1 virtual worlds 5 plenaryassets.pearsonglobalschools.com/asset_mgr/current/201214/... · 2016. 6....

1
The digital world The digital world 1 Virtual worlds Learning objectives Students are learning: • to explore the layout and presentation of a webpage. Resources • Student Book pages 10-11 • Worksheets 1.1, 1.2, 1.3 • PowerPoint 1.1 • Video demo at www.secondlife.com (optional) At GCSE … At GCSE students will need to comment on the presentational features of a text and how they contribute to its effect. Differentiation 2 © Pearson Education Limited 2010 Head Start AQA GCSE English Teacher Guide 3 additional support Even more advanced EAL students often find this skill difficult because they may think that some ‘presentational’ features are too obvious, or forget that ‘structure’ includes features such as introduction, paragraphs, bullet points. 1 Starter activity • Visual presentation may be necessary to activate prior knowledge and ensure EAL students understand ‘computer technology and ‘digital texts’. New arrivals from some countries may have no knowledge of computers. • Use talk partners to pair English speaker with an EAL student to discuss/list examples of digital texts. Pairs of students who share the same first language could use L1 to identify features from the visual. 3 Paired work • Use message abundancy to ensure understanding of such words as: ‘appeal’, ‘overall message’, ‘primary and secondary purpose’. • Remember that justifying is an advanced academic skill so the modelling of a sentence as an example is essential. 4 Independent work • Remind students what is meant by‘audience’. Clarify the key vocabulary of ‘purpose’: ‘entertain’, ‘inform’, ‘describe’, ‘persuade’ ‘advise’ to ensure understanding. Starter activity To introduce the unit, ask students: What is a digital text? Discuss this as a whole class, aiming for the understanding that digital texts are those which are read or transmitted using computer technology. Explain to students that they will be exploring digital texts over the next few lessons. Give two minutes for students to list as many examples of digital texts as they can, e.g. text messages, email, websites, blogs and so on. Generate a list on the board. Ask students to identify some of the key features/ differences of digital texts compared with more traditional paper-based texts. Look for responses which recognise the speed with which texts can be accessed and transmitted, the tendency in some to informality, and the updatability or possibilities for interactions with these kinds of texts.. 1 The digital world The digital world 1 Virtual worlds Learning objectives Students are learning: • to explore the layout and presentation of a webpage. Resources • Student Book pages 10-11 • Worksheets 1.1, 1.2, 1.3 • PowerPoint 1.1 • Video demo at www.secondlife.com (optional) At GCSE … At GCSE students will need to comment on the presentational features of a text and how they contribute to its effect. Differentiation More able students In activity 2, ask students to look again at the features of a website listed in Activity 1. Which of these features tells them most about the audience with which Second Life is trying to appeal to? In Activity 2, students can be asked to consider what the Second life logo in the top left hand corner is meant to suggest. How does it contribute to the overall message of the website? In Activity 3, students could consider whether the website has more than one purpose. If so, is there a primary and secondary purpose? What evidence can they find to support this? Less able students To support less able students, read Activity 1 aloud and ask for immediate feedback to clarify the difference between language and presentational features. Alternatively, display the features on PowerPoint 1.1 and take feedback as to whether they are presentational or language features. Worksheet 1.1 supports Activity 2, Question 2, providing prompt questions to focus less confident students on specific details of presentation. In activity 3 you may need to recap on what is meant by the purpose of a text: i.e. the reason why it was written. Less able students can use Worksheet 1.2 to support their planning for Activity 3 question 3. P O W E R P O I N T 1 . 1 PRESENTATIONAL OR LANGUAGE FEATURES? PowerPoint 3.1 Independent work Ask students to complete Activity 3, question 1 independently. Take feedback to share ideas and ensure understanding. In preparation for answering question 2, ask students to support their answers with evidence from the website. Ask students to complete question 2 independently. Model an example if necessary. Take feedback, discussing how successful the class feels each identified element is in achieving the specific purpose. Establish examples of social networking websites, eg Facebook, Bebo etc. Ask students to complete question 3 independently. Remind students that a home page should be like a shop window, enticing customers inside. 