GLEELESS
ENGLISH CLASSROOM RESOURCES IN ASSOCIATION WITH RTÉ LEARNING AND DEVELOPMENT AND JUNIOR CYCLE FOR TEACHERS WWW.RTE.IE/DOCONONE WWW.JUNIORCYCLE.IE
Documentary On One - Gleeless
Contents
Written by Mary-Elaine Tynan, Deirdre Murphy & Tomás Seale
Designed by Liza-Jane Smith
Supported by RTÉ Radio 1 Documentary on One English classroom resources in association with RTÉ Learning and Development www.rte.ie/doconone and Junior Cycle for Teachers www.juniorcycle.ie
RTÉ Radio 1, ‘Documentary on One - Gleeless’.Producer - Ronan Kelly Series Producer - Liam O’Brien Editor of Arts, Factual and Drama, RTÉ Radio 1 - Lorelei Harris
A) INTRODUCTION 3
B) PLANNING 4
C) RESOURCES 5
D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening Stereotypes 6-7
Active listening It’sAllintheDetail 6/8DifferentExperiences 9-10FindingtheTruth 9/11
Post-listening DocumentingwithMusic 9/12
E) Summative Assessment ScriptIntendedforaTVProgramme 13-15
F) AppendixA.1LearningOutcomes 16A.1TemplateforplanningaUnitofWork 17
Documentary On One - Gleeless
IntroductionEveryradiodocumentaryisaccompaniedbyasetofteachingandlearningresources.TheresourcesbeginwithasuggestedplanforaunitofworkusingthelearningoutcomesfromtheJuniorCycleEnglishspecification.Worksheetsareindicatedbycodeswhichincludethenameofthedocumentary,theworksheet(WS)referencenumberandthepagewhereitcanbefounde.g.(Gleeless WS 1 - Pg. 7)
Appendicescontainingadditionalresources(i.e. printable worksheets for students)canbefoundattheendofeachunitofwork.
This unit is organised as follows:
Pre-listening resourceswhichencouragestudentstothinkaroundthecentralthemeoftheunit.
Active listening resourcestopromotecarefullistening.
Post-listening resourceswhicharelinkeddirectlytothedocumentarycontent.
Resources for a summative assessment whichfocusonmeasuringthelearningachievedbystudentsintheunit.
In addition therearefurtherreflective/creativeresourceswhichcouldbeusedtosupportlearning,teachingandassessmentintheunit.
Teacherswhochoosetousethesereflective/creativeresourcescanrefertothestructureoutlinedinthePlanningsectionandtothemodelusedintheSummativeAssessmentsection.
Contents
A) INTRODUCTION 3
B) PLANNING 4
C) RESOURCES 5
D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening Stereotypes 6-7
Active listening It’sAllintheDetail 6/8DifferentExperiences 9-10FindingtheTruth 9/11
Post-listening DocumentingwithMusic 9/12
E) Summative Assessment ScriptIntendedforaTVProgramme 13-15
F) AppendixA.1LearningOutcomes 16A.1TemplateforplanningaUnitofWork 17
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Asthediagramindicates,itisduringtheplanning
stagethattheteacherwillselectthelearning
outcomesanddesigntheteachingandlearning
aroundtheselearningoutcomes.
Itisadvisabletoplanthesummativeassessmenttask
intheinitialstagestosupporttheformativeassessment
throughouttheunit.Thisensuresthattheteachercan
constantlymonitorthelearningofeachstudentin
termsofthechosenlearningoutcomes.
Theteacherand/orstudentswillselectthetexts,
resourcesandmaterialsrequiredtosupportthe
learningoutcomes.
Formativeassessmentwillbeongoingthroughoutthe
unittosupportthelearning.
Learning Outcomes Addressed by the UnitThisisaunitoflessonsfocusedonthetheme
of Stereotypes andusingasitsprimarytextthe
documentaryGleeless.
Planning
*SeeAppendixfordetailsoflearningoutcomes
Learning and
Teaching
Resources
Texts
Chooselearningoutcomes
Createsummativeassessmentto
ensurethelearningoutcomeshavebeenachieved
Planning
Formative Assessment
Comment on the fact and fiction highlighted in the documentary Exploring stereotypes
Forming opinions based on new information
RTÉ Radio 1’s Documentary on One Gleeless
Rich Learning Experiences with RTÉ Radio 1’s Documentary On One - Gleeless.
Whilethisunitcouldbeseento
addressanumberofLearning
OutcomesintheEnglish
Specificationthekeyoutcomes
addressedhereareOL7, W1,
W6*.Thesummativeassessment
tasksattheendoftheunit
facilitatetheassessmentofthese
learningoutcomes.
