language arts (1)
TRANSCRIPT
REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION
SECONDARY EDUCATION MODERNIZATION
PROGRAMME
DRAFT
SECONDARY SCHOOL CURRICULUM
Form Three
Language Arts
Curriculum Development Division
October 2003
TABLE OF CONTENTS
About This Draft i Note to Teachers iii Acknowledgements v
PART ONE
Introduction 1 – 2
The Curriculum Underpinnings 1 – 3
Philosophy of Education 1 – 4
Goals of Education 1 – 6
The Essential Learning Outcomes 1 – 7
Curriculum Design and Developmental Process 1 - 12
PART TWO
Vision 2 - 2
Rationale 2 - 3
Goals of the Language Arts Programme 2 - 4
Organization of the Syllabus 2 - 7
Framework for Year One 2 - 8
Framework for Year Two 2 – 10
Content Framework, Form III Language Arts Curriculum 2 - 12
Term One - Youth Culture 2 - 12
Term Two - Relationships 2 - 13
Term Three - Careers 2 - 14
Topics and Objectives 2 -15
Language Arts Curriculum 2 - 24
PART THREE
Integration of Language Skills 3 - 1
Guidelines for Curriculum Delivery 3 - 2
Authentic Assessment 3 - 9
Assessment 3 - 10
PART FOUR
Glossary 4 - 1
Bibliography 4 - 13
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ABOUT THIS DRAFT
Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish, Physical Education, Visual and Performing Arts and Technology Education – have been in development. In this publication you will find the first drafts of the Form III curriculum guide produced for each of the above identified subject areas. These Curriculum Guides represent ‘a work in progress’. They are not the finished product. They intended to serve the following purposes:
(i) provide clear guidance to teachers for implementing effectively the instructional programme for a particular subject area at a particular class/form level.
(ii) present a sufficiently detailed learning plan for the respective subject areas and for the entire secondary school curriculum that would enable teachers, school administrators and other major stakeholders to give meaningful, constructive feedback on the draft curricula for the various subjects – that is, for them to be actively involved in the development process.
(iii) contribute to the further revision and refinement, through the feedback received at (ii) above, of this draft curriculum guide for Form III.
Teachers and other users of these Curriculum Guides should also carefully note the following:
• Teachers’ Guides, Performance Standards, Assessment Manuals, Integration Matrices (linking content and essential learning outcomes in the relevant subject areas) are being developed and are in various stages of completion as companion documents to these Curriculum Guides. Accordingly, teachers and other users of these Draft Curricula can be assured that only certain areas, which may be interpreted as showing a lack of clarity, detail and/or adequate treatment, will be adequately addressed in the forthcoming above-mentioned companion documents.
• A series or orientation meetings and training workshops related to the effective
implementation of the curriculum is being planned. At these workshops/meetings the concerns of teachers will be addressed and guidance given with respect to the interpretation/clarification of certain aspects of these draft Guides.
• These first draft publications of the respective Curriculum Guides have been
issued in ring binders. This mode of presentation will facilitate correction of existing typographical errors, standardization of font sizes, formatting, layout etc, as well as the revision/refinement of the subsequent drafts – which will inevitably ensue from feedback/comments on these draft documents.
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Finally, we hold the view that teachers, in particular, but other stakeholders as well, are key players in the curriculum development process. Teachers are integral to the development of curricula that are relevant and appropriate. The curriculum is the major vehicle for providing quality education which meets the needs of both the individual learner and the national development objectives of the Republic of Trinidad and Tobago. In this regard, we eagerly look forward to and indeed welcome the comments/suggestions of all stakeholders, especially teachers, which should be addressed to: Director, Curriculum Development Rudranath Capildeo Learning Resource Centre Mc Bean, Couva Tel/fax: 636-9296 e-mail: [email protected]
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A Note to Teachers The Ministry of Education through the Secondary Education Modernization Programme is seeking to reform the secondary education system. These draft National Curriculum Guides produced for eight subject areas are a key element in the current thrust to address the deficiencies identified in the system. Draft curriculum guides have already been produced for years one and two of the secondary system. Implementation of the new curriculum began on a phased basis in September 2003. These draft guides for year three represent the conclusion of the first cycle of secondary school and together with those of years one and two prepare students for the National Certificate of Secondary Education, Part One. The three sets of curriculum guides constitute the draft National Curriculum for the lower secondary school system. The National Curriculum is an important element of the School Curriculum which comprises all the learning and other experiences that each school plans for its pupils. It is expected that each school will undertake to develop the School Curriculum in alignment with the National Curriculum, fine tuning as necessary in response to the needs of their pupils and to the community. Teachers too have curriculum functions to perform. Using the National Curriculum Guides they are expected to develop instructional programmes, determining the type and extent of curriculum integration and the teaching and assessment strategies to be employed to facilitate student success. They will also identify and develop appropriate learning materials and decide on how the curriculum will be individualized to suit students’ capabilities, needs and interests. The introduction of the new curriculum guides for forms one to three is being accompanied by several supporting initiatives. These include the
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• phased technical upgrade of physical facilities • provision of enhanced teaching and learning resources including
textbooks • increased use of educational technology • introduction of a curriculum website at www.curriculum.gov.tt • professional development opportunities for teachers, heads of
departments, principals and vice-principals • expanded schools transportation and meals programmes • restructuring and decentralization of the education system.
As implementation proceeds, there will be careful monitoring to obtain feedback and to provide necessary support. Your comments and suggestions are most welcome and may be made on the website or in writing. Final revision of the draft guides is planned for the academic year 2005-2006. We are confident that this new curriculum will significantly enhance teaching and learning experiences in our secondary schools and consequently the achievement of the national educational goals. Sharon Mangroo
Director, Curriculum Development (Ag)
December, 2003
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ACKNOWLEDGEMENTS
The Ministry of Education wishes to express its sincere appreciation to all those who contributed to the curriculum development process. The Coordinating Unit of the Secondary Education Modernization Programme (SEMPCU) assisted in planning, facilitating, organizing and coordinating the various exercises in addition to providing technical assistance. Special thanks to
• Mr. Maurice Chin Aleong, Programme Coordinator, Dr. Stephen Joseph, Assistant Programme Coordinator, Quality Improvement and Mrs. Patricia Sealy and Mrs. Renée Figuera, Education Specialists
• Mr. Lloyd Pujadas, Director, Curriculum Development and leader of the SEMP
Curriculum Development sub-component who led the year three activities
• Dr. Robert Sargent, International Consultant of Mount St. Vincent University who guided the process
• The principals who generously released teachers to participate in the curriculum
writing process • The administrative staff of the Curriculum Development Division who typed and
retyped the documents
• The Division of Educational Services which printed early drafts for circulation
• Mrs. Marie Abraham, Editor who contributed her time, energy and knowledge to the editing of these documents
The Curriculum Officers and members of the Curriculum Writing Teams brought their knowledge, skills and practical experience of teaching and learning to the curriculum development process. Members of the writing team for this subject are listed below. The members of the Curriculum Writing Team for this subject are:
NAME SCHOOL/INSTITUTION
1. Fazila Mohammed Claxton Bay Senior Comprehensive School
2. Mala Morton-Gittens St. George’s College
3. Lynette Noel Barataria Senior Comprehensive School
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4. Marilyn Sambury Malick Senior Comprehensive School
5. Judy Nanhoo Chaguanas Junior Secondary School
6. Donna Reyes Chaguanas Junior Secondary School
7. Beular Mitchell Curriculum Officer (English)
8. Desiree Augustin Curriculum Officer (English)
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PART ONE
CURRICULUM FOUNDATIONS
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INTRODUCTION
In its commitment to a comprehensive reform and expansion of the secondary school system, the
Government of the Republic of Trinidad and Tobago in 1996, adopted the report of the National
Task Force on Education as educational policy. The specific recommendations for the
improvement of secondary education led to discussions with the Inter American Development
Bank (IADB) for loan funding arrangements for a programme to modernise secondary education
in Trinidad and Tobago. This programme, the Secondary Education Modernization Programme
(SEMP) was formalized and has been designed to:
- address deficiencies identified in the education system;
- establish a firm secondary education foundation that would catapult Trinidad and Tobago
into the 21st century assured of its ability to participate advantageously in the global
economic village, smoothly traverse the information super highway and utilize cutting edge
technology for the competitive advantage it provides; - allow for adaptation to future demands; and
- produce good citizens.
The deficiencies identified include:
- an unacceptably low level of academic achievement;
- unsatisfactory personal and social development outcomes: and
- curricular arrangements whose major outcomes were linked to the attainment of a minimum
of five General passes in the Caribbean Examinations Council (CXC) examination.
The Secondary Education Modernization Programme (SEMP) consists of four articulated
components:
(a) improved educational equity and quality
(b) deshifting, rehabilitation, and upgrading of school infrastructure
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(c) institutional strengthening, and
(d) studies and measures for improved sector performance.
This document is evidence of the effort to address component (a) under which curriculum
development falls.
THE CURRICULUM UNDERPINNINGS
This curriculum has been informed by the wealth of available curriculum theories and processes.
In the Final Report of the Curriculum Development Sub-Component submitted by
J. Reece and K. Seepersad, the curriculum is defined, as a “plan for action” or a “written
document that included strategies for achieving desired goals or ends.” This is the definition that
is applied here. The curriculum is herein defined as the written document that is to be used by
teachers to plan effective learning opportunities for students in secondary schools.
Macdonald (1976) declares,
‘Curriculum it would seem to me is the study of “what should constitute a world for learning and how to go about making this world”. As such it is a microcosm... the very questions that seem to me of foremost concern to all humanity, questions such as what is the good society, what is the good life and what is a good person are explicit in the curriculum question. Further, the moral question of how to relate to others or how best to live together is clearly a part of curriculum.’
In essence Macdonald’s statement establishes the basic forces that influence and shape the
organization and content of the curriculum: the curriculum foundations. These are
(a) The Philosophy and the Nature of Knowledge
(b) Society and Culture
(c) The Learner
(d) Learning Theories
These foundations are at the heart or the centre of the dialogue essential to the development of a
coherent, culturally focussed and dynamically evolving curriculum. Of course the prevailing
philosophical concerns and educational goals provide the base.
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PHILOSOPHY OF EDUCATION
The following philosophical statements are at the foundation of the curriculum and are stated in
the Education Policy Paper 1993-2003 as follows:
WE BELIEVE
That every child has an inherent right to an education which will enhance the
development of maximum capability regardless of gender, ethnic, economic,
social, or religious background.
That every child has the ability to learn, and that we must build on this positive
assumption.
That every child has an inalienable right to an education which facilitates the
achievement of personal goals and the fulfilment of obligations to society.
That education is fundamental to the overall development of Trinidad and
Tobago.
That a system of ‘heavily subsidised’ and universal education up to age 16 is the
greatest safeguard of the freedom of our people and is the best guarantee of their social,
political, and economic well-being at this stage in our development.
That the educational system of Trinidad and Tobago must endeavour to develop a
spiritually, morally, physically, intellectually and emotionally sound individual.
That ethical and moral concerns are central to human development and survival.
Fundamental constructs such as “decency,” “justice,” “respect,” “kindness,” “equality,
“love,” “honesty,” and “sensitivity,” are major determinants of the survival of our multi-
cultural society.
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That the parent and the home have a major responsibility for the welfare of the child and
that the well-being of the child can best be served by a strong partnership between the
community and the school.
That the educational system must provide curricular arrangements and choices that
ensure that cultural, ethnic, class and gender needs are appropriately addressed.
That students vary in natural ability, and that schools therefore should provide, for all
students, programmes which are adapted to varying abilities, and which provide
opportunities to develop differing personal and socially useful talents.
That we must be alert to new research and development in all fields of human learning
and to the implications of these developments for more effective teaching and school
improvement.
That the educational system must be served by professionals who share and are guided in
their operations by a set of systematic and incisive understandings, beliefs and values
about education in general and its relationship to the development of the national
community of Trinidad and Tobago.
That there is a need to create and sustain a humanised and democratised system of
education for the survival of our democracy.
