ELECTIVE TWO: EXPLORING TRANSITIONS
Introductory Teaching Strategy
'Transitions Tea Party'
Lesson Outcome/s:
3. A Student develops language relevant to the study of English.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives
Speaking/ Listening
To introduce the concept of 'exploring transitions' and transitions into new phases of life and social contexts, students will be asked to form two concentric circles or two lines facing each other. The teacher will then pose general questions pertaining to the concept of exploring transitions, as they appear in the syllabus. The teacher will then ask each student to discuss the question with the student they are facing. After one minute the outside circle will move one person to the right so that they are facing a different student. The teacher will then pose a second question and again after one minute the outside circle moves one person to the right until until the class has come full circle.
Teacher questions may include:
What constitutes a transition?
Are there different types of transitions?
Can transitions be physical or emotional, or both?
Do all transitions result in change or growth?
Can a transition be detrimental to an individuals life?
What is a geographical transition? How can a geographical transition change someones life?
Can you give an example of a time where you have transitioned into a new phase of life or social context?
Was this transition confronting or provocative?
How did the transition or change make you feel?
Did the transition affect you emotionally or physically? If so, how?
Writing
Once the class has completed the 'Tea Party' activity, students will be given 2 minutes to write down, in their own words, what they perceive to be a 'transition'. Additionally, students should describe the varying effects of such transitions i.e. Do transitions cause a change, growth or have significant consequences for individuals and/or groups in society. Students are to then add their paragraphs to the 'Blog' page of this website in an effort to 'pool' student themes and ideas.
Justification:
It is important when studying any new topic that teachers begin the module with their students own ideas. In this case, students are given the opportunity to verbally state their thoughts and ideas surrounding the concept of transition/s. Not only does this give the teacher a benchmark from which he/she can base their future lessons but it is also hoped that insightful ideas, themes and concepts are extrapolated from students own experiences of transition/s. By delving into the effects of change and transformation in their own lives, it is hoped that students may be able to approach not only the prescribed text but also the related text/s with these feelings in mind and thus garner an even greater appreciation for and empathetic understanding of he plight or each individual characters transformation. This teaching strategy encompasses three different language modes which must be covered throughout the HSC year, which include; listening, speaking and writing. This particular activity not only assist students to develop a language that is appropriate to english, but also gives students the opportunity, through the tea party activity, to articulate and represent their own ideas about transitions.