Itisinevitablethatotherlearning
outcomeswillbeencounteredbut
thesearenotthemainfocusofthe
unit.
GleelessResources
Finding the Truth exercise
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ResourcesAbout the Documentary On One - Gleeless Title
Gleeless
Listening Duration
11mins
Documentary Link
http://www.rte.ie/radio1/doconone/2011/0113/646608-the-curious-ear-doconone-us-high-schools/
Documentary Summary EverydayIrishteenagersareexposedtoAmericanprogrammes
suchas‘Glee’andfilmslike‘HighSchoolMusical’.Thesetypes
ofshowsdocumentwhatitisliketobeastudentataUShigh
school.Thisdocumentaryasksafewimportantquestions;what
doIrishstudentsthinkofAmericanHighSchools?Wouldthey
liketogotoschoolintheUSanddoestherealityoftheUShigh
schoolmatchtheTVshows?
About UsDocumentaryOnOneis
aseriesofmultiaward-
winningdocumentaries
fromRTÉRadio1.With
almost1,500documentaries
onofferonline,ithas
thelargestarchiveof
documentariesavailable
anywhereatnocost.Allof
theprogrammesareradio
storiesaboutreallife.
InassociationwithRTÉ
LearningandDevelopment,
DocumentaryonOnehas
chosenarangeofradio
documentarieswhich
maybeusedintheEnglish
classroom.Tocomplement
thesedocumentaries,a
collectionoffreeonline
teachingresourceshas
beencreatedtodevelop
students’written,reading
andoralproficiency.
Thesearebasedonthe
JuniorCycleKeySkillsand
LearningOutcomesinthe
newspecification.
Aswithanytexttobepresentedtostudents,itisstronglyrecommendedthatyoulisteninfulltotheradiodocumentarybeforeintroducingittotheclassroom.Thisistoensureitssuitabilityinyourowncontextandforalllearnersinyourclass.RTÉanditspartnerscannotacceptanyliabilityshouldthecontentofanyofthesedocumentariesproveunsuitableforsomelearnersortheirteachers.Allthepdfsandsoundfilesareeasilyaccessibleinthe“EducationalResources”sectionoftheDocumentaryOnOnewebsitewww.rte.ie/docononeandthe“Education”sectionofthefreeDocOnOnemobileappavailableoniPhone,AndroidandiPad.Wehopethatyouandyourstudentsenjoythedocumentariesandaccompanyingresources!
Planning
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1. Stereotypes• Studentswillcompilealistofanybooks,songs,videos,TVprogrammesorfilmssetina
UShighschoolusingtheMyIdeasworksheet (Gleeless WS 1 -Pg. 7).• Usingthesameworksheet,studentsarethenaskedtothinkofstereotypeswithinthese
programmessuchas‘thejock’,‘thegeek’or‘thecheerleader’.• ThisexerciseisdesignedtomakestudentsrecognisethestereotypeswithinAmerican
highschoolsandperhapseventheirownschool.
2. It’s All in the Detail• Studentswillbrainstormwordswhichareassociatedwith
AmericanhighschoolsandfilloutthefirstcolumnoftheIt’sAllintheDetailworksheet(Gleeless WS 2 -Pg. 8).
• Oncecompleted,theymustsharetheirwordswiththeirpartnerandwritedownanywordstheydidn’thaveinthesecondcolumn.
• Studentswillthenlistentothefirstclipfromthedocumentarywhichlaststhreeminutes(Gleeless clip 1). Usingtheworksheet(Gleeless WS 2 -Pg. 8) studentswilllistenforanydetailsgivenbytheIrishstudentstodescribeAmericanhighschools.Studentsmustwritetheminthethirdcolumn.
Teacher Guidelines Teaching,LearningandFormativeAssessment
Pre
-ListeningTEACHER GUIDELINES
Active Listening
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My Ideas Pre
-Listening
Pre
-Listening
STUDENT WORKSHEET
Name________________________________________
Today’sDate________________________________
Directions: 1.Thinkofanybooks,songs,videos,TVprogrammesorfilmswhicharesetinaUShighschool.WritealistoftextsthatrepresentAmericanschools.2.Whenyouarefinished,thinkofanystereotypesassociatedwiththesetextse.g..‘thejock’.
(Gleeless WS 1)
Active Listening
Representations of American High School
Stereotypes
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It’s All in theDetail
Directions:
1.ThinkofwordsyouassociatewithUShighschoolsandwritetheminthefirstcolumn.Anexamplehasbeendoneforyou.
2.Next,shareyourwordswithyourpartnerandwritedownanywordtheyhadthatyoudidn’tinthesecondcolumn.
