Tailored Activities (High Needs) Stage 5

Tailored activities (high needs) – Stage 5These activities from Rethinking Drinking: You’re in control (Stage 5) provide examples of tasks tailored for students with high language needs.Activities(Knowledge) A From tailored activities Rethinking drinking; you’re in control (Knowledge) A. Alcohol Use in Australia, Tasks 2-4(Knowledge) B From tailored activities Rethinking drinking; you’re in control (Knowledge) B. How Alcohol Affects the Body, Task 1, OHT 2(Knowledge) B From tailored activities Rethinking drinking; you’re in control (Knowledge) B. How Alcohol Affects the Body, Task 2, B OHT 3(Skills) D From tailored activities Rethinking drinking; you’re in control (Skills) D. The Decider Game, Tasks 1-4(Advocacy) F From tailored activities Rethinking drinking; you’re in control (Advocacy) F. `Dear Abby’ Problem Solving Panel, Tasks 2, 4From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 1 Tailored activities (high needs) – Stage 5(Knowledge) A. Alcohol Use in Australia, Tasks 2-4Teaching and learning point focus: being inclusive  using interactive oral communication strategies (listen, recall, retell)  providing visual presentationsLanguage focus:Mode/s: listening, speaking Language processes: recalling, recounting, inferring Grammar: past tenses, linking words Vocabulary: based on prior learningPreparation: chart paper or sheet of cardboard  markersProcedure Teachers’ Notes1. Ensure all students understand Where appropriate, encourage the term alcohol and can give students to give examples of alcoholic examples. drinks from a range of countries or List the examples on the board. cultural traditions.There may be some students who do 2. Tell students that they will be not have any memory of a drinking sharing a story from their activity as their religion/family values childhood memories relating to may not include the practice of drinking alcohol. alcoholic beverages. Ask them to recall an event they may have seen on TV or Emphasise that they listen in a film. attentively to each other as they may be called upon to retell the Also, point out to the class that story to the class. individuals in the community have thoughts and expectations about drinking, and that drinking affects others besides the drinker.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 2 Tailored activities (high needs) – Stage 5Alcohol Use in AustraliaProcedure Teachers’ Notes3. Model the activity by recounting an appropriate childhood memory of your own.4. List the language features you Language features could include: will use and ask the class to note/tally the language you are  Past tenses using when recounting your  Linking words might be memory. used to signal time or events recounted sequentially (then, afterwards, finally) 5. Ask pairs of students to recount Retelling requires students to listen an event to each other. actively and to recall key pieces of information, thus developing their 6. Ask students to retell their comprehension skills. This activity also partner’s story to another person requires students to use past tense and in the class. to convert a story from a first person (I, we) to a third person (he, she, they) 7. Select students to retell their perspective. partner’s story to the class.8. At the end of each recount ask the class what a child might have learnt or decided about alcohol from what they had just heard.9. Place responses onto a mind Writing responses onto a mind map map on chart paper or assists students who are visual cardboard. learners to make sense of what has Write in the circle on the mind just been discussed by structuring map: information diagrammatically. It is also Early thoughts about alcohol a strategy which can be used in a Group responses where number of contexts by all learners to possible. enhance memorising.10.Display the mind map in the room for the duration of the unit.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 3 Tailored activities (high needs) – Stage 5(Knowledge) B. How Alcohol Affects the Body, Task 1, OHT 2Teaching and learning point focus: teaching essential new vocabulary  planning for readingLanguage focus:Mode/s: reading Language processes: describing, defining Grammar: present tense, verb ‘to be’ Vocabulary: e.g. alcohol, depressant, tranquillisers, marijuana, fermentation, central nervous system, marijuanaPreparation: OHT 2: What alcohol is. (Rethinking drinking Stage 5)Procedure Teachers’ Notes 1. Ask students to define ‘alcohol’. It is important to gauge the ability of Place the various responses on students to define. the board. 2. Read OHT 2: What alcohol is with the class and link the OHT with students’ responses. 3. Ask students: What is the social The social purpose of the text is to purpose of this text? describe.Let students know that defining Definitions or meanings of words often can form a part of any text that appear in the first sentence of a describes. paragraph. Definitions usually state the name of 4. Ask students to take note of the concept and then proceed to talk definitions and how to locate about it. them.