442-6 978-07502-6
978-0-7502-6
455-6
978-0-7502-6456-3 978-0-7502
-6
454-9
41-9
502-64
978-0-7
street dance
Teachers’ Notes
Radar is an exciting series of high interest, non-fiction titles.
Each spread employs features of a specific text type showing
how information can be presented in this format. In the table
on page 3 of the teachers’ notes the ‘spread references’ in the
right hand column identify the predominant text type present
in that article, although there may be features
of other text types evident.
Activity Notes
Across the Decades – activity 1 (History)
Text type: non chronological report
Key features: information is presented succinctly using the past tense as the
content of the report is historically based.
Differentiation: opportunities for differentiation include paired or group work
where different partners are responsible for researching different decades.
The activity can be further differentiated by providing the relevant sources for
research or specifying the format for presentation.
Gifted and Talented: activities can be extended by providing additional
sources of research so information can be recorded in more detail. Further
opportunities include a more in depth study of each decade with information
being presented to the class using ICT.
Be a Designer – activity 2 (D.T. / Art)
Text type: explanatory text
Key features: ideas are presented in the form of an illustration or diagram.
Additional information is included through the use of labels and captions.
Differentiation: opportunities for differentiation include pre–selecting specific
requirements such as use of particular colours, patterns or logo.
Gifted and Talented: activities can be extended by incorporating the making of
RDBACK LOGOSsimple models of their designs. The children can then be involved in evaluating
their designs and models.
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
1
street
dance
Activity Notes (contd)
Get the Lingo! – activity 3
Text type: explanation
Key features: ideas are succinctly presented in present tense, using
appropriate vocabulary.
Differentiation: opportunities for differentiation include paired or adult
supported work. Further opportunities include encouraging the children
to choose which words or phrases used in street dance lingo they wish to
record definitions for.
Gifted and Talented: activities can be extended by encouraging children
to write definitions in their own words. The children can then see if others
can identify the key word or phrase from their definition.
Open ended discussion activities
Discussion points: the following can be used as open ended questions to
encourage discussion and debate about specific aspects of street dance.
They are devised to encourage children to consider and discuss opposing
points of view.
• Can ‘gang violence’ be channelled or reduced through ‘dance offs’?
• Should street dance be considered an Olympic sport?
• Should street dance be taught in schools?
DBACK LOGOS
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
2
street
dance
What are the text types and
how do they work?
Text type
Key features
Spread references
Instructional text
Desired outcome is identified at the start of the text. The title should
identify the purpose of the instructions. Headings are used to identify
what is needed and the order in which things need to be done.
Instructions can be numbered to reinforce the importance of their
order, with illustrations used to add clarity. Sentences are written as
succinctly as possible using commands.
Show me (p24–25, 28-29, 30–31)
Recount text
In non fiction texts, recounts are used to provide an account of one
or more events. They are usually written in the past tense, in the first
or third person. The information is written in chronological order, with
sentences often linked by time connectives. Relevant detail is added
to describe the different events. A common example of this text type
is a newspaper report.
Real life story (p4–5)
Blog spot (p22-23)
Explanatory text
Written in the present tense with an opening statement to
introduce the topic of discussion. The ideas for explanation are
written in a logical order, including facts to interest the reader.
Sentences are written using connectives to link ideas. Other
features such as illustrations, labels, captions can be included to
enhance the explanation.
Feel it (p26-27)
The lingo (p12–13)
Non-chronological report
Written in the third person. Non-chronological reports are
usually written in the present tense, although reports based on
historical information tend to be written in the past tense. A report
is usually organised within a structure including both general, and
specific information about the subject, under sub-headings. Charts
and illustrations can be used to reinforce or enhance information
being presented.
All about (p6–7)
The history bit (p10–11)
5-minute interview (p14-15)
Zone in (p18-19)
Read all about it (p20-21)
Persuasive text
Persuasive texts can either be written to be read, or spoken.
The text begins with a statement putting forward a point of view.
Simple sentences are ordered to argue this point of view. Within
the text, points are elaborated upon with evidence, to convince
the reader or listener. The statement, or point of view is usually
reinforced at the end.
Fan club (p32)
Biographical text
Biographical texts are often a combination of other test types. The
information is recorded under different headings relevant to the
subject matter and is often organised chronologically. The text is
usually based on facts, but can also include opinion. The information
within each heading includes detail to interest the reader.
Star story (p8-9)
Poster page (p16–17)
DBACK LOGOS
s of these
Order copie
t
books now a .uk
r.
a
d co
www.onthera iscount!
d
and get 10%
otional code
m
ro
p
e
Enter th
10
DOWNLOAD t.
u
o
k
at the chec
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
3
street
dance
Across the decades
Name: Date:
Use sources of information to research different aspects of street dance
from the following decades. Don’t forget to include details about how music,
film and culture played a part in the development of street dance. Choose
how to present your research – you could record your ideas as bullet points,
as reports or as explanations.
Activity 1
1970s
1980s
1990s
2000s
DBACK LOGOS
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
4
street
dance
Be a designer!
Name: Date:
Trainers are a vital part of a street dancer’s outfit. Using the outline below,
create a new design for a trainer. Use different colours and patterns to
make your design as eye-catching as possible. Add labels and captions to
explain your design in more detail.
Activity 2
DBACK LOGOS
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
5
street
dance
Get the lingo!
Name: Date:
Use your research skills to find the definitions of key vocabulary used in street
dance. Explain what each of the words or phases means in the chart below.
Key word or phrase
Definition
Activity 3
B-girl
Crew
top rock
locking
krumping
jam
DBACK LOGOS
www.ontheradar.co.uk © Wayland 2011. May be reproduced for non-commercial or educational purposes only.
6