3.Finally,listentothefirstpartofthedocumentaryandwritedownanydetailsyouhearaboutUShighschoolsfromthedocumentary.
Name________________________________________
Today’sDate________________________________
Active Listening
(Gleeless WS 2)
STUDENT WORKSHEET
Words I chose
Lockers
Words my partner chose Details used in Documentary
WORDS TO DESCRIBE US HIGH SCHOOLS
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Name________________________________________
Today’sDate________________________________
WORDS TO DESCRIBE US HIGH SCHOOLS
• Studentswillnowhearthenextclipwhichlastsapproximatelythreeminutes (Gleeless clip 2). TheywilllistenfortheanswerstothequestionsontheDifferentExperiencesworksheet(Gleeless WS 3 -Pg. 10).
• Studentswilllistentothestudents’/teachers’/policeofficer’sexperiencesofUShighschool.
• TheteachercouldinitiateadiscussiontoencouragestudentstocompareandcontrasttheirschoolwiththatoftheirUScounterparts.
3. Different Experiences
Active Listening
TEACHER GUIDELINES
• ThenextclipofthedocumentarycontainsdifferentintervieweesdiscussingthetruthaboutAmericanhighschools.Studentswilllistentothelastclipwhichlastsapproximatelyfiveminutes(Gleeless clip 3).TheywillcirclethecorrectanswerbasedontheirlisteningintheFindingtheTruthworksheet(Gleeless WS 4-Pg. 11).
• Whilegoingthroughfeedback,theteachermightliketoaskthequestion‘HowdoyouthinkAmericanstudentswouldfeelaboutIrishschools?’toallowfurtherexploration.
4. Finding the Truth
• Havinglistenedtotheentiredocumentarystudentswillbefamiliarwiththeuseofmusicinadocumentary.TheymustnowconsiderwhatmusictheywouldincludeiftheyweremakingadocumentaryaboutIrishschools.
• StudentsmustchoosethreesongsandusingtheWhatIthinkofIrishSchoolsworksheet(Gleeless WS 5 -Pg. 12),theymustwriteabriefexplanationastowhytheypickedeachsong.
5. Documenting with Music
Po
st Listening
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Different Experiences
Directions: Readthequestionsbelow.NowlistentothenextclipfromthedocumentaryinwhichvariousmembersoftheschoolandstaffdescribetheirexperienceofaUShighschool.Whenyouheartheanswertothequestion,writeitdowninthespaceprovided.
Questions
1. Explainsomeofthegirls’fearswhenstartingtheirnewschool___________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. Onegirldescribesherexperienceofherfirstday.Whatdoesshesaywasthemostsurprisingpart?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3. Whatdoestheboysaywasdifferentinhisotherschool?________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
4. Whatjobsdoesthepoliceofficerdoattheschool?___________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Name________________________________________
Today’sDate________________________________
Active Listening
STUDENT WORKSHEET
(Gleeless WS 3)
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Name________________________________________
Today’sDate________________________________
Active ListeningFinding theTruth
Directions: Listentothelastclipfromthedocumentaryandcirclethecorrectanswer.
1. Students in Portland High believe their school is
A.justliketheTVshowGlee.B.nothingliketheTVshowGlee.C.quirky.
2. Some Irish students believe that American High schools are divided into;
A.girlsandboys. B.popularandunpopularpeople.
C.sportsandmusicgroups.
3. Portland High students believe that most students end up in groups because
A.theyhavesimilarinterests. B.theycomefromsimilarsocialbackgrounds.
C.theyarefriends.
4. Portland High students believe that the idea of popularity in American High schools is
A.Realistic. B.Ridiculous. C.Problematic.
5. One of the most important things that unites people in Portland High is
A.Studying. B.Money. C.Language.
6. The principal of Portland High met his wife when he was a student there. They
A.playedfootballtogether. B.sharedSpanishclass.
C.sanginthechoirtogether.
7. Stereotypes about US high schools are
A.completelytrue. B.trueincertainschools. C.onlyseenonTV.
(Gleeless WS 4)
Name________________________________________
Today’sDate________________________________
STUDENT WORKSHEET
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Irish
Sc
hoo
ls
DocumentaryMusic
Dire
ctio
ns:
Imagineyouarem
akingadocumentaryaboutIrishschools.Musicisahugepartof
documentariesanditisyourjobtopickthreesongswhichm
ustbeincluded.Youm
ustgivea
briefexplanationastowhyyouincludedeachsong.
Name________________________________________
Today’sDate________________________________
STUDENT WORKSHEET
(Gleeless WS 5)
Nam
e of
song
/arti
st
I cho
se th
is so
ng b
ecau
se
...
