Planning for the NSS Language Arts Electives NLSI Lui Kwok Pat Fong College SKH St Mary\'s Church Mok Hing Yiu CollegeSlide 2
Popular Culture Poems and Songs Short Stories Drama Language Arts Elective Modules Learning English through… …Slide 3
Poems and Songs Knowledge Different sorts of ballads (eg haiku, acrostic, shape lyric, piece) Poetic components (eg rhyme, beat, comparison, illustration, similar sounding word usage) Skills Appreciating, reacting, Creating, performing Popular Culture Knowledge Pop culture content sorts (motion pictures, commercials, funny cartoons) Features of those content sorts (dialect, style, group , target gathering of people, utilization of pictures) Skills Responding, making Presentation aptitudes Cultural information Generic abilities Drama Knowledge Features of a dramatization script or screenplay Drama vocabulary (crowd, stage, ensembles) Skills Acting aptitudes:- indicating feeling with voice, signal, development Team connection Writing a script or screenplay Fiction/Short Stories Knowledge Story components (eg plot, characters) Major elements (openings, closings, dialog, making temperament) Skills Analyzing and acknowledging stories Storytelling Writing stories or finishing a given starting or framework Character investigation Values and dispositionsSlide 4
What are the difficulties of the NSS dialect expressions electives? Educators absence of ability or certainty absence of involvement in picking writings administration of time and different assets absence of aptitudes and experience little presentation to genuine creative messages How to begin? How to coordinate dialect expressions writings? How to survey understudies? Just a "specialist" can show dialect expressions! I never concentrated on Literature in school! Understudies Language expressions writings are excessively troublesome for my understudies! They can\'t compose a sentence - in what manner would they be able to compose a ballad? Educational modules Do we require Literature lessons in S1-3? We can\'t save the time! How would I set the exam?Slide 5
Integrating dialect expressions into the S1-3 educational modules How is your school planning for the difficulties? Educational programs How to begin? How to incorporate dialect expressions writings? How to survey understudies? Understudies absence of aptitudes and experience absence of introduction to these writings NLSI Lui Kwok Pat Fong CollegeSlide 6
Lui Kwok Pat Fong College School foundation CMI school Students are innovative and gifted however… .. their accomplishment in English doesn\'t coordinate that in different subjects, so… .. advancing the English environment is a high need for the schoolSlide 7
How is your school planning for the difficulties? Educational modules How to begin? How to incorporate dialect expressions writings? How to evaluate understudies?Slide 8
How could you have been able to you begin arranging the educational modules? Decisions Reasons Starting from S1 gets understudies when they are more receptive One unit at every level from S1 to S3 was decided for coordinating dialect expressions writings and exercises More sensible, and making utilization of course book materials Language things from the reading material were consolidated with dialect expressions writings and aptitudes Some of these units are incorporated with the additional curricular project Maximize effect of instructors\' endeavors. More significant for understudiesSlide 9
How were the content sorts incorporated crosswise over levels?Slide 10
How could you have been able to you make associations with the casual educational programs? Additional curricular system S2 unit is likewise the venture for this level Project work Classroom showing S1 unit is inside the classroom S3 unit is an undertaking and prompts a between class rivalry for English WeekSlide 11
S1 Unit on Christmas How could you have been able to you arrange every unit? Social learningSlide 12
Students additionally finish a story map with part rundowns S1 "A Christmas Carol" Activities concentrate on story components and portraying characters.Slide 13
rhyming ballad acrostic shape lyric S1 Poems and Songs Students find out about various lovely structuresSlide 14
S2 Unit on Superheroes Cultural information Generic aptitudesSlide 15
Spiderman making judgements about characters individual reaction Students see some clasps and make remarks about the characters. They audit vocabulary for superpowersSlide 16
Students take in the components of funny cartoons… … .Slide 17
… ..and exchanging cards. They make and present their own variantsSlide 18
S3 Unit on Healthy Eating Values and states of mind Generic aptitudes A between class rivalry is held in English Week.Slide 19
Features of jingles and trademarks Advertising methodologiesSlide 20
Teachers made utilization of rubrics imparted to understudies Peer assessment of presentations was additionally utilized Students did self-assessment How could you have been able to you evaluate the understudies? S3 venture appraisal rubric S2 peer assessment S1 self assessmentSlide 21
How is your school get ready for the difficulties? Understudies absence of abilities and experience absence of presentation to these writingsSlide 22
