stage 4 fantasy unit

STAGE 4 YEAR 7 ESL PROGRAM

TOPIC: FANTASY

-Syllabus Content-Syllabusoutcomes

Students learn to:

Students learn about:

Language to be taught

Teaching and learning sequence

Resources Assessment Quality teaching

9. A student demonstrates understanding that texts express views of their broadening world and their relationship within itESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.

1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

9.1 Recognise, reflect on and explain the connections between their own experience and the world of texts

1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and

9.8 The ways in which their experiences and perspective shape their response to texts.

9.9 The ways their experiences and perspectives are represented in texts.

Vocabulary: fantasy, characters,Setting - literal and cultural meanings, Internet vocabulary: egwww/

Listening skills-understanding the main idea

1(a)- Concept of Fantasy:Students brainstorm the idea of ‘Fantasy’. Have students understand the difficulties with literal meanings/translations

Student task (pairs): use www. to source and read examples of fantasy stories from other cultures.Note: teacher directs students to particular websites.

Teacher reads aloud Australian Aboriginal Dreamtime story: Morning Star. Students identify main idea.

Teacher points out that fantasy for one culture may be truth for another.

1a – Use of bilingual dictionaries (eg: personal electronic dictionaries) andEnglish dictionaries

Sample printouts from Scholastic website: teacher.scholastic.com, of stories from Oceania, South East Asia, China, Egypt, and India.Students also look at other websites: aesopfables.com and cln.org/themes/fairytales

Dreamtime story: Morning Star(Skill builders level C page 14)

Informal assessment of verbal participation and note taking skills

Significance:Background knowledgeCultural knowledge

Quality Learning Environment: Engagement

Intellectual Quality:Problematic Knowledge

ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence, Toongabbie Christian School1

viewing

Syllabusoutcomes

Students learn to:





9. A student demonstrates understanding that texts express views of their broadening world and their relationship within it

ESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.

9.6assess representations of people, places and events in film and the media.

9.7the ways in which ‘story’ creates a world within which characters interact and shape action

Metalanguage: character, fiction and non-fiction; setting

Vocabulary related to settings eg castles, mysterious forests, etc

1(b) – Understanding the difference between fantasy and real charactersStudents classify names as fictional or real characters: eg John Howard, Shakespeare, Wizard of Oz, Harry Potter, Red Riding Hood, John Laws, Bruce Lee, Shrek, Ronaldo.Similar classification of animals: eg vampire, unicorn, dog, dragon, snake, gnome.Students to add to list.

1(c) – Fantasy settingsGroup discussion -Understanding Fantasy settings that are either place names from their experiences or general locations of fantasy stories – eg as in Lord of the Rings, Harry Potter.

Students share examples ofsettings from stories in their own cultures.

Worksheet 1: Real and Fantasy Characters

Intellectual Quality:Metalanguage

Significance: Background knowledgeCultural knowledge


Syllabusoutcomes

Students learn to:





4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts.

4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts

4.8 the ways in which specific language forms and features and structures of text are used to shape meaning

Skill: Reading comprehension at literal level.Grammar:Textual cohesion: pronoun reference

1(d) – Reading comprehensionStudents read Dreamtime story: Morning Star from printed copies.Tasks:1. identify what each underlined pronoun refers to.2. True/false exercise3. ‘Use the clues’ sentence completion using information from the text.

Worksheet 2: printed copy of Dreamtime story: Morning Star (Skill builders level C, page 14)

Teacher correction and feedback on written tasks.

4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts.

4.5 Selectively use dictionaries, thesauruses, spell checks and other reference texts.

4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures.

Vocabulary:Revise the terms genre, fantasyIntroduce terms legend, myth, allegory, fable, fairy tale

2 – Fantasy Sub-Genres Investigation:Examine a range of fantasy sub genres to understand the cultural context and positioning of the audience in each use of fantasy.Dictionary task: look up meanings of fantasy ‘genre’ and write definitions in their workbooks. Whole group discussion of differences:Fairy tales - used to present a message to children Fables - used to present a warning to adultsFolk tales and Myths –good is rewarded and bad punished.

Australian English dictionaries

Resource sheetsFantasy Writer: page 5

Informal assessment of student participation in teacher led discussions.

