Beruflich Dokumente
Kultur Dokumente
EN2-4A
Resources
Assessment
Graphic
organiser/white
board
Teacher observation
and anecdotal notes
- class discussion,
individual responses.
- Discussion: How are the bears being treated? (They are treated badly); Why are the
- Select a scene from the video and pause. Ss individually add to the See, Think and
iPad
EN2-11D
Video clip:
https://
Work sample (chart)
www.youtube.co - do students
m/watch?
understand the text?
v=M_DVsk0SQ5
g
bears
being
treated
this
way?
(The
keepers
of
the
bears
want
the
bears
to
perform
and
entertain
the
audience).
Wonder
Chart
using
Post-it
notes.
- T
engages
Ss
to
reect
on
the
video:
What
is
the
purpose
of
this
video
clip?
(To
inform
us
about
the
mistreatment
of
bears.
To
ask
us
to
help).
Projector
Post-it notes
Poster paper for
chart
EN2-1A
Visual
Literacy
- Display
the
front
cover
of
The
Great
Bear.
- Class
discussion:
What
do
you
no?ce/stands
out?
Prompt
Ss
to
discuss
the
print
size,
text
layout,
illustraDons,
colour,
etc.
Where
might
it
be
set?
(A
forest).
What
does
The
Great
Bear'
mean?
(Explain
that
The
Great
Bear
refers
to
the
constellaDon
-
grouping
of
stars
in
the
night
sky).
EN2-2A
- Show Ss the page where the bear is being pressured to perform. In small groups Ss are
EN2-7B
EN2-11D
to
discuss
and
record
answers
to
the
quesDons
below
on
poster
paper.
When
answering,
Ss
consider
the
illustraDons
(colour,
posiDon
of
the
characters,
shapes,
size).
-
QuesDons:
1.
Why
do
you
think
this
illustra?on
has
been
created
this
way?
2.
Who
are
the
characters
looking
at?
3.
What
eect
does
it
have
on
the
audience/how
does
it
make
you
feel?
4.
Who
has
the
power
and
how
is
this
shown?
(Shapes,
shading
and
posiDoning
of
the
characters
reect
power
play).
- Posters
will
be
presented
to
class.
- Direct
Ss
to
make
a
wri]en
predicDon
about
the
main
idea
of
the
text.
- Read
The
Great
Bear
as
a
class.
Vocabulary:
- As
the
story
is
read,
Ss
record
key
words
and
words
they
don't
understand
on
post-it
notes
for
a
class
word
wall.
- Review
unfamiliar
words.
Ss
nd
and
record
synonyms
for
these
words
using
a
dicDonary/thesaurus.
Summarising:
- Re-read
The
Great
Bear.
Encourage
students
to
look
for
themes/features
they
did
not
noDce
previously.
EN2-11D
DierenDaDon:
- Scaffolding: T will provide lower ability Ss with a story board template. T will provide
sentence starters.
4.
EN2-2A
EN2-4A
- Explain
that
there
are
dierent
types
of
quesDons.
Some
answers
can
be
found
in
some
a
small
part
of
the
wriDng
in
a
text
by
idenDfying
key
words
(literal).
Other
quesDons
may
require
you
to
read
more
than
a
sentence
-
you
may
have
to
read
the
whole
paragraph,
or
whole
book.
You
may
also
have
to
use
your
brain
and
think
about
it
(inferenDal).
- Students
use
mind
map,
and
answer
Why
do
you
think
the
circus
performers
use
the
bear
in
their
performance?
DierenDaDon:
- Scaffolding: T will provide lower ability Ss with a mind map template. T will provide
support and guidance where necessary. This may include providing sentence starters.
Extension:
- How did the Bear escape from the villagers? (answer using the same strategy).
Teacher observation
and anecdotal notes
- students ability to
coherently and
concisely
summarise.
Story board
template: http://
www.educationw
orld.com/
tools_templates/
template_strybrd
_8panels.doc
Teacher observation
and anecdotal notes
- distinguish between
question types
White board
White board
markers
Work books
Mind map
template
EN2-2A
EN2-9B
Poster paper x 2
White board
White board
markers
Teacher observation
and anecdotal notes
- students
responses.