GRADE 12A: Art Narrating; making a presentation

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students express their own feelings about works of art and make a presentation about their favourite painting. They explore the use of past tenses for narrating and write a narrative.

UNIT 12A.6 12 hours

Resources
The main resources needed for this unit are: 710 copies/pictures of works of art work representing a range of styles; listening text of two people discussing a painting and expressing their feelings and opinions; excerpt from a video of an artist being interviewed about his or her work; picture of the Mona Lisa jumbled reading text (for example, about the theft of the Mona Lisa)

Expectations
By the end of the unit, most students will: understand and respond to a range of information on unseen but more abstract subjects given in face-to-face or audio-only monologues and dialogues of up to 15 exchanges; understand the effect of a wide range of paralinguistic features used by speakers on TV, in film, and in live situations; speak accurately and fluently in series of up to 12 connected utterances with good control of basic language structures and appropriate use of more advanced forms; stay on the topic, express some complex ideas, talk at length at a reasonable speed without undue hesitation; recount and compare events and experiences using a full range of past tenses; prepare and make 10-minute presentations to an audience, on topics that interest, inform; understand how narratives are structured to create points of view and mark the passage of time; independently write, edit and revise texts of approximately 20 sentences in a coherent structure with paragraphs and varied sentence structure use the full range of punctuation with approximately 90% accuracy; plan and compose narratives marking the passage of time; use common word-processing software to independently plan, compose, edit and present and save their own writing. Students who progress further will: recount and compare events, situations, narratives and personal experiences in the past making accurate and appropriate use of the simple past, past continuous, past perfect and present perfect tenses. Students who make slower progress will: recount and compare events and experiences using past simple and past continuous tenses.

Key structures and functions

Speculating about the past and present: The woman in the painting might be the artists wife. Someone might have told her a joke to make her laugh. Recounting past events and experiences using narrative tenses: How did Perugia steal the Mona Lisa? He had spent Sunday night in the Louvre, hiding in an obscure little room. Monday morning, while the museum was closed, he entered the room where the painting was kept and unhooked it from the wall. In a staircase, he cut the painting from its frame. While trying to leave the building, he came to a locked door. He unscrewed the doorknob and put it in his pocket. He then walked out of the Louvre and into the pages of history.

Vocabulary
feelings: fear, disgust, peace, contentment, etc. personality type: introverted, extroverted, shy, conservative, outgoing, easygoing, emotional, intellectual, etc.

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Standards for the unit

12 hours
3 hours What is art? 3 hours My favourite painting 2 hours Narrating 4 hours Critiquing films 11A.4.1 11A.3.2 Understand and respond to persuasive arguments, debates and discussions between two people: follow the progression of points, despite changes of speaker; infer speakers points of view and intentions; surmise meaning where there are gaps in the message; distinguish fact from opinion; respond by drawing conclusions and expressing a view. Recognise and use features of word or sentence stress such as pitch (high or low), length (long or short), loudness (loud or soft) and quality (weak or strong). Expand knowledge of functional stress when the part of speech changes. 12A.3.5 12A.3.2

Unit 12A.6
CORE STANDARDS Grade 12A standards
12A.1.7 Determine the meanings and pronunciations of unknown words by using, glossaries, technology and textual features such as definitional footnotes or sidebars. Understand and respond to persuasive arguments, debates and discussions with two or more participants: follow the progression of points, taking account of unpredicted moves; attend to the developing message or argument, despite changes of speaker; infer speakers points of view and intentions; surmise meaning where there are gaps in the message, through interruptions, extraneous noise, elision; distinguish fact from opinion; respond through drawing conclusions, forming views, agreeing or disagreeing, referring to what was said in the text. Understand the effect of a wide range of paralinguistic features used by speakers on TV, in film, and in live situations: body language; facial expressions; eye contact and gaze; the volume, speed or pace of words, stress, rhythm, intonation; non-verbal sounds; head movements.

SUPPORTING STANDARDS including Grade 11A standards

EXTENSION STANDARDS Grade 12A standards

11A.5.3

Recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate.

12A.5.2

Critique films, plays, books, poems; discuss and evaluate topics, themes, structure, plot development, setting, language, and characterisation; express opinion and relate to other works in the same genre.

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12 hours
11A.5.8

SUPPORTING STANDARDS including Grade 11A standards

Prepare and make to an audience a ten-minute presentation on a topic that interests and informs: organise the presentation and use appropriate language features to introduce, develop ideas, give examples and conclude; use presentation skills; handle questions from the audience. 12A.5.4

CORE STANDARDS Grade 12A standards

Prepare and make to an audience a 15-minute presentation on a topic that interests and informs (current or past events): organise the presentation with a consistent structure; use appropriate language for introducing, developing main ideas, summarising, and concluding; present more than one point of view supported with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; present a clear and distinctive perspective on the subject; draw from and cite sources and consider the validity and reliability of sources; recommend, giving reasons as part of the conclusion; use appropriate visual materials and available technology to enhance presentation; use presentation skills: speak with few hesitations from notes, refer to and exploit visuals effectively, be aware of the audience through eye contact, body language, voice projection; handle anticipated and unexpected questions from the audience and where appropriate maintain a dialogue with them.