4 Activity 3 Get ahead at GCSE! 1 Some of the presentational features of a webpage are designed to appeal to its audience – and some are designed to help the website achieve its purpose. What is the purpose of this webpage, do you think? Is it to Top tip When you write about the presentation of a text, don’t just say what you see, write about how it is trying to appeal to its audience and achieve its purpose. GradeStudio l entertain the reader? l inform the reader about Second Life? l describe what Second Life is like? l persuade the reader to join Second Life? l advise the reader about virtual worlds? l or something else? Suggested answers Activity 1 Presentational features Images Buttons Colour Logo Banners Language features Information Links Activity 2 1 Adult men and women. Note that Second life does not accept members under 18: they are directed to Teen Second Life. 2 The gender mix in the main image, and the selection of features highlighted in the links below the main image suggest the website is trying to appeal to as wide an adult audience as possible. 3 Images are often the feature most indicate of target audience. Activity 3 1 Mainly to persuade the reader to explore and join Second Life, by informing them about the website’s features. 2 The woman in the main image suggests the role- playing escapism which the site offers, encouraging visitors to take part. The two, large orange ‘join now’ buttons are prominent and bright to encourage visitors to join. The links below the main image are intended to persuade you of the wide choice of activities and features which are available to members. Paired work Read the introduction to Activity 2 and give students the opportunity to study the screenshot from the Second Life website. Point out that a website’s home page is like a shop window, displaying what is available within. Discuss as a whole class why people might be interested in this website. Look for responses which recognise the attraction of re-inventing yourself or taking on a role. You may want to play the promotional video clip from www.secondlife.com at this point. Does anyone in the class use any similar sites? What others do they know? Read Activity 2, question 1 aloud and discuss as a whole class. Ask students to justify their suggestions with evidence from the website. Model how to write a sentence using evidence from the website, or use the example in the student book for this purpose. Ask students to complete Question 2 in pairs. 3 Plenary Students can use Worksheet 1.3 to self-assess their work from the lesson and set targets for the next time they tackle this kind of activity. 5 1.3 G e t G r a d e d ! 1. Look at your answers to activity 3. Using the table below, tick which grade you think you are working at. Grade E Grade D Grade C Grade B I identified some features. I identified some features and used some relevant details. I identified features and commented on their effect. I identified features and commented on how they appeal to the purpose and audience. If you were attempting this kind of question again – for example as part of your GCSE course – what would you need to do to improve your answer? 2. Write down a target below. For example, it might be that your target for next time to make sure you use some relevant details from the text. Target for next time: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Worksheet 1.3 1.2 A c t i v i t y 3 You have been asked to design the home page for a new social networking website aimed at teenagers. You need to decide: the name of your website the purpose of the home page how your choice of colour, images, links etc, will appeal to a teenage audience and achieve your chosen purpose Feature Ideas The name of your website The purpose of the homepage Colours you might use to appeal to your audience Images you might use to appeal to your audience Buttons/links to other web pages which will appeal to your audience Information which your audience need to know when they arrive at your website Worksheet 1.2 1.1 A c t i v i t y 2 1. Look carefully at the main picture in the centre of the webpage. a. Why do you think the woman in the middle of the picture is dressed in this way? b. Why is she wearing a mask, do you think? Think about what the Second Life website allows people to do. c. Why does the picture also show a rack of dresses hanging in the background, to the left? d. A man and a woman are standing in the background to the right. What does this suggest about the audience which the website is aiming at? 2a. Look at the ‘Join Now’ button in the top right hand corner of the page. Why do you think the web designer has decided to make it this size and colour? b. There is another ‘Join Now’ button in the bottom left hand corner of the main image. Why, do you think? 3. Look at the three boxes below the main picture. For each one, write a sentence or two explaining: why you think the designer has included these on the Second Life homepage what kind of audience you think these links are trying to appeal to. Worksheet 1.1 I think the website is supposed to appeal to women, because the biggest image on the page shows a woman dressing up. Whole class work Ask volunteers to name their three favourite websites: those that they visit frequently. Keeping these websites in mind, ask students to list what are the most important ingredients of a webpage. Generate a class list. Now ask students to classify these features into presentational and structural features (things which affect the look of the website) and language features (the words the writer has used). Clarify any misunderstandings so students understand the distinction between these types of features 2

