The English SBA task

HI THERE, students. Welcome to another lesson. Now that I have outlined the English A syllabus, let us look closely at the SBA tasks.

Below is a task timeline. Check to see where you are and how much you have left to do. Perhaps there is still room for improvement, and it is hoped that the lessons on the SBA will facilitate that.

TASK TIMELINE

Step 1: Brainstorm possible themes.

Step 2: Form groups of 4-5 based on common interests.

Step 3: Select sub-theme/sub-topic of interest based on the selected theme.

Step 4: Select three pieces based on your sub-theme.

Step 5: Write plan of investigation.

Step 6: Begin writing reflections.

Step 7: Write written/group report.

Step 8: Complete writing reflections.

Step 9: Prepare oral presentation plan. Step 10: Construct oral presentation.

Step 11: Complete oral presentation.

Step 12: Compile and submit your English SBA.

PRELIMINARY ACTIVITIES

Brainstorming: Students and teachers should brainstorm possible themes and students will be grouped according to their chosen themes.

Choosing a topic: In each group, each student should choose his or her sub-topic.

Choosing pieces: Once the topic is chosen, each student will be expected to pick three pieces of information that are related to his or her topic. The pieces can be chosen from the following: advertisements, blogs, brochures, cartoon strips, poems, diaries, plays, newspaper articles, reports, short stories, pamphlets, posters, videos and speeches. One of your pieces must be in print.

When you are selecting your artefacts, consider their availability and the ease with which you will be able to interrogate/analyse them.

Students are also expected to share their pieces with group members for approval.

Once it is agreed that the pieces are acceptable, then each student is expected to write a plan of investigation.

PLAN OF INVESTIGATION (5 MARKS)

This is an individual task that is worth 5 marks. It comprises 150-200 words. It is an introduction to the topic/issue/theme. It answers the following questions:

What is your chosen theme and sub-topic?

Why did you choose this issue/topic/theme?

What are the expected benefits to you as a student of English? Consider how it will impact your vocabulary, knowledge, research skills, discussions and other aspects of your performance in English.

How do you plan to collect relevant information on your issue/topic/theme and use specific English skills to analyse the pieces?

Overall, this section gives an overview of the general direction the SBA will take. Once you are finished with your plan of investigation, then you should move into completing your reflections.

SAMPLE PLAN OF INVESTIGATION

Please note that this sample is by no means prescriptive but should be used as a guide.

My group members and I have chosen the theme skin bleaching. I will be focusing on: The negative effects of skin bleaching. I have chosen this topic because I have observed that skin bleaching is quite common in my society and I have noticed how it has changed the appearance of people I know. I would like to know more about its negative effects, so I can educate my friends and family about the dangers of this practice, so they can avoid doing it.

Engaging in this research will be most beneficial to me because it will enhance my competence as an English student. It will build my vocabulary because I will come across different words and terms as I search for the most appropriate pieces. An increased vocabulary will also improve my written expression and reading comprehension.

I intend to gather information for my topic by consulting a variety of sources for meaningful information. I will visit the library and browse the Internet for articles, poems and pictures on my topic and consult YouTube for potential videos. I aim to use an online article, a picture and a YouTube video that show the effects of skin bleaching for my pieces. These pieces will be further analysed by identifying the writer’s techniques, devices and evaluating how these are used to achieve the purpose of the pieces. All this will be done to see how the pieces contribute to the overall theme and my sub-topic.

PARTICIPATION MEASURE (5 MARKS)

This is a measure of the student’s individual participation assessed by the student and teacher. It assesses the following:

Your knowledge of what it takes to work as team.

Your ability to stay focused on group activities.

Your awareness of your self-confidence and self-esteem in the group.

Your ability to manage your behaviour in the group.

Your ability to manage your time and tasks.

According to CXC, “This portion of the portfolio speaks to the individual student’s general contribution to the written and oral activities that the group engages in.”

This task will be completed on two different occasions. The first assessment will involve discussion between the teacher and student and the provision of feedback for improvement. The second assessment will provide the final mark out of the five agreed on by the student and teacher.

The participation measure form will be provided by your teacher. It should be included in your portfolio.

REFLECTION (5 MARKS)

Please note that the reflections must be written in class. Each reflection should comprise 150 words. You should have three reflections in all, and each reflection has a different focus.

REFLECTION 1

In this reflection, you are expected to reflect on how each of the three pieces you have selected shaped your thinking about the topic. As you consider how each piece has shaped your thinking, consider the following: Have you gained any new knowledge? What does each piece make you think or feel about the topic? What do you understand more? Has your thinking changed?

Recommendation: You can reflect on how each piece shaped your thinking in a separate paragraph.

REFLECTION 2

This reflection focuses on the use of language in each piece. For print stimuli, focus on how the writer/author uses words to communicate or evoke a specific response in the selected stimuli. First, the candidate must identify the particular language technique like emotive language, descriptive language, figurative language, narrative voice, diction or slang. After identifying the technique, there should be a discussion on how well it helped to achieve the purpose of the piece. For non-print stimuli like pictures, cartoons or photographs, discuss the impact of the message conveyed, the effect of the image, the emotional appeal or relevance to the issue/topic/theme chosen.

Recommendation: Again, you can comment on the use of language in each piece in a separate paragraph.

REFLECTION 3

This reflection should be completed after you have done most of your tasks. It focuses on how the process of completing the SBA assisted you in becoming a better person. Have you become better at working with others in groups? Have your research skills improved? Are you better at public speaking? Are you better at time management? Have you improved your ability to critique written and spoken information? Identify three ways in which you have grown as a person and elaborate on each way in a separate paragraph.

Please ensure that you share your reflections with members in your group so that they can give you feedback. This will help you to improve your reflections and is evidence of group activity. You should also note the feedback given by your teacher.

Take care until our next lesson!

VOCABULARY TOP-UP

Charisma – the quality or power of an individual to attract, influence or inspire people, clandestine – secret or concealed

Cogitate – to think deeply about something

Conspicuous – clearly visible