Sentence Variety

I find it can be a little tricky to look at media consumption and journalism in the classroom these days. This isn't a comment on a lack of material - there's plenty that can be discussed - it's more a case of not necessarily wanting to politicise the room or (more precisely) not wanting to get waylaid by the partisan nature of today's media. 

In the lesson below I want to focus on writing skills and manipulation of language without students getting too fixated on the 'hot topics' these elements are invariably tied to. There are no doubt some great lessons that could focus on political metanarratives but in this case, when teaching Stage 5 (Year 9 in particular), I want to force a more laser-like focus onto the way things are said rather than what is being said.

It's a little cheesy and hokey, but the best way to do this is to invent a news story.

For a lesson on teaching sentence structure, we can start with this invented feature article extract:

Not really caring how people would react, controversial scientist Krayon Lewis published his research on a free website that could be accessed by anyone. He laughs in a mischievous way and I feel deeply uncomfortable. I want to go home. Who is this guy? Krayon is a botanical scientist yet he thinks about cars a lot. He recently drove from Melbourne to Brisbane.

"My research will revolutionise the world," he says confidently.

He picks up his research paper, looking around for an audience, and then reads aloud.

"Fuel made from orange peels are the future," he reads aloud.

No one is listening. I cringe when he laughs again. If this is his vision then I'm not sure how much attention he will get. Krayon keeps on laughing. The scientist will keep on cackling until I eventually leave the room. 

A printout of this extract can be found here.

Engaging with the piece

Read through the above extract with the students and then discuss sentence length with them. Where is the longest sentence? Where is the shortest? Ask students to use a highlighter to identify as many verbs as possible. 

After this has been done, introduce this PowerPoint. It takes students through the three different sentence types, models their construction, and prompts students to think about sentence diversity when writing. 

The PowerPoint presentation includes the following information:

Sentences: Using Variety

Slide 1. Sentence Types. 

There are three main kinds of sentences:

1. Simple sentences
2. Compound sentences
3. Complex sentences

In the next three slides you will see examples and explanations of each. Use these to come up with your own definitions and examples for each of the sentence types.

Slide 2. Simple Sentences.

A simple sentence is a single-clause sentence. 

A clause consists of just one verb.

The sentences here are all simple. 

Here are examples from the feature article:

• He recently drove from Melbourne to Brisbane.
• I want to go home.
• No one is listening.
• He laughs in a sinister way.
• Who is this guy?

These are simple sentences. This means they only have one verb. Where is the verb in each of the examples?

Slide 3. Compound Sentences.

Compound sentences are longer and have two independent clauses.

And, if, but, so yet, or, as - these are the connectives used to join clauses in compound sentences.

Here are some examples:

• Krayon is a botanical scientist yet he thinks about cars a lot.
• I cringe while he laughs again.
• He laughs in a mischievous way and I feel deeply uncomfortable.

These are compound sentences, which means they have two verbs and a connective. Where is the verb in each clause? And which part of the sentence is the connective?

Slide 4. Complex Sentences.

A complex sentence has multiple clauses that rely on each other.

The clauses are dependent on each other. This means that if you broke the sentence into simple sentences then only one of them would make sense as a sentence on its own, like this:

COMPLEX SENTENCE: "The scientist will keep on cackling until I eventually leave the room".

BROKEN INTO TWO SINGLE SENTENCES:

                The scientist will keep on cackling.

                Until I eventually leave the room.

If you read these two sentences completely on their own, which one would make more sense? Why?

Slide 5. Examples of Complex Sentences

There are lots of different kinds of complex sentences. Use the following to model your own complex sentence examples:

• Not really caring at all how people would react, controversial scientist Krayon Lewis published his research on a free website that could be accessed by anyone. 
• He picks up his research paper, looking around for an audience, and then reads aloud. 
• If this is his vision then I'm not sure how much attention he will get.

If we broke these up into separate clauses (and potentially removed any connectives), which clauses would work on their own as simple sentences?

Resources

Feature article extract - worksheet

Sentence Variety - powerpoint

After walking through the PowerPoint, students will be primed to use a variety of sentences in their own attempt to craft a feature article extract of a similar length. A second lesson could then prompt the class with a follow-up to the above extract in which Krayon Lewis is revisited one year later, or you can allow students to invent a story of their own devising.

Students can then swap stories with a peer and identify examples of each of the three sentence types. 

This resource was developed and adapted specifically for this blog. 

Online Media - How Does it 'Get' You?

Hi! 

Recently I had Year 7 English class that looked at the Media and how ideas are represented within it. It was a very relevant unit of work in light of our society's growing concerns with fake news, toxic online cultures, and the need to increase diversity both in front and behind the screen. It was also quite a useful topic as it allowed me to explore a broad range of ideas and activities while we try to get students back into some sort of meaningful routine after a prolonged lockdown.

The lesson idea below was created afterwards while I was reflecting on the unit. It focuses on targeted online media and the way that it interacts with users. Year 7 students have varying degrees of online literacy and are often experts at operating a range of apps and devices. There are, however, very few who understand the 'back end' of online technology. The rise of smooth smartphone-friendly user interfaces has meant that it's no longer all that necessary to understand the nature of an internet browser cache, what HTML is, or even how web addresses work.

At least, that is to say, it's not necessary if you're a casual user who relies upon social media to navigate the online world. 

But it is perhaps this lack of digital literacy that is ultimately letting our society down and opens some people up to exploitation. The Stage 4 English syllabus can assist our students here with outcomes and content dot points that look to address some of the issues around this. Some examples of how this lesson links to the current syllabus:

Outcome 2: A student effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-2A

• Recognise and practise responsible and ethical digital communication
• Analyse and explain the effect of technological innovations on texts, particularly media texts

Outcome 7: A student demonstrates understanding of how texts can express aspects of their broadening world and their relationship within it EN4-7D

• Draw on experience to consider the ways the 'real world' is represented in the imaginary worlds of texts, including (...) media and multimedia texts.

The following lesson looks at how cookies are used to track our activity online and the ways in which this leads to targeted advertising. 

1. Students start off by completing this worksheet - Tracking Activity.

During this activity they outline and describe what they were doing at set points throughout the previous afternoon and the morning before the lesson. This is then put aside, with the teacher explaining that this information will become relevant at the end of the lesson.

2. The teacher then leads students through a PowerPoint with some questions that combine comprehension and critical thinking skills. During this PPT, students learn about online cookies and the way in which advertisements online target individual users. 

PowerPoint Here - Online Media.

3. The final part of the PPT brings students back to the tracking sheet, which they swap with a partner. Each student must then use the information provided to gather information about the 'user' and then design an advertisement to target this person. 

I think it would be a useful activity in the sense that it allows for students to learn about online tracking without having to actually go online (which I often find a logistical problem - EG. Tracking down laptops for classroom use, monitoring and locating student passwords to get onto school network, relying on functionality of wifi). It's also useful in a more abstract sense as it helps students understand what it means when a website asks them to 'accept cookies', how their search history can be financially exploited by advertisers, and why advertisements seem to specifically apply to just them.

Disclaimer: All of the above material was created specifically for this blog in my own spare time.