Tailored activities (high needs) – Stage 3
The following activities provide examples of tailored tasks From Smoke screen
Stage 3 for students with high language needs.
Activity 7
From tailored activities Smoke screen Stage 3, (Attitudes to smoking) Activity 7:
Tobacco on the `screen’, Task 1
Activity 8
From tailored activities Smoke screen Stage 3, (Advocating against smoking)
Activity 8: Passive smoking, Tasks 1-2, Worksheet 8.1
Activity 9 Option 1
From tailored activities Smoke screen Stage 3 (Advocating against smoking)
Activity 9: Creating an anti-smoking comic, Tasks 1-3, Worksheet 9.1
Activity 9 Option 2
From tailored activities Smoke screen Stage 3 (Advocating against smoking)
Activity 9: Creating an anti-smoking comic, Tasks 1-3, Worksheet 9.1
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
1
Tailored activities (high needs) – Stage 3
(Attitudes to smoking) Activity 7: Tobacco on the ‘screen’, Task 1
Teaching and learning point focus:
•
•
•
using interactive oral communication strategies (discussion activity)
providing visual presentations
being inclusive
Language focus:
Mode/s:
Language processes:
Grammar:
Vocabulary:
viewing, writing
extracting, inferring, describing
adjectives
based on prior learning
Preparation:
•
•
TV program and video
Student Worksheet: Smoking on the big screen (2 copies per student)
Procedure
1.
Obtain videos of both a TV
program and a movie that
show the main character
smoking.
2.
Identify and show a segment
from either the TV program
or the movie
Teachers’ Notes
There is a list of movies in OHT 7.1:
Movies and smoking (Smoke screen
Stage 3)
Showing students relevant segments
provides the visual support needed to
answer subsequent questions.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
2
Tailored activities (high needs) – Stage 3
Activity 7: Tobacco on the ‘screen’
Procedure
3.
Teachers’ Notes
Ask the class for responses
to the following questions
and model written responses
on the board.
Ask students to write down
the responses onto their
Student Worksheet: Smoking
on the big screen.
•
•
•
•
•
•
Name the TV show or
movie.
What else was the
character doing while
smoking?
What type of image is the
character portraying?
Would the character be
like this in real life?
Who may this type of
image appeal to?
What was shown about
the effects of smoking?
4.
Place students in pairs or in
groups.
5.
Show the second segment
chosen for viewing.
6.
Ask them to discuss the
responses in their
pairs/groups and then write
down their final answers.
7.
Bring the groups together to
discuss final responses.
Language items that may arise in this
activity include a range of adjectives.
e.g. when describing the image an
actor portrays (tough, cool, masculine)
e.g. talking on the telephone, driving,
walking in a street, in a bar?
e.g. rough, rugged, tough, sexy,
glamorous, stressed, adventurous
(i.e. would the character be glamorous,
sensationalised?)
Few TV programs or movies show the
negative effects of smoking.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
3
Tailored activities (high needs) – Stage 3
Activity 7: Tobacco on the ‘screen’
Procedure
8.
Hand out another table for
homework to be done
independently over a few
days and discussed in a
subsequent lesson.
Teachers’ Notes
The handout asks students to view two
TV programs and/or movies and
complete the table independently.
N.B. Students from backgrounds other
than English may be able to watch a
movie in their own or their parents’ first
language.
Upon discussing their responses the
following question can be asked:
How similar or dissimilar are the
messages about smoking between the
English-speaking movies and that of
movies in languages other than
English?
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
4
Tailored activities (high needs) – Stage 3
Activity 7: Tobacco on the ‘screen’
Student Worksheet
Smoking on the big screen
Instructions
View the relevant segments from the TV program or movie and answer the
following questions.
Questions
TV program or video 1
TV program or video 2
1. Name a TV show
or movie where
you have seen a
main character
smoking.
2. What else was the
character doing?
3. Would the
character be like
this in real life?
4. What type of
image is the
character
portraying?
5. Who may this type
of image appeal
to?
6. What was not
shown about the
effects of
smoking?
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
5
Tailored activities (high needs) – Stage 3
(Advocating against smoking) Activity 8: Passive smoking, Tasks 1-2,
Worksheet 8.1
Teaching and learning point focus:
•
•
•
using a range of non-verbal strategies
teaching essential new vocabulary
providing visual presentations (mind map, consequences web)
Language focus:
Mode/s:
Language processes:
Grammar:
Vocabulary:
writing
describing, defining
modality (could, might, may)
conditional tense – describing a hypothetical or
imaginary event (If………, then I will / could / might…)
mainstream smoking, sidestream smoke, passive
smoking, exhaled mainstream smoke
Preparation:
•
•
•
•
Student Worksheet: Describing the freeze frames
Worksheet 8.1: Passive smoking (Smoke screen Stage 3)
chart paper (or cardboard) 6-8 sheets
OHT Modelling a consequences web
Procedure
Teachers’ Notes
1. Hand out Student Worksheet:
Describing the freeze frames.
