Cycle 2

Cycle 2 2014 Year 7 English

Week 4 - Feb 17 - 21
Week 5 - Feb 24 - Feb 28 (Year 7 Camps)
Week 6 - Mar 3 - 7

Week 4 White Week

Welcome to your first white week. This is a busy cycle. Students will have get to know you activities, music expo and school photographs.
(1 minute)

Students will need to complete the class testing this week and hand in their first major piece of assessment. Make sure you know which spelling group you are in and you have the class novel which you should be up to the end of chapter 9 by the end of this week.
this includes the vocabulary list in the back of your book.

If you are having trouble keeping up with your work it is possible that you need to have a homework study schedule or a list of what you need when on the inside of your locker. Get good habits now and it will change how well you do at school!

Open your books up to the vocabulary section in the back of your book. If you do not have the words for chapters 1-6 consider yourself a candidate for English club this week!

Here is our suggested English Homework Schedule - it is spending 30 minutes every night on English. Use the link to print out your own homework schedule and fill in the gaps. Get yourself organised to be successful.

Weekly Study Schedule

Class 1

Self Introductory Speech

When you are given a task there are some very important things you need to do.
Firstly, read the instructions carefully.
Secondly, read the instructions carefully again!

Next - make sure you have a copy of the assessment rubric or assessment criteria. This will tell you what the teacher is looking for and what points will be awarded for. You need to carefully plan how you can write and perform a speech that meets the assessment criteria.

Then - start to ask yourself some questions. (The conversation you have with yourself about your work is the key to improving your skills - the first skill to learn is that you need to ask the right questions)

See if you can answer these questions.

  1. What kind of writing do you need to produce?
  2. What makes this kind of communication good?
  3. Who is your audience?
  4. What do you need to do or get to make this happen?
  5. When will it happen?
  6. What is your timeline for delivery?
  7. How much time do you have?
  8. How many parts are there to this task?
  9. What kind of language do you need to use?
  10. How can you make this interesting?
  11. Which of the criteria will you find difficult to meet?
  12. What steps do you need to take to make this a polished piece of work?
  13. If you will have trouble getting this completed when should you let the teacher know?

Next- you need to start to assemble the jigsaw puzzle.
There are 5 steps that you will need to work through to get a good outcome.

Step 1- Pre-writing

This step is about gathering ideas or planning what you will do.
Use the template provided to guide you and do some brainstorming of your own.
At this point you can think about sentences.
Are there some sentence you read that you thought were well written? You can use these sentences as model sentences and imitate the style used.
Are there any ideas that you have written that could be combined? You could combine your sentences to make more sophisticated sentences.
Are there some ideas that you have written that could be expanded? Think about applying the words - and, when, if or but. These words help us to acknowledge that ideals are true in a context, other ideals are also true and there are usually exceptions to most truths. When is this ideal not true? What else is true? What needs to be in place for the ideal to be important?

Step 2- Drafting

This step is about writing the rough copy of your work or the draft copy of your work. In this stage we concentrate on the big picture - what will I talk about?
Rework your writing remembering to imitate, combine and expand sentences as you go.

Step 3- Revising

This step is about taking another look at what we have produced and to think about the details. Revisit the criteria and think about what needs to be added, taken away, changed, reconsidered or written more appropriately for the text type.
What do you know about grammar? Read your work aloud … does it sound right?
Read your work to someone else, listen as you do … is it clear and to the point?
Think about the language you are using. Is it formal enough? Have you taken short cuts? Does it flow well from one idea to the next? How will it make people feel?
Punctuation … Are your paragraphs well formed? How many topics do you have in each paragraph? Do you need capital letters, comma, talking marks or full stops?

Step 4- Proofreading

This step is about polishing your work. Making your work something you can be proud of and that is an example of your ability to present work of a high standard. The teacher will be looking for clear paragraphs. (One or two sentences do not make a paragraph.) Correct spelling. Clean and neat work that is handed in on time.
Read your work aloud and ask someone to read it to you - this gives you a chance to listen to what you have written.

Step 5- Presenting

This step is about gathering some charisma. In your speech you need to do or say something that will make you 'rememberable'. Gather your confidence, a well paced audible voice, a confident stance, some props and even some palm cards to make sure you can maintain eye contact with the audience while you are presenting your speech.

Assessment Task 1

Self Introductory Speech

Read the task carefully. Pull apart the details so you have a clear picture in your mind as to what you will need to do.

Part A

Each student is to stand up in front of the class and introduce themselves to the class. Their self-introduction should be from 2-3 minutes and the class can ask up to 2 questions.
Some students my wish to bring some items from home that you feel tell stories about your personal world. It maybe a photograph, football scarf, favourite music, book or trinket.
Let us know why these items are important to you and what story they tell about who you are and what shapes your identity.

