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Volcanoes

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Printing this unit:

•   Volcanoes (ZIP 147KB)

If you are not able to access the zipped files, please download the following individual files:

• Volcanoes (Word 2007 60KB)
• Assessment Schedule (Word 34KB)
• Assessment Task (Word 25KB)

• Words and Definitions Table (Word 39KB)
• Practical Experiment - Convection Currents (Word 22KB)

• Rock Identification Chart (Word 34KB)
• Sequencing Activity (Word 22KB)
• Structure of a Volcano Pair Activity (Word 52KB)
• Text Action (Word 23KB)
• Vocabulary Revision Cloze and Sequencing Activity (Word 23KB)

• Cloze Task (Word 23KB)

Learning task 1

Expected time frame: 1-2 lessons

Teaching and learning purposes

These learning activities are designed to activate the prior knowledge and lexis of students and to extend their topic-specific vocabulary. A number of collaborative oral and reading vocabulary activities are included to give students many opportunities to use key vocabulary in different ways.

ESOL US 2986 v7 performance criterion addressed:

1.4 The meaning of essential vocabulary as used in each text is given.

Ensuring learners know the content and language learning outcomes

• Share the learning outcomes, including language learning outcomes, with your students, for example:
  • I know some keywords about Antarctica

Activating prior knowledge

• Show students photographs of the Antarctic. The following sites will be useful:
  • Cool Antarctica
  • USAP Antarctic Photo Library
  • Emails from Antarctica photo gallery

• Brainstorming. Ask students to individually brainstorm words about the topic, in their first language (L1) or English, and write them in a list.
• Ask students to share their brainstormed words with a partner. Each student ticks a word s/he already has or adds that word to her/his list.

Giving learners many opportunities to first notice then use new language

Pre-teaching key vocabulary

• Write the Keywords (Word 21KB) for this section on the board and ask the students to identify and talk about the words they recognise and also add the key words they don't have to their lists.
• Say the key words and ask students to imitate.
• Say the words. Students tick each word as they hear them (two ticks if the words are repeated.)

• Say the words and ask students to mark the syllables and stress on their lists. This needs to be taught if the students do not already know how to do this.
• Demonstrate the meanings of the words using pictures. For guidance see  https://www.teachingenglish.org.uk/article/presenting-vocabulary
• Syllables Spelling Jumble (Word 20KB). Ask students to work by themselves sounding out the syllables and putting them back together. They check their pronunciation with a partner.
• Put the students into groups of 3 - 4. Distribute a set of pictures and cut-up words to each group, or a set of Words and Definitions (Word 63KB) for students match up. Alternatively, students can find their own words from their lists to write on each picture.
• Ask each student to make a sentence with one of the words. Monitor this activity to check correct usage.
• The students paste the pictures into their books. Under or next to each picture they write a sentence describing the picture. Teachers can add other pictures as needed.

Reviewing key vocabulary

The following strategies can be used to revise the keywords at any stage in the unit or - in some cases - set as homework.

• Whispering game: Divide the class into teams. Give the last person in each team a word. When the teacher says "Go", the last student whispers the word to the one in front and so on until the first in line has the word and runs up to the board and writes it. The first team with the correctly spelt word on the board gets a point. At the end the students are able to see the whole list on the board again.
• Vocabulary Jeopardy: Write new words on the board in jumbled order. Dictate the definition or show a picture. The students write down the words in the correct order.
• Antarctica Extra Vocabulary Tasks (RTF 1MB). These include a collocations chart, a cline and a word cluster.

Principle 6 Ensure a balance between receptive and productive language

Principle 6

Ensure a balance between receptive and productive language.

Are the students using both productive (speaking, writing) and receptive (listening, reading) language in this lesson?

Primary level: Year 5–6 social studies

Secondary level: Year 11 English

Useful teaching strategies to support Principle 6

Running dictation

A running dictation gets students out of their seats and engages reading, writing, listening, and speaking skills. It can be used in a variety of contexts, one example is for reinforcing those “little” words (e.g. helping verbs, articles) that are sometimes overlooked by students.

Set-up: Prepare a short text (3–5 sentences) that incorporates the target grammar. You can also use an excerpt from the textbook that contains the grammar point. Print a copy in a 16-point font for easy reading. Place the text at the front of the room. It remains there throughout the activity. (For larger classes, you may need 3–5 copies placed around the room.)

Groups: Students can work in pairs or threes. One person is the designated writer. The other partner is the runner. They can only read and speak. (If you have groups of three, the two non-writers take turns being the runner.)

Action: When time starts, one runner from each group “runs” to the front and memorises as much text as possible. He or she then returns to the writer and reports what was read. The writer writes. This continues until the text is complete.