Have understudies created dialect expressions information, aptitudes and experience? Understudies have picked up… .. experience of an assortment of dialect expressions content sorts learning of the components of these content sorts. pertinent aptitudes What different abilities have they learned? Nonexclusive abilities: correspondence imagination joint effort Language expressions writings are excessively troublesome for my understudies! They need abilities and experience!Slide 23
Language expressions writings are excessively troublesome for my understudies! They can\'t compose a sentence - in what capacity would they be able to compose a lyric? Could understudies adapt to dialect expressions writings and exercises? Understudies advantage from.. exercises which are persuading and fascinating platform for dialect bolster samples to create thoughts decision of how to display the last itemSlide 24
Teacher Development & Resource Management SKH St Mary\'s Church Mok Hing Yiu College How is your school get ready for the difficulties? Educational programs How to begin How to coordinate dialect expressions writings How to evaluate understudies Students absence of abilities and experience think dialect expressions are "immaterial" Teachers absence of aptitude or certainty absence of involvement in picking writings administration of time and assets NLSI Lui Kwok Pat Fong CollegeSlide 25
SKH St Mary\'s Church Mok Hing Yiu College CMI school Students: standard is normal to underneath normal and need inspiration English Ts: need mastery and involvement in showing LA yet very much aware of the difficulties ahead Move to another school grounds in 2006 more space and better offices Application for 3m EEGSlide 26
How did your school choose to take a shot at dialect expressions?Slide 27
What methodologies for educator improvement did your school use? Setting Target(s) Who to do What, Why and When Blue Print & Road Map 2. Developing instructors\' certainty Moving from more natural to less commonplace content sorts Begin with short stories and include other content sorts (e.g. dramatization) progressively Start at S1 and develop year by year Doing it on a sensible scale Developing some Ts first who will be coaches for others Involve instructors who are more preparedSlide 29
3. Developing instructors\' ability to show LA ~ checking on the educating of stories Skills center - Reading aptitudes like expectation and making derivations Teaching of understanding and vocabulary Language expressions aptitudes and learning - Story components - Story highlights Teaching of social informationSlide 30
4. Figuring out how to pick showing materials Level of premium Level of trouble What showing opportunities benefit - dialect - dialect expressions abilities and information - social information * What we need understudies to realize and what goals we need to accomplishSlide 31
Hand close by, heart to heart, how about we confront the NSS challenges ahead 5. Filling in as a group aggregate insight and common bolster 6. Working together with LLSS co-arranging, lesson showing, lesson perceptionSlide 32
How is your school get ready for the difficulties? Instructors absence of mastery or certainty absence of involvement in picking writings administration of time and assets Slide 33
What assets do you have? Group Slide 34
Teachers absence of skill or certainty absence of involvement in picking writings administration of time and assets educational programs pioneers Clip workmanship authorized from the Clip Art Gallery on DiscoverySchool.comSlide 35
Thank you! The EndSlide 36
S3 venture appraisal rubric The bundling is appealing and deliberately done. The configuration is reasonable for the intended interest group. The bundling gives extra data about the itemSlide 37
S2 peer assessmentSlide 38
S1 self assessment structureSlide 39
and compose their own sonnets in the structure they pick rhyming ballad shape lyric acrostic S1 Students\' workSlide 40
"No Sweat" motto and film " Yellow Power" trademark and motion picture " No Sweat" storyboard S3 understudies\' workSlide 41
Trading cardsSlide 44
1 3 2 Next entryway there lives a rich man who checks his cash throughout the night. \'I should number my cash,\' he says. \'One, two, three, four, five, … " He makes shoes throughout the day, and he sings while he works. This story is around a shoemaker who lives in somewhat, old house. He is exceptionally poor, however extremely upbeat 4 5 6 " Please quit singing. I can\'t rest. Here is a sack of cash in the event that you stop\'. \'Much obliged to you,\' says the shoemaker. In the morning he goes to bed. Be that as it may, he can\'t rest in light of the fact that the shoemaker sings throughout the day. In this way, he goes to see the shoemaker. The shoemaker stresses over the cash throughout the night. " I should conceal it under the bed ,\' he says. He goes to bed, yet he can\'t rest.Slide 45
7 9 8 " I should shroud the cash on the pantry ,\' he says. He goes to bed, however he can\'t rest. " I should shroud the cash behind the seat ,\' he says. He goes to bed however he can\'t rest. " I should shroud the cash in the ice chest ,\' he says. He goes to bed, however he can\'t rest
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