Part B

The handwritten script of the speech should be handed into the teacher after you have presented your talk to the class. The speech should be written neatly in your English Note Book. Students are permitted to make their own palm cards to use when they deliver their speech. It is not required to hand these into the teacher. The heading should be - Self Introductory Speech - Final Draft. This would imply that you would also have Self Introductory Speech - First Draft in your book as well.

Speech Rubric

Blackburn High School Year 7 Speech Rubric Assessment Task 1 Part A

Visual Organisation 1 – Limited 2 – Satisfactory 3 – Good 4 – Very Good
Opening No clear opening. Audience is unsure what the and/or theme is. No Basis for audience to predict or follow. Opening only orients the audience to the topic or theme but not both. Audience has some sense of what will follow. Clear opening that orients audience to topic and theme but is not engaging. Audience has a good sense of what will follow. Engaging opening that orients the audience to the topic and theme. Audience knows what will follow.
Conclusion No clear conclusion. The speech just seems to stop. There is some restatement of the main theme and major support. Clear restatement of main theme. Audience is asked to action or belief. Creative restatement of main theme and major supports. Strong call to action or beliefs.
Transition Words/ Verbal Road Signs Does not supply any words and/or phrases that link ideas, such as sequence markers, logical connectors Supplies a few words and/or phrases that link ideas, such as sequence markers, logical connectors Inconsistently supplies words and/or phrases that link ideas, such as sequence markers, logical connectors Supplies words and/or phrases that link ideas, logical connectors. "As I said earlier…"
Analysis / Coherence
Logic Does not connect ideas logically and makes few or no logical connection between statements. Connects some ideas logically and creates a general sense of cumulative statement. Connects most ideas logically and builds a cumulative statement. Connects all ideas logically and builds a compelling, cumulative statement.
Focus on Topic Seems to stray from topic and off into side issues. Focuses on topic with some major tangents. Focuses on topic with few major tangents. Focuses tightly on topic and everything revolves about theme.
Vocabulary Uses vague and weak language and/or uses language that violates school honour code. Uses occasional strong, accurate language that is appropriate to the theme of the audience. Uses strong accurate language throughout that is appropriate to theme and audience. Uses precise, evocative language throughout hat is appropriate to the theme and audience.
Originality
Topic Choice Chose uninspired topic that he/she does not seem to care about or chose a topic that violates school honour code. Chose a predictable or clichéd topic or topic that is inappropriate for setting, time and audience. Chose a traditional but appropriate topic hat speaker seems invested in. Chose novel topic or gives new or unusual perspectives on old theme and seems enthusiastic.
Delivery
Eye Contact Does not make eye contact with the audience. Makes some eye contact with some of the audience. Makes varied inconsistent eye contact with the entire audience. Makes varied and sustained eye contact with the entire audience
Voice Speaker speaks in a monotone or a voice that is clearly uncontrolled. Uses some variance in pitch, rate, and volume to appropriately enhance their meaning. Practice and control are evident. Uses much variance in pitch, rate, and volume to appropriately convey their meaning. Exhibits some practice and control. Uses variance in pitch, rate, and volume to appropriately convey their meaning throughout. Exhibits practiced purposeful control.
Body Language Uses no body language that inappropriately reinforces his/her meaning. Speaker uses some body language that appropriately enhances their meaning. Speaker uses much body language that appropriately enhances their meaning. Speaker uses body language that appropriately enhances their meaning throughout speech.
Filler Words ("uh") Frequently user filler words or phrases, or pauses inappropriately, pauses as if at a loss. Smooth flowing language, with occasional filler words or verbal tics. Smooth flowing language, with one or two filler words or verbal tics. Smooth flowing language, totally devoid of any filler words.

What is expected of me when I give a speech?
Read the information in the file below before you start writing your speech.
text type_Speech 7.docx

Put a heading in your book and make a list of dot points that cover the main ideas in this document.

When you revise your classwork at home this evening think carefully about the timeline you have and remember - work completed in class is work you do not have to do at home! Use class time wisely!

Now it is time for Step 1- Pre-writing
This step is about gathering ideas or planning what you will do.
Do some brainstorming of your own.

Class 2

In this lesson we will discuss paragraph writing.
Listen to and assess the teacher giving a speech.
Complete the speech writing template and brainstorm the topic for pre-writing activity.
Start to write the fist draft of your speech.

This assignment requires you to write quality paragraphs.

What makes a paragraph?
A paragraph can be defined in many ways but for our current purpose we will use this idea -
A paragraph is a group of sentences that present a main idea and provide a detailed explanation or description of the idea.

Click on the link below to see how you should write your paragraphs for the speech.

Topic and Detail Paragraphs

This form of paragraph writing is very basic and you should try to put some personality into your speech as well.

Remember
Topic, details, reread - check that it makes sense.