Rules: The students should try to reproduce the text exactly – including correct spelling and punctuation. With advanced groups, fine points like italics, parentheses, or other features must be accurate. The first group to finish with a correct text is the winner.

Review: After everyone finishes, pass out copies of the text. Student can check their work, note the target grammar structure, and do a follow-up activity.

Teaching Inquiry: Planning to meet student needs

How can literacy learning needs be addressed in the teaching and learning programme?

• Videos to support developing literacy leadership and effective literacy teaching practice across all learning areas. These videos provide brief summaries of the different stages of the inquiry undertaken by Mt Albert Grammar in 2011 as a result of its involvement in the project.

• The Guidelines for Effective Adolescent Literacy Instruction provide teachers with a framework for literacy inquiry and outlines the principles of effective literacy instruction.
• Earth Under Pressure – A unit of work for Year 10 combining Science, Social Studies and English learning outcomes. This unit exemplifies how literacy learning can be addressed in the context of each learning area.
• Making Language and Learning Work 2: Integrating Language and Learning in Secondary English and Social Science is a DVD that shows how teachers can effectively integrate content-area teaching and language learning. Copies of this DVD were sent to schools and further copies can be obtained from Down the Back of the Chair. Facilitation Notes accompany the DVD.
• Examples From Practice: These brief examples show how classroom teachers are identifying and addressing students’ literacy needs in Social Sciences
  • Example from practice Social Science Year 10 (Word 2007 17KB) Year 10 Social Science. Managing the issue of writing summaries of texts read, viewed or listened to in class.
  • Example from practice History Year 11 (Word 2007 16KB) Year 11 History. Analysing the writing needs of students when their oral contributions do not match their written work.
  • Social Studies Year 10 - Supporting students to read and select relevant information within a research project
    Case Note Social Studies year 10 (Word 2007 279KB)
• Units/lesson sequences based on Social Sciences (and other) curriculum objectives, designed or re-designed for English language learners.

How does research inform my inquiry?

• Literacy Instruction in the Content Areas: An overview of the importance of literacy embedded in the context of secondary school learning areas. Alliance for Excellence in Education (2007)

How will progress be monitored?

Your inquiry will determine the ways in which progress should be monitored. For example, you may decide to monitor progress through student writing, oral responses, research skills and/or presentations.

Need help from your colleagues? Join the Secondary Literacy mailing list .

Teaching Inquiry: Planning to meet student needs

How can literacy learning needs be addressed in the teaching and learning programme?

• Videos to support developing literacy leadership and effective literacy teaching practice across all learning areas. These videos provide brief summaries of the different stages of the inquiry undertaken by Mt Albert Grammar in 2011 as a result of its involvement in the project.
• The Guidelines for Effective Adolescent Literacy Instruction provide teachers with a framework for literacy inquiry and outlines the principles of effective literacy instruction.
• Earth Under Pressure: A unit of work for Year 10 combining Science, Social Studies and English learning outcomes. This unit exemplifies how literacy learning can be addressed in the context of each learning area.
• Making Language and Learning Work 1: Integrating Language and Learning in Secondary Maths and Science is a DVD that shows how teachers can effectively integrate content-area teaching and language learning. Copies of this DVD were sent to schools and further copies can be obtained from Down the Back of the Chair. Facilitation Notes accompany the DVD.
• Units/lesson sequences based on Science (and other) curriculum objectives, designed or re-designed for English language learners.

Examples from Practice - Science Year 10 - Supporting students to read and select relevant information within a research project.

• Case Note Science year 10 (Word 2007 279KB)

How does research inform my inquiry?

• Teaching Science through Literacy: An article by Cynthia Shanahan, from Adolescent Literacy Research and Practice, Edited by Tamara L. Jetton and Janice A. Dole (2004) Guildford Press.

How will progress be monitored?

Your inquiry will determine the ways in which progress should be monitored. For example, you may decide to monitor progress through student writing, oral responses, research skills and/or presentations.

Need help from your colleagues? Join the Secondary Literacy mailing list.

Teaching Inquiry: Planning to meet student needs

How can literacy learning needs be addressed in the teaching and learning programme?

• Videos to support developing literacy leadership and effective literacy teaching practice across all learning areas. These videos provide brief summaries of the different stages of the inquiry undertaken by Mt Albert Grammar in 2011 as a result of its involvement in the project.