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 4 Tailored activities (high needs) – Stage 5B. How Alcohol Affects the BodyProcedure Teachers’ Notes5. Together with the class, use For example, three different coloured markers Alcohol is a drug. on OHT: What alcohol is to highlight and label: Word to be defined: - the word to be defined alcohol - the actual definition, and Actual definition: is a drug - supporting details. Supporting details: It belongs to……make you feel depressed. 6. Place new technical words from the OHT: What alcohol is on the board and ask students to Note that not ALL new words are define them using the context. defined formally in every activity. Choose the key words for the topic that will be reinforced in other activities within a given unit.Teaching new words, concepts or phrases in context to the whole class aids meaning for all students. When inferring meaning students can look at clues from: - within the sentence itself - from a preceding clause, or 7. Model at least one word and its - from clues arising later in the definition. text.Choose one of the following to define the word: - Marijuana is…… - Marijuana refers to….. - Marijuana is defined as….8. Have the class define the identified words using the format modelled.9. Ask students to write the words and their definitions in their glossary/ word bank.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 5 Tailored activities (high needs) – Stage 5B OHT 2What alcohol isAlcohol is a drug. It belongs to the group of drugs known as ‘depressants’. This surprises many people because ‘depressed’ is not the feeling they associate with the consumption of alcohol. Depressants slow down the central nervous system including the transmission of messages to and from the brain, and don’t necessarily make you feel depressed. Tranquillisers and marijuana are also depressants. Chemically, alcohol is also known as ethyl alcohol or ethanol. It is a by-product of the process known as fermentation whereby yeast reacts with the sugar contained in fruits, vegetables and grains to produce alcohol and carbon dioxide.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 6 Tailored activities (high needs) – Stage 5(Knowledge) B. How Alcohol Affects the Body Task 2, (B OHT 3)Teaching and learning point focus: Providing visual presentations  planning for reading, interacting with and responding to textLanguage focus:Mode/s: reading Language processes: describing, explaining Grammar: present tense, action verbs, words that signal ‘time’ e.g. when, then, eventually Vocabulary: based on prior learningPreparation: Manikin, showing body parts  B OHT 3: What you need to know about alcohol (Rethinking drinking Stage 5)  B OHT 3: What you need to know about alcohol (copies for students) (Rethinking drinking Stage 5)  Student Worksheet: How alcohol gets into the blood and leaves the bodyProcedure Teachers’ Notes1. Place a manikin at the front of The manikin is a stimulus that actually the class. allows students to see, touch the various body parts and follow processes related to the body. 2. Ask whether anyone can explain verbally and/or visually on the manikin how alcohol gets into the blood and how alcohol leaves the body.3. Number every fifth line of the Numbering every fifth line helps the text in B OHT 3: What you need teacher and the students locate to know about alcohol and information when participating in distribute the OHT to students. activities.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 7 Tailored activities (high needs) – Stage 5B. How Alcohol Affects the BodyProcedure Teachers’ Notes 4. Refer students to their copy of B OHT 3: What you need to know about alcohol.5. Ask students to scan the page Scanning involves looking at sub- and tell the class what the text is headings, words in capitals, circled about. words, the illustration and the section in bold to quickly deduce what the text is 6. Jointly read the text, paragraph about. by paragraph, modelling pronunciation, intonation and emphasis.7. Write key body parts on one side of the board, drawing attention to the actual body part on the manikin.8. Write any new technical words Teaching new words, concepts or (other than those referring to phrases in context to the whole class part of the human body) on aids meaning for all students. When another section of the board. inferring the meaning from what is These words can be taught in given in a text one can look at clues context. from: - within the sentence itself 9. Ask students to include new - from a preceding clause, or words in their glossary/word - from clues arising later in the bank. text.10.Ask students: What are the The social purposes of the text are social purposes of the text? describing and explaining.11.Ask students to distinguish An example of describing includes between describing and definitions such as `Alcohol is also a explaining in the given text. chemical concoction of ethanol……’ lines 8-912.Ask that they note examples of Explaining refers to a process such as describing and explaining in `When you drink alcohol, it enters the pencil first. Then have them use stomach and the small intestine. From two different highlighters to there, it passes through the wall…...’ annotate the text. lines 10-15From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 8 Tailored activities (high needs) – Stage 5B. How Alcohol Affects the BodyProcedure Teachers’ Notes13.Ask students to complete the Flowcharts can illustrate explanations cloze activity within the diagrammatically. flowchart in Student Worksheet: How alcohol gets The cloze activity highlights action into the blood and leaves the verbs in the present tense which is a body that explains the process. typical feature of texts that explain.14.Point out that action verbs in the Action verbs are features of present tense and words that explanatory texts because they are signal time, such as, when, then timeless present sequence markers. and eventually, are features of texts that explain.15.Ensure that students understand how alcohol gets into the blood and how it leaves the body by asking one or two students to explain the process using the manikin.16.Emphasise that nothing can speed up the elimination of alcohol from the body. Discuss any myths that students have heard about, such as drinking strong coffee or taking a shower.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 9 Tailored activities (high needs) – Stage 5From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 10 Tailored activities (high needs) – Stage 5B. How Alcohol Affects the Body Student WorksheetHow alcohol gets into the blood and leaves the bodyWhen you ______alcohol….…. it ______the If there __ no food stomach and the small in the stomach, the intestine. alcohol will be absorbed quickly.Then it ______through the wall of the stomach and small intestine into the bloodstream.Action verbs The blood ______the alcohol to the brain where it ______leave passes the central nervous system. enters leaves carries is The alcohol will depresses eventually ______the body. The liver breaks down ______91% of the alcohol. drinkThe rest ______the body via the breath (3%), sweat (3%) and urine from the kidneys (3%).From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 11 Tailored activities (high needs) – Stage 5(Skills) D. The Decider Game, Tasks 1-4Teaching and learning point focus: providing visual presentations  using interactive oral communication strategiesLanguage focus:Mode/s: speaking, listening Language processes: arguing, evaluating, justifying Grammar: modality (could, should etc…) Vocabulary: based on prior learningPreparation: Activity sheets D1, D2: The Decider Game  OHT: Sample Task of a Hypothetical Situation  OHT: Cline of ModalityProcedure Teachers’ Notes1. Choose two capable students to It is always important to model for model a role play with you. students what you are wanting to achieve. 2. You will be the ‘decider’ making the decision.3. Choose a situation from Activity sheets D1 or D2: The Decider Game.4. Read the situation to the class.5. Ask one of the two students to give some ‘for and against’ thoughts that someone might have about the situation.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 12 Tailored activities (high needs) – Stage 5D. The Decider GameProcedure Teachers’ Notes6. Ask the class to note down the Asking students to listen to the actual ‘for and against’ thoughts about arguments within thought patterns is a the situation offered by the two skill worth practising. students in a table similar to the one given in OHT: Sample Task Ensure that students are aware that of a Hypothetical Situation. every thought or argument put forth may be influenced by the different rules that exist in the home and in various groups, such as peer groups, regarding drinking. Cultural beliefs, values and attitudes will feature prominently in this activity. 7. Highlight the use of modality Modality refers to verbs used to when using language to talk indicate attitudes of the speaker/writer about hypothetical situations. towards a subject. In this context, you Modals are underlined in OHT: are looking to use language that Sample Task of a Hypothetical describes what could, might or should Situation. happen. Will is also used to represent the future tense. Use the cline diagram illustrated in the OHT: Cline on Modality to illustrate the degree of possibility and probability in either a hypothetical situation or one that is imminent (as is the case when using will.)8. As the ‘decider’, make a decision based on the ‘for and against’ thoughts presented. Justify your decision.9. Divide the class into groups of three. One student is the ‘decider’ and the other two will provide the ‘for and against’ thoughts for a different situation.10.Ask each ‘decider’ to report back to the class with their decision and justifications.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 13 Tailored activities (high needs) – Stage 5D. The Decider Game OHTSample Task of a Hypothetical SituationYour friends are drinking. Will you join them?For or Thoughts against- I could try to down a couple of drinks. What’s the harm in F that?