SDENG3J Assignment 1 (ANSWERS) 2024 - DISTINCTION GUARANTEED

Well-structured SDENG3J Assignment 1 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!). . Please listen and watch the TED Talk by Harry Baker, who was the winner of the Poetry Slam World Cup in 2012. Three poems were presented in the Ted Talk. Allow the content to ignite your imagination and practical teaching abilities. Choose one of the three poems presented and design three teaching activities based on the chosen poem. According to Britannica, “slam poetry is a form of performance poetry combining performance, writing, competition, and audience participation. It is performed at events called poetry slams, or simply slams.” To familiarise yourself with Slam poetry, please watch the following clip about slam poetry’s origins: INSTRUCTIONS: Read the questions carefully and follow instructions. 1. The slam poetry examples text we have provided above forms the basis for the activity design of pre-, while and post-teaching activities used to stimulate and activate the listening, speaking, reading and writing skills abilities of your learners. 2. Note that this assignment consists of Questions 1, 2 and 3. In addition, a mark is allocated for the overall presentation of your assignment (language, neatness and structure, compliance with the instructions, and required attachments). 3. The completed assignment should not exceed six (6) pages. QUESTION 1: ACTIVITY DESIGN Please describe the activities you would do with your class when teaching them English proficiency skills through the TED Talk by Harry Baker that we provided above. Explain and describe how you can use the slam poet’s presentation as a starting point in a Listening, Oral (Speaking), and Writing Skills lesson in your English lessons. GUIDELINES: 1. Ensure that each activity is learner-centred. 2. Each description should indicate the specific language skill/s you will teach as the outcome, the resources you intend to use, how you will engage the learners through interaction with the teaching medium, and the assessment strategy you would utilise to test the effectiveness of the teaching involved through either a group, peer, and whole-class assessment or teacher observation. Be specific by providing details, such as the questions and approach you would use to teach each skill. 3. Remember to be creative, bearing in mind your learners’ age, interests, experience, learning styles, ability and background. 4. Each activity should align with the stated outcome/s and the time allocated, i.e., the lesson duration. 5. Consider your teaching context and consider the following factors when you design your teaching activities: the learners’ age, their home background, interests, language proficiency in English (Home Language, First Additional Language or Second Additional Language) and your school’s teaching and learning resources. Use the following headings to structure your answer for the three activities: Question 1.1 – Listening Activity Duration ( 1 Mark) Resources ( 1 Mark) One outcome ( 1 Mark) Description of the activity (Remember to break your teaching approach down into pre-teaching, (5 Marks) while teaching, (5 Marks) post teaching steps.) (5 Marks) Assessment ( 2 Marks) Question 1.2 – Speaking Activity Duration ( 1 Mark) Resources ( 1 Mark) One outcome ( 1 Mark) Description of the activity (Remember to break your teaching approach down into pre-teaching, (5 Marks) while teaching, (5 Marks) post teaching steps.) (5 Marks) Assessment ( 2 Marks) Question 1.3 – Writing Activity Duration ( 1 Mark) Resources ( 1 Mark) One outcome ( 1 Mark) Description of the activity (Remember to break your teaching approach down into: pre-teaching, (5 Marks) while teaching, (5 Marks) post teaching steps.) (5 Marks) Assessment ( 2 Marks) SUB-TOTAL FOR QUESTION 2: 3 x 20 = 60 Marks THEORY QUESTIONS Remember to recognise your sources with in-text quotations when answering the theory questions. To maintain academic integrity and avoid plagiarism, refrain from directly copying verbatim text from external sources. Instead, try to explain ideas in your own words, ensuring a personalised expression of understanding. In addition, maintain clear academic standards by incorporating in-text citations to acknowledge your sources. For a comprehensive and detailed overview of your references, include a reference list. QUESTION 2 Before responding to this question, it is crucial to read “STUDY UNIT 4: Approaches to teaching reading." Explain the significance of building schemata in the process of reading comprehension. How does activating prior knowledge contribute to a deeper understanding of texts? Based on the poem The Sea by Mxolisi Nyezwa The sea is so heavy inside us And I won’t sleep tonight. I have buckets of memory in a jar That I keep for days and nights like these. Discuss how schemata can be utilised to create an activity that enhances comprehension and interpretation of this poem. Consider the readers’ potential background knowledge and the textual features that could be explored. Propose an activity encouraging students to engage with the poem, drawing on their schemata to derive meaning and insights. (15 Marks) PRESENTATION (LANGUAGE AND STRUCTURE) When responding to the paragraph question, it is imperative to structure your response with a clear topic sentence. Alternatively, you may choose to anchor your answer to a relevant quotation, drawing from your study guide for substantiating evidence. Before expanding on your explanation, it is essential to introduce the reference or quotation used. Elaborate on the quote through a concise close reading, elaborating on how it aligns with the context of the question. In constructing your response, prioritise logical and coherent organisation, presenting ideas in a grammatically correct manner. This approach not only enhances the clarity of your argument but also contributes to a good standard of Academic Writing. (5 Marks) The length of your answer to this theory question should not exceed one page. QUESTION 3 Before responding to this question, it is crucial to read “STUDY UNIT 3: Approaches to teaching oral skills." Reflect on why peer teaching and cooperative learning are good strategies to increase talking time in the classroom. Why is this strategy important for learners’ oral or speaking skill development? Use examples from your teaching content in which you show how this way of teaching has made learners better speakers of English and has helped you as a teacher within the classroom. Elaborate by sharing how you experience cooperative learning activities and describe the kinds of cooperative experiences you enjoy the most and explain why you find them enjoyable. (15 Marks) PRESENTATION (LANGUAGE AND STRUCTURE) When responding to a paragraph or essay question, it is imperative to structure your response with a clear topic sentence. Alternatively, you may choose to anchor your answer to a relevant quotation, drawing from your study guide for substantiating evidence. Before expanding on your explanation, it is essential to introduce the reference or quotation used. Elaborate on the quote through a concise close reading, elaborating on how it aligns with the context of the question. In constructing your response, prioritise logical and coherent organisation, presenting ideas in a grammatically correct manner. This approach not only enhances the clarity of your argument but also contributes to a good standard of Academic Writing.