Upload: others

Post on 14-Sep-2020

3 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: 1 Virtual worlds 5 Plenaryassets.pearsonglobalschools.com/asset_mgr/current/201214/... · 2016. 6. 14. · 1 Virtual worlds Learning objectives Students are learning: • to explore

The digital world The digital world

1 Virtual worldsLearning objectivesStudents are learning:• to explore the layout and

presentation of a webpage.

Resources• Student Book pages 10-11• Worksheets 1.1, 1.2, 1.3• PowerPoint 1.1• Video demo at

www.secondlife.com (optional)

At GCSE …At GCSE students will need to comment on the presentational features of a text and how they contribute to its effect.

Differentiation

2 © Pearson Education Limited 2010 Head Start AQA GCSE English Teacher Guide 3

additional support

Even more advanced EAL students often find this skill difficult because they may think that some ‘presentational’ features are too obvious, or forget that ‘structure’ includes features such as introduction, paragraphs, bullet points.

1 Starter activity• Visualpresentationmaybenecessarytoactivate

prior knowledge and ensure EAL students understand ‘computer technology and ‘digital texts’. New arrivals from some countries may have no knowledge of computers.

• UsetalkpartnerstopairEnglishspeakerwithanEALstudent to discuss/list examples of digital texts. Pairs of students who share the same first language could use L1 to identify features from the visual.

3 Paired work• Usemessage abundancy to ensure understanding

of such words as: ‘appeal’, ‘overall message’, ‘primary and secondary purpose’.

• Rememberthatjustifyingisanadvancedacademicskill so the modelling of a sentence as an example is essential.

4 Independent work• Remindstudentswhatismeantby‘audience’.Clarify

the key vocabulary of ‘purpose’: ‘entertain’, ‘inform’, ‘describe’, ‘persuade’ ‘advise’ to ensure understanding.

Starter activity

• To introduce the unit, ask students: What is a digital text? Discuss this as a whole class, aiming for the understanding that digital texts are those which are read or transmitted using computer technology.

• Explain to students that they will be exploring digital texts over the next few lessons. Give two minutes for students to list as many examples of digital texts as they can, e.g. text messages, email, websites, blogs and so on. Generate a list on the board.

• Ask students to identify some of the key features/differences of digital texts compared with more traditional paper-based texts. Look for responses which recognise the speed with which texts can be accessed and transmitted, the tendency in some to informality, and the updatability or possibilities for interactions with these kinds of texts..

1

The digital world The digital world

1 Virtual worldsLearning objectivesStudents are learning:• to explore the layout and

presentation of a webpage.

Resources• Student Book pages 10-11• Worksheets 1.1, 1.2, 1.3• PowerPoint 1.1• Video demo at

www.secondlife.com (optional)

At GCSE …At GCSE students will need to comment on the presentational features of a text and how they contribute to its effect.

DifferentiationMore able students• In activity 2, ask students to look again at the features of

a website listed in Activity 1. Which of these features tells them most about the audience with which Second Life is trying to appeal to?

• In Activity 2, students can be asked to consider what the Second life logo in the top left hand corner is meant to suggest. How does it contribute to the overall message of the website?

• In Activity 3, students could consider whether the website has more than one purpose. If so, is there a primary and secondary purpose? What evidence can they find to support this?

