gleeless - static.rasset.ie · gleeless english classroom ... such as ‘glee’ and films like...

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


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

inassociationwithRTÉLearningandDevelopmentandJCTwww.rte.ie/doconone 4

_PGNO.Documentary on one - english eDucational resources

‘gleeless’


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



‘gleeless’


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

GleelessResources



‘gleeless’


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

http://podcast.rasset.ie/podcasts/audio/2015/0709/20150709_rteradio1-docononeeducational-gleelesscl_c20840544_20840550_232_/20150709_rteradio1-docononeeducational-gleelesscl_c20840544_20840550_232_.mp3



‘gleeless’


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



‘gleeless’


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



‘gleeless’


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





‘gleeless’


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)



‘gleeless’


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



‘gleeless’


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



‘gleeless’

Documentary On One - GleelessSTUDENT WORKSHEET

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



‘gleeless’


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:











Name ______________________________________________

Today’s Date ______________________________________

Sum

m

ative Assessme

ntSTUDENT WORKSHEET

(Gleeless WS 6.1)



‘gleeless’

Documentary On One - GleelessSTUDENT WORKSHEET

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



‘gleeless’


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)



‘gleeless’


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)

gleeless - static.rasset.ie · gleeless english classroom ... such as ‘glee’ and films like...

Documents