- They’ll think I’m boring if I don’t join in…. F- I shouldn’t. Who wants to be sick with a hangover tomorrow? A- I can’t. My parents might smell my breath and kill me! A - I have to have a go. I’ve been waiting a long time to try this out… F - I’ve got an exam tomorrow. I won’t drink as I need a clear head. AFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 14 Tailored activities (high needs) – Stage 5D. The Decider Game OHTCline on Modality will must, have to (strong should, ought probability) can, (probability) may might, (possibility) could (tentative possibility)From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 15 Tailored activities (high needs) – Stage 5D. The Decider GameFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 16 Tailored activities (high needs) – Stage 5D. The Decider GameFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 17 Tailored activities (high needs) – Stage 5(Skills) F. ‘Dear Abby’, Tasks 2, 4Teaching and learning point focus: teaching writingLanguage focus:Mode/s: reading, writing Language processes: describing, advising Grammar: modals Vocabulary: based on prior learningPreparation: OHT: Dear Abby (Model)  OHT: Dear Abby (Model) (copies for students)  OHT: Abby’s Response  OHT: Abby’s Response (copies for students)  Student Worksheet: Dear Abby – Second Model (cloze activity), or  Student Worksheet: Dear Abby – Second Model (sequencing)  Teacher Reference Sheet (cloze activity / sequencing activity)  Blank OHTProcedure Teachers’ Notes1. Tell students they will be Ensure that students have information writing a letter to a wise on where help can be obtained. person called ‘Abby’ asking There may be a need to introduce this for assistance and the as a culturally specific text type as it response to the letter from may not exist in many non-western Abby. cultures. 2. Give students a copy of the OHT: Dear Abby model letter. The text has an opening and an 3. Read the text together with ending. Dear Abby type texts are the class and highlight and factual, usually short and consist of label the text structure and only one paragraph that has a language features on the description and/or explanation of a OHT: Dear Abby. Ask problem in someone’s life. students to do the same on their copies.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 18 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’Procedure Teachers’ Notes Prominent language features include being informal and sometimes using conversational language (e.g. use of contractions like I’m and can’t ,written in the first person )4. Ask students: What is the The social purpose may be describing social purpose of the text? or recounting. Write it down on the OHT.5. Ask students: Who is the In the real world, the audience would audience? Write it down. be Abby and young persons and adults buying particular magazines in which Dear Abby columns feature. In this exercise, the audience is themselves as Abby. 6. Give students a copy of the OHT: Abby’s Response. The text has an opening and an 7. Read the response together ending. Dear Abby responses are short with the class and highlight and factual, consisting of only one, and label the text structure sometimes two paragraphs that and language features. Ask possibly offer an explanation as to why students to do the same. a certain problem exists. Advice is always offered.Prominent language features include being informal, sometimes using conversational language (eg. use of contractions like I’m and can’t, written in the second person – you.)The words used to offer advice can be: - polite, like using modals such as could, should, would, and/or - more direct, like You’d better…., My advice is to….From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 19 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’ Procedure Teachers’ Notes8. Ask students: What is the The social purpose is advising. social purpose of the text? Write it down.9. Ask students: Who is the In the real world, the audience would audience? Write it down. be the author of the original letter and young persons and adults buying particular magazines in which Dear Abby columns feature.In this exercise, the audience is themselves as the person asking for a response. 10. Choose either the cloze or sequencing activity as a The choice of activity will largely second Dear Abby text from depend on the language and literacy one of the two Student levels of the students. Worksheets. Both a general cloze activity and a sequencing activity will further enhance students’ reading skills. 11. Ask students to complete the The second Dear Abby text is a guided activity. activity in which students are being given an opportunity to interact with a text similar to the one they have already explored. 12. Bring the class together to Refer to the Teacher Reference Sheet check the answers and for some possible correct answers. revise the text structure, language features, social purpose and audience of the text.