Nam
e of
song
/arti
st
I cho
se th
is so
ng b
ecau
se
...
Nam
e of
song
/arti
st
I cho
se th
is so
ng b
ecau
se
...
Post Li
ste
ning
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Writing a Script Studentswillwriteascriptforasceneintendedforatelevisionprogramme.Thesceneshould
includetwo/threecharactershavingaconversationonahighschoolcorridor.
1. TeachersmaywishtoprovideexamplesofdialogueandcanaccessscriptsforGlee
(http://www.springfieldspringfield.co.uk/episode_scripts.php?tv-show=glee)orHighSchool
MusicalonlineorlookatclipsfromfilmssuchasMeanGirls.Thesemodelswillhelpstudents
tovisualisethelayoutofthedialogue.
2. Studentsandtheteacherwilldiscussandconstructasetofsuccesscriteria(Gleeless WS
6.1 -Pg. 14) basedonthemodelprovidedbelow.Studentsshouldincludesomeofthe
followinginthesuccesscriteria:
3. Studentswillthenproduceawrittendraftandedittheirscene.
4. Thescenecanbepresentedorallytotheclass/teacherbyrecordingitorreadingitaloud
withaclassmate.
5. Afterthepresentationtheywillreceiveconstructivefeedbackfromtheirpeersandteacher.
StudentscangivecontructivefeedbackusingthePeerAssessmentworksheet
(Gleeless WS 6.2 -Pg. 15).
6. Usingthefeedback,studentswillworkonredraftingtheirscript.Theywillthenhanduptheir
finaldraftalongwiththepreviousdrafttoshowtheirprogress.
Sum
m
ative Assessme
nt
• Correct Layout
• Characterisation
• Background to the scene
• Dialect
• Character directions
• Clear story
• Correct use of punctuation
• Correct use of register
TEACHER GUIDELINES
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Writing aScript
Directions:
Youhavebeenaskedtocreateasceneofdialoguebasedontwo/threecharacters
havingaconversationonahighschoolcorridor.Afterdiscussingitwithyourclass,write
alistofthesuccesscriteriaforasceneofdialoguebelow.
Success Criterion: UsethecorrectlayoutHow I will approach it:Iwillusedirectionsandputtheminbrackets.Iwillalsowriteacharacter’snamefollowedbyacolonanddialogueforexample,Maria:Hello!
Success Criterion for a good script:
How you will address it:
Success Criterion for a good script:
How you will address it:
Success Criterion for a good script:
How you will address it:
Success Criterion for a good script:
How you will address it:
Success Criterion for a good script:
How you will address it:
Success Criterion for a good script:
How you will address it:
Name ______________________________________________
Today’s Date ______________________________________
Sum
m
ative Assessme
ntSTUDENT WORKSHEET
(Gleeless WS 6.1)
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My name
Partner’s name
Today’s Date
Positive aspects - Content
(Considertherequirementsasspecifiedinthewritingframes)
Wasthereaclearlayoutofthescriptincludingcharacterdirections.
Didthepersonuseappropriatelanguageandsoundliketheywereteenagers(register)?
Didthewritermakethebackgroundandstoryofthesceneclear?
Suggestions I can make for improvement
Peer Assessment SheetWritingaScript
Below is a list of some vocabulary which might help you to write a good peer assessment
Excellent Fascinating Wellplanned Noteworthy
Outstanding Clear Interesting Wellresearched
Attention-grabbing Stunning Well-prepared Inspired
Spectacular Articulate Authentic Creative
(Gleeless WS 6.2)
STUDENT WORKSHEET
Sum
m
ative Assessme
nt
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Oral Literacy 7.Chooseappropriatelanguage,styleandvisualcontentforspecificaudiencesandchosenpurposes:persuading,informing,narrating,describingaprocess.
Writing 11.Demonstratetheirunderstandingthatthereisaclearpurposeforallwritingactivitiesandbeabletoplan,draft,re-draft,andedittheirownwritingasappropriate
6.Useeditingskillscontinuouslyduringthewritingprocesstoenhancemeaningandimpact:selectvocabulary,reorderwords,phrasesandclauses,correctpunctuationandspelling,reorderparagraphs,remodel,managecontent
Learning outcomes addressed in this unit of learning(fromJuniorCycleSpecification)
TEACHER GUIDELINES
Appendix
(Gleeless A1.1)
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Appendix
Teaching and
Learning
Resources
Texts
Choose learning outcomes
Create summative assessment
to ensure these learning outcomes are achieved
Planning
Formative Assessment
Template for planning aunitofwork.
TEACHER GUIDELINES
(Gleeless A1.2)