Intellectual Quality: Metalanguage


Syllabusoutcomes

Students learn to:





10. A student identifies, considers and appreciates cultural expressions in texts.

ESL Scales outcome: 4.6 Relates own culture, knowledge and experience to information in the text.

4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts

10.1 recognise and consider cultural factors, including background and perspective, when responding to and composing texts

4.1 Identify and describe the purpose, audience and context of texts

ESL Scales outcome:5.8 Applies basic text access strategies to enhance comprehension and learning

10.10 Key cultural stories including Dreaming, myths and allegories, what they represent and the way they have influenced other texts

4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures.

Purposes of different texts

Vocabulary:fablemoral anthropomorph-ism

2(a) – Fairy tales/ Fables/ Folk tales and Myths

Teacher explanation:These types of story are linked by common purpose: to provide a moral or a warning about foolish behaviour to the audience. Fairy tales are distinctive for their use of magical events or characters, whereas fables are distinguished by the presence of non-human or animal characters that can speak.

3 – FablesHistory of fables Reading task:What is a fable?A short animal story, in which creatures behave like humans. A story with a moral.Teacher reads aloud two examples: The Hare and the Tortoise The Lion and the Mouse

Students identify the purpose of each fable.

Resource sheet:Fantasy Writer page 5

Fantasy Writer pages 5-6

Students to show their understanding of the morals: ‘Slow but sure wins the race’ and ‘Little friends may prove great friends’.

IntellectuaI Quality: Metalanguage

Deep Understanding


Syllabusoutcomes

Students learn to:





4. A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts

ESL Scales outcomes:5.8 Applies basic text access strategies to enhance comprehension and learning.

6.6 Relates a text’s format, structure and choice of language to its purpose.

4.3adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

4.9the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning

Skills:- Identifying the main idea- theme - inferential level comprehension

Vocabulary:balmyscoffedtoilColloquial language eg ‘no way!’

Grammar:- synonyms and antonyms - conjunctions-adjectives- ‘Recount’ text type-first and third person-verb ending changes

The Ant and the Grasshopper:Teacher reads the story while students follow on their copies. (If time permits, teacher may employ repeated reading strategies to encourage students to achieve confidence and control of the reading process.)

Students:- read the story again to find the main ideas of the fable.- interpret the moral of the fable. - complete cloze activity- dictionary skills and crossword tasks-Venn diagram activityTrue/false activity

Teacher models retelling from a different point of view and points out language features that change.

Students retell the story:“Pretend you are the ant or the grasshopper. Write a recount from your point of view”.

Resource sheets from Read, Understand and Write – Fablespage 1Teacher notes: page ii(RIC Publications www.ricgroup.com.au)

Resource sheets:STARS Book 3Page 12

Teacher and student marking of comprehen-sion answers

Teacher and student marking of cloze answers

Student sharing of responses


Significance:Background knowledgeCultural knowledge

Intellectual Quality:Metalanguage


Syllabusoutcomes

Students learn to:





6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

ESL Scales outcomes:4.9 Communicates for a range of purposes on a variety of familiar topics, using a basic repertoire of text types.

6.6 Relates a text’s format, structure and choice of language to its purpose

6.4 use the features and structures of imaginative texts to compose their own texts and engage their audience

6.10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings

Vocabulary:fairies,gnomes,elves,mermaids,Pegasus,dragons,unicorns

Skills:-reading-speaking-guided listening- note taking

Text structure:Narrative—-orientationbeginning with ‘once upon a time’-complication-resolution

4 – Fairy TalesTeacher explanation: Most ‘fairy stories’ have no fairy characters at all, though all have some magical element. The word ‘fairy’ in fact means ‘magical’ or supernatural.

Students read The Frog Prince.Group tasks:-joint text deconstruction- jig-saw reading task on fairy tale characters

Students take notes on each section eg. -Orientationwho? Characterswhere? Settingwhen? Time-Complication;What was the problem? Why? -Resolution;How was the problem solved?

Resource sheetsFantasy Writerpage 36

ibid. pages 16,17

Worksheet 3: Structure of a fairy tale

Informal assessment of group work

Quality Learning Environment: EngagementSubstantive communication

Intellectual Quality: Problematic knowledge


Syllabusoutcomes

Students learn to:





10. A student identifies, considers and appreciates cultural expressions in texts

ESL Scales outcome:4.6 Relates own culture, knowledge and experience to information in the text.

