discussion because listening is strongly linked to reading and writing

//Independent Construction//

Fiona Weight GDLT Secondary
 * Creation of literary narrative in bulleted format
 * Conferences and feedback provided as necessary – this may even be in the form or peer tutoring

WEEK 9 - Wiki Activity The text type that could be taught in my work area would be a personal recount. The Teaching-Learning Model (Curriculum Cycle), Examine the social functions of a recount. Discussions of the socio cultural aspects for example some aspects would be: - To capture an event in language to describe or recreate it for others who were not present. - Factual details from one perspective only Structure Discussions of language features of a recount example some features would be: - Specific people or places - Past tense - Linking words to do with time Model how it is constructed - Show students examples of previous students works -Teacher demonstrates what a recount looks like
 * 1) **Modelling**

2. **Joint Construction** - Discuss with students any previous knowledge of recounts - Do a recount together with teacher and student input

3 **Independent Construction** - Students attempt their own recount taking into account field building so ensuring students have enough knowledge about text type (the genre) and their topic before attempting first draft.

Regards Lydia Pinter

List ways to support writing at various stages of The Curriculum Cycle. What are some practical ways to build field knowledge? To model text types? To jointly construct?

To support writing at the various stages of the Curriculum cycle after the students have conducted their research into a topic and have a knowledge base, I would show some exemplars of what a finished product in that genre could look like. Then in their groups the students would begin to build their report based on a structural outline that has been discussed in class i.e. title, aim, methods, results or whatever format is required for the task. The student groups would submit a draft so formative feedback could be taken on board prior to the submission of a final copy. Kylie

[|Myebook] is a great resource, that can be used in any class, in which students can easily create a book to show their learning around a topic. In order to write a book or short story the students will need to follow a few structured steps. Students will need to plan what they are going to place on the pages and how this will show what they have learnt. They will need to find images to support their ideas and place text on to the page. This text could be placed using a program such as[| Dragon Dictation] and the students then clean up any errors that have occurred as a result of the program. [|Dragon has a free app for iPhones.]

[|Story jumper] is another site for creating books, this site has the option to publish the book and receive a hard copy for a price.



[|WWW.BLURB.COM] Much like "Myebook" however provides a greater scope for individual design as well as a broad range of pre-set concepts. Suitable for P-12 and professional applications. media type="custom" key="11449686"

Learning Area: History Text type: Report, news. Teaching-Learning Model
 * Week 9 **
 * 1) **Modelling**-discuss with students what a news report is and its social function; show the students some news reports from World War 1 or 2 or whatever your topic is; discuss how the report is written, its language, format, structure, appeal, popularity, information.
 * 2) **Joint Construction**-as a class group activity piece together a news report on the whiteboard about a modern subject that would appeal to the students, e.g. “The new IPhone 6 has just been released!” Spend time as a class researching on historical websites the History topic that the students will be writing about and both teacher and students can make notes on the whiteboard.
 * 3) **Independent Construction**-Students to prepare and create their own news report using a template in a word document that the teacher has placed in a student share drive; Students will use information from the modelling and joint construction sessions to help them formulate their news report. Students can also use their notes, textbook and workbooks to assist them. Teacher/student conferencing will happen hopefully more than once; Teacher to stress that students must write a draft first.

Ramona Bundrock S0207338

**Learning Area**: **Business Communication and Technologies (BCT)** **Text type**: Brochure/Flyer Teaching-Learning Model  Identify with students the different types of social media tools available to businesses for sales and productivity, create a mind-map on the whiteboard to show the different types of social media tools available.
 * Week 9 - Activity **
 * Modelling: **

 Think/Pair/Share individually take 2 minutes to consider the benefits and drawbacks of using social media in a retail business. Hand out paper and pens and have students pair up and discuss the various features of the social media tools identified on the board and then produce a visual organiser to record the benefits and drawbacks of using social media in a retail business, discuss results with the class.
 * Joint Construction **:

 Prepare a brochure, flyer or booklet that highlights the ways a retail business can benefit from integrating social media tools into their marketing strategy, also list the challenges and potential pitfalls that owners of a retail business face when using social media sites. Teacher to hand out marking criteria for students to self-assess their own work and provide feedback to each other on brochure, flyer or booklet layout and information.
 * Independent Construction: **

Angela Lisle - s0226127 BLM Secondary