That the democratisation and humanisation of the educational system are largely
contingent on the degree to which the system is professionalised. The nature of
educational problems are [sic] such that the professional core must be engaged in
decision-making with respect to the problems that affect their expert delivery of the
services to the clientele and ultimately to Trinidad and Tobago. Professionals must come
to experience a real sense of ‘control and ownership’ of matters educational.
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That from a psychological perspective, education is a means of looking out beyond the
boundaries of the immediate. It can be the viable means which creates individuals with
the intellect and capacity to develop and lead societies, communities, villages, and/or
neighbourhoods and families of the future. It should be responsive to and stimulate the
searing human spirit and the emphatic quest for human communication, interaction, love
and trust.
That learning is cumulative and that every stage in the educational process is as important
and critical for the learner’s development as what has gone before it and what is to come.
As such we must view educational programming and development in the round,
recognising the importance of every rung on the ladder of delivery by intensifying our
efforts throughout the system.
THE GOALS OF EDUCATION
Coming out of the articulated philosophy, formal education in Trinidad and Tobago must aim to:
provide opportunities for all students to develop spiritually, morally,
emotionally, intellectually and physically;
develop in all students attitudes of honesty, tolerance, integrity and efficiency;
provide opportunities for self-directed and life-long learning;
provide opportunities for all students to develop numeracy, literacy,
scientific and technological skills;
promote national development and economic sustainability;
promote an understanding of the principles and practices of a democratic society;
equip all students with basic life skills;
promote the preservation and protection of the environment;
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develop in all students an understanding of the importance of a healthy lifestyle;
help all students acquire the knowledge, skills and attitudes necessary to be intelligent
consumers; provide opportunities for all students to develop an understanding and appreciation of the
diversity of our culture; and
provide opportunities for all students to develop an appreciation for beauty and human achievement in the visual and performing arts.
An analysis of the educational philosophy of the Ministry of Education's Policy Paper (1993 –
2003) and of the goals for education derived from it by the Curriculum Development Division
(as outlined above), taken with the research conducted in developed nations, has led to the
identification of six areas in which all secondary students must achieve. These are universally
accepted goals that have been developed and underscored by other educational jurisdictions and
have been described as essential learning outcomes. These outcomes help to define standards of
attainment for all secondary school students. THE ESSENTIAL LEARNING OUTCOMES
The six outcomes are in the areas of:
Aesthetic Expression
Citizenship
Communication
Personal Development
Problem Solving
Technological Competence
The achievement of these essential learning outcomes by all students is the goal that every core
curriculum subject must facilitate. The core curriculum subjects, their content, and the teaching,
learning and assessment strategies are the means to fulfil this end.
It is expected that by the end of the third year of secondary school students’ achievement in all
six areas will result in a solid foundation of knowledge, skills and attitudes which will constitute
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the base for a platform for living in the Trinidad and Tobago society, and for making
informed choices for further secondary education.
The essential learning outcomes are described more fully below.
Aesthetic Expression
Students should recognise that the arts represent an important facet of their development, and
that they should respond positively to its various forms. They should be able to demonstrate
visual acuity and aesthetic sensibilities and sensitivities in expressing themselves through the
arts.
Students should be able, for example, to:
use various art forms as a means of formulating and expressing ideas, perceptions and feelings; demonstrate understanding of the contribution of the arts to daily life, cultural identity and
diversity; demonstrate an understanding of the economic role of the arts in the global village society;
demonstrate understanding of the ideas, perceptions and feelings of others as expressed in
various art forms;
demonstrate understanding of the significance of cultural resources, such as museums, theatres, galleries, and other expressions of the multi-cultural reality of society.
Citizenship
Students should be able to situate themselves in a multicultural, multiethnic environment with a
clear understanding of the contribution they must make to social, cultural, economic, and
environmental development in the local and global context.
Students should be able, for example, to:
demonstrate an understanding of sustainable development and its implications for the environment locally and globally;
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demonstrate an understanding of Trinidad and Tobago’s political, social and economic
systems in the global context;
demonstrate understanding of the social, political and economic forces that have shaped the past and present, and apply those understandings to the process of planning for the future;
examine issues of human rights and recognize and react against forms of discrimination,
violence and anti-social behaviours; determine the principles and actions of a just, peaceful, pluralistic and democratic society,
and act accordingly;
demonstrate an understanding of their own cultural heritage, cultural identity and that of others and the contribution of multiculturalism to society.
Communication
Students should be able to, through the use of their bodies, language, tools, symbols and media,
demonstrate their deeper understandings of synergies inherent in the exchange of ideas and
information and thus communicate more effectively.
Students should be able, for example, to:
explore, reflect on, and express their own ideas, learning, perceptions and feelings;
demonstrate understanding of facts and relationships presented through words, numbers
symbols, graphs and charts;
demonstrate sensitivity and empathy where necessary in communicating various kinds of emotions and information; present information and instructions clearly, logically, concisely and accurately for a
variety of audiences; interpret and evaluate data, and express ideas in everyday language;
critically reflect on and interpret ideas presented through a variety of media.
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Personal Development
Students should be able to grow from inside out, continually enlarging their knowledge base,
expanding their horizons and challenging themselves in the pursuit of a healthy and productive
life.
Students should be able, for example, to:
demonstrate preparedness for the transition to work and further learning;
make appropriate decisions and take responsibility for those decisions;
work and study purposefully both independently and in cooperative groups;
demonstrate an understanding of the relationship between health and lifestyle;
discriminate amongst a wide variety of career opportunities;
demonstrate coping, management and interpersonal skills;
display intellectual curiosity, an entrepreneurial spirit and initiative;
reflect critically on ethical and other issues;
deal effectively with change and become agents for positive, effective change.
Problem Solving
Students should know problem-solving strategies and be able to apply them to situations they
encounter. They should develop critical thinking and inquiry skills with which they can process
information to solve a wide variety of problems.
Students should be able, for example, to:
acquire, process and interpret information critically to make informed decisions;
use a variety of strategies and perspectives with flexibility and creativity for solving
problems;
formulate tentative ideas, and question their own assumptions and those of others; solve problems individually and collaboratively;
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identify, describe, formulate and reformulate problems;
frame and test hypotheses;
ask questions, observe relationships, make inferences, and draw conclusions;
identify, describe and interpret different points of view and distinguish fact from opinion.
Technological Competence
Students should be technologically literate, able to understand and use various technologies, and
demonstrate an understanding of the role of technology in their lives, in society, and the world at
large.
Students should be able, for example, to:
locate, evaluate, adapt, create, and share information using a variety of sources and
technologies; demonstrate understanding of and use existing and developing technologies appropriately;
demonstrate an understanding of the impact of technology on society;
demonstrate an understanding of ethical issues related to the use of technology in a local and
global context.
THE CURRICULUM DESIGN AND DEVELOPMENT PROCESS
In order to achieve the outcomes as defined by the underpinning philosophy and goals, the
Curriculum Division of the Ministry of Education embarked on a design and development
programme consonant with the current approaches to curriculum change and innovation.
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CURRICULUM DESIGN
George A. Beauchamp (1983) says, “curriculum planning is a process of selecting and
organizing culture content for transmission to students by the school. The process is very
complex, involving input from many sources, but the organized end result of the process is the
design of the curriculum.”
The varied perspectives as to the nature of knowledge, the nature of the learner, what should be
learnt and how, and to what end, have resulted in three (3) major classifications of curriculum
designs. Zais (1976, p.376) lists them as: subject-centered, learner-centered, and problem-
centered designs. Also bringing influences to bear on the design is what Eisner and Vallance
(1974) call the “orientations to curriculum.” These orientations aid in the comprehension of what
the curriculum is geared towards in terms of the development of the individual.
This curriculum displays a learner-centered design. It is based primarily on ‘man-centered’
philosophical assumptions employing constructivist theory. Its major orientation is to curriculum
as self-actualization. It is student-centered, seeks to provide personally satisfying experiences for
each student, and is growth oriented. As the student moves from one level to another, the
activities expand to allow him/her new insights and approaches to dealing with and integrating
new knowledge.
The curriculum design is defined by two structures, the substantive and the syntactic.
The substantive structure reflects the “range of subject matters with which it is concerned”; the
syntactic structure describes the “procedures of inquiry and practice that it follows”.
The substantive structure begins with a vision statement, a rationale, lists the general and specific
outcomes of the programme, and establishes the nature of the connections with the other core
subjects on the timetable. The syntactic structure is developed along a tabular format in which
the intended outcomes are associated with activities making it easy to read and teacher friendly.
The content finds coherence with Tyler's (1950) three criteria for the organization of learning
activities: continuity, sequence and integration.
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CURRICULUM DEVELOPMENT
The first stage of the curriculum development process consisted of stakeholder consultations held
with a cross section of the community.
Consultations were held with primary and secondary school teachers, principals, members of
denominational school boards, members of the business community, the executive of the
TTUTA, representatives from the UWI, John S. Donaldson Technical Institute, San Fernando
Technical Institute, Valsayn Teachers’ College and Caribbean Union College, parents, librarians,
guidance counsellors, students, curriculum officers and school supervisors. They were focused
on the philosophy, goals and learning outcomes of education.
The results of these consultations were:
agreement on the concept of a “core”, that is, essential learning outcomes consisting of
skills, knowledge attitudes and values that students must acquire BY the end of five years of
secondary schooling;
agreement on the eight subjects to form the core;
agreement on the desirable outcomes of secondary school education in Trinidad and Tobago.
THE CORE CURRICULUM SUBJECTS
These are subjects that every student is required to take in forms one to three. Students will be
allowed to choose from a list of subject offerings thereafter.
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Minimum time allocation is recommended for each subject. The principal as instructional leader
of the school will make the final decision according to the needs of the students and the
resources available at any given time.
The subjects and the time allocations are as follows
Subject No. of Periods Subject No. of Periods
English Six Mathematics Five
Science Four Physical Education Two
Spanish Four Technology Education Four
Social Studies Four Visual and Performing Arts Four
In Stage Two of the process, the officers of the Curriculum Development Division studied the
reports of the consultations, the Education Policy Paper, the reports of the Curriculum Task
Force and of the Task Force for “Removal of Common Entrance” as well as newspaper articles
and letters to the editor on education over the past five years.
The School Libraries Division and the Division of School Supervision assisted the Curriculum
Development Division in this task. The result of the study was the identification and statement
of a set of desirable outcomes and essential exit competencies to be had by all students on
leaving school. All learning opportunities, all teaching and learning strategies, all instructional
plans, are to contribute to the realization of these outcomes and competencies.
At Stage Three ten existing schools were identified to pilot the new curriculum. Teachers from
eight subject areas were drawn from these schools to form Curriculum Writing Teams for each
subject. Teachers with specific subject or curriculum development skills from other schools were
also included in the teams. These teams met initially for three days, then for one day per week
during April to July 2000, to conduct the writing phase of the curriculum development. In this
phase learning outcomes specific to each subject, which contribute to the fulfilment of the
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national outcomes were identified. Subject content, teaching and learning and assessment
strategies to support these outcomes were developed.
The process of curriculum development for years two and three continued in a similar fashion.
Curriculum Officers were assisted by teachers who were released from their teaching duties for
varying periods of time.
The following curriculum document is the result of their efforts.
The International Consultant, for Curriculum Development, Dr. Robert Sargeant, (Associate
Professor - Mount St. Vincent University, Nova Scotia, Canada) guided the curriculum design
and development process.
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VISION
Any vision of Language Arts is embedded in the role of the humanities. The humanities articulate the ideals of any society.
They portray a way of life, which embodies and is meant to reflect the ideal human being and the ideal culture.
Literature, as an integral part of the humanities, mirrors life and society. Through an experience of literature man lives vicariously
and is able to appreciate a common experience more deeply.
Man’s essential humanity is reflected in his ability to think critically and creatively, to speak, to listen, to read, to write –
in essence, to communicate effectively both with himself and with others.
We live in an encroaching global culture. Our skills of communication must therefore allow us
to function effectively not only at national and regional levels, but universally.
The Language Arts programme therefore envisages that all citizens of Trinidad and Tobago will acquire competence
in all the language arts skills and will therefore be able to communicate effectively in all spheres of human endeavour.
