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Oral Language Teaching Projects & Resources
This is an example of a two week oral language programme for Intermediate-aged children. It was based on an integrated literacy approach around the theme of the book of 'The Burnt Stick'.
Week One
Strand: Oral Language –Listening
Level: 4 (Year 7/8)
Achievement Objectives: Interpersonal Listening – Students should listen to and interact with others to clarify understanding of narrative, information, ideas and opinions, and to contribute to discussion, in one-to-one, small group and class discussion.
Read Aloud: “The Burnt Stick” by Anthony Hill
Focus – Identity
Links to other curriculum areas: Listening
Links to others strands: Listening, writing, viewing
Approaches:
-Teacher-directed
-Modeling
-Joint construction
-Group work
Learning Activities
Lesson One
The class has a discussion – “what makes a good film?” e.g. good sound/visual effects, humor. Children discuss as a class the features of a film that makes it exciting to watch.
Children watch the film named “A Snail’s Pace” and brainstorm in small groups all the features they observed that helped convey e.g. high/low camera angles, fast blurred background –sharp close up
Children report back to the class the techniques they observed that they thought helped create meaning.
Introduction of film techniques (visuals) to the class directed by the teacher.
Lesson Two
The children fold up a piece of A3 paper so there are eight equal boxes and explain to the children that this will be a storyboard
Review the short film – in small groups the children will do a quick sketch of eight significant parts of the film and write what made it effective. Review techniques from Lesson One. More play than one if necessary.
As a class, discuss and talk each group put in each of their eight boxes. “What were the most effective? What sort of mood did this create?”
Skills:
- Interpersonal Listening – listen to and interact with others as a whole group, small group and one-to-one
- Co-operating in small groups
- Reporting back to the class using effective oral skills e.g. slow pace, clarity, tone
- Organising material effectively and supporting each other
- Processing information as a group and selecting relevant points to share to the class
Processes:
- Children working in small groups on a given activity
- Children given specific group roles to ensure everyone is actively participating and co-operating e.g. recorder, reporter, encourager, time manager, material collector
- Allowing each member to report back at least one point from the ideas gathered to encourage children to use their oral skills in front of an audience
- Introduction of specific film terms, (e.g. setting, plot, sound effects, cinematography) as a form of modeling – children are given examples from the teacher (a brief term such as ‘introduction’) that they can extend from
- The children are given the opportunity to work as a group, and to collaborate knowledge and ideas orally and to recall back these ideas as a group/individually
- Teacher records ideas onto whiteboard
- Teacher introduces the features of them film such as colour/mood, music/sound effects, symbols, setting and characterization etc.
- Ideas are put into sub-categories on the board, e.g. sound =noisy traffic, fast cars, lettuce crunch
The teacher and students create this by a joint construction
Learning Intention: The children will become familiar with various film techniques to prepare for the film study of “The Rabbit-proof Fence”
Specific Objective: The children will be encouraged to talk coherently in small groups about their previous knowledge, ideas of film and to share this knowledge through speaking as a whole group.
Week Two
Strand: Oral Language –Listening
Level: 4 (Year 7/8)
Achievement Objectives: Interpersonal Listening – Students should listen to and interact with others to clarify understanding of narrative, information, ideas and opinions, and to contribute to discussion, in one-to-one, small group and class discussion.
Read Aloud: “The Burnt Stick” by Anthony Hill
Focus: Identity
Links to other curriculum areas: Listening
Links to others strands: Listening, writing, viewing
Approaches:
-Small group discussion
-Whole class discussion
-Teacher directed
Lesson Three
- Recap from lesson one + two
- Class discussion on how visual techniques are visual techniques can determine whether a film is well excellent/poor e.g. boring sound effects, not good use of lighting
- Class discussion on “what is a film review?” e.g. people who review a film for a profession before the movie is previewed
- Analysis of a film in small groups “The Rabbit-proof Fence”
- Discuss the similarities between the novels “The Burnt Stick” and “The Rabbit-proof Fence”.
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