5.1 uses language to think and reason:
5.1.4 develops and uses arguments in ways that;
make the logic clear to the reader or listener;
anticipates responses and objections;
5.1.6 uses factual information and interprets statistics with increasing confidence to support an argument;
5.1.7 draws on own experience and contrasts it with that of others to illustrate a point of view;
5.2 uses language to investigate and explore:
5.2.3 questions and weighs options;
5.2.4 explores a variety of approaches to plan, organise, and present research on a topic;
5.2.5 considers different perspectives when selecting information.
5.3 processes information:
5.3.2 chooses best and most appropriate information from various sources and individuals, and synthesises contributions with own ideas into a coherent piece of work or presentation;
5.5 uses language to reflect:
5.5.2 reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development.
Memorandum
ACTIVITY 1
Chooses information and synthesises contributions into a coherent piece of writing
LO 5.3.2 Marking: Ed
- ‘Soapies’ play an enormous role in the literate life of learners and cannot be ignored. So pay attention to this exercise and their findings. Allow THEM to come to the conclusions you would like to lead them to! Make sure that they manage to encapsulate the information they glean from the group and that their findings are coherent.
ACTIVITY 2
Shows a range of interaction skills in a panel discussion tackling important issues
- First explain that every member of the panel discussion should have something to say; that the topic should be explored as widely as possible. Then go over ways of interrupting politely; ways of changing the subject and introducing another angle to the topic and ways of preventing a one-to-one conversation happening in the panel and also ways of not stultifying the conversation when the leader asks each person in turn for their view, which can be rather boring to the viewers because of its predictability. The speakers should feel safe enough to talk on their own without prompting.
- Explain again that the preparation eases the presentation. Look for good content; fair comment and good ways of communicating views.
- Then also, go over with the peers exactly how they should mark. Ask them to comment at the end.
ACTIVITY 3
Chooses information from various sources and individuals and synthesises contributions with own ideas into a coherent piece of work or presentation
- Doing an oral history is already a mammoth task. Let them work out the questions that they would like to ask their family members. Then let them compare their questions with those of their friends. Come to a final decision about the questions to ask.
- Make sure that they manage to encapsulate the information they glean from the group and that their findings are coherent.
- Make sure that they know they will be marked according to their preparation, what their product looks like and then on their presentation.
- If this is done well, one can have a family tree exhibition in the hall or library to encourage other learners to find their family history before it is too late and the information is lost for ever!
ACTIVITY 4
Responds critically to text by evaluating writer’s point of view / Questions and weighs options
- The writer of this article has strong views. See how far they agree with her and perhaps they can also look for other ways that TV effects us. They need to look at the article critically.
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ACTIVITY 5
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To explore the creative use of language in a letter
- A letter to the press can be so effective. Learners need to understand that there are issues that should be handled in the press and there are others that shouldn’t and they should know the difference.
- Go over the notes with them before they start writing and perhaps let them bring a good letter to class so that you can study what makes good writing and what not.
Whenever learners hand in work, they must also hand in the rough work, planning work and preparation work.