Less able students• To support less able students,

read Activity 1 aloud and ask for immediate feedback to clarify the difference between language and presentational features. Alternatively, display the features on PowerPoint 1.1 and take feedback as to whether they are presentational or language features.

• Worksheet 1.1 supports Activity 2, Question 2, providing prompt questions to focus less confident students on specific details of presentation.

• In activity 3 you may need to recap on what is meant by the purpose of a text: i.e. the reason why it was written.

• Less able students can use Worksheet 1.2 to support their planning for Activity 3 question 3.

POWERPOINT 1.1

PRESENTATIONAL

OR

LANGUAGE FEATURES?

PowerPoint 3.1

Independent work

• Ask students to complete Activity 3, question 1 independently.

• Take feedback to share ideas and ensure understanding. In preparation for answering question 2, ask students to support their answers with evidence from the website.

• Ask students to complete question 2 independently. Model an example if necessary.

• Take feedback, discussing how successful the class feels each identified element is in achieving the specific purpose.

• Establish examples of social networking websites, eg Facebook, Bebo etc.

• Ask students to complete question 3 independently. Remindstudentsthatahomepageshouldbelikeashopwindow, enticing customers inside.

4Activity 3 Get ahead at GCSE!

1 Some of the presentational features of a webpage are designed to appeal to its audience – and some are designed to help the website achieve its purpose. What is the purpose of this webpage, do you think? Is it to

2 a You have been asked by Second Life to review how effective their website is. Choose three features which you think have been designed to achieve the purpose you identified in question 1.

b For each one, write a sentence about how its appearance, size and position on the webpage helps it achieve this purpose.

3 A web-based company has approached you to help them design the home page for a new social networking website aimed at teenagers.

a Firstly, you need to decide:l the name of your websitel the purpose of the home pagel how your choice of colour, images, links etc, will appeal to a teenage

audience and achieve your chosen purpose.

b Now design your webpage.

c Choose five features from the design of your website. Write a sentence or two about each one, explaining how each feature will appeal to your audience and achieve its purpose.

Get Graded!

The Digital World

Look at your answers to activity 3. Using the table below, decide which grade you think you are working at.

Band Mark Descriptor

Grade Grade Grade Grade

I identified some features.

I identified some features and used some relevant details.

I identified features and commented on their effect.

I identified features and commented on how they appeal to the purpose and audience.

11

E D C B

Top tip

Top tip

When you write about the presentation of a text, don’t just say what you see, write about how it is trying to appeal to its audience and achieve its purpose.

Be careful! When you are writing about presentation, remember you are being asked about the appearance of a text, not the language which the writer has used.

GradeStudio

GradeStudio

l entertain the reader?l inform the reader about Second Life?l describe what Second Life is like?l persuade the reader to join Second Life?l advise the reader about virtual worlds?l or something else?

Suggested answersActivity 1Presentational features• Images • Buttons

• Colour• Logo

• Banners

Language features• Information • Links

Activity 21 Adult men and women. Note that Second life does not

accept members under 18: they are directed to Teen Second Life.

2 The gender mix in the main image, and the selection of features highlighted in the links below the main image suggest the website is trying to appeal to as wide an adult audience as possible.

3 Images are often the feature most indicate of target audience.

Activity 31 Mainly to persuadethereadertoexploreandjoin

Second Life, by informing them about the website’s features.

2 • Thewomaninthemainimagesuggeststherole-playing escapism which the site offers, encouraging visitors to take part.

• Thetwo,largeorange‘joinnow’buttonsareprominentandbrighttoencouragevisitorstojoin.

• The links below the main image are intended to persuade you of the wide choice of activities and features which are available to members.

Paired work

• ReadtheintroductiontoActivity2 and give students the opportunity to study the screenshot from the Second Life website. Point out that a website’s home page is like a shop window, displaying what is available within.