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RATIONALE
The Language Arts curriculum is holistic and a vehicle for the development of all the communication skills. Communication undergirds most human activity and creates meaningfulness in culture. Every language is associated with ontology of the world. It is through language and within language that the possibilities of a particular world-view are made manifest. Therefore, the importance of language is not only to communicate, but also to create the common ground on which communication is made possible. Great literature allows the writers to delineate and define reality. To be conscious of this, it is necessary to be immersed in their works. It is important to present students with works of great writers so that the students can assess and construct their own world-view. Literature is therefore central to Language Arts. A literature-rich environment thus promotes and facilitates effective Language Arts teaching and learning. Attention is also given to the often forgotten skills of listening and speaking, and the mechanics of reading and comprehension. By using a brain-based approach to language learning, one creates a low-threat and high- challenge environment for the students. In this child-centred setting, learning becomes an interactive process whereby the students participate in activities in which they are required to think and integrate new ideas. Students engage in critical thinking and problem solving. The language teacher is therefore a facilitator who presents the students with opportunities to qualitatively enhance their concepts at the appropriate time in a constructivist approach to teaching. The Multiple Intelligences theory offers language teachers an opportunity to use a broad range of activities and develop innovative teaching strategies, as no one set of teaching strategies will work best for all students at all times. The Multiple Intelligences theory emphasises strategies for open-ended language activities that cater to the diverse learning styles and needs of each student. The Language Arts curriculum takes cognisance of the life skills that the student will eventually need when he enters the world of work. The strands in this syllabus facilitate this by engaging the student in activities that encourage group work, listening and speaking skills, empathy, critical thinking and problem solving. The student’s self-esteem grows and empowers his capacity for independent thinking. This modernised Language Arts curriculum moulds citizens who respect their country and appreciate the diversity inherent in a multicultural society. The intention is to create citizens of Trinidad and Tobago who can easily adapt to a global environment.
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GOALS OF THE LANGUAGE ARTS PROGRAMME
Language Arts plays a significant role in the development of communication skills among students. These skills include listening, speaking, reading, writing and viewing. Within the Language Arts Curriculum, these skills are woven in several strands that are inter-connected. Listening and speaking are fundamental to the development of reading, writing and viewing, and the processes of thinking underlie all the language skills. The Grammar strand provides outcomes to be integrated as needed in the larger framework of a writing assignment or unit. Literature uses language in the most heightened form, and it is an integrating element in the Language Arts curriculum. In Trinidad and Tobago, there are two linguistic systems, Standard English and the Trinidad and Tobago dialect or English-based Creole. The vast majority of children in our school system speak a dialect to express their feelings, thoughts and experiences. The dialect is an organised grammatical system with a vocabulary that is largely drawn from Standard English. The co-existence of two linguistic systems poses problems for learners of English in our school system. For example, in the area of reading, problems of decoding and making meaning derive from the differences in syntax, phonology and morphology between the standard language and the dialect. Our global culture requires communicative competence and the secondary school graduate can be a competent Standard English speaker even as he enjoys his first language – the language of his heart. The Language Arts Syllabus explicitly recognises the nature of the problem which learners experience in the acquisition and use of Standard English and therefore seeks to address it. The major area of focus relates to the structures of Standard English consistent with current communicative language teaching approaches. The techniques and strategies recommended in this document include: (a) use of a variety of controlled and meaningful drills and dialogue practice;
(b) role-playing and dramatisation;
(c) use of objects, charts, maps, tables, cartoons and other visual materials;
(d) use of oral and written texts combining form, function, meaning and situation;
(e) authentic varied oracy and literacy tasks for which Standard English structures are required.
The principles which govern the above techniques and strategies are: (a) The use of language to accomplish genuine purposes in meaningful experience-
based contexts promotes language competence;
(b) The social situation is a major determinant of students’ language behaviour. A social interactive classroom climate that encourages risk-taking is conducive to language growth.
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(c) Mastery of the grammatical structures of Standard English depends on a variety of practice activities that familiarise students with the structures in context, in both form and communicative meaning;
(d) The grammatical elements/items of language are best acquired in situations that encourage authentic tasks in reading, writing, speaking and listening;
(e) Teachers of Language Arts, who are exemplars of Standard English usage, and who model their love of reading, joy in composing, and responsiveness in listening, contribute to students’ linguistic resources. Students bring to the classroom an extensive range of language experiences. Teachers’ respect and value for students’ linguistic background are motivating factors in students’ acquisition of Standard English.
GENERAL INTENDED LEARNING OUTCOMES OF THE LANGUAGE ARTS PROGRAMME The main goal of the Language Arts curriculum is that students will be able to communicate effectively through speech and writing by means of Standard English. The student will:
listen with a high degree of understanding to instructions, descriptions, explanations and narration in Standard English, in a familiar accent and appropriate vocabulary and sentence structure;
speak using words appropriately and precisely to communicate thoughts and feelings;
demonstrate spontaneity in speaking in a variety of situations;
think creatively, critically and constructively;
respond sensitively to varied and meaningful literature and other forms of art at the appropriate level;
read effectively and for different purposes a variety of print and electronic media;
express himself or herself in various modes of writing - expository, narrative, descriptive, argumentative/persuasive – and do so legibly;
use various forms of visual literacy to interpret and gain information. CONNECTIONS AND INTEGRATION Theories of how students learn and how they learn Language Arts provide the bases for the teaching of Language Arts. In fact, a view of the learner, the learning process, teaching, and language should inform what we do in the everyday transaction within the classroom.
2 - 6
In recent times, the call for the integration of the Language arts has come from current views derived from language education research. The claims are:
(a) the Language arts skills are so strongly inter-related that no single skill can be taught in isolation;
(b) the strands of language are so closely interwoven that speaking, listening, reading and writing can emerge simultaneously in any one activity;
(c) communication is a dynamic complex of interdependent systems involving thinking, speaking, listening, reading, writing and viewing;
(d) language is a meaning-making process;
(e) learning language is an integrated, holistic, interactive process;
(f) language growth and development is not a sequential, linear process. Language is not a collection of discrete, unrelated elements, but a process which organically combines various elements. In reading, for example, the language modes are used simultaneously and reciprocally. Almost any language activity involves more than one language skill. Within a typical language lesson, students engage in talking and asking questions, listening, reading and writing. Each one becomes a medium for supporting and reinforcing the other. Students discuss or talk about what they have written, listen to their peers reading what they have produced, and write about what they have read. When students read, they are learning about writing; when they have written to others, they are learning about reading. There is much overlap in an integrated curriculum. The view of language as an integrated holistic collaborative activity is demonstrated in the following features inherent in this document: (a) the inclusion of the category “Integrating Curricular Activities” within the
syllabus framework:
i. there is an internal integration of the strands of English . For example, in process writing, one uses the skills of listening, speaking, reading, writing and visual representation;
ii. there is also external integration with other subject areas. For example, passages from the Science or Social Studies texts can be used to teach comprehension, punctuation or grammar;
(b) the practice of process writing which includes pre-writing, drafting, revising, editing;
(c) the focus on literature and its organic relationship with language;
(d) the reading-writing connections;
(e) the language experience approach.
2 - 7
ORGANISATION OF THE SYLLABUS The Language Arts curriculum is spiral rather than hierarchical in nature. It is an integrated reality in which all the strands are intertwined. The syllabus is structured in strands, and to maintain the links, all the strands share a theme and take into consideration what the other strands are focusing on. This curriculum consists of skills of communication that have to be deepened and broadened term after term and year after year. These skills are developed and practised in many forms and genres, including stories, poetry, informational articles, reports, explanations, advertisements and arguments, for a variety of purposes and audiences. The syllabus contains the following elements in increasing levels of complexity:
Listening/Speaking
Literature
Reading – Comprehension and Mechanics
Writing Skills
Media and Visual Literacy
Mechanics of English and Grammar