10.4identify and describe the ways assumptions underlying cultural expressions in texts can lead to different reading positions.

10.9the ways culture and personal experience position composers and responders and influence response to and composition of texts

Skill:Extended listening for comprehen-sion of story.

Vocabulary extension:Language that positions the reader:Adjectives and noun groups-positive and negative connotations

The Enchanted Princess:Teacher to read the story because of length.

Teacher models how to identify adjectives and noun groups that make the reader approve or disapprove.In pairs, students identify others in the story.

Resource sheets: Fantasy Writer,pages 18-20

Significance: Inclusivity

Quality Learning Environment: EngagementExplicit quality criteriaI

4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts

Grammar:Textual cohesion - Language of sequencingeg. time markers, pronoun referencing (eg ‘these), conjunctions

Oral reading skills:- pronunciation- intonation- interpretation of punctuation

5 – Folk tales and myths:Sequencing task using introductory reading on folk tale.Teacher then gives out copy of the original text.Teacher to clarify any concerns/errors

Teacher reads The Blind Men and the ElephantModels pronunciation, intonation etc

Teacher models oral reading of The Fisherman and his wife.

Fantasy Writer, page 5

ibid. page 9

Resource sheets: ibid. pages 10-13



1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing

1.11the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts

Reading skills:- comprehension- text structure

Homework task:Each student is allocated one section of the text to prepare (pronunciation; understanding vocabulary) for oral reading in class-Discussion of content and reading skills.Students read their section of the story in sequence

Individual reading and comprehension ofDaedalus and Icarus followed by story analysis worksheet

Resource sheet

Resource sheets:Read, Understand Write – Myths,pages 6 and 9

Informal assessment:Verbal participation, prepared reading

Marking of comprehension answers

Quality Learning Environment: Explicit quality criteria

Intellectual Quality:Deep understanding

6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

6.1 compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings

6.11 verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and

Speaking skills: - Turning taking- hypothesising

Grammar:Third person to first person

Revision

Viewing skill:Interpreting story map

6. Application

Group discussion and problem solving

Writing task:Retelling story as a different character

Practise reading story aloudOral retelling of written task

Interpreting fantasy map

Writing task:Write a fantasy story using Story mind map as stimulus.

Resource sheets:Read, Understand Write – Myths,pages 9-10

Peer assessment sheet

ibid. pages 44-45, 48

Marking

Peer assessment by listening to each other

Formal assessment ESL teacher to mark

Significance: InclusivityKnowledge integration

Intellectual Quality:Problematic knowledgeSubstantive communication

Quality Learning Environment: Explicit quality criteria


design feedback sheet

Engagement


Worksheet 1

REAL AND FANTASY CHARACTERSWhich of the following are real people? Which ones are fantasy characters?

John Howard William Shakespeare The Wizard of Oz

Harry Potter John Laws Bruce Lee

Ronaldo Red Riding Hood Nicolai Lenin

Cate BlanchettSnow White Shrek

Classify the names under the two headings below.

Real People Fantasy Characters

Now classify the following creatures in the same way:

vampire snake antelope dragon

centaur troll wolf capybara

unicorn platypus orc bat

Real Animals Fantasy Creatures

ATESOL NSW AGQTP funded unit Stage 4 English Year 7 – Fantasy Peter Lawrence Toongabbie Christian School

Worksheet 3Structure of a fairy tale

Fairy tales are examples of narrative texts. The purpose of a narrative is to tell a story. Narrative texts all have a similar structure:

1. The orientation introduces the story. It tells us who the story is about (the characters), where the events happen (the setting), and when the events happened (the time).

2. In the middle part of the story the characters have to deal with one or more problems (these are called complications). Sometimes we find out what they think and feel about these problems – this is the evaluation stage of the story.

3. Then we find out how each problem was solved – this is called the resolution. Sometimes the story ends with a comment or moral, and we call this ending the coda.

Now, work with a partner to identify the sections in the story The Frog Prince.

ORIENTATION (Who? When? Where?)

COMPLICATION 1 (What was the problem? Why?)

EVALUATION 1 (What did the character think and feel about the problem?)

RESOLUTION 1 (How was the problem solved?)

COMPLICATION 2 (What was the problem? Why?)

EVALUATION 2 (What did the character think and feel about the problem?)

