The English SBA – Cont’d
WELCOME, STUDENTS! In this week’s lesson, I will be providing you with sample paragraphs for the reflections and completing my focus on the SBA. Let’s get to it!
Reflection 1 – (It focuses on how each piece shaped your thinking.)
SAMPLE PARAGRAPH
(This is based on one piece.)
Kay Ireland’s article ‘The Effects of Skin Bleaching’ is quite eye-opening because it shows me just how destructive skin bleaching can be. It provides several examples of the effects of skin bleaching, like aggravated skin disease, impaired healing, uneven skin colouring, and dryness or burning. It gives me the details I need to educate those I know who are bleaching, or who are considering it, so that they will think twice before making a mistake.
Reflection 2 – (It focuses on the use of language in each piece).
SAMPLE PARAGRAPH
(This is based on one piece.)
Ireland (2017), in her article, uses research evidence to support the information she presented on the effects of skin bleaching. For example, she refers to studies, one conducted by the Department of Dermatology in Senegal and another by the Dermatology Unit in Nigeria, to provide specific examples of the adverse effects of skin bleaching. This makes her information reliable, as it shows that it is based on facts. This also establishes the information as being objective.
Reflection 3 - (It discusses how the process of the SBA has made you into a better person.)
SAMPLE PARAGRAPH
(This sample only discusses one way the SBA made the student a better person.) impacted me positively. Before engaging in this research, I was a very shy person. However, being required to work in a group challenged me to be more assertive and sociable. I also have become more confident to speak in public. This came as a surprise to me, as I usually avoided speaking before people. I now realise that I am quite capable to deliver presentations.
INDICATORS OF GROUP ACTIVITY (10 MARKS)
This task is assessed by the teacher. It measures how well a group collaborates to complete activities related to the SBA. The task encourages discussion among group members and takes note of communication, collaboration, reflection and interaction within each group. Group work is not optional.
Your final grade will be based on how well each group:
Worked together to select the most suitable pieces for each group member’s subtopic/sub-theme.
Interacted to select the best three pieces for the written report.
Collaborated to write the written or group report. Monitored/evaluated the quality of each group member’s individual tasks. Provided feedback to its members. Resolved problems/obstacles within the group.
WRITTEN REPORT
A written report of the investigation should be a summary of the processes, procedures and outcomes of the research. It should include the material collected, reasons for selection and analysis of the material. A satisfactory report should be about 250-300 words in total.
KEY TERMS
Processes: Focus on describing how the group collected the three pieces that were most appropriate for the group report and the difficulties you may have experienced doing so. If the group had no difficulties, give a reason for this.
Procedures: Summarise how the group went about analysing the materials. For example, what was done to achieve the objectives of the research? How did the group decode/analyse the material? What did the analysis reveal? The analysis covers the relevance of the material/stimuli/pieces and the artistic/visual/literary/aural features of what is selected.
Outcomes: Focus on your experience as a group and your impressions. Outcomes cover the new knowledge gained about the theme/the selection process/the group as members who were involved in the research. Strategically summarise the findings that the pieces/stimuli provided by way of individual and group analysis.
The written report is a collaborative effort, which means you must meet as often as possible to share your ideas on what you wish to include in the report. It should show evidence of research and appropriate referencing.
PARAGRAPH OUTLINE
Introductory Paragraph: State the theme that the group has selected and how this was done.
Second Paragraph: Summarise how you worked as a group to select the three pieces for the report. Share strategies that were used to do so. Explain the reasons for the selection of these pieces.
Third and Fourth Paragraphs: Analyse the selected pieces and highlight what they communicate about the theme. Appropriate referencing should be used when citing sources. For example, Ireland (2017) states that skin bleaching should be approached cautiously. (Your teachers will provide information on citing sources.) Also, you can discuss how the content of the pieces impacted the perceptions or attitudes of group members.
Each member of a group will include the same written report in his or her portfolio.
Assessment: The group report is assessed for an identification of the contexts in which pieces were chosen, a description of the tasks done in selecting the materials, analysis of the material, appropriate citation of sources and use of language.
ORAL PRESENTATION
This is where you are given the opportunity to respond personally to the theme or topic that you have selected. For example, if your topic is: The effects of skin bleaching, then your presentation should effectively and creatively share these effects.
Duration: Three to five minutes.
Language: You are expected to present primarily in English using a genre of your choosing, such as poetry, speech, role play or song.
Overview: The syllabus states that “the student should deliver a brief overview of the presentation”. This should be done before the presentation and outlines theme and subtopic selected, the genre chosen, the sources used and a commentary on the kind of language used in the presentation”.
Oral Presentation Plan: This must be submitted in the portfolio. The plan should: Identify the genre you have chosen. Provide a reason for the selected genre. I Identify the sources used. Highlight the language in the sources.
Assessment: You will be assessed for your delivery, development of topic, organisation and use of language.
Remember: The oral presentation requires you to be creative, confident and informative/persuasive.
As you finalise your presentation, seek feedback and practise often.
Again, I do hope that the breakdown of the SBA will be useful. Remember, it serves as a guideline and is not prescriptive.
See you next week!
VOCABULARY TOP-UP
Definitive – final and unable to be questioned or altered.
Decorum – polite and socially correct behaviour.
Diatribe – bitter, critical attack, distraught – upset or agitated.
Melissa McKenzie teaches at Old Harbour High School. Please send feedback to kerry-ann.hepburn@gleanerjm.com.
The process of completing this SBA has