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School example (2) Preparation and implementation S.K.H. Leung Kwai Yee Secondary School.

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Presentation on theme: "School example (2) Preparation and implementation S.K.H. Leung Kwai Yee Secondary School."— Presentation transcript:

1 School example (2) Preparation and implementation S.K.H. Leung Kwai Yee Secondary School

2 In-class input (the genres input packages)

3 Genre 1 Poetry

4 Poetry: Mood and modality vocabulary

5 Students discussed the attitude expressed in the poem Students discussed the humour in the poem.

6 Sample of reflection

7 Genre 2 Songs

8 What is the meaning of life? At different stages of our life, we may have different views on life. Have you thought about what the meaning of life is? Do you enjoy your life? What is your dream? What do you want to achieve? Do you think life is short or long?

9 To describe the overall mood of the songs: quiet, peaceful, active, calm, restful, happy, joyful, mysterious, self- pitying, intimate, sad, or festive (feeling full of colour as if in a holiday or festival), somber (serious, pessimistic), buoyant (feeling cheerful), dreamy (thinking about something very pleasant),

10 The mood may be shaped by the rhythm of the songs: Assured, distinct, crisp, regular, irregular, dense, scattered, impatient, regular dance, abrupt, jaunty (energetic)

11 The mood may be shaped by the voice of the singer: Deep, gentle, soft, fresh, clear, nasal, harsh, or lyrical (romantic, musical), hollow (dull and echoing) resonant (deep and strong), gruff(low, rough and unfriendly), husky (rough and hoarse, unattractive), mellow(smooth and pleasant to listen to), raucous (loud and harsh).

12 Now listen to the songs and describe the mood brought by the melody and the lyrics of the song 1.Windflowers 2.Auld Lang Syne 3.Long, long ago

13 Songs task: for portfolio 1. Look for some songs with different themes. 2. Copy or type the lyrics on a template to be given to you. 3. Write down the theme 4. Describe the mood of the songs. You may describe the mood, melody and rhythm, beat, tempo by using the notes in p. 2 and the words below. 5. Be ready to share your work with the class in a coming lesson.

14 Genre 3 Stories

15 Portfolio entries 1.Writing- rewrite the ending -write a letter to a character 2. Drawing- create a cartoon strip - draw and describe 3 characters 3. Other creative activity you can think of. Stories

16 Class Practice Read the e-story together with the teacher In a group of 4, try one of the following: suggest an ending to the story write to Simon or Sally create a cartoon strip write a news report on an incident happened in the family

17 Guidelines(example) 3. to create a cartoon strip -No need to draw in the class -Only think of 4 or 5 slides -Capture a special scene of the story you think funny/ important -Describe each slide in 2 sentences at most -Add some speech bubbles to each slide.


19 Genre 4 Plays

20 What you should learn : 1. the difference between play and conversation 2. the elements of a play 3. acting out a play



23 Portfolio Tasks (IV) Choose 3 – 6 short plays from the following websites and write the synopsis for them. (if you like, you can re-write the script) Keep them in your folder and you can have your own design

24 Types of portfolio tasks Poetry (Individual/ no option) Songs (Individual/ No option) Stories (Ind./group more options) Drama (Individual + group work) Reflection on poems Why do I choose this poem? Sound, shape, rhythm, vocabulary … Reflection on songs with different themes Tell your Feeling/ reflection. Rewrite the ending Write a letter to a character Drawing- create a cartoon strip Draw and describe 3 characters Other creative activity you can think of Choose 3 – 6 short plays from the websites and write the synopsis for them. If you like, you can re- write the script. Keep them in your folder and you can have your own design With a partner or partners, act out the play you choose.

25 Your LA Portfolio: content, reflection, and assessment

26 How teachers support learning continuously by providing self-study guides : presentation and asking questions to facilitate peer learning by giving formative feedback in student presentation by giving regular written comments on entries, by sharing written comments to the whole class, by providing guidelines of writing reflection reports

27 Presentation skills


29 Presentation self study guide Practice

30 Presentation self study guide Positioning yourself Communicatiing

31 Structuring your presentation signposting

32 Powerpoint presentation Slides design

33 Giving comments and asking questions after listening to a presentation


35 Types of Responses to make in a presentation

36 Active listening during peer presentation

37 Practice task

38 Practice task with peer

39 Peer comment form


41 Feedback should facilitate learning: 1.Indicates what the learner is able to do 2.Shows expectation of what the learner can do at that level 3.Indicates progress 4.Includes all domains of development 5.Identifies areas for improvement 6.Presented in simple and comprehensible language 7.timely

42 Feedback to student ’ s poetry reflection A female student at S3 level Poem: Get up! Get up! (see next slide) Samples of feedback are attached on the last two slides. Fb 3 can be made in the second reflection entry and onward.

43 (Fb 1, 2 )Tell the student the exact language skills she used—”Good that you called upon personal experience by comparing and contrasting. You have achieved the main objective of the task.” (fb 5)Encourage her to re-organize and enrich her response---”What do you think is the mood?”

44 (fb 4, 5) Good- you can locate words of the same final consonant / vowel. Can you suggest other words which give a ‘lazy’, ‘carefree’ connotation?


46 Implementation  Bear in mind the guidelines before viewing the reflection entries.  Give comments particularly those concern 1, 2, 5.  Make them respond to your feedback : a/ write on a post-it memo and adhere on the page, b/ for a response in a few words only, write down next to your comment.  Decide when you have to follow up the revised responses. A flexible way is to let the students swap portfolios in class and appreciate and comment on the revised responses- a step to develop students to be critical thinkers!

47 Providing guidelines of writing reflection reports


49 Entries of portfolios Story ending letter Audio production reflections Cartoon strips

50 Student entries of portfolio: reflections




54 Final reflection reports

55 Criteria of assessment released to the students 1. This set of criteria only assesses the content of the portfolio. 2. There are three categories of criteria. Teacher will circle the appropriate descriptor of each category. 3. Only when the teacher has decided on the final Level of the portfolio, then a point is suggested so as to specify the standard of work achieved by the student.




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