RESOLUTION 2 (How was the problem solved?)

CODA (Does the story end with a comment or moral?)


Peer Assessment of Oral RetellingName of student you are assessing: ………………………… Your name: ……………………..

Tick the boxes in the table below to give feedback to your classmates on the way they retell the story. Add a helpful comment below the boxes if you wish.

Assessment criteria

1. Not yet developed

2. Developing

3. Competent 4. Very good 5. Excellent

Pronunciation

Intonation

Fluency

Use of correct person

Pace

Eye contact

Body language

Comment: …………………………………………………………………………………………………………...…

………………………………………………………………………………………………………………………..…

Peer Assessment of Oral RetellingName of student you are assessing: ………………………… Your name: ……………………..

Tick the boxes in the table below to give feedback to your classmates on the way they retell the story. Add a helpful comment below the boxes if you wish.

Assessment criteria

1. Not yet developed

2. Beginning to develop

3. Competent 4. Very good 5. Excellent

Pronunciation

Intonation

Fluency

Use of correct person

Pace

Eye contact

Body language

Comment: …………………………………………………………………………………………………………...…

………………………………………………………………………………………………………………………..…


Fantasy narrative feedback sheetStudent’s name: ………………………………………..

Marking criteria Level of achievement

You have written a highly imaginative fantasy narrative.You have made excellent use of the fantasy map.Your writing is fluent and you have shown excellent control of grammar.

A – 9-10 marks

You have written an imaginative narrative.You have made very good use of the fantasy map.Your writing is quite fluent and you have shown good control of grammar.

B – 7-8 marks

You have written a narrative that shows some imagination.You have made good use of the fantasy map.Your writing is sometimes fluent and you have shown some control of grammar.

C – 5-6 marks

You have attempted to write a narrative.You have made some use of the fantasy map.Your writing is not very fluent and you have not shown much control of grammar.

D – 3-4 marks

You have attempted the task.You have made little use of the fantasy map.Your writing is not yet fluent or grammatical.

E – 1-2 marks

You have not attempted the task or not handed it in. N – 0 (not done)

Teacher’s comment: ………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………..

Fantasy narrative feedback sheetStudent’s name: ………………………………………..

Marking criteria Level of achievement

You have written a highly imaginative fantasy narrative.You have made excellent use of the fantasy map.Your writing is fluent and you have shown excellent control of grammar.

A – 9-10 marks

You have written an imaginative narrative.You have made very good use of the fantasy map.Your writing is quite fluent and you have shown good control of grammar.

B – 7-8 marks

You have written a narrative that shows some imagination.You have made good use of the fantasy map.Your writing is sometimes fluent and you have shown some control of grammar.

C – 5-6 marks

You have attempted to write a narrative.You have made some use of the fantasy map.Your writing is not very fluent and you have not shown much control of grammar.

D – 3-4 marks

You have attempted the task.You have made little use of the fantasy map.Your writing is not yet fluent or grammatical.

E – 1-2 marks

You have not attempted the task or not handed it in. N – 0 (not done)

Teacher’s comment: ………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………..


Fantasy:

Bibliography, Websites and Acknowledgements:

Thomas M., FANTASY WRITER. Wizard Books,Ballarat, Australia. 1999

Aylward R,. SKILLS BUILDERS, READING COMPREHENSION, LEVEL C. a Holmes McDougall Australia – Dominie Publication, published by Educational Supplies Pty. Ltd, Sydney. 1984.

Henderson D, Snell J. READ, UNDERSTAND and WRITE – FABLES- (BOOK 3). R.I.C. Publications. 2001.

Henderson D, Snell J. READ, UNDERSTAND and WRITE – MYTHS- (BOOK 4).R.I.C. Publications. 2001.

Sotoohi M. Strategies To Achieve Reading Success, Book 3. Hawker Brownlow Education, Australia. 2000.

www.acmeanimation.com

www.mythicalrealm.com

www.ricgroup.com.au

www.teacher.scholastic.com

ATESOL: For promoting this program

JUDITH MEE: For mentoring me and putting so much into organising this program.

With thanks,Peter K. Lawrence


http://www.teacher.scholastic.com/

http://www.ricgroup.com.au/

http://www.mythicalrealm.com/

http://www.acmeanimation.com/

Toongabbie Christian School.


stage 4 fantasy unit

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