Sample of a Self Introductory Speech
Year 7 Speech Example.docx

The teacher will read the sample speech to you. Look at the criteria sheet and grade the teacher as they perform the speech for you.

Each student should receive a template sheet. This is part of the pre-writing process. Fill it in and put some of your own ideas on the back of the sheet.

You can use the template as a guide if you wish or you might like to write a speech using your own style and presentation methods. Stick to the truth about who you are but be creative in how you perform your introduction.

Year 7 Speech Sequence Box.docx
(The link above wasn't working -needs to be repaired)
Year 7 Speech Sequence Template.docx

When you have completed the first step move onto step 2 - writing the draft copy of your speech. Write this in your English books. You will be expected to complete this at home.

This lesson is to be used for writing. Students are to work quietly and use this time well. Write a draft of your speech. Check what you have written against the Assessment Rubric again and make any changes you think necessary to achieve the rubric criteria.

Assessment Rubric
Year 7 Speech Rubric Assessment Task.docx

This lesson we will be taking another look at the first draft of the speech that you have written. In pairs read your speech to your partner and then read your partner's speech to them. This will give you a chance to experience your speech from the audiences point of view.

Ask yourself these questions - what do I need to put in, take out, change around or make clearer?

Give your partner some positive feedback about their talk and give reasons why changes should be made:
This section isn't clear to me.
I would like to know more about …
This part only needs to be short …
I can't see where you have addressed this criteria?
How will you do …
You seem to be using this word a lot, what other words could you use?

Make the changes you need to make and move onto the proofreading process.

Once you have completed your first draft of your speech turn your attention to the information about proofreading.

Editing Processes
Look at the following clip about how to edit your work - See if you can remember the tips!
http://www.youtube.com/watch?v=AsGx4-vUpKs

Write a heading in your book and write dot points for the key points.

Lesson review -
This lesson I have

I have read my speech to my partner and listened to their speech
checked my work against the rubric
discussed my work with my partner
written key points for proofreading

Class 3

Go to the link below to read a guide on proofreading

https://owl.english.purdue.edu/owl/resource/561/01/

Put a heading in your note book - Editing and Proofreading
Make dot point notes of the information on this page.

Highlight any new words.

Revisit your speech and make any corrections you feel necessary. Write the final draft of your speech in your book - under the heading - Introductory Speech Final Draft.

Don't forget to keep up with your reading - Are you up to Chapter 9 yet?
Your teacher will tell you if you are doing your speeches in lesson 4 or 5.
Bring your Dragonkeeper books with you as any spare time will be used for reading.

Can you remember the questions we asked ourselves at the beginning of this task?
See if you can answer them now? If not you may need to keep working on your speech.

See if you can answer these questions.

  1. What kind of writing do you need to produce?
  2. What makes this kind of communication good?
  3. Who is your audience?
  4. What do you need to do or get to make this happen?
  5. When will it happen?
  6. What is your timeline for delivery?
  7. How much time do you have?
  8. How many parts are there to this task?
  9. What kind of language do you need to use?
  10. How can you make this interesting?
  11. Which of the criteria will you find difficult to meet?
  12. What steps do you need to take to make this a polished piece of work?
  13. If you will have trouble getting this completed when should you let the teacher know?

Week 5 Yellow Week

Class 4

Speech Delivery Day 1
All students are expected to be ready for their speeches today. We will do half the class this lesson and half next lesson.
Bring your Dragonkeeper books with you as any spare time will be used for reading.

Class 5

Speech delivery day

Bring your Dragonkeeper books with you as any spare time will be used for reading.

This week is a busy week at school. Year 7s will get to spend time together doing different activities and learning about their class mates and teachers.

Due to the activities planned you may not have many classes this week but you will need to make sure you have completed your speeches. the speeches will be performed in front of the class and should be 2 - 3 minutes each.

This will be a great opportunity to let others know who you are, what you like doing and what makes you you!!

In your spare time at home you need to keep reading your book!

You should make sure that you have practised your speech at home a number of times, in front of the mirror, in front of your family and even in front of your pet to make sure you can do your personal best on this assessment task.

Week 6 Green Week

Class 6

English Basics Check - have you been completing 6 pages a week?
You should be up to page 24 by the end of this week. It is expected that this work will be done regularly at home for homework. Bring your book to class so your teacher can see how you are going.

Don't forget to keep up with your reading - Are you up to Chapter 12 yet?

Class 7

It is expected that other school commitments will take your time up this week.
If you have not done the hand writing or spelling tests you will do them this week.

Class 8

Students may be given a short story to read in class this week depending on the number of classes that are used for extra-curricular activities such as music expo, camps and photos.
Spelling or English basics are also acceptable activities for these lessons.

Class 9

Students may be given a short story to read in class this week depending on the number of classes that are used for extra-curricular activities such as music expo, camps and photos.

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