Each element is organised under the following headings:
Topic/ Outcome
Suggested Teaching/Learning Strategies
Integrating Curricular Activities
Resources
Suggested Assessment/Evaluation Activities
F
RA
ME
WO
RK
FO
R Y
EA
R O
NE
- T
OP
ICS
LIS
TE
NIN
G A
ND
SPE
AK
ING
LIT
ER
AT
UR
E/
RE
AD
ING
RE
AD
ING
CO
MP
RE
HE
NSI
ON
AN
D
ME
CH
AN
ICS
OF
RE
AD
ING
WR
ITIN
G
VIE
WIN
G A
ND
RE
PR
ESE
NT
ING
ME
CH
AN
ICS
OF
EN
GL
ISH
AN
D
GR
AM
MA
R
Ter
m 1
Gift
of L
iste
ning
Atte
ntiv
e Li
sten
ing
Enjo
y R
eadi
ng S
torie
sFo
llow
ing
even
ts in
ch
rono
logi
cal o
rder
St
ory
Writ
ing
Und
erst
andi
ng
anal
ysin
g an
d ev
alua
ting
Vis
ual
Med
ia
Sim
ple
Sent
ence
s
Nou
n
Get
ting
mea
ning
from
or
al te
xts
Mai
n Id
ea
Com
preh
ensi
on
Iden
tifyi
ng e
xplic
it de
tails
Dev
elop
ing
desc
riptiv
e vo
cabu
lary
Expo
sito
ry W
ritin
g M
akin
g a
jour
nal
book
let
Ver
b ag
reem
ent
Sim
ple
pres
ent t
ense
s, pa
st ir
regu
lar p
lura
ls
of n
ouns
Sequ
enci
ng o
f eve
nts
in a
stor
y
Sket
ch-to
-stre
tch
-ba
sed
on m
ater
ials
re
ad
Iden
tifyi
ng p
arts
of a
bo
ok –
skim
min
g an
d sc
anni
ng
Ter
m 2
Tele
phon
e co
nver
satio
n R
eadi
ng a
nd
expr
essi
ng id
eas u
sing
K
WL
Rea
ding
and
ex
pres
sing
idea
s usi
ng
KW
L
Des
crip
tive
Writ
ing
Stor
y W
ritin
g
Rep
ort W
ritin
g
Dis
cuss
ing
the
mer
its
and
dem
erits
of a
udio
m
edia
Irre
gula
r ver
bs
F
RA
ME
WO
RK
FO
R Y
EA
R O
NE
- T
OP
ICS
LIS
TE
NIN
G A
ND
SPE
AK
ING
LIT
ER
AT
UR
E/
RE
AD
ING
RE
AD
ING
CO
MP
RE
HE
NSI
ON
AN
D
ME
CH
AN
ICS
OF
RE
AD
ING
WR
ITIN
G
VIE
WIN
G A
ND
RE
PR
ESE
NT
ING
ME
CH
AN
ICS
OF
EN
GL
ISH
AN
D
GR
AM
MA
R
List
enin
g fo
r det
ails
in
poe
try a
nd o
ther
ge
nres
Enjo
ying
bas
ic
elem
ents
of p
oetry
En
joyi
ng b
asic
el
emen
ts o
f poe
try
Expo
sito
ry W
ritin
g
Arg
umen
tativ
e W
ritin
g
Tape
reco
rdin
g a
stor
y an
d po
em
Adj
ectiv
es o
f deg
ree
C
ompr
ehen
ding
Mai
n Id
eas
Com
preh
endi
ng M
ain
Idea
s
C
onju
nctio
ns –
tim
e,
plac
e, re
ason
Ter
m 2
D
iffer
entia
ting
betw
een
Fact
and
O
pini
on
Diff
eren
tiatin
g be
twee
n Fa
ct a
nd
Opi
nion
Irre
gula
r ver
bs,
adje
ctiv
es o
f deg
ree,
co
njun
ctio
ns –
tim
e,
plac
e, re
ason
Ter
m 3
Intro
duci
ng a
nd
than
king
spea
kers
En
joyi
ng d
ram
a an
d ba
sic
elem
ents
of a
pl
ay sc
ript
Enjo
ying
dra
ma
and
basi
c el
emen
ts o
f a
play
scrip
t
Des
crip
tion
of a
n ar
ea
and
its c
omm
unity
U
nder
stan
ding
and
ap
prec
iatin
g au
dio
vide
o an
d te
levi
sion
pr
ogra
mm
ing
Dire
ct a
nd In
dire
ct
Spee
ch
List
enin
g to
un
ders
tand
mai
n po
ints
Ant
onym
s and
mul
ti-m
eani
ng w
ords
A
nton
yms a
nd m
ulti-
mea
ning
wor
ds
Stor
y w
ritin
g C
ompo
sing
a st
ill o
r m
ovin
g pi
ctur
e re
pres
enta
tion
Com
para
tive
and
supe
rlativ
e fo
rms
Mak
ing
infe
renc
es
Lette
rs o
f Com
plai
nt
Dis
cuss
ing
the
mer
its
and
dem
erits
of a
te
levi
sion
show
or
vide
o
Com
poun
d se
nten
ces
Phra
ses –
Cla
uses
Und
erst
andi
ng th
e w
riter
’s in
tent
ion
Abb
revi
atio
ns,
acro
nym
s
Des
igni
ng
ques
tionn
aire
s
Com
para
tive
and
supe
rlativ
e fo
rms
Com
poun
d se
nten
ces
F
RA
ME
WO
RK
FO
R Y
EA
R T
WO
- T
OP
ICS
LIS
TE
NIN
G A
ND
SPE
AK
ING
LIT
ER
AT
UR
E/
RE
AD
ING
RE
AD
ING
CO
MP
RE
HE
NSI
ON
AN
D
ME
CH
AN
ICS
OF
RE
AD
ING
WR
ITIN
G
VIE
WIN
G A
ND
RE
PR
ESE
NT
ING
ME
CH
AN
ICS
OF
EN
GL
ISH
AN
D
GR
AM
MA
R
Ter
m 1
Ora
l co
mm
unic
atio
n,
dist
ingu
ishi
ng fa
ct
from
opi
nion
Res
pond
ing
criti
cally
to a
va
riety
of p
rose
Diff
eren
tiatin
g fa
ct
and
opin
ion
in te
xts
and
com
posi
ng
thes
e
Nar
rativ
e W
ritin
g –
usin
g pe
rson
poi
nt
of v
iew
Vis
ual r
espo
nse
to
text
, sto
ry; t
ime
in
stor
ies a
nd p
oem
Con
cord
Act
ive
liste
ning
Id
entif
ying
and
de
mon
stra
ting
the
feat
ures
of a
shor
t st
ory
Col
lect
ing
and
iden
tifyi
ng d
etai
ls
Form
at le
tter
writ
ing
Dra
win
g –
stor
y bo
ard
of sc
enes
fr
om a
stor
y
Tens
e
Com
mun
icat
e or
ally
fo
r diff
eren
t pu
rpos
es
Iden
tifyi
ng
char
acte
r tra
its
Und
erst
andi
ng
sequ
ence
of e
vent
s G
ivin
g in
form
atio
n
Cre
atin
g he
adlin
es
and
a ne
ws-
boar
d
Dra
win
g co
mic
st
rips a
nd c
arto
ons
to te
ll a
stor
y
Com
mas
Link
Wor
ds
C
ritic
ally
ass
essi
ng
the
setti
ng o
f a st
ory
Prev
iew
ing
voca
bula
ry –
di
phth
ong
soun
ds
Sim
ple
repo
rt w
ritin
g
Punc
tuat
ion
– ap
ostro
phe
Ter
m 2
App
reci
atin
g Li
sten
ing
Enjo
ying
and
re
spon
ding
to
diff
eren
t typ
es o
f po
etry
Infe
rrin
g m
ain
idea
st
atem
ent b
y co
nnec
ting
maj
or
and
min
or d
etai
ls
Third
per
son
narr
ativ
e U
sing
per
suas
ion
in
adve
rtise
men
ts to
pr
omot
e a
plac
e of
in
tere
st
Prep
ositi
on
Ana
lysi
ng o
ral
lang
uage
D
emon
stra
ting
an
unde
rsta
ndin
g of
ho
w la
ngua
ge is
us
ed fi
gura
tivel
y to
ap
peal
to th
e se
nses
Pred
ictin
g ou
tcom
esFo
llow
ing
and
writ
ing
inst
ruct
ions
to
pro
duce
an
obje
ct
Und
erst
andi
ng p
rint
med
ia a
nd
prod
ucin
g a
flyer
Punc
tuat
ion
– co
lon
F
RA
ME
WO
RK
FO
R Y
EA
R T
WO
- T
OP
ICS
LIS
TE
NIN
G A
ND
SPE
AK
ING
LIT
ER
AT
UR
E/
RE
AD
ING
RE
AD
ING
CO
MP
RE
HE
NSI
ON
AN
D
ME
CH
AN
ICS
OF
RE
AD
ING
WR
ITIN
G
VIE
WIN
G A
ND
RE
PR
ESE
NT
ING
ME
CH
AN
ICS
OF
EN
GL
ISH
AN
D
GR
AM
MA
R
Ter
m 2
Mak
ing
oral
pr
esen
tatio
ns
Cre
atin
g on
e’s o
wn
poem
s to
refle
ct
feel
ings
and
ex
perie
nces
Prev
iew
ing
voca
bula
ry –
co
nson
ant
diph
thon
gs
Inte
rpre
ting
info
rmat
ion
docu
men
ted
stat
istic
ally
Und
erst
andi
ng
tele
visi
on
adve
rtisi
ng, t
he
inte
nded
aud
ienc
e an
d te
chni
ques
use
d
Das
h
Con
tinuo
us te
nse
Com
pose
sent
ence
s
Ter
m 3
Esta
blis
hing
crit
eria
fo
r jud
ging
a
pres
enta
tion
Dev
elop
ing
the
abili
ty to
co
mm
unic
ate
and
inte
rpre
t dra
ma;
text
fo
r per
form
ance
Iden
tifyi
ng k
eys
wor
ds a
nd p
hras
es
to u
nder
stan
d co
mpa
rison
and
co
ntra
st
Nar
rativ
e w
ritin
g ba
sed
on a
pic
ture
D
esig
n –
book
co
vers
for s
torie
s an
d no
vels
Eclip
ses
Inte
rvie
w sk
ills
Iden
tifyi
ng a
pla
y an
d de
scrib
ing
its
feat
ures
and
co
ntra
sts
Exam
ine
sim
ilarit
ies
and
diff
eren
ces i
n va
rious
gen
res
Writ
ing
a le
tter t
o th
e ed
itor
Cla
ssifi
catio
n of
pr
ogra
mm
es
Pres
ent p
erfe
ct
tens
e
Ora
l pre
sent
atio
n/
repo
rt on
pla
ces o
f in
tere
st
Com
paris
on a
nd
cont
rast
ing
stor
y,
poem
, pla
y ge
nres
Prev
iew
voc
abul
ary
cons
onan
t ‘r’
ble
nds
Writ
ing
a le
tter o
f co
mpl
aint
and
m
akin
g re
com
men
datio
ns
Und
erst
andi
ng
visu
al m
edia
Pa
st p
erfe
ct te
nse
W
ritin
g an
d ac
ting
out a
scrip
t
Pref
ix a
nd S
uffix
Hom
opho
nes
CO
NTE
NT
FRA
ME
WO
RK
FO
R F
OR
M T
HR
EE
LA
NG
UA
GE
AR
TS C
UR
RIC
ULU
M
TE
RM
1
TH
EM
E:
Yout
h Cu
ltur
e
LIST
ENIN
G A
ND
SP
EAK
ING
R
EAD
ING
LITE
RA
TUR
E
WR
ITIN
G
M
EDIA
D
iscr
imin
ator
y Li
sten
ing
Fa
ct a
nd O
pini
on
Po
etry
– R
hyth
m a
nd
Rhy
me
Ex
posi
tory
B
roch
ure
C
ritic
al
List
enin
g
Res
earc
h Sk
ills
Poet
ry-L
itera
ry
Dev
ices
Pers
uasi
ve
A
dver
tisem
ent
C
ritic
al/D
iscr
imin
ator
y Li
sten
ing
In
fere
nce
Po
etry
-App
eal t
o th
e Se
nse
D
escr
iptiv
e
M
agaz
ine
CO
NTE
NT
FRA
ME
WO
RK
FO
R F
OR
M T
HR
EE
LA
NG
UA
GE
AR
TS C
UR
RIC
ULU
M
TE
RM
2
TH
EM
E:
Rel
atio
nshi
ps
LI
STEN
ING
AN
D
SPEA
KIN
G
R
EAD
ING
LITE
RA
TUR
E
WR
ITIN
G
M
EDIA
O
racy
Ski
lls
To
pic
Sent
ence
Po
int o
f Vie
w
A
rgum
enta
tive
Essa
y
TV
-Tal
k Sh
ows/
Pane
l
D
ebat
e
Su
mm
ary
skill
s
Se
tting
Fa
llaci
es
TV
-Tal
k
Show
s/Pa
nel
C
ritic
al L
iste
ning
C
ompa
rison
and
C
ontr
ast
R
ole
of C
hara
cter
Sp
eech
C
aric
atur
e
CO
NTE
NT
FRA
ME
WO
RK
FO
R F
OR
M T
HR
EE
LA
NG
UA
GE
AR
TS C
UR
RIC
ULU
M
TE
RM
3
TH
EM
E:
Care
ers
LI
STEN
ING
AN
D
SPEA
KIN
G
R
EAD
ING
LITE
RA
TUR
E
WR
ITIN
G
M
EDIA
Mon
olog
ue
Su
mm
ariz
ing
Pl
ot D
evel
opm
ent
N
arra
tive
H
eadl
ines
/Cap
tions
C
hora
l Spe
akin
g
C
ause
and
Effe
ct
So
urce
s of
Con
flict
Q
uest
ioni
ng
Skill
s
C
omic
Str
ips
Inte
rvie
win
g Sk
ills
A
pplic
atio
n Fo
rms
Sy
mbo
lism
Lette
r of I
nvita
tion
C
arto
ons
2 - 15
TOPICS AND OBJECTIVES FOR THE FORM THREE LANGUAGE ARTS CURRICULUM
TERM ONE
Skills
Topics
Objectives
LISTENING/ SPEAKING
Discriminatory Listening
Students will be able to:
- derive message and theme in a piece of music - become aware of the value of wholesome
lyrics - identify mood - make connections between rhythm, mood and
theme
READING
Fact and Opinion - differentiate between fact and opinion - perceive bias in writing - identify subjective language - be sensitized to the power of subjective
language
LITERATURE Poetry, Rhythm and Rythme
- identify metre - mark out rhythm in poems - identify the rhythm in poems - mark rhyme scheme - state types of rhyme scheme- quatrains, couplets, alternate
WRITING
Expository
- select relevant information - organise details selected - write an expository essay using information
gathered - develop an appreciation of varying
tastes in dress and music VISUAL LITERACY
Brochure
- list the characteristics of a brochure - use research information effectively in a
brochure - apply techniques of brochure design to make
one of their own - appreciate the value of collaborative effort
2 - 16
TERM ONE (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Critical Listening
- identify the associations that are made in jingles - identify the target group - indicate the purposes for which jingles are used
- give examples of the devices used in jingles - define jingles - use devices identified in the creation of their
own jingles
READING
Research Skills
- use a variety of media to conduct research
- organize information effectively - be sensitized to copyright laws
LITERATURE
Poetry-Literary Devices
- identify and use literacy devices
assonance alliteration personification
- analyse the effectiveness of language in poetry
- value the power of language
WRITING
Persuasive
- identify persuasive devices/techniques
- assess the impact of devices used - create an advertisement
VISUAL LITERACY
Advertisement
- identify technical devices used in advertisements - assess the impact of the devices used - create an advertisement for non-print media
2 - 17
TERM ONE (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Critical/Discriminatory listening
- identify theme and message in text - respond to language use - discriminate tone - discriminate mood
READING
Inference
- infer meaning from texts (proverbs, fiction, non-fiction excerpts) - become aware of implicit messages
LITERATURE
Poetry-appeal to The Sense
- identify language in poetry that appeals to the
senses - create poems using language that appeals to the
senses - analyse the poet's use of language to create
effect
WRITING
Descriptive
- use descriptive language to create sensory
impact - appreciate the power of words to create sensory
effect
VISUAL LITERACY
Magazine
- identify types of magazines
- list characteristics of a magazine - use research information to create a magazine
- apply the techniques of magazines design to create a magazine
2 - 18
TERM TWO
Skills
Topics
Objectives
LISTENING/ SPEAKING
Oracy Skills
- list the oracy skills of a good speaker - identify the characteristics of a good speaker - become aware of the need to be respectful of a speaker and his/her views.