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 20 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’Procedure Teachers’ Notes13. On a blank OHT jointly This is also a guided activity. Ask construct a response to the questions that prompt appropriate second model letter (cloze or responses in the areas of text structure, sequencing task) with the language features, social purpose and class. audience. Students contribute ideas The advice given by Abby could include and frame in appropriate such strategies as: sentences, with reference to - ignore the man model texts and - take a different route deconstructions. - tell your parents/caregivers.14. Ask students to write their Note that in all responses, the own Dear Abby letter and a advocacy message needs to be clear response from Abby either in and appropriate. pairs in class or individually at home.15. Remind students that advocacy is the purpose of the response.16. Time permitting, allow for drafts to be edited either by fellow students or yourself.17. Display a series of texts around the room after reading out some letters and responses.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 21 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’ OHT Dear Abby model letterText Structure Language Features Opening Dear Abby, (name of person to whom letter is addressed I’m in my final year of school and Contraction finding school work really hard and (I’m) my parents are nagging at me to written in the work work work. first person. description of current I experimented with alcohol at a party written situation, problem a few weeks ago and have been informally drinking ever since. (mainly weekends with my mates). expression of feelings I haven’t been able to study a lot. I’m depressed. request for help Please help. signing off (not always Helpless Harry using real name)From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 22 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’ OHTAbby’s response modelText Structure Language features opening Dear Helpless Harry, (name of person to whom letter is addressed Well, it sounds like you’re going Contraction through a rough patch. (you’re) assessment of You’re obviously experiencing some written in situation levels of stress, most likely linked to second person your studies, high expectations from your family and teachers and possibly truing to work out what your future place in life is.Take my advice and speak with your Written school counselor to sort out any informally person issues, including the drinking, and your careers advisor to map out realistic options for next year.I think you should also have an open modal (should) and honest discussion with your family. Tell them how you feel and what you want in life. Have a go! sign off AbbyFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 23 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’Teacher Information Sheet for the second model (both the cloze activity and sequencing activity)Text structure Language Features opening Dear AbbyMy friend Helen and I walk past what written in the looks like a deserted house everyday first person on our way to and from school. (we) description of current There’s a homeless man living there written situation/problem who hassles us all the time. informally When he sees us approaching, he Contractions comes up and tries to talk to us. It’s a (it’s, he’s) little scary when he does this as he’s nearly always drinking. Sometimes he waits for us out the front. request for help What should we do? sign off Tormented twinsFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 24 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’ Dear Abby – Second ModelCloze activityInstructions1. Complete the cloze activity by filling in the blanks. 2. Highlight and label the text structure and language features.Text Language Structure Features Dear Abby,My friend Helen and I walk past what looks like a deserted house everyday on our way to and from school. There’s a homeless man living there ______hassles us all the time.It’s a little scary when he does this as ______ nearly always drinking. When he sees us ______, he comes up and tries to talk to us. ______he even waits for us out the front. What ______we do?Tormented TwinsFrom Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 25 Tailored activities (high needs) – Stage 5F. ‘Dear Abby’Dear Abby – Second ModelSequencingInstructions1. Cut and sequence the sentences correctly. 2. Paste the strips of paper into your books. 3. Highlight and label the text structure and language features.When he sees us approaching he comes up and tries to talk to us. My friend Helen and I walk past what looks like a deserted house everyday on our way to and from school. What should we do?Tormented TwinsThere’s a homeless man living there who hassles us all the time.Sometimes he even waits for us out the front. Dear Abby,It’s a little scary when he does this as he’s nearly always drinking.From Rethinking Drinking; You’re in control © Australian Brewers’ Foundation 1995 26

Tailored Activities (High Needs) Stage 5

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