Thursday March 17th -

Thursday March 17th -

Thursday March 17th John Keenan [email protected] Today 9-9.15 Introduction 9.15-10 part 1 Othello/break. 10-11 Shakespeare and voice. 11-11.30 part 2 Othello/break. 11.30-12.30 Teaching Shakespeare to boys.

12.30-1.45 part 3 Othello/break. 2-4pm Mahara/essay time. Top Ten Mahara 1. 2. . 3.

4. 5. 6. Pen Portraits Grade

Jobs Observations Sam Burnham 6.11.15; 4.12.16; 11.3.16 = 3 Kelly Davies 24.11.15; 7.3.16 = 2 Geri Ferguson 13.11.15; 22.1.16; 11.3.16 = 3 Shaan Gill 10.11.15; 8.2.16; 14.3.16; 21.3.16 = 4 Suzie Johnson 17.11.15; 1.12.15; 7.3.16 = 3 Selina Ikhlaq 11.11.15; 10.2.16; 12.4.16 = 3 Laura Wilcox Sarahx2 9.3.16; 15.3.16 = 4

Fatima Khalfey 12.11.15; 11.2.16 = 2 Merci Gilbert-Barrow 23.11.15; 7.12.15; 2.3.16; 16.3.16 = 4 Kiran Khan Sarahx2 9.2.16; 9.3.16 = 4 Zara Mirza 4.11.15; 9.12.15; 22.3.16 = 3 Nasrat Shaheen 11.11.15; 10.2.16; 23.3.16 = 3 Alex Slawinski 23.11.15; 7.12.15; 2.3.16; 16.3.16 = 4 Onyx Peynado 23.11.15; 7.12.15 9.2.16; 2.3.16 = 4 Ross Horton x2 Sarah; 23.3.16 = 3 Emma Gasby x2 Sarah; 10.3.16 = 3 Seb Newbold Sarah x4 = 4

Alice Jones Sarah x4= 4 Beth Reynolds Sarah x4 =4 Heidi Griffiths 4.1.16-12.2.16 Sarah x2= 4 Erica Fenton Sarah x4 = 4 Sian Slaney Sarah x4 = 4 Sam Crossley = JKx2; SC x1 = 3 Barwago Ismail = JKx2; SCx1 = 3 Mariyam Moosa = JK x2 = 2 Next Three Uni Days

21st April Prevent and Poetry 26th May and 30th June AfL, KS2 and KS5, numeracy, G&T, Tutorials Today 9-9.15 Introduction 9.15-10 part 1 Othello/break. 10-11 Shakespeare and voice. 11-11.30 part 2 Othello/break. 11.30-12.30 Teaching Shakespeare to boys.

12.30-1.45 part 3 Othello/break. 2-4pm Mahara/essay time. Shakespeare and Voice Write your name using IPA symbols Why are they given these terms? Consonants Symbol Chart

Plosive d k p b

t f v s z

Nasal m n

Affricates t d Fricative Lateral

Approximant l w r j

h Fricatives Fricatives air escapes through narrow passage with friction or hissing sound.

/f / /v/ /s/ /z/ // // // // /h/ Fine very song zeal through these sheet treasure hay Nasal Nasal air escapes partially or completely through nasal cavity. /m/ /n/ // Miss nine sing

Melancholy Nave Finger Affricates Affricate - sounds formed by means of a complete closure of the air passage which is afterwards released slowly with friction. /t/ /d/ Chair germ

Lateral Lateral - air escapes along the both sides of the tongue. /l/ Like, life, silly Approximants There is no obstruction in flow of air but phonologically, they give sounds like consonants.

/w/ /r/ /j/ Wine read young Larynx glottis is closed when the vocal bands are brought together. This is called adducted. (Edwards, 2003)

Get out DIAPHRAGM Main inspiratory muscle Oral Cavity Put your tongue on 1 and 2 and release air

Put your tongue at 3 and 4 and release air Use 11 to stop and let air flow Tense 10, 12 and 13 and let the air out. Choose a number and make a sound from there. Description of Places of Articulation

1,2: Labial Sounds are produced here. 3: Inderdental

4: Dental sounds 5,6: Alveolar sounds 7, 8: Palatal sounds, Velar sounds 9: Uvular sounds 10: Pharyngeal sounds 11-14: Glottal sounds 15: Interdental sounds 16-18: Labiodental sounds (Edwards, 2003)

Make each of the noises LABIAL sounds: produced by one or both lips. Labial sounds are /p/, /b/, /f/, /v/, /m/, and /w/. Bilabial Labiodental /v/. (Edwards, 2003) Tongue

DENTAL sounds: When the tongue contacts the teeth, for example: // and // ALEVEOLARS: tongue contacts the upper area behind the teeth. /r/,/t/,and /l/. PALATALS: the tongue must touch some part of the roof of the mouth. //, //, //. VELLARS: tongue touches the soft palate (/k/,/g/). (Edwards, 2003)

The Speech Organs Label them

Pharynx Oral Cavity Nasal Cavity Uvula Tongue (tip/blade/front/

middle/back/root) Hard Palate Soft Palate (Velum) Alveolar Ridge (teethridge) Teeth (upper &lower) Lips (upper &lower) Epiglottis Diagram of the speech organs