• Discuss as a whole class why people might be interested in this website. Look for responses which recognise the attraction of re-inventing yourself or taking on a role. You may want to play the promotional video clip from

www.secondlife.com at this point. Does anyone in the class use any similar sites? What others do they know?

• ReadActivity2,question1aloudanddiscussasawholeclass.Askstudentstojustifytheirsuggestionswithevidencefrom the website.

• Model how to write a sentence using evidence from the website, or use the example in the student book for this purpose. Ask students to complete Question 2 in pairs.

3

Plenary

• Students can use Worksheet 1.3 to self-assess their work from the lesson and set targets for the next time they tackle this kind of activity.

5 1.3 Get Graded! 1. Look at your answers to activity 3. Using the table below, tick which grade you think you are working at. Grade E Grade D Grade C Grade B

I identified some features.

I identified some features and used some relevant details.

I identified features and commented on their effect.

I identified features and commented on how they appeal to the purpose and audience.

If you were attempting this kind of question again – for example as part of your GCSE course – what would you need to do to improve your answer? 2. Write down a target below. For example, it might be that your target for next time to make sure you use some relevant details from the text. Target for next time: ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________

Worksheet 1.3

1.2 Activity 3 You have been asked to design the home page for a new social networking website aimed at teenagers. You need to decide: • the name of your website • the purpose of the home page • how your choice of colour, images, links etc, will appeal to a teenage

audience and achieve your chosen purpose Feature Ideas

The name of your website

The purpose of the homepage

Colours you might use to appeal to your audience

Images you might use to appeal to your audience

Buttons/links to other web pages which will appeal to your audience

Information which your audience need to know when they arrive at your website

Worksheet 1.2

1.1 Activity 2 1. Look carefully at the main picture in the centre of the webpage. a. Why do you think the woman in the middle of the picture is dressed in this way? b. Why is she wearing a mask, do you think? Think about what the Second Life website allows people to do. c. Why does the picture also show a rack of dresses hanging in the background, to the left? d. A man and a woman are standing in the background to the right. What does this suggest about the audience which the website is aiming at? 2a. Look at the ‘Join Now’ button in the top right hand corner of the page. Why do you think the web designer has decided to make it this size and colour? b. There is another ‘Join Now’ button in the bottom left hand corner of the main image. Why, do you think? 3. Look at the three boxes below the main picture. For each one, write a sentence or two explaining:

• why you think the designer has included these on the Second Life homepage

• what kind of audience you think these links are trying to appeal to.

Worksheet 1.1

Activity 1 Get ready for GCSE

Activity 2 Get going with GCSE

10

Head Start AQA GCSE English

1What are the important ingredients of a webpage? Make a list of all the different features you would expect to see using the table below.

Structural and presentational features (things which affect the look of the website)

Language features(the words the writer has used)

Images Information

Second Life is a website which allows people to interact in a virtual world, with a virtual job, virtual home and virtual relationships.

Look closely at the Second Life home page.

1 What audience do you think the presentation of the Second Life website is trying to appeal to? Are they:

Gender Male Female

Age 0–7 years 8–12 years 13–18 years

19–30 years 31–49 years 50+ years

2 For each of your answers in question 1, choose one example of the website’s presentation as evidence to support it, then write a sentence explaining your ideas. For example:

Learning objectivesI am learning:• to explore the layout and presentation of a webpage.

Virtual worldsAt GCSE …At GCSE you will need to comment on the structural and presentational features of a text and how they contribute to its effect.

I think the website is supposed to appeal to women, because the biggest image on the page shows a woman dressing up.

Whole class work

• Ask volunteers to name their three favourite websites: those that they visit frequently.

• Keeping these websites in mind, ask students to list what are the most important ingredients of a webpage. Generate a class list.

• Now ask students to classify these features into presentational and structural features (things which affect the look of the website) and language features (the words the writer has used).

• Clarify any misunderstandings so students understand the distinction between these types of features

2