Learning Experience 7
Description
This lesson looks at direct and indirect speech a key component when writing newspaper articles. Ensuring this is modelled before students begin activities is essential that is why there are plenty of examples the whole class does together before splitting into their achievement level English groups. Students will the have the opportunity to engage in a variety of different activities exploring and creating direct and indirect speech.
Duration
1 hour
Curriculum
ACARA
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
QCAA Literacy Indicators
WC 5
viii. Communicate intended meaning using punctuation, including commas to join clauses and accurate use of commas, question marks, capitalisation and exclamation marks within quotation marks
Resources
This lesson looks at direct and indirect speech a key component when writing newspaper articles. Ensuring this is modelled before students begin activities is essential that is why there are plenty of examples the whole class does together before splitting into their achievement level English groups. Students will the have the opportunity to engage in a variety of different activities exploring and creating direct and indirect speech.
Duration
1 hour
Curriculum
ACARA
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
QCAA Literacy Indicators
WC 5
viii. Communicate intended meaning using punctuation, including commas to join clauses and accurate use of commas, question marks, capitalisation and exclamation marks within quotation marks
Resources
- Diary of a Wimpy Kid video
- Harry Potter and the Philosopher's Stone video
- Projector
- Teacher laptop
- Word document with sentences
- Class set of iPads
- Picture stimulus activity cards - 1 set per student
- Reported and Direct speech activity sheet
- Interview response activity sheet
Direct & Indirect Speech Examples | |
File Size: | 43 kb |
File Type: |
Lesson Objectives
- Identify direct speech within text and understand its purpose.
- Create indirect speech from quotes and vice versa
- Use correct punctuation when writing direct speech.
Learning Experience Overview
- Motivate students by watching a Youtube video of a scene from the movie Diary of a Wimpy Kid.
- After watching the video ask students what they noticed about the video.
- Now watch the 2nd video of a scene from Harry Potter and the Philosopher's Stone only the first 50 seconds.
- After watching this video ask students what they noticed.
- Ask students what were the similarities between the two videos?
- Explain that in both videos characters we in conversation with one another. How could we tell that?
- Now pose question if we were reading the book of either Diary of a Wimpy Kid or Harry Potter and the Philosopher's Stone how would we as the readers know they were talking to each other?
- Explain that authors use quotation marks to signify characters are talking.
- Ask - Are quotation marks to signify speech just used in books? Where else can they be found?
- Can be found in newspaper articles.
- Direct speech is important in newspaper articles as it gives evidence and more detail about the topic being discussed. Direct speech or quotation can make a newspaper article more interesting and believable however can be used to much.
- In this case reported speech or indirect speech can be used to give the text more variety but still enclose all the important information required.
- Project word file with sentences onto the board that are direct speech or quotes but do not have the correct punctuation.
- Ask students to come out to the board to put in the correct punctuation.
- Now project a variety of sentences on the board some indirect speech and other direct ask students to come up to the board and change from one to the other.
- Spilt students into their 5 English rotation groups. These are homogeneous groups based on their current achievement level in English.
- One activity will have 2 groups working at one time. One of these groups will be the low achieving group who will be working with the literacy support assistant.
Activity 1
Students are given picture stimulus and from these they are to create both direct and indirect speech that could be used in a newspaper article. These are then to be turned into a paragraph of writing. The pictures are to be glued into their english workbooks and the quotes written either beside or below the picture.
Activity 2
Students are given a news report videos to watch on the iPad. Students must then create a newspaper article making sure to include the direct speech from the video. Students are not to copy word for word from video to newspaper article but use their own words.
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Activity 3
Students will engage in a worksheet that will focus on changing direct speech to indirect speech and vice versa and adding the appropriate punctuation where applicable to sentences that are without inverted commas. Exactly like the examples done on the board prior to the activity rotations.
Students will engage in a worksheet that will focus on changing direct speech to indirect speech and vice versa and adding the appropriate punctuation where applicable to sentences that are without inverted commas. Exactly like the examples done on the board prior to the activity rotations.
Direct & Indirect Speech Worksheet | |
File Size: | 53 kb |
File Type: |
Activity 4
In this activity students are to create a newspaper article on the release of the new movie Despicable Me 2. Students will have to think about the type of people (actors, directors & viewers) that should be interviews for this article. Students are to create a review using their own knowledge about the film. Additional information can be mad up it does not have to be factual. If students haven't seen the film they can watch the trailer on the supplied iPad and make up information where required.
Differentiation
Students have been split into their homogeneous groups for a specific purpose. This is so the literacy support assistant can focus on all low achieving students within the same group and scaffold the students learning through each activity rather than bouncing around from group to group trying to get around to each individual (Genishi & Haas Dyson, 2009).
Rotations give students the opportunity to apply students knowledge in a variety of different contexts and activities (Marsh, 2010). Short activities keep motivation high and allow students to stay motivated for longer period of time.