2. Ask students to imagine a room
filled with people, some of whom
are smoking.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
6
Tailored activities (high needs) – Stage 3
Activity 8: Passive smoking
Procedure
Teachers’ Notes
3. Ask students, in groups, to mime Miming will assist students to explore
how people possibly feel when
being in the room with the
surrounded by smokers.
smokers.
Each group will create a freeze
frame capturing how the nonsmokers might be feeling.
4. Ask one group to model a freeze
frame.
5. Ask the rest of the class to
watch the freeze frame and
describe the actions and
possible feelings.
6. Elicit responses and put some
on the board.
7. Highlight specific language in
the sample responses that
students will need to complete
their worksheets.
Modify the students’ responses
together with the class to
provide a more accurate model,
should this be necessary.
8. Ask each group in turn to show
their freeze frame.
The specific language includes:
- the present tense continuous
when describing the freeze
frame, and
- modality (might, could, may)
when describing how
someone might be feeling.
N.B. Sample responses are provided in
the Student Worksheet: Describing the
freeze frame.
Ask each group to jointly fill in
the rest of their tables
accordingly.
9. Ask whether any student knows
what breathing in smoke in a
room is called.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
7
Tailored activities (high needs) – Stage 3
Activity 8: Passive smoking
Procedure
10. Ask students to define
mainstream, sidestream,
passive smoking and exhaled
mainstream smoke in their own
words where possible.
Teachers’ Notes
•
•
•
11. Guide students into defining the
terms correctly, highlighting the
use of the present tense and the
verb to be (is).
•
Mainstream smoking is the
smoke sucked in by the smoker.
Exhaled mainstream smoke is
the smoke the smoker blows
into the air.
Sidestream smoke is the smoke
that drifts from the end of a
burning cigarette.
Passive smoking is the exhaled
and sidestream smoke inhaled
by a person near a smoker.
(the verb to be can be replaced
by refers to/can be defined as…)
Definitions can be placed on strips of
cardboard around the room and in
students’ word banks.
12. Ask students to complete the
cloze activity in Worksheet 8:
Passive smoking
The cloze activity reinforces the
meanings of the four terms.
13. Construct a mind map with the
class highlighting possible
effects of passive smoking.
The effects of passive smoking will be
used in the construction of
consequences webs.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
8
Tailored activities (high needs) – Stage 3
Activity 8: Passive smoking
Procedure
14. Model a consequences web
using the OHT: Modelling a
consequences web.
Note to the class that the two
different effects lead to more
effects.
Teachers’ Notes
A consequences web is a visual
representation of highlighting cause
and effect.
Highlight the use of modals for
describing the effects (will,
would, might etc.)
15. Construct a second
consequences web with the
class using one or two of the
effects from the mind map.
16. Give each group of students one
effect of passive smoking from
the mind map (or they can
create new ones).
Ask them to create their own
consequences web on chart
paper to be displayed around
the room.
17. Ask students to walk around the
room and read each
consequences web.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
9
Tailored activities (high needs) – Stage 3
Activity 8: Passive smoking
Student Worksheet
Describing the freeze frames
Actions
Non-smokers
•
•
An older woman is
standing in the corner
with a friend. The older
woman is coughing and
her friend is blinking a
lot.
Feelings
•
The older woman looks
uncomfortable and her
friend may be getting
annoyed.
•
•
•
•
•
•
•
•
•
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
10
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
11
Tailored activities (high needs) – Stage 3
Activity 8: Passive smoking
OHT
Modelling a consequences web
…I’d have to go
to bed early.
…won’t be able to
watch TV
I’ll get really sore
eyes.
CAUSE
If dad smokes all
evening in the living
room….
My sister
might find it
hard to
breathe
properly
…might
become
distressed
…might have
an asthma
attack
..might have to
go to the
hospital.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
12
Tailored activities (high needs) – Stage 3
(Advocating against smoking) Activity 9A: Creating an anti-smoking comic,
Tasks 1-3, Worksheet 9.1
Teaching and learning point focus:
•
•
teaching writing
providing visual presentations
Language focus:
Mode/s:
Language processes:
Grammar:
Vocabulary:
writing
narrating
direct speech, use of second person (you), use of first
person (thought bubbles), conversational
phrases/conventions
based on prior learning
Preparation:
•
•
•
photocopies of jumbled frames from Worksheet 9.1: Anti-smoking comic
(Smoke screen Stage 3) (1 set per pair)
scissors, glue
sheets of cardboard (optional) or chart paper
Procedure
1.
Tell the class that the
purpose of creating an antismoking comic is to
advocate against smoking.
2.
Revise reasons as to why
smoking is harmful.
3.
Choose a sequence for the
frames of the comic.
Teachers’ Notes
Write reasons on a mind map to help
students learn the information.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
13
Tailored activities (high needs) – Stage 3
Activity 9: Creating an anti-smoking comic
Procedure
4.
Model how to write the antismoking comic by:
- writing a series of
phrases or
sentences
as direct speech on an
OHT with the class
- highlighting the language
features
- asking students to tell you
the social purpose of the
text.
