EDLA519 Assessment 2 Template 3 Language Demands

What spoken
language
demands will
there be?

What listening
tasks will there
be?

What texts will

the students be
reading?

What written
text types will
there be?

Teacher led
discussion.
Class prediction.
Students present
character analysis.

Ss listen to the T
reading chapter 1.
Group
presentation- Ss
listening to one
another

Ss will be rereading chapter 1

while analysing
their assigned
characters.

Group
presentation on
chapters between
2 and 5.

Ss listen to the
following
questions asked
by the T:
1. How do we
summarize a
chapter?
2. What type of
information should
we be looking for?
Ss listen to the T
reading chapter 7.
Ss listen to the
following question
and think:
1. Have you ever
wanted something
so badly but
couldnt find a way
to get it?
How did it make

Ss will be rereading the

assigned chapters
throughout the
group exercise.

Each group will be

assigned to write
7 character traits
on an A3 paper to
describe one of
the characters
from the book.
Ss will be assigned
to write at least 7
key sentences on
a A3 paper, which
portray the main
elements of the
chapter theyve
been assigned to
present.

Class discussion:
Ss tell the class if
there had been a
time when theyve
wanted something
so badly but
couldnt get it.

Ss will be rereading chapter 7.

Ss will write a
short diary entry
as Charlie Bucket.

What aspects of
grammar will
the students be
expected to
use?
Ss will be focusing
on grammatical
words depicting
characterisation
such as adjectives,
adverbs and etc.

What specific
vocabulary does
the topic require
students to
know?
Uncomfortable
Weak
Nibble
Humble
Desperately
Poverty

Ss will be focusing
on key sentences
which portray the
main elements of
the chapter.

Extraordinary
Fantastic
Impossible
Eagerly
Stammered
Gobbled
Absurd

Ss will be writing
in first person: The
grammatical
structure of
journal writing and
understanding
point of view.

Disappointed
Devastated
Hopeful
Golden Ticket
Upset
Bravery

EDLA519 Assessment 2 Template 3 Language Demands

you feel?

T and Ss read the

beginning of page
55 together,
focusing mainly on
the part where the
character Willy
Wonka first
appears in the
story.

Ss listen to the T
and peers while
also reading along.
Ss listen to one
another while they
come up with the
descriptive words
used to describe
Willy Wonka.

T and Ss read the

beginning of page
55 together

Ss illustrate and
colour Willy
Wonka. Ss will
then write 4-5
short sentences
which introduces
this character
underneath the
picture.

Descriptive words
which portray the
characters
appearancecharacterisation

Extraordinary
Black top hat
Green trousers
Pearl grey gloves
Fine gold-topped
walking cane

Ss discuss and
summarize the
important
elements of
chapters 16-20.
Group
presentation on
unknown to known
words
Ss discuss which
one of the poems
in the book was
their favourite
with the class
Rehearsing the
song
Rehearsing
Group
presentation on
turning one of the

Ss will be listening
to their peers
throughout the
group exercise

Ss will be rereading chapter 16

and going through
the English
Dictionary

Writing the new

English names to
replace the
unknown
characters names

Unknown words
which have hidden
descriptive words
to portray certain
character traits
Characterisation

Oompa-Loompas
Whangdoodle
Hornswogglers
Snozzwangers
Oompaland

Ss will watch a
video on Augustus
Gloomps song
Ss will be listening
to their peers
throughout the
group exercise
Ss will listen to
one another
throughout the
rehearsing process

Ss will be rereading one of the

poems theyve
been assigned

Ss will need to
choose and write 6
of the lines from
the poem for their
song

Rhyming words
Rhythm
Short poems

Ss will be reading
and memorizing
the songs (poems)

Ss will have
written the song in
their English books

Rhyming words
Rhythm
Short poems

Alarmed
Harmed
Slice
Spice
Grace
Place
etc
Alarmed
Harmed
Slice
Spice

EDLA519 Assessment 2 Template 3 Language Demands

poems into a song
Peer assessment
with the following
guided questions:
1. Does the song
portray the
specific
characters
personality
traits?
2. What were
those traits?
3. What do you
think the group
did incredibly
well?
4. What do you
think they
could have
improved on?

Ss will listen to
one another sing
Ss will watch each
others
presentations in
order to assess
one another

Ss will be working
in pairs and come
up with the
appropriate poetry
song to portray
Charlie Buckets
character
T and Ss will write
an example poem
about Charlie on
the board

Ss will need to
listen attentively
to their peers
while exchanging
ideas throughout
the pair exercise

Grace
Place
etc

Ss will be rereading the certain

chapters in the
book which
portray Charlies
character traits
Ss will read the
poem on the board

Ss will be writing a
short poem on
Charlie, which
contains 6 lines
(each 8 syllables)
with 3 rhyming
words

Rhyming words
Rhythm
Short poems

Humble
Rumble
Bones
Cones
True
Glue

EDLA519 Assessment 2 Template 3 Language Demands

Ss will be
rehearsing their
songs with their
partners

Ss will need to
listen to
instrumental
background music
when practising
their songs

Ss will be reading
and memorizing
their poetry songs

Ss will present
their songs to the
class

Ss will need to
listen to one
anothers
presentation

Ss will be reading
their poems to the
class before the
actual singing
presentation

Ss will be writing a
short poem on
Charlie, which
contains 6 lines
(each 8 syllables)
with 3 rhyming
words
Ss will be writing a
short poem on
Charlie, which
contains 6 lines
(each 8 syllables)
with 3 rhyming
words

Rhyming words
Rhythm
Short poems

Humble
Rumble
Bones
Cones
True
Glue

Rhyming words
Rhythm
Short poems

Humble
Rumble
Bones
Cones
True
Glue