EXTENSION STANDARDS Grade 12A standards

11A.7.1

From Grade 10 Foundation, extend investigations of how authors create settings and portray characters and events through use of: adjectives and adjectival phrases which pre- or post-modify; vocabulary to capture degrees or shades of meaning; more precise, powerful or expressive verbs; uses of figurative language and personification.

12A.7.1

Extend work on narratives from Grade 11 Advanced, to understand: how authors choose language to influence readers; how narratives are differently structured, noting how paragraphs and chapters are used separate, sequence and link the text; how the point of view in narratives varies and can be manipulated for effect.

12A.7.3

Infer underlying moods, intentions and values in stories and other narratives. Form and present a critical opinion of a text by: comparing and synthesising information from different parts of the text; comparing the text with other relevant texts on the same or similar themes, by the same author or in similar genre; relating the text to own views or preferences.

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12 hours

SUPPORTING STANDARDS including Grade 11A standards

12A.8.1

CORE STANDARDS Grade 12A standards

Develop writing ideas through: discussion, from reading, of films, pictures, broadcasts, personal experience; preparing material from background reading, interviews or surveys, observations, personal knowledge; constructing a plan, writing in note or diagrammatic form showing the main points in sequence; choosing a style to suit the purpose and intended audience. 12A.8.2 Independently apply a range of spelling strategies using own knowledge, spelling strategies, dictionaries and spell-checks. Drawing on experiences of reading, plan and compose extended narratives based on known or imagined stories, personal experiences or recounts of events, showing ability to: select and use a narrative voice consistently; select and present themes and topics in ways that capture a readers interest; provide clues in the text for readers which signal forthcoming actions, events, draw the reader to predict and make assumptions, and lead towards a conclusion; relate events coherently showing the passage and duration of time, and demonstrating some ability to present events in nonsequential ways; include dialogue or reported speech as appropriate; select vocabulary precisely to portray characters and create moods and settings; show some control of idiomatic and figurative language; use a variety of complex and simple sentence forms to create interest, emphasis, tension; draw the narrative to an effective conclusion; structure the text in paragraphs which break the narrative into coherent and connected parts.

EXTENSION STANDARDS Grade 12A standards

12A.8.3

Use the full range of punctuation appropriately with more than 90% accuracy.

12A.9.2

12A.8.5Consolidate use of common wordprocessing software such as Microsoft Word to plan, compose, edit and present own writing: create, open, save and close documents; find files; type, edit, find and replace; cut, copy and paste; format paragraphs, pages and full documents; check grammar and spelling; print.

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Activities
Objectives
3 hours What is art? Students are able to: understand and respond to persuasive arguments and discussions with two participants; understand the effect of a wide range of paralinguistic features used by speakers on TV, in film, and in live situations.

Unit 12A.6
Possible teaching activities
In groups of 34, students discuss the question What is art? Groups present and compare their definitions. If possible show some controversial pieces of art and lead into a general discussion about who has the right to judge art. Students listen to two people discussing a painting. They follow the progression of points, infer the speakers point of view, distinguish fact from opinion and surmise meaning where there are gaps in the message through interruptions, extraneous noise, etc. They identify vocabulary to describe moods and feelings. They identify spelling patterns. Place 710 pictures of works of art around the room. Students work in groups of three. They imagine that they are visiting an exhibition and have approximately 20 minutes to visit each picture and talk about what they like and dislike. Prepare questions to guide their discussion, for example: How does the painting make you feel? How much do you like the painting? What do you like/dislike about the painting? How talented do you think the artist is? Students move around the room looking at the pictures. They take turns to make notes on their discussions. Encourage them to use gesture and mime to help them convey meaning. As a class, students discuss the works of art one by one. Discuss vocabulary and list adjectives of feeling into positive, negative or neutral categories. Students discuss whether or not they believe there is a connection between personality type and the kind of art you prefer. Students watch an excerpt from a video of an artist being interviewed about his or her work with the sound down. They note the use of paralinguistic features such as body language, facial expression, eye contact and head movements and use them to predict content, mood and the relationship with the interviewer. They watch the excerpt again with sound to check their predictions. They discuss the paralinguistic features in more detail, noting how they aid or impede conversation. They note the use of: volume, speed and pace of delivery, and stress, rhythm and intonation to show excitement, impatience, encouragement, resolve conflict, etc. non-verbal sounds (e.g. laughter, coughing) to show empathy, superiority, embarrassment, etc. Pictures should include a variety of painting styles, for example: impressionism; abstract art; Japanese art; Islamic art; cubism.