The process of producing speech The air breathed in lungs the air pressed out mouth cavity windpipe (trachea) larynx pharynx nasal cavity

suprasegmentals Stress - syllables Pitch loudness Tone - expression Intonation - musicality

(pause and pace) . ng-technique-tests / http://

http:// rces/classroom-resources.html References Manner of articulation. (2006). Retrieved February 20, 2007, from Russell, K. (2006). Phonetics-English Consonants. Retrieved February 19, 2007 from (2004). Understanding How Voice is Produced. Retrieved February 19, 2007

from Edwards, H. T. (2003). Applied phonetics: The sounds of American English. Clifton Park, New York: Delmar Learning. Voice foundation. (2006). Retrieved February 20, 2007, from The Voice Foundation Web site: Teaching Shakespeare to Boys Characteristics of outstanding provision in English

An original and distinct curriculum designed to meet pupils needs A strong shared vision for English Effective approaches to differentiation

Showing the relevance of English to pupils lives outside the classroom Ensuring consistent quality in the teaching of English Listening to what pupils say about English Outstanding English teams never stand still Where provision is outstanding, boys do as well as girls in English The curriculum gives a high profile to reading for pleasure in English Ofsted (2011) Excellence in English

Boys Discuss a boy in your class who is struggling with English. Attitude in lessons Attitude to books and reading What can they do? What will they do? Which strategies do they/dont they use?

a) Ofsted (2003) Boys achievement in secondary schools b) Ofsted (2003)Yes he can: schools where boys write well c) Ofsted (2011) Excellence in English Ofsted (2003) Boys achievement in secondary schools When boys enter secondary school they are already well behind girls in English, although they achieve marginally better than girls in mathematics. Except in a small number of schools, the gap does not close

during the secondary years. Boys continue to achieve less well than girls in Key Stage 3 tests and General Certificate of Secondary Education (GCSE) examinations. 40 Highlighting Dialogue What do you think?

TRUE FALSE Girls are better than boys at speech acquisition Boys are more likely to greet strangers Babies speak in a lower voice to fathers than mothers In mixed company boys talk more than girls I am not an essentialist. I am Foucauldian Boys and girls are offered different roles to play by society and they choose whether to play them or not. See Judith Butler Gender Trouble

Michel Foucault Discourse RECAP THE POSITIONS TO WHICH WE ARE SUMMONED The discourse is always chosen - played with BUT

...if we refuse the expected discourse we will be outside of society RECAP class age group ethnicity gender RECAP

interpellation Louis Althusser Stereotyping RECAP A stereotype is the product of social construction,

growing from group relations; an individual is assigned to a group and the supposed attributes of that group are applied to that individual Stuart Price, The Complete Media and Communication Handbook, 1997, London: Hodder and Stoughton, p.219 We stereotype ourselves by putting ourselves in discourses RECAP

One is not born a woman but rather becomes one Simone de Beauvoir Men and masculine might just as easily signify a female body as a male one, and feminine a male body as easily as a female one RECAP Judith Butler

RECAP What lies behind the way we structure the world is, not directly available to the senses non observable unconscious Strinati D 1995 An introduction to theories of popular culture London: Routledge p96 RECAP

Guys have been cheated by this societythe fact that men are supposed to be stiffthey have to show their armoured self to the world all the time. Having to do that hurts them as much as it hurts everyone else Susan Faludi, 1999, Stiffed: The Betrayal of the Modern Man, London: Chatto and Windus, cited in Gauntlett, 2002, Media Gender and Identity, London: Routledge, p.4 Teaching and Classroom Management Strategies to Motivate Boys

Lessons were well planned and organised, often with clear achievable aims and short-term targets Lessons included a variety of activities. Positive use of competition. Lessons were made interesting and relevant by use of real situations Teachers set high expectations, taught pupils to think for themselves and work independently, placing a high emphasis on study skills Teachers directed work strongly, but without stifling creativity and imagination Questioning was quick-fire, lively and varied with the teacher ensuring that all had the opportunity to

participate Ofsted 2011 Teaching and Classroom Management Strategies to Motivate Boys, continued

Pupils understood how current work built on earlier learning Humour was used to good effect Behaviour was well managed, discipline was fair and rewards and praise were used frequently Teachers directed the seating arrangements Writing frames, templates and discussion frames were used well Teachers selected a fair proportion of texts, fiction and non-fiction, that were likely to appeal to boys

Feedback focused on how work could be improved by specific steps Strategies to Promote Boys Achievement in English

Encourage boys to think and reflect on their first answers Use oral work well as a prelude to writing tasks Use good examples of pupils work to show pupils how to improve their work Use thorough knowledge of texts to probe and develop pupils responses Make effective use of writing frames and other scaffolding, while encouraging pupils to write independently Give boys specific information on their strengths and weaknesses Ofsted 2011

Strategies to Promote Boys Achievement in English, continued Explain and reiterate the lesson objectives and explicitly teach and review vocabulary

Make good use of texts and topics of interest to both genders. Organise pupils into mixed gender groups and plan tasks so that pupils have to listen to each other and work together Encourage pupils to plan and record their ideas through use of diagrams and charts Maintain a balance between writing used to aid thinking or study and the production of polished, extended texts. Boys achievement in secondary schools

Boys in particular responded well to: carefully structured work in lessons clear objectives

real-life contexts well-focused short-term tasks quick feedback fun and competition Ofsted 2011

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