0 00:00:00,000 --> 00:00:08,000 Good morning. In this second evaluation, we will be looking at descriptive writing and 1 00:00:08,000 --> 00:00:16,000 the second evaluation descriptive task is to describe a person. So, let's look at what 2 00:00:16,000 --> 00:00:22,000 exactly this will involve. Well, first of all, I need to remind you that in this second 3 00:00:22,000 --> 00:00:29,000 evaluation, your task will be to describe a person and that this task is worth 20% of 4 00:00:29,000 --> 00:00:36,000 your final mark for the second evaluation. And why are we going to describe a person? 5 00:00:36,000 --> 00:00:42,000 Well, it's part of the requirement of the curriculum to be able to write simple texts 6 00:00:42,000 --> 00:00:49,000 and to describe. So, the specific skills that we will be looking for in this second evaluation, 7 00:00:49,000 --> 00:00:56,000 your teacher, your English teacher will be to describe, to be able to produce simple 8 00:00:56,000 --> 00:01:03,000 texts, to organise your work clearly, your ideas clearly, to plan. We will be looking 9 00:01:03,000 --> 00:01:10,000 at your ability to evaluate each other, to improve your own self-evaluation of your work. 10 00:01:10,000 --> 00:01:15,000 Your text has to be coherent and you have to have a specific purpose when you write 11 00:01:15,000 --> 00:01:21,000 this text. And when it comes to descriptive writing, remember that the purpose is to be 12 00:01:21,000 --> 00:01:29,000 able to inform but also to entertain. So, what basic knowledge will we be working on 13 00:01:29,000 --> 00:01:35,000 in this second evaluation? Well, the task is to describe a person. So, your ideas have 14 00:01:35,000 --> 00:01:41,000 to be well organised and well structured. Remember that your paragraphs have to be clear. 15 00:01:41,000 --> 00:01:47,000 In other words, I have to be able to see where one paragraph finishes and another one begins. 16 00:01:47,000 --> 00:01:53,000 We will look at how we can use literary language to be able to entertain the reader. We will 17 00:01:53,000 --> 00:01:59,000 make sure that your texts use the correct grammar. With descriptive writing, it's mainly 18 00:01:59,000 --> 00:02:06,000 the present tenses. We will need to make sure that the vocabulary that we review to describe 19 00:02:06,000 --> 00:02:12,000 people, mainly physically, their clothes, how they move, how they talk, is used in your 20 00:02:12,000 --> 00:02:20,000 text. We will also make sure that the spelling and the punctuation of your text are accurate. 21 00:02:20,000 --> 00:02:24,000 In other words, you have to remember where to put the commas and the full stops. In this 22 00:02:24,000 --> 00:02:29,000 second evaluation writing, we're going to be researching and referencing the information 23 00:02:29,000 --> 00:02:35,000 we find on the internet. And finally, you will show me that you can produce this text 24 00:02:35,000 --> 00:02:44,000 on Canva and that you can attach a photo and respect copyright attribution. So, those 25 00:02:44,000 --> 00:02:51,000 are the basic skills. Now, let's look at the exact resources that we will need for this 26 00:02:51,000 --> 00:02:58,000 second evaluation. So, we're going to focus on two resources that we'll work on in class. 27 00:02:58,000 --> 00:03:03,000 You will need to bring in your mobile phone with access to internet, which you've done 28 00:03:03,000 --> 00:03:10,000 in the first evaluation. And you will be working this text, or at least the last draft of this 29 00:03:10,000 --> 00:03:18,000 text will be produced on Canva to hand in. So, how will the second evaluation unfold? 