Teachers’ Notes
Conventions of direct speech when
writing the comic strip include short
conversational phrases / sentences,
use of the second person, thought
bubbles in the first person,
conversational conventions such as
..umm…ahh etc…and contractions
(I’m).
The social purpose in this text is to
inform by way of advocating against
smoking.
5.
Give a copy of Worksheet
9.1: Anti-smoking comic to
pairs of students.
6.
Ask students to cut out each
of the frames of the comic.
7.
Ask them to:
- sequence the frames
- write the captions
- arrange the sequence
onto a sheet of cardboard
or chart paper, and
- add a title.
Remind students that there is no
determined sequence for the cartoon.
8.
Check their comic strips for
accuracy in the area of
content and language.
Students may wish to use pencil first
for their first draft (before pasting).
9.
Ask students to paste their
sequence onto the sheet of
cardboard or butcher’s
paper.
10.
Display students’ work and
ask students to walk around
the room reading each pair’s
comic.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
14
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
15
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
16
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
17
Tailored activities (high needs) – Stage 3
(Advocating against smoking) Activity 9B: Creating an anti-smoking comic,
Tasks 1-3, Worksheet 9.1 Option 2
Teaching and learning point focus:
•
•
teaching interactive oral communication strategies (listen, sequence,
retell)
teaching writing
Language focus:
Mode/s:
Language processes:
Grammar:
Vocabulary:
listening, speaking, writing
recounting, narrating
past tenses, direct speech, use of second person
(you), use of first person (thought bubbles),
conversational phrases/conventions
based on prior learning
Preparation:
•
•
•
•
photocopies of jumbled frames from Worksheet 9.1: Anti-smoking comic
(Smoke screen Stage 3) (1 set per pair)
scissors, glue
sheets of cardboard (optional) or butcher’s paper
Teacher reference sheet: Teresa Zappia’s diary
Procedure
Teachers’ Notes
1. Give a copy of Worksheet 9.1:
Anti-smoking comic to pairs of
students.
2. Ask students to cut out each of
the frames.
3. Read out a segment from
Teresa Zappia’s diary, a recount
from a fictitious character’s
diary, two or three times.
A listening/sequencing activity
improves the listening comprehension
skills of students, especially ESL
learners.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
18
Tailored activities (high needs) – Stage 3
Activity 9: Creating an anti-smoking comic
Procedure
Teachers’ Notes
4. Ask students to look at their
various frames and sequence
them in an order that matches
the story.
5. Ask students to then take turns
in retelling the story verbally to
each other in pairs.
Retelling enables students to practise
their recall and comprehension skills. It
also helps students to focus on content
(in this case the advocacy against
smoking) and how language is used.
6. Ask them to convert the recount
to a dialogue in the form of a
comic strip.
Ask them to use pencil in the first
instance.
7. Choose a comic strip whose
content and language is
accurate.
Use this example to :
- highlight the language
features
- ask students to tell you
what the social purpose is
of the text.
Conventions of direct speech when
writing the comic strip include short
conversational phrases/sentences, use
of the second person, thought bubbles
in the first person, conversational
conventions such as ..umm…ahh
etc…, and contractions (I’m).
The social purpose in this text is to
inform by way of advocating against
smoking.
8. Ask students to return to their
texts and rewrite any sections
that might need to be redrafted.
9. Check their comic strips for
accuracy in the area of content
and language.
10. Ask students to paste their
sequence onto the sheet of
cardboard or chart paper.
11. Display students’ work and ask
students to walk around the
room reading each pair’s comic.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
19
Tailored activities (high needs) – Stage 3
Activity 9: Creating an anti-smoking comic
Teacher Reference Sheet
Theresa Zappia’s diary
(to be read to students)
Hey …what a night…my brother Joe and I got invited to this party where there
were some high school kids.
Joe was feeling upset about losing his bike and really needed something to cheer
him up. Some guy, Sam I think, offered him a smoke. Can’t believe he took it!
What was he thinking? I bet he thought he could look older and fit in with
everyone else.
Well….was it bad or was it bad….he coughed and coughed and his eyes were
bulging…I couldn’t believe people do this to themselves….How embarrassing!
I bet he didn’t want to look like a fool so he continued smoking. The smoke filled
the room…no doors or windows in the room I can tell you….
I walked outside to get some air and there he was…still smoking…..he’s had it.
Wait till mum and dad find out!
I went up to him and nearly died from the smell. I didn’t hang around long I can
tell you…
Then Lisa, our neighbour, came past and asked whether he had eaten an
ashtray. Yep, his breath was that bad. He’s in trouble. Wait till Lisa comes over
tomorrow. Boy…. No one wanted to be near him…..he was getting depressed…I
could tell…he even walked home early..and alone…..bet he was still thinking
about his bike.
I hope if anyone asks him to smoke, especially at this other party we’re invited to
next week, he’ll say ‘No…..’.
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
20
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
21
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
22
Tailored activities (high needs) – Stage 3
From Smoke screen: A Stage 3 smoking prevention resource © 2001, NSW Department of Education
and Training.
23