Notes
Curriculum links with art.

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives
3 hours My favourite painting Students are able to: prepare and make to an audience a 10-minute presentation on a topic that interests and informs; organise the presentation with a consistent structure; use appropriate language for introducing, developing main ideas, summarising, and concluding; recommend, giving reasons as part of the conclusion; use presentation skills; handle anticipated and unexpected questions from the audience and, where appropriate, maintain a dialogue with them.

Possible teaching activities

Display a picture of the Mona Lisa. Give some background information about the artist, Leonardo da Vinci, and the painting. Explain that the identity of the woman in the painting remains a mystery. In groups, students speculate about: who the woman in the painting is; why she is smiling. Revise language of speculation as necessary, for example: She might be the artists wife. Someone might have told her a joke. Groups share their ideas with the whole class. In order to help students prepare a presentation of their favourite painting, first discuss a structure for the presentation, for example: some background information about the artist; discussion of the painting itself; reasons for liking it (e.g. special memories, associations, etc.). Discuss assessment criteria, including presentation skills (e.g. speaking with few hesitations from notes, using visuals effectively, maintaining eye contact with the audience; body language, voice projection). Students conduct research using art books and the Internet. They download pictures to support their presentation. Students present to each other in groups of 56. They give feedback on each others presentations using the assessment criteria as a guide.

Notes

School resources

2 hours Narrating Students are able to: understand how narratives are structured, noting how paragraphs and chapters are used to separate, sequence and link the text; make notes, draw diagrams, etc. to capture the main points and sequence of a narrative; plan a piece of writing in note or diagrammatic form showing the main points in sequence; [continued]

Students read a jumbled text about the theft of the Mona Lisa. They use knowledge of tenses, references to time and other cohesive devices to order the text. Analyse the use of past tenses, highlighting different ways of indicating the passage of time (e.g. sequencing, flashbacks, marking simultaneous time), for example: On Monday 21 August 1911, the worlds most famous work of art Leonardo da Vincis Mona Lisa was stolen from the Louvre museum in Paris. That morning, many museum employees noticed that the painting was not hanging in its usual place. But they assumed the painting had been taken off the wall by the official museum photographer to take pictures of it upstairs in his studio. By Tuesday morning, when the painting hadnt been returned and it was not found in the photographers studio, museum officials were notified. The painting was gone! Students draw a timeline to show the sequence of events. They compare the chronological sequence of events with the sequence in which events are introduced in the text. Students read and punctuate the paragraph. They check by comparing with the original.

The story of the theft of the Mona Lisa can be found on the Internet.

Prepare a paragraph of the narrative without any punctuation.

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Objectives
[continued] independently apply skills of spelling using own knowledge, spelling strategies, dictionaries and spell-checks; recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate. 4 hours Film and literature Students are able to: form and present a critical opinion of a text; identify how narrative is structured and the effect of this on the reader; trace the way in which authors provide clues for readers; compare a text with a film or TV version.

Possible teaching activities

Students work in pairs to research and write a report on the theft of The Scream by Eduard Munch, which was taken from an Oslo museum by a group of armed robbers. From their research, students prepare a plan in note or diagrammatic form showing the main points in sequence. They write a first draft. They check for narrative tenses, punctuation and spelling using learned spelling strategies and a computer spell-checker. They make corrections and present a final draft.

Notes
Demonstrate how to use a spell-checker if necessary.

School resources

Divide students into two groups. One group develops criteria for evaluating literature (e.g. plot, characterisation, language) and the other group develops criteria for evaluating film (plot, characterisation, cinematography). Groups take turns to present their criteria. Students discuss and agree on two lists, one for film and one for literature. Students read and critique a novel or play and then watch a film adaptation and compare the two. Set a fixed amount of text from a class reader for students to read within a given time period. Students discuss how authors choose language to influence readers, the structure of narratives, how the point of view of the narrator can be manipulated for effect. They predict how the story might end, drawing on clues in the text. They compare and synthesise information from different parts of the text to identify the development of character. They discuss their own feelings and opinions about the characters in the story. Students view and critique the film adaptation of the story and compare and contrast with the book.

This activity should be ongoing over a period of several weeks or a term. The novels of Jane Austen, many of which are available as graded readers and in film or TV adaptations, are an excellent resource for this activity.

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Assessment
Possible assessment activities
Listening Students listen to someone describing a theft and demonstrate comprehension by ordering a jumbled sequence of events. In groups of 34 students discuss 23 works of art. They give their opinions, elicit the opinion of others, demonstrate turn-taking, etc. Students read a narrative text and put the verbs into the correct past tense. Students write an essay about their favourite work of art.

Unit 12A.6
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Speaking carries approximately 30% of the assessment weighting for this grade. Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

School resources

Speaking

Reading Writing

340 | Qatar English scheme of work | Grade 12A | Unit 12A.6 | Art

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