30 00:03:18,000 --> 00:03:30,000 Well, let's see. We've already worked on WAPO, the organisation that helps people with cancer, 31 00:03:30,000 --> 00:03:37,000 and you will see how that ties in nicely to descriptive writing further on. First of all, 32 00:03:37,000 --> 00:03:43,000 we're going to review vocabulary and grammar that we will need to describe people. That 33 00:03:43,000 --> 00:03:49,000 vocab will be describing people physically in an interesting way, not like a shopping 34 00:03:49,000 --> 00:03:55,000 list. We're also going to look at the grammar, especially relative clauses, which we've looked 35 00:03:55,000 --> 00:04:01,000 at in this second evaluation and how non-defining relative clauses can be used. We're going to look 36 00:04:01,000 --> 00:04:08,000 at Roald Dahl. We're going to read a few chapters from Boy, Tales of a Childhood, and we're going 37 00:04:08,000 --> 00:04:13,000 to look at how Dahl describes characters in an interesting way and how he uses literary 38 00:04:13,000 --> 00:04:20,000 language to entertain. In our text, we're going to focus on metaphors. We're going to use one 39 00:04:20,000 --> 00:04:28,000 metaphor that will pop up in different paragraphs of your descriptive text. Now, to help you with 40 00:04:28,000 --> 00:04:35,000 your descriptive text, I will provide you with a model of a descriptive text on Jacqueline Wilson, 41 00:04:36,000 --> 00:04:43,000 and then you will pair up and spend lessons five to seven planning and researching your chosen 42 00:04:43,000 --> 00:04:48,000 person. Let me tell you a little bit about the chosen person. I have a chart that I will give 43 00:04:48,000 --> 00:04:55,000 you in class, and that chart has a series of famous people that your other teachers – history, 44 00:04:56,000 --> 00:05:02,000 geography, biology, music, art – several teachers from the subjects that you teach 45 00:05:02,000 --> 00:05:09,000 have provided famous people, and you're going to be able to choose one of those people on the chart 46 00:05:09,000 --> 00:05:15,000 to do your descriptive text on. You will also have the chance, if you want to, to choose someone from 47 00:05:15,000 --> 00:05:22,000 the organisation OOAPO to write your descriptive text on. And then, towards the end of this 48 00:05:22,000 --> 00:05:29,000 evaluation, lessons eight to ten, we will be doing a series of peer evaluations and self-evaluation 49 00:05:29,000 --> 00:05:37,000 so that you can redraft your work and hand in your best version. Remember, your best, not the best, 50 00:05:37,000 --> 00:05:44,000 but your best. So, what exactly will I be marking? How will I give you a mark? Well, 51 00:05:45,000 --> 00:05:54,000 I will be giving you a rubric, and this is the basic information that I will be looking for 52 00:05:54,000 --> 00:06:01,000 that will be in that rubric. So, first of all, I will evaluate if you have described a person, 53 00:06:01,000 --> 00:06:09,000 so I can describe a person. I will also give you a mark on how well you have organised and 54 00:06:09,000 --> 00:06:15,000 structured your paragraphs, and are your paragraphs visible? Are they very clear? Remember 55 00:06:15,000 --> 00:06:20,000 that because I will be providing a model, you will see in my model exactly what I want to see 56 00:06:20,000 --> 00:06:27,000 in each paragraph, the content. I will give you some marks on literary language, your ability to 57 00:06:27,000 --> 00:06:34,000 use language in an interesting way for effect. I will be looking at the grammar structures, 58 00:06:34,000 --> 00:06:41,000 if they're correct, if they're coherent. I will also award points for describing people with the 59 00:06:41,000 --> 00:06:48,000 words that we have reviewed on physical attributes, clothes, the way people move, 60 00:06:48,000 --> 00:06:53,000 the way people speak. I will be looking at your spelling and your punctuation, 61 00:06:54,000 --> 00:07:00,000 and I will want to see that you have fulfilled the purpose, which is to inform me, 62 00:07:00,000 --> 00:07:07,000 and that information has to be information that you find, obviously, on the internet that you've 63 00:07:07,000 --> 00:07:17,000 researched. And finally, I will give you marks for using Canva and for providing a photo and 64 00:07:17,000 --> 00:07:22,000 attaching the correct attribution to that photo, respecting copyright. 65 00:07:22,000 --> 00:07:34,000 So, this is the work of our second evaluation, and I hope that you find it interesting. Thank you.