READING
Topics Sentence
- identify the topic sentence in a paragraph/text - identify supporting details in a paragraph/text - explain the methods by which topic sentences can be developed
LITERATURE
Point of View
- identify different points of view - examine factors that influence point of view - empathize with others’ points of view
WRITING
Argumentative Essay
- generate main ideas for a given topic - identify supporting details - develop an argument on a chosen topic - use connectives to produce coherent writing
VISUAL LITERACY
TV-Talk Shows/Panel
- identify the features of a talk show/panel discussion - explore the composition of a panel/talk show - deduce the rules that govern formal discussion
2 - 19
TERM TWO (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Debate
- assess the validity of an argument - identify the argument - detect fallacies - deduce persuasive techniques - be aware of the importance of expressing their
views in a respectful manner
READING
Summary skills
- identify topic sentences - identify relevant details - use connectives to summarize main ideas into a cohesive unit
- categorize a group of items - summarize phrases and expressions into one
word
LITERATURE
Setting
- define the literary terms, setting and atmosphere - describe different types of setting
Place Time Atmosphere
- relate setting to plot and atmosphere
WRITING
Fallacies
- detect fallacies used in arguments
bandwagon circular argument
- define the terms, bandwagon and circular argument - present logical arguments - become more critical in their thinking
VISUAL LITERACY
TV-Talk Shows/Panel
- identify the features of a talk show/panel discussion - explore the composition of a panel/talk show - deduce the rules that govern formal discussion
2 - 20
TERM TWO (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Critical Listening
- list the purpose for which a speech can be given - associate types of speech with their purpose and distinguishing features - assess the delivery of a speech - appreciate the importance of using the voice effectively
READING
Comparison and Contrast
- examine similarities and differences in texts - group texts based on their similarities and differences - become more discerning individuals
LITERATURE
Role of Character
- identify types of characters
minor major
- define the term, “role” - examine roles played by characters - value the contribution of individuals in society
- empathize with others
WRITING
Speech
- deduce the format of a speech - develop a sense of audience - identify the purpose for writing - write a speech - become aware of the link between
language audience purpose
VISUAL LITERACY
Caricature
- define the term, “caricature” - state the functions of caricature
- identify the message sent through caricature - become aware of the built-in bias in caricature - become sensitive to the negative effects of caricaturing
2 - 21
TERM THREE
Skills
Topics
Objectives LISTENING/ SPEAKING
Monologues
- use language to communicate a message to an audience. - use tone, mood, pitch, volume, pace effectively when communicating with an audience. - value their voice as an organ for communication - develop confidence and poise when performing before an audience
- develop self-esteem - demonstrate an understanding of
the purpose and function of monologues READING
Summarizing
- summarize text - appreciate the value of concise language
LITERATURE
Plot Development
- identify the main events of a text - analyse plot development - determine the relationship between story structure and author’s intention - analyse the purpose and function of different parts
of a text
WRITING
Narration
- generate and develop ideas - use language effectively to make story vivid and appealing to audience
- create a story using a headline from a newspaper
VISUAL LITERACY
Headlines/Captions
- state the purpose of headlines and captions - describe techniques used in the creation of headlines and captions - create headlines and captions for chosen articles and pictures - value the power of concise language - Prior to lesson, collect photos with captions from newspapers - create a code to connect caption and photo
2 - 22
TERM THREE (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Choral Speaking
- pronounce words correctly - enunciate clearly - use words to create effect - appreciate language as an efficient vehicle to communicate tone, mood, atmosphere and message - appreciate the value of working as a team - appreciate the importance of synchronization
READING
Cause and Effect
- determine cause and effect relationships - deduce the effects of stated causes - deduce the cause/s of stated effects
LITERATURE
Sources of Conflict
- identify and explore sources of conflict - determine appropriate resolution to conflict situations - deduce the impact of conflict on individuals, societies and institutions - appreciate the importance of being self-disciplined - appreciate the value of peace and harmony - appreciate the role of conflict in life
WRITING
Questioning
- frame questions accurately - use different methods to frame questions:
Inversion Question tags:
Who/what/where/when/how - demonstrate effective questioning skills
VISUAL LITERACY
Comic Strips
- state the features of comic strips - explain the functions of comic strips - outline the devices used in comic strips - create comic strips using devices outlined
2 - 23
TERM THREE (cont’d)
Skills
Topics
Objectives
LISTENING/ SPEAKING
Interviewing Skills
- ask precise, unambiguous questions to obtain information - deduce significant details from responses given - respond appropriately to responses received - demonstrate respect for the other person during
the interview
READING Application Forms - interpret information on forms - deduce the meaning of standard abbreviations used on forms - identify how information is organized on forms - appreciate the usefulness of forms - categorize information needed on forms - complete forms accurately - create forms to access data - appreciate the importance of honesty when completing forms
LITERATURE Symbolism - identify the literary device – symbols - explain the meaning of this literary device when used - use this literary device effectively - appreciate the impact of its use in speech and writing - develop an appreciation of literary works
WRITING Letter of Invitation - use the format for writing formal letters to frame a letter of invitation - identify the essential details needed in a letter of invitation - use language appropriate for a formal letter - make appropriate choice of stationery - demonstrate suitable addressing system on envelope - appreciate the importance of presentation when writing formal letters
VISUAL LITERACY
Cartoons - state the features of cartoons - explain the functions of cartoons - outline the devices used in cartoons - explain the procedure used in the creation of cartoons - discern the impact that cartoons can have on the viewer
TH
EM
E:
YO
UTH
CU
LTU
RE
(1)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S C
RIT
ICA
L/
DIS
CR
IMIN
AT
OR
Y
LIS
TE
NIN
G
FA
CT
AN
D O
PIN
ION
PO
ET
RY
-RH
YT
HM
E
XPO
SIT
ION
B
RO
CH
UR
E
St
uden
ts w
ill b
e ab
le to
:
O B J E C T I V E S
- de
rive
mes
sage
and
th
eme
in a
pie
ce o
f mus
ic
- be
com
e aw
are
of th
e va
lue
of w
hole
som
e ly
rics
- id
entif
y di
ffer
ent t
ypes
of
moo
d -
mak
e co
nnec
tions
be
twee
n rh
ythm
, moo
d an
d th
eme
- di
ffer
entia
te b
etw
een
fact
an
d op
inio
n -
perc
eive
bia
s in
writ
ing
- id
entif
y su
bjec
tive
lang
uage
-
be se
nsiti
zed
to th
e po
wer
of
subj
ectiv
e la
ngua
ge
- id
entif
y m
etre
-
mar
k ou
t rhy
thm
in
poem
s -
iden
tify
the
rhyt
hm in
poe
ms
- m
ark
rhym
e sc
hem
e -
stat
e ty
pes o
f rhy
me
sche
me
-
qua
train
s
-
c
oupl
ets
-
alte
rnat
e
- se
lect
rele
vant
in
form
atio
n -
orga
nize
det
ails
se
lect
ed
- w
rite
an e
xpos
itory
es
say
usin
g in
form
atio
n ga
ther
ed
- de
velo
p an
ap
prec
iatio
n of
va
ryin
g ta
stes
in
dres
s and
mus
ic
- lis
t the
cha
ract
eris
tics
of a
bro
chur
e -
use
rese
arch
in
form
atio
n ef
fect
ivel
y in
a
broc
hure
-
appl
y te
chni
ques
of
broc
hure
des
ign
to
crea
te a
bro
chur
e
- ap
prec
iate
the
valu
e of
col
labo
rativ
e ef
fort
LA
NG
UA
GE
AR
TS
CU
RR
ICU
LU
M
TE
RM
ON
E
T
HE
ME
: YO
UTH
CO
ULT
UR
E (1
) ST
RA
ND
S L
IST
EN
ING
/SPE
AK
ING
R
EA
DIN
G
LIT
ER
AT
UR
E
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
DIS
CR
IMIN
AT
OR
Y
LIS
TE
NIN
G
FA
CT
AN
D O
PIN
ION
P
OE
TR
Y
RH
YT
HM
AN
D R
HY
ME
EX
POSI
TIO
N
B
RO
CH
UR
E
S T
R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
• A
var
iety
of
a
ppro
pria
te m
usic
is
pla
yed
• St
uden
ts se
lect
one
pie
ce
of m
usic
and
in a
gro
up,
usin
g a
teac
her-
mad
e ch
eckl
ist,
they
iden
tify
the
them
e of
the
piec
e •
Stud
ents
pre
sent
ora
lly to
cl
ass,
just
ifyin
g th
eme
chos
en.
WH
OL
E G
RO
UP
WO
RK
•
A m
edle
y is
pla
yed
•
Stud
ents
bea
t the
rhyt
hm
by c
lapp
ing/
drum
min
g/
tapp
ing
feet
. •
Stud
ents
rela
te rh
ythm
to
the
them
e.
• St
uden
ts e
xam
ine
writ
er’s
us
e of
lang
uage
. •
Stud
ents
iden
tify
the
reas
on/s
for w
riter
’s u
se
of e
mot
ive
wor
ds
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
list
en to
shor
t st
ory
that
is n
arra
ted
from
m
ultip
le p
ersp
ectiv
es.
• St
uden
ts ro
le-p
lay
the
diff
eren
t sto
ries.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
roup
ed a
nd
give
n T-
char
t
SMA
LL
GR
OU
P W
OR
K
RH
YTH
M
• St
uden
ts li
sten
to H
aiku
an
d C
inqu
aine
poe
ms
• St
uden
ts id
entif
y di
stin
guis
hing
feat
ures
•
Stud
ents
are
giv
en
form
ula
for p
oem
•
Stud
ents
are
put
in
grou
ps to
writ
e ei
ther
a
Cin
quai
ne o
r Hai
ku
• St
uden
ts id
entif
y ea
ch
sylla
ble
in th
eir p
oem
. •
Stud
ents
read
thei
r poe
m
expr
essi
vely
, with
a
focu
s on
com
mun
icat
ing
the
rhyt
hm
WH
OL
E G
RO
UP
WO
RK
•
Topi
c de
cide
d on
by
teac
her a
nd
stud
ents
e.g
. “D
ress
or M
usic
fr
om th
e si
xtie
s to
the
pres
ent.”
•
Stud
ents
are
in
drod
uced
to th
e st
rate
gy -C
UBI
NG
CU
BIN
G
WH
OL
E G
RO
UP
WO
RK
F
IELD
TR
IP
• V
isit
an a
dver
tisin
g ag
ency
R
ESO
UR
CE
PE
RSO
NN
EL
• In
vite
reso
urce
pe
rson
nel t
o cl
ass t
o ob
tain
info
rmat
ion
abou
t fea
ture
s and
de
sign
of a
bro
chur
e SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
exa
min
e di
ffer
ent b
roch
ures
an
d m
ake
a lis
t of
char
acte
ristic
s W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts p
rese
nt li
sted
in
form
atio
n
Lan
guag
e A
rts C
urri
culu
m
TE
RM
ON
E
MIN
I LE
SSO
N
Em
otiv
e la
ngua
ge
- D
efin
ition
-
Eff
ect o
f use
of
Em
otiv
e la
ngua
ge
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
DIS
CR
IMIN
AT
OR
Y
LIS
TE
NIN
G
FA
CT
AN
D O
PIN
ION
PO
ET
RY
R
HY
TH
M
AN
D R
HY
ME
E
XPO
SIT
ION
BR
OC
HU
RE
S T R
A
T E G I E S
IND
IVID
UA
L W
OR
K
• M
usic
is p
laye
d ag
ain.