• The Guidelines for Effective Adolescent Literacy Instruction provide teachers with a framework for literacy inquiry and outlines the principles of effective literacy instruction.
• Earth Under Pressure A unit of work for Year 10 combining Science, Social Studies and English learning outcomes. This unit exemplifies how literacy learning can be addressed in the context of each learning area.
• Making Language and Learning Work 2: Integrating Language and Learning in Secondary English and Social Science is a DVD that shows how teachers can effectively integrate content-area teaching and language learning. Copies of this DVD were sent to schools and further copies can be obtained from Down the Back of the Chair.  Facilitation Notes accompany the DVD.
• Units/lesson sequences based on English (and other) curriculum objectives, designed or re-designed for English language learners.

How does research inform my inquiry?

• Literacy Instruction in the Content Areas : An overview of the importance of literacy embedded in the context of secondary school learning areas. Alliance for Excellence in Education (2007)

• Helping Adolescent Readers through Explicit Strategy Instruction Jeffery D. Nokes and Janice A. Dole (2004), in Adolescent Literacy Research and Practice, Edited by Tamara L. Jetton and Janice A. Dole, Guildford Press.

How will progress be monitored?

Your inquiry will determine the ways in which progress should be monitored. For example, you may decide to monitor progress through student writing, oral responses, research skills and/or presentations.

Need help from your colleagues? Join the Secondary Literacy mailing list.

Visualise this

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Learning Inquiry | Printing Version

References:

Three Level Guide References

• ESOL Online   

If you are not able to access the zipped files, please download the following individual files:

Deconstructing a visual text (Word 33KB)

Deconstructing a written text (Word 32KB)

Annotation for the exemplar (Word 33KB)

Planning a visual text (Word 42KB)

Planning a progression of ideas (Word 49KB)

The Deer Hunter assessment booklet (Word 67KB)

Storyboard template (Word 30KB)

Please contact Hamish Chalmers for any feedback or suggested changes.

Learning task 1: Introductory lesson

Context: reading varied poems

The teacher presents the class with a large variety of poems (at least 1 for each student).

Suggested poems

A mixture of old and new, with different emphases (rhythm, rhyme, free verse, sound, image ...) works best. Some that have worked well are:

• The Railings - Roger McGough
   
• The Tiger - William Blake
   
• The Soldier - Rupert Brooke
   
• Metaphors - Sylvia Plath
   
• Witches' Speech (Double double ..) from Macbeth
   
• This is Just to Say - William Carlos Williams
   
• Miss World - Benjamin Zephaniah
   
• The Bus - Charles Gillespie
   
• Sky Diver - Roger McGough
   
• For Heidi with Blue Hair - Fleur Adcock
   
• Advice to a Discarded Lover - Fleur Adcock
   
• Chance Meeting - Reimke Ensing
   
• How to Eat a Poem - Eve Merriam
   
• I Waited All Day - Pearl Jam (Vitalogy album)
   
• Dissection - Colin Rowbotham
   
• Ozymandias - Percy Bysshe Shelley
   
• Excerpts from Love Song of J. Alfred Prufrock and The Hollow Men - T.S. Eliot
   
• A Birthday - Christina Rossetti
   
• A Poetic Definition - Christopher Morley
   
• Coal Fire - Louis Untermyer
   
• Poem About Writing a Poem - Eric Finney
   
• Pigtail - Tadeusz Rozewicz - trans. Adam Czerniawski
   
• Vegetarians - Roger McGough
   
• Declining the Naked Horse - Bill Manhire
   
• Rain - Hone Tuwhare
   
• Jabberwocky - Lewis Carroll
   
• High Flight - John Magee
   

But also see the following sites which contain many poems:

• BBC Arts: Poetry
• The Internet Poetry Archive
• PBS Poetry
• poetry 180

The students spend time browsing through the poems, pausing to read any that appeal at first glance (a full understanding is not necessary - instead, the student should look for sounds, images or patterns that appeal).

Students focus on a poem or part of a poem that they particularly like. They share the poem and their reasons for liking it with a partner.

Volunteer students share their poem and reasons for its appeal with the class.

The teacher leads the students through the various ways a poem makes its appeal - eg. sound, rhyme, pattern, image, narrative, rhythm. At some stage it may be useful to revisit the use of images with these ARB resources:

• Personification (ARB username and password required to view this resource)
• Metaphors (ARB username and password required to view this resource)

The students take a copy of their poem. Underneath it, they write why they like it.

For close reading of other poems, see these ARB resources:

Prescription (ARB username and password required to view this resource)

I'm Home (ARB username and password required to view this resource)

Parcel (ARB username and password required to view this resource)

Sea-dog (ARB username and password required to view this resource)

Learning to Read (ARB username and password required to view this resource)

Special Holiday Attraction (ARB username and password required to view this resource)

For drawing inferences from poems, refer to Assessment Resource Bank resources (key word search - inference/poetry).