1.4 Posters and proverbs  (Page 3/3)

4.4 uses the writing process collaboratively and independently to generate texts:

4.4.8 publishes final product, paying attention to creative presentation and varied elements of design.

LO 5 Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning

We know this when the learner:

uses language to think and reason:

applies thinking and reasoning skills in a variety of contexts across the curriculum and in personal circumstances;

recognises and discusses the author’s central point and perspective within different types of text;

analyses cause and effect in greater depth, in literary texts and texts from across the curriculum;

developments and uses arguments in ways that:

make the logic clear to the reader or listener;

anticipates responses and objections;

presents a counter-argument and provides alternatives;

uses factual information and interprets statistics with increasing confidence to support argument;

draws on own experience and contrasts it with that of others to illustrate point of view;

uses questions, inference and analysis to develop critical thinking, and for problem solving;

uses language to investigate and explore:

asks challenging questions on national and cross-curricular issues (e.g. HIV/AIDS, interest rates);

recognises when a speaker or source is ambiguous, abuses evidence or makes unfounded claims, and asks relevant questions to get more accurate information;

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;

5.2.6 extends sources and methods for locating relevant information (e.g. electronic and other media such as newspaper archives, documentary films, specialist libraries);

5.2.7 works on increasingly complex projects across Learning Areas and produces a synthesised product;

processes information:

develops note-taking and note-making skills (e.g. selects, sequences, classifies and organises information lists, mind maps, graphs) and includes citation and reference details;

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;

changes information from one format or language to another;

evaluates reliability and validity of information from print and other media sources (e.g. on current affairs issues);

5.3.5 writes and speaks using increasingly more complex language and grammatical structures for clarity and substance;

thinks creatively:

visualises, predicts, fantasises and empathises with increasing sensitivity to make meaning and solve problems;

imagines possibilities and alternatives to expand thinking (hypothesises and speculates);

considers differences and consolidates their use creatively and positively (e.g. differences in experience, culture, interest and personality);

compares how different languages express concepts in different Learning Areas and create links to help understanding and assist in problem-solving;

uses language to reflect:

reflects on and evaluates the quality and accuracy of information in own work and that of others;

reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development;

reflects, and then asks critical questions and challenges views(e.g. stereotypes) on what is seen, heard and read;

modifies own views, where relevant, after hearing or reading the views of others.

Memorandum

ACTIVITY 1: ROLE-PLAY

By now pupils should be familiar with role-play and you can make it clear that our expectations have increased. Make sure they realise that communication as well as creative thinking are important in this activity.

ACTIVITY 2: PROBLEMS AND SOLUTIONS

• Learners need to consider the problems and decide (identifying obstacles) which problems are being experienced.
• After the group discussion, each learner must propose ways in which to solve the problems they have selected.
• Encourage learners to think carefully about each solution as they will have to report back on their reasons for suggesting them.

ACTIVITY 3: LETTER

Emphasise correct format and structuring of paragraphs – one main idea per paragraph etc.

ACTIVITY 4: INFOMERCIAL

Use the rubric as a teaching tool. Encourage class participation in the assessment process. Encourage creativity. Make sure pupils feel “safe” enough to perform in the classroom environment.

ACTIVITY 5: POSTER

A good idea to use peer assessment here.

ACTIVITY 15 PROVEBRS

Show pupils how to use various reference books e.g. dictionaries, to find the meanings. Do the same with other words.