•
Thin
k Sh
eets
are
di
strib
uted
. •
Stud
ents
con
nect
rhyt
hm
to m
ood.
C
alyp
so
Wal
tz
Love
so
ng
Dir
ge
Rap
• St
uden
ts se
lect
em
otiv
e w
ords
•
Stud
ents
ext
ract
fa
ctua
l and
opi
nion
st
atem
ents
from
stor
ies
• St
uden
ts c
ateg
oriz
e st
atem
ents
on
T-ch
arts
. W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts d
iscu
ss th
e te
rm ‘b
ias’
•
Stud
ents
exp
lore
how
la
ngua
ge c
an b
e us
ed
to m
anip
ulat
e th
ough
ts
and
actio
n e.
g po
litic
al sp
eech
es
ser
mon
s
adv
ertis
emen
ts
WH
OL
E C
LA
SS W
OR
K
• Ta
ped
poem
s or
song
s are
pla
yed
e.g.
“T
aran
tella
”
“And
Now
” •
Poem
on
char
t is
plac
ed o
n th
e ch
alkb
oard
•
Rhy
thm
of t
he p
oem
is
mar
ked
IND
IVID
UA
L W
OR
K
• C
opie
s of p
oem
- “E
duca
tion
is C
ool”
ar
e gi
ven
to st
uden
ts.
• St
uden
ts m
ark
out t
he
rhyt
hm o
f the
poe
m
SMA
LL
GR
OU
P W
OR
K
RH
YME
•
Stud
ents
are
pla
ced
in sm
all g
roup
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
roup
ed
and
allo
wed
to c
hoos
e ar
ea o
n th
e cu
be to
ex
plor
e
• In
form
atio
n is
co
llate
d in
the
form
of
a c
heck
list o
n th
e ch
alkb
oard
SM
AL
L G
RO
UP
WO
RK
•
Usi
ng in
form
atio
n fr
om W
RIT
ING
U
NIT
, stu
dent
s cr
eate
a b
roch
ure,
us
ing
chec
klis
t as a
gu
ide
MIN
I –LE
SSO
N
Sylla
bica
tion
Rule
s
MIN
I LES
SON
-
Exam
inat
ion
of
term
s on
cub
e -
Dis
cuss
ion
of
area
s of
the
cube
-
Con
trib
utio
n of
ar
eas
of th
e cu
be to
the
deve
lopm
ent o
f th
e to
pic
Exc
ited
Hap
py
Sad
Ref
lect
ive
Mel
anch
olic
Ang
ry
Con
cern
ed
TE
RM
ON
E
TH
EM
E:
YO
UTH
CU
LTU
RE
(1)
ST
RA
ND
S
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
DIS
CR
IMIN
AT
OR
Y
LIS
TE
NIN
G
FA
CT
AN
D O
PIN
ION
PO
ET
RY
R
HY
TH
M
AN
D R
HY
ME
E
XPO
SIT
ION
BR
OC
HU
RE
S T
R
A
T E G I E S
SMA
LL
GR
OU
P W
OR
K
• S
tude
nts c
hoos
e a
piec
e
of m
usic
•
Stud
ents
iden
tify
the
rhyt
hm, t
hem
e, m
ood
• St
uden
ts p
repa
re fo
r pe
rfor
man
ce o
f pie
ce o
f ch
osen
mus
ic
IN
DIV
IDU
AL
WO
RK
• St
uden
ts c
reat
e a
shor
t pa
ssag
e em
ploy
ing
emot
ive
lang
uage
•
Stud
ents
mak
e cl
ass
pres
enta
tion.
•
Feed
back
is g
iven
by
peer
s and
teac
her.
• St
anza
s of L
imer
icks
an
d C
lerih
ews a
re
give
n to
eac
h gr
oup
alon
g w
ith a
writ
ten
task
T
ASK
N
ote
sim
ilarit
y in
so
und
of e
nd
wor
ds.
D
evis
e a
way
to
indi
cate
wor
ds
whi
ch a
re si
mila
r in
soun
d
Rep
rese
nt
findi
ngs
grap
hica
lly
R
epor
t on
findi
ngs
Id
entif
y ty
pes o
f rh
yme
sche
me
• Li
brar
y w
ork
– re
sear
ch o
n ch
osen
to
pic/
area
•
Indi
vidu
al g
roup
s m
ake
chal
kboa
rd
pres
enta
tion
putti
ng id
eas o
n th
e cu
be to
geth
er
• U
sing
info
rmat
ion
from
the
cube
, st
uden
ts w
rite
a pl
an fo
r an
expo
sito
ry e
ssay
MIN
I LES
SON
G
RA
MM
AR
•
Type
s of
Se
nten
ces
• Te
nse
Pre
sent
Pa
st
• Vo
ice
Pas
sive
act
ive
TE
RM
ON
E
TH
EM
E:
YO
UTH
CU
LTU
RE
(1)
ST
RA
ND
S
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
DIS
CR
IMIN
AT
OR
Y
LIS
TE
NIN
G
FA
CT
AN
D O
PIN
ION
POE
TR
Y
RH
YT
HM
AN
D R
HY
ME
E
XPO
SIT
ION
BR
OC
HU
RE
S T
R
A
T E G I E S
• St
uden
ts w
rite
thei
r fir
st d
raft.
MIN
I LE
SSO
N
- M
arki
ng a
rh
yme
sche
me
in a
po
em
- Ex
plan
atio
n of
type
s of
rhym
e sc
hem
e:
- qua
train
,
-
coup
let,
-al
tern
ate
TE
RM
ON
E
TH
EM
E:
YO
UTH
CU
LTU
RE
(1)
ST
RA
ND
S
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
D
ISC
RIM
INA
TO
RY
L
IST
EN
ING
FA
CT
AN
D O
PIN
ION
POE
TR
Y
RH
YT
HM
AN
D R
HY
ME
E
XPO
SIT
ION
BR
OC
HU
RE
E
V
A
L
U
A
T I O
N
• G
roup
per
form
ance
of
mus
ical
pie
ce
•
Ora
l dis
cuss
ion
of
mes
sage
and
moo
d of
a
piec
e of
mus
ic
• Id
entif
icat
ion
of
fact
s/bi
as in
one
of
the
follo
win
g te
xts
–
• ne
wsp
aper
arti
cle,
•
lette
r to
the
Edito
r •
spee
ch,
• w
ritte
n
• co
nver
satio
n
• C
reat
ion
of e
ither
a
limer
ick
or
cler
ihew
•
Iden
tific
atio
n of
rh
ythm
in a
giv
en
poem
• W
ritin
g of
an
expo
sito
ry e
ssay
• D
ispl
ay o
f br
ochu
res
•
Eval
uatio
n of
pr
oces
s –
-org
aniz
atio
n
skill
s
-col
labo
rativ
e
skill
s -a
bilit
y to
p
rese
nt i
deas
e
ffec
tivel
y
-par
ticip
atio
n
R
E S O
U
R
C
E S
•
CAL
YPSO
•
CLA
SSIC
AL M
USI
C
• D
IRG
E
• LO
VE S
ON
G
• RA
P •
TAPE
REC
ORD
ER
• C
ASSE
TTES
•
THIN
K S
HEE
TS
• C
HEC
KLI
ST
•
STO
RY
• T
– C
HAR
T •
WRI
TTEN
TEX
TS
•
POET
RY T
EXT
Bi
te-I
n
S
un-S
ong
T
alk
Of T
he
T
amar
inds
•
TAPE
D P
OEM
:
“E
duca
tion
Is
C
ool”
•
CH
ARTS
•
SON
GS
• C
ALYP
SO
• RA
P
•
CU
BE
• IN
TERN
ET
• W
RITT
EN T
EXT
mag
azin
e
ne
wsp
aper
ency
clop
edia
• RE
SOU
RCE
PERS
ON
NEL
Li
brar
ian
Mus
ic te
ache
r
•
CO
MPU
TER
• SA
MPL
E BR
OC
HU
RES
•
RESO
URC
E
P
ERSO
NN
EL
• C
HEC
KLI
ST
• W
RITT
EN
TEXT
S
TE
RM
ON
E
TH
EM
E:
YO
UTH
CU
LTU
RE
(1)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
D
ISC
RIM
INA
TO
RY
L
IST
EN
ING
FA
CT
AN
D O
PIN
ION
POE
TR
Y
RH
YT
HM
AN
D R
HY
ME
E
XPO
SIT
ION
BR
OC
HU
RE
I N
T
E
G
R
A
T
I N
G
C
U
R
R I C
U
L
A
R
A
C
T I V I T I E S
• M
USI
C
• TE
CH
NO
LOG
Y •
EDU
CAT
ION
• SO
CIA
L ST
UD
IES
• M
USI
C
• SO
CIA
L ST
UD
IES
•
TEC
HN
OLO
GY
EDU
CAT
ION
• M
ATH
S
•
SOC
IAL
STU
DIE
S
• AR
T
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
TE
RM
ON
E
T
HE
ME
: Y
OU
TH C
ULT
UR
E (1
)
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L L
IST
EN
ING
RE
SEA
RC
H S
KIL
LS
LA
NG
UA
GE
IN
POE
TR
Y
LIT
ER
AR
Y D
EV
ICE
S
PE
RSU
ASI
ON
A
DV
ER
TIS
EM
EN
TS
St
uden
ts w
ill b
e ab
le to
:
O B J E C T I V E S
- id
entif
y th
e as
soci
atio
ns th
at a
re
mad
e in
jing
les
- id
entif
y ta
rget
gro
ups
- in
dica
te th
e pu
rpos
e fo
r w
hich
jing
les a
re u
sed
- gi
ve e
xam
ples
of t
he
devi
ces u
sed
in ji
ngle
s -
defin
e th
e te
rm
“jin
gles
” -
use
devi
ces i
dent
ified
in
the
crea
tion
of a
jin
gle
- us
e a
varie
ty o
f med
ia
to c
ondu
ct re
sear
ch
- or
gani
ze in
form
atio
n ef
fect
ivel
y -
be se
nsiti
zed
to
copy
right
law
s
- id
entif
y an
d us
e lit
erar
y de
vice
s
ass
onan
ce
alli
tera
tion
per
soni
ficat
ion
- an
alys
e th
e ef
fect
iven
ess o
f la
ngua
ge in
poe
try
- va
lue
the
pow
er o
f la
ngua
ge
- id
entif
y pe
rsua
sive
de
vice
s/te
chni
ques
-
asse
ss th
e im
pact
of
devi
ces u
sed
- cr
eate
an
adve
rtise
men
t
- id
entif
y te
chni
cal
d
evic
es u
sed
in
adv
ertis
emen
ts
- as
sess
the
impa
ct o
f th
e de
vice
s use
d -
crea
te a
n ad
verti
sem
ent f
or
non-
prin
t med
ia-
tele
visi
on, r
adio
T
ER
M O
NE
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L L
IST
EN
ING
RE
SEA
RC
H S
KIL
LS
L
AN
GU
AG
E IN
PO
ET
RY
L
ITE
RA
RY
DE
VIC
ES
PE
RSU
ASI
ON
A
DV
ER
TIS
EM
EN
TS
S T
R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
SKE
TCH
-TO
-STR
ETC
H
• A
jing
le is
pla
yed
twic
e.
• St
uden
ts sk
etch
the
asso
ciat
ed im
ages
that
ar
e cr
eate
d in
thei
r m
inds
. •
Stud
ents
dis
play
and
gi
ve o
ral e
xpla
natio
ns
of th
eir s
ketc
hes
• St
uden
ts d
iscu
ss th
e gr
oups
targ
eted
in th
e jin
gle
PAIR
ED
AC
TIV
ITY
• A
var
iety
of j
ingl
es is
pl
ayed
. •
Stud
ents
mak
e lis
ts o
f po
ssib
le re
ason
s for
ea
ch ji
ngle
. •
Teac
her m
aps s
tude
nts’
co
ntrib
utio
ns o
f pu
rpos
es o
f jin
gles
on
the
chal
kboa
rd
SMA
LL
GR
OU
P W
OR
K
CO
NC
EPT
MA
PPIN
G-
AB
CD
AR
IUM
•
Stud
ents
are
gro
uped
and
as
sign
ed fi
ve le
tters
of
the
alph
abet
to u
se a
s st
imul
us fo
r br
ains
torm
ing
chos
en
topi
c:
“Mus
ic a
nd D
ress
from
th
e Si
xtie
s to
the
Pres
ent”
G
roup
1 –
A –
E
Gro
up 2
– F
– J
•
Stud
ents
map
in
form
atio
n ga
ther
ed fo
r pr
esen
tatio
n
e.g.
A
WH
OL
E G
RO
UP
WO
RK
G
AM
E –
TO
NG
UE
-TW
ISTE
RS
(alli
tera
tion)
•
Stud
ents
repe
at fa
mili
ar
tong
ue tw
iste
rs
• St
uden
ts u
se c
onso
nant
s of
the
alph
abet
to c
reat
e to
ngue
-twis
ters
•
Stud
ents
bea
t out
rhyt
hm
of to
ngue
-twis
ter
WH
OL
E G
RO
UP
WO
RK
C
OM
PETI
TIO
N
• C
lass
is d
ivid
ed in
to tw
o an
d th
e gr
oups
com
pete
to
det
erm
ine
- w
hich
gro
up c
an c
reat
e th
e lo
nges
t ton
gue-
twis
ter
- w
hich
gro
up c
an sa
y
the
tong
ue-tw
iste
r in
th
e fa
stes
t pos
sibl
e
tim
e
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
sa
mpl
es o
f ad
verti
sem
ents
from
di
ffer
ent m
edia
alo
ng
with
gui
ding
que
stio
ns
to st
imul
ate
disc
ussi
ons
on d
evic
es u
sed
in
adve
rtise
men
ts
- ne
wsp
aper
-
tele
visi
on
- ra
dio
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re a
sked
to
crea
te a
n ad
verti
sem
ent f
or
non-
prin
t med
ia –
te
levi
sion
or r
adio
•
Stud
ents
are
giv
en a
lis
t of p
rodu
cts t
o ch
oose
from
and
te
chni
cal d
evic
es
whi
ch c
an b
e in
clud
ed in
thei
r ad
verti
sem
ents
MIN
I LE
SSO
N
- Th
e ps
ycho
logy
of
ad
vert
isem
ents
-
The
appe
al to
sp
ecifi
c ne
eds
and
desi
res
an
glai
s
TH
EM
E :
YOU
TH C
ULT
UR
E (2
) T
ER
M O
NE
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
TO
PIC
S
C
RIT
ICA
L L
IST
EN
ING
R
ESE
AR
CH
SK
ILL
S
LA
NG
UA
GE
IN
POE
TR
Y
LIT
ER
AR
Y D
EV
ICE
S
PE
RSU
ASI
ON
A
DV
ER
TIS
EM
EN
TS
S T R
A
T E G I E S
ent
erta
in
inf
orm
inci
te
p
ersu
ade
W
OR
KSH
OP
AC
TIV
ITY
• O
ne ji
ngle
is p
laye
d •
Cop
ies o
f the
jing
le a
re
dist
ribut
ed
• G
iven
a c
heck
list,
stud
ents
ana
lyze
the
effe
ctiv
enes
s of t
he
devi
ces u
sed
in th
e jin
gle
B
C
D
IND
IVID
UA
L W
OR
K
• St
uden
ts w
rite
defin
ition
of
allit
erat
ion.
•
Stud
ents
iden
tify
func
tions
of
allit
erat
ion.
W
HO
LE
CL
ASS
WO
RK
LI
STE
NIN
G A
CTI
VIT
Y (A
SSO
NA
NC
E)
• St
uden
ts a
re g
iven
co
pies
of a
sele
ctio
n of
ver
ses
• St
uden
ts li
sten
to
vers
es re
ad b
y te
ache
r. •
Stud
ents
iden
tify
repe
ated
soun
ds a
nd
unde
rline
the
wor
ds
with
the
soun
ds
• St
uden
ts d
raw
co
nclu
sion
s abo
ut
wha
t is i
dent
ified
CLA
SS D
ISC
USS
ION
•
Stud
ents
will
dis
cuss
fin
ding
s and
nam
e th
e de
vice
s/te
chni
ques
C
HA
LKB
OA
RD
WO
RK
•
Stud
ents
exa
min
e th
ree
diff
eren
t adv
ertis
emen
ts
sele
cted
by
the
teac
her
• St
uden
ts w
ill id
entif
y th
e m
ost e
ffec
tive
adve
rtise
men
t and
just
ify
thei
r cho
ice
IND
IVID
UA
L W
OR
K
• St
uden
ts c
reat
e an
ad
verti
sem
ent f
or a
pr
oduc
t of t
heir
choi
ce
Mus
ic
co
lor
Font
so
und
e
ffec
ts
la
yout
i
mag
es
batik
crin
olin
e
Can
-cam
d
enim
dung
aree
s
MIN
I LE
SSO
N
- E
xpla
natio
n of
use
and
impa
ct o
f
tec
hnic
al d
evic
es
TE
RM
ON
E
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L
LIS
TE
NT
ING
R
ESE
AR
CH
SK
ILL
S L
AN
GU
AG
E IN
PO
ET
RY
L
ITE
RA
RY
DE
VIC
ES
PE
RSU
ASI
ON
A
DV
ER
TIS
EM
EN
TS
S T
R
A
T E G I E S
• O
ral p
rese
ntat
ion
of
devi
ces i
dent
ified
in th
e jin
gle
E
IND
IVID
UA
L W
OR
K
• St
uden
ts id
entif
y as
pect
s of t
he to
pics
fo
r ind
ivid
ual
rese
arch
. •
Stud
ents
bra
inst
orm
so
urce
s of
info
rmat
ion
- in
tern
et, m
agaz
ine,
ne
wsp
aper
, peo
ple
in
thei
r nei
ghbo
urho
od
• R
esea
rch
Wor
k -
Stud
ents
con
duct
re
sear
ch o
n ch
osen
as
pect
s of t
he to
pic
• St
uden
ts c
reat
e a
defin
ition
•
Stud
ents
poi
nt o
ut
diff
eren
ces b
etw
een
the
two
devi
ces -
al
liter
atio
n an
d as
sona
nce
• St
uden
ts c
reat
e on
e se
nten
ce sh
owin
g th
e us
e of
ass
onan
ce
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
co
pies
of a
suita
ble
song
, e.g
. “C
olor
of
the
win
d” o
r vie
w a
n ap
prop
riate
ad
verti
sem
ent
•
Stud
ents
list
en to
so
ng/v
iew
a v
ideo
of
the
song
•
Stud
ents
mak
e pr
esen
tatio
n an
d ar
e ev
alua
ted
by th
eir
peer
s
CH
EC
KLI
ST:-
-
WO
RD
CH
OIC
E
- U
SE O
F M
USI
C
- U
SE O
F
EX
AG
GE
RA
TIO
N
- U
SE O
F
RE
PETI
TIO
N
MIN
I LE
SSO
N
GR
AM
MA
R
-
impe
rativ
e m
ood
-
adv
erbi
al
phr
ase/
c
laus
es
-
adje
ctiv
al
ph
rase
s/cl
ause
s
DEV
ICES
U
SED
IN
JIN
GLE
Exam
ple
Exam
ple
e
yele
t
edg
ing
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L L
IST
EN
ING
RE
SEA
RC
H S
KIL
LS
LA
NG
UA
GE
IN
POE
TR
Y
LIT
ER
AR
Y D
EV
ICE
S
PE
RSU
ASI
ON
AD
VE
RT
ISE
ME
NT
S
S T
R
A
T E G I E S
WH
OL
E G
RO
UP
WO
RK
• Pr
esen
tatio
n by
re
sour
ce p
erso
n fr
om
(CO
TT) -
Cop
yrig
ht
Org
aniz
atio
n of
Tr
inid
ad a
nd T
obag
o
• St
uden
ts a
sk q
uest
ions
. •
Stud
ents
use
not
e-ta
king
stra
tegi
es to
co
llate
info
rmat
ion
for
a w
ritte
n re
port
IND
IVID
UA
L W
OR
K
• Ea
ch st
uden
t writ
es a
de
finiti
on o
f a ji
ngle
• S
tude
nts v
iew
/list
en to
id
entif
y th
e hu
man
act
ions
or q
ualit
ies
dis
play
ed b
y an
imal
s or
inan
imat
e th
ings
e.g
.
“
the
moo
n”
• St
uden
ts li
sten
to
song
/vie
w v
ideo
s aga
in
with
the
sam
e fo
cus
• St
uden
ts d
iscu
ss
obse
rvat
ions
and
fo
rmul
ate
defin
ition
of
“per
soni
ficat
ion”
W
HO
LE
GR
OU
P W
OR
K •
Stud
ents
iden
tify
exam
ples
of
pers
onifi
catio
n fr
om a
se
lect
ion
of v
erse
s e.g
.
“
Spid
er a
nd th
e F
ly”
or “
The
Fla
ttere
d
Fly
ing
Fis
h”
- St
uden
ts d
iscu
ss th
e ef
fect
of t
he u
se o
f pe
rson
ifica
tion
in th
e ve
rses
e.g
. to
mak
e
imag
es m
ore
vivi
d
MIN
I LE
SSO
N
NO
TE-T
AK
ING
ST
RA
TEG
IES
-
“
OH
RA
TS”
-
DIA
-
KW
L -
INF
OR
MA
TIO
N
GA
THE
RIN
G M
AP,
- C
OLL
AB
OR
ATI
VE
N
OTE
-TA
KIN
G
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
CR
ITIC
AL
LIS
TE
NIN
G
R
ESE
AR
CH
SK
ILL
S L
AN
GU
AG
E IN
PO
ET
RY
L
ITE
RA
RY
DE
VIC
ES
PE
RSU
ASI
ON
AD
VE
RT
ISE
ME
NT
S
E
V A L U A T I O N
- C
reat
ion
of a
jing
le u
sing
so
me
of th
e de
vice
s id
entif
ied
- O
ral p
rese
ntat
ion
of
jingl
es
- Ev
alua
tion
of g
roup
wor
k pr
oces
s
- D
ispl
ay o
f in
form
atio
n ga
ther
ed
usin
g re
sear
ch
stra
tegi
es
Cha
rts
conc
ept
m
aps
- R
esea
rch
on a
cho
sen
topi
c -
Shor
t ans
wer
re
spon
ses o
n re
sear
ch
topi
c
- C
reat
ion
of te
xts
(adv
ertis
emen
ts, p
oem
s, so
ngs,
para
grap
hs) u
sing
ex
ampl
es o
f the
lite
racy
de
vice
s eff
ectiv
ely
- C
reat
ion
of il
lust
ratio
n to
sh
ow a
n ob
ject
that
has
be
en p
erso
nifie
d
- C
reat
ion
of a
n ad
verti
sem
ent.
- Ev
alua
tion
of a
n ad
verti
sem
ent w
hich
th
ey d
o no
t con
side
r ef
fect
ive
usin
g on
e of
th
e fo
llow
ing:
ME
THO
DS
OF
PR
ESE
NTA
TIO
N
Che
cklis
t
Writ
ten
O
ral
Pres
enta
tion
•
Iden
tific
atio
n of
te
chni
ques
that
can
be
dee
med
of
fens
ive
by th
e co
nsum
er.
Just
ifica
tion
of
thei
r cho
ice
- Te
ache
r eva
luat
ion
of p
rodu
ct.
- Te
ache
r eva
luat
ion
of p
roce
ss
• C
reat
ion
of V
enn
Dia
gram
to sh
ow th
e co
mm
on
char
acte
ristic
s of
med
ia
adve
rtise
men
ts.
CH
EC
KLI
ST T
O
ASS
ESS
TH
E
PRO
CE
SS
- w
illin
g to
list
en
to
oth
er v
iew
s -
abi
lity
to
parti
cipa
te
- w
illin
g to
ex
plor
e -
abili
ty to
pe
rsev
ere
- w
illin
g to
co
ntri
bute
idea
s -
abili
ty to
or
gani
ze.
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
ST
RA
ND
S
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
CR
ITIC
AL
LIS
TE
NIN
G
R
ESE
AR
CH
SK
ILL
S L
AN
GU
AG
E IN
PO
ET
RY
L
ITE
RA
RY
DE
VIC
ES
PE
RSU
ASI
ON
AD
VE
RT
ISE
ME
NT
S
R
E S O
U
R
C
E S
• C
ASSE
TTE
PLAY
ER
• TA
PED
JIN
GLE
S •
RAD
IO
• C
HEC
KLI
STS
• C
OPI
ES O
F JI
NG
LES
• C
OM
PUTE
R •
ENC
YCLO
PAED
IA
• W
RITT
EN T
EXTS
•
RESO
URC
E PE
RSO
NN
EL
e.
g. F
ashi
on
Des
igne
rs
• SO
NG
•
VID
EOS
• PO
EMS
e.g.
"T
he F
lyin
g F
ish"
"T
he S
pide
r and
The
F
ly"
• EL
ECTR
ON
IC
MED
IA
• N
EWSP
APER
•
MAG
AZIN
ES
I N
T
E
G
R
A
T
I N
C
G
U R
R I C
U
L
A
A
R
C
T
I V
T I E S
• TE
CH
NO
LOG
Y
ED
UC
ATIO
N
• SO
CIA
L ST
UD
IES
• SC
IEN
CE
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• M
USI
C
• AR
T •
TEC
HN
OLO
GY
EDU
CAT
ION
•
SOC
IAL
STU
DIE
S
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• AR
T •
MAT
HS
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (2
)
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
C
RIT
ICA
L A
ND
D
ISC
RIM
INA
TO
RY
C
RIT
ICA
L A
ND
D
ISC
RIM
INA
TO
RY
L
AN
GU
AG
E IN
PO
ET
RY
L
ITE
RA
RY
DE
VIC
ES
D
ESC
RIP
TIO
N
M
AG
AZ
INE
St
uden
ts w
ill b
e ab
le to
:
O B J E C T I V E S
- id
entif
y th
eme
and
mes
sage
in te
xt
- re
spon
d to
lang
uage
use
-
disc
rimin
ate
tone
s -
disc
rimin
ate
moo
ds
-
infe
r mea
ning
from
te
xts
- pr
over
bs,
fictio
n, n
on-f
ictio
n
-
di
scer
n im
plic
it
mes
sage
s
- id
entif
y la
ngua
ge in
po
etry
that
app
eals
to
the
sens
es
- cr
eate
poe
ms u
sing
la
ngua
ge th
at a
ppea
ls to
th
e se
nses
-
anal
yse
the
poet
's us
e of
lang
uage
to c
reat
e ef
fect
- us
e de
scrip
tive
lang
uage
to c
reat
e se
nsor
y im
pact
-
appr
ecia
te th
e po
wer
of
wor
ds to
cre
ate
sens
ory
effe
ct
- i
dent
ify ty
pes o
f
m
agaz
ines
-
lis
t cha
ract
eris
tics
o
f mag
azin
e -
use
info
rmat
ion
ga
ined
thro
ugh
rese
arch
to
crea
te a
mag
azin
e -
app
ly th
e
tec
hniq
ues o
f
mag
azin
e de
sign
to
crea
te a
mag
azin
e
TE
RM
ON
E
ST
RA
ND
S L
IST
EN
ING
/SPE
AK
ING
R
EA
DIN
G
LIT
ER
AT
UR
E
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
CR
ITIC
AL
AN
D
DIS
CR
IMIN
AT
OR
Y
IN
FER
EN
CE
L
AN
GU
AG
E IN
PO
ET
RY
DE
SCR
IPT
ION
MA
GA
ZIN
E
S T R A T E G I E S
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
list
en to
tape
d te
xt
• St
uden
ts a
re g
iven
a
sele
ctio
n of
thre
e or
four
op
tions
from
whi
ch to
ch
oose
one
cor
rect
th
eme
• Ta
ped
text
is re
play
ed.
• St
uden
ts a
nd te
ache
rs
disc
uss t
heir
choi
ce.
W
HO
LE
GR
OU
P W
OR
K
RE
AD
ALO
UD
•
Teac
her r
eads
text
•
Stud
ents
resp
ond
to te
xt
by a
nsw
erin
g th
e fo
llow
ing
ques
tions
:
- W
hat d
oes i
t mea
n
t
o yo
u?
-
How
doe
s it m
ake
y
ou fe
el?
-
Wha
t doe
s the
text
re
min
d y
ou o
f?
WH
OL
E G
RO
UP
WO
RK
TH
EA
TRE
SPO
RTS
•
Som
e ob
ject
s are
pl
aced
on
the
teac
her's
tabl
e e.
g. an
um
brel
la, a
ba
ndan
a, a
bow
l
• A
stud
ent s
elec
ts
one
and
uses
it fo
r a
purp
ose
othe
r tha
n th
e on
e in
tend
ed
• C
lass
sugg
ests
wha
t th
e ob
ject
has
be
com
e W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
co
pies
of a
n ex
perim
ent f
rom
a
Scie
nce
text
•
Cla
ss d
iscu
ssio
n on
ob
serv
atio
ns d
raw
n fr
om th
e ac
tivity
w
hich
was
don
e
WH
OL
E G
RO
UP
WO
RK
C
ON
CR
ETE
PO
EM
S •
Teac
her s
how
s an
exam
ple
of a
con
cret
e po
em.
- “
Ligh
tnin
g”
•
Stud
ents
bra
inst
orm
the
othe
r wor
ds/p
hras
es th
at
are
asso
ciat
ed w
ith th
e su
bjec
t of t
he p
oem
WH
OL
E G
RO
UP
WO
RK
F
IVE
SE
NSE
PO
EM
•
Stud
ents
are
gui
ded
to
crea
te se
nsor
y im
ages
in
a fi
ve se
nse
poem
. •
Stud
ents
are
take
n ou
tsid
e •
They
stop
at a
var
iety
of
scen
ic sp
ot, e
.g. a
t a
poui
tree
in b
loom
•
Stud
ents
focu
s on
one
and
resp
ond
to th
e fo
llow
ing
ques
tions
: -
Wha
t do
you
see?
-
Wha
t do
you
hear
? -
How
doe
s it s
mel
l?
- H
ow d
oes t
he sc
ene
mak
e yo
u fe
el?
St
uden
ts a
re e
ncou
rage
d to
use
ext
ende
d se
nten
ces a
nd fi
gura
tive
lang
uage
.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts e
xam
ine
sam
ples
of
mag
azin
es e
.g.
Spor
ts, F
ashi
on
mag
azin
es
• St
uden
ts b
rain
stor
m
wha
t the
y no
tice
abou
t the
type
s of
mag
azin
es
• U
sing
a c
once
pt
web
, the
teac
her
high
light
s the
ch
arac
teris
tics o
f a
fash
ion
mag
azin
e
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
CR
ITIC
AL
AN
D
DIS
CR
IMIN
AT
OR
Y
IN
FER
EN
CE
L
AN
GU
AG
E IN
PO
ET
RY
DE
SCR
IPT
ION
MA
GA
ZIN
E
S T
R
A
T E G I E S
• R
espo
nses
to e
ach
are
map
ped
on to
cha
lkbo
ard
• St
uden
ts d
raw
co
nclu
sion
s tha
t peo
ple
resp
ond
to te
xts i
n di
ffer
ent w
ays
WH
OL
E G
RO
UP
WO
RK
G
AM
E: “
Lets
cha
nge
the
tone
” •
Stud
ents
stan
d in
a c
ircle
•
One
stud
ents
mak
es a
st
atem
ent i
n a
parti
cula
r to
ne e
.g.
-
Hap
py
- Sa
d -
Con
cern
ed
• Ea
ch st
uden
t, in
turn
re
peat
s the
stat
emen
t ch
angi
ng th
e to
ne
• St
uden
ts c
oncl
ude
that
a
sing
le st
atem
ent c
an b
e sa
id in
diff
eren
t ton
es
• St
uden
ts u
se
info
rmat
ion
give
n in
ex
perim
ent t
o dr
aw
infe
renc
es
• In
fere
nces
are
not
ed o
n th
e ch
alkb
oard
•
Stud
ents
not
e fa
ctor
s w
hich
con
tribu
te to
m
akin
g ac
cura
te
infe
renc
es
WH
OL
E G
RO
UP
WO
RK
• Te
ache
r int
rodu
ces a
pr
over
b in
a m
eani
ngfu
l an
d in
tere
stin
g w
ay e
.g.
in a
shor
t sto
ry
• St
uden
ts d
iscu
ss u
se o
f ac
tual
pro
verb
• St
uden
ts u
se th
eir w
ords
to
cre
ate
a co
ncre
te p
oem
of
thei
r ow
n.
WH
OL
E G
RO
UP
WO
RK
•
Teac
her r
eads
poe
m o
r pl
ays t
ape
of a
poe
m
• St
uden
ts a
re g
iven
cop
ies
of th
e po
em
• St
uden
ts a
re g
uide
d to
id
entif
y th
e w
ords
that
ap
peal
to th
e se
nses
by
the
use
of th
e fo
llow
ing
ques
tions
: -
Wha
t men
tal i
mag
es
com
e to
min
d?
- W
hat s
ound
is su
gges
ted
by…
..?
• St
uden
ts c
ompa
re
resp
onse
s and
just
ify
thei
r ans
wer
s
• St
uden
ts d
escr
ibe
the
scen
e ric
hly
and
vivi
dly.
•
Res
pons
es a
re re
ad
alou
d W
HO
LE
GR
OU
P W
OR
K G
UE
SSIN
G G
AM
E
• St
uden
ts ta
ke tu
rn
in d
escr
ibin
g un
iden
tifie
d po
pula
r pe
rson
aliti
es o
f the
day
, e.
g.
Sha
dow
•
Stud
ents
use
a
chec
klis
t to
indi
cate
ph
ysic
al a
ppea
ranc
e,
dist
ingu
ishi
ng fe
atur
es
and
dres
s •
Oth
er st
uden
ts g
uess
w
ho th
e pe
rson
aliti
es
are
Cov
er
Pho
togr
aph
Seg
men
ts
A
dver
tisem
ent
Brie
f
D
escr
iptio
n
S
tude
nts a
nd
teac
her f
ocus
in d
epth
on
the
impo
rtant
fe
atur
es o
f the
cov
er
e.g.
- la
yout
-
desi
gn
- co
lour
-
grap
hics
-
nam
e
- fo
nt (s
ize,
type
)
MIN
I LE
SSO
N
Use
of c
onte
xt c
lues
-
d
raw
ing
c
oncl
usio
n
-
iden
tifyi
ng d
etai
ls
E L
L E
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
CR
ITIC
AL
AN
D
DIS
CR
IMIN
AT
OR
Y
IN
FER
EN
CE
L
AN
GU
AG
E IN
PO
ET
RY
DE
SCR
IPT
ION
MA
GA
ZIN
E
S T
R
A
T E G I E S
anx
ious
a
ngry
co
ncer
ned
hap
py
• St
uden
ts d
iscu
ss th
e lin
k be
twee
n to
ne a
nd
moo
d
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
co
pies
of p
rove
rbs
• St
uden
ts re
ad
prov
erbs
and
say
or
sket
ch th
e m
eani
ng
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
mak
e pr
esen
tatio
ns a
nd
disc
uss h
ow th
ey
arriv
ed a
t the
ir co
nclu
sion
•
Stud
ents
are
giv
en
copi
es o
f an
exce
rpt
• St
uden
ts id
entif
y th
e si
gnifi
cant
de
tails
•
Stud
ents
mak
e pe
rtine
nt li
nks
amon
g de
tails
•
Stud
ents
mak
e in
fere
nces
SMA
LL
GR
OU
P W
OR
K
CO
LOU
R P
OE
MS
• St
uden
ts e
xplo
re th
e po
wer
of s
enso
ry
lang
uage
by
com
posi
ng
colo
r poe
ms.
QA
R –
Que
stio
n A
nsw
er
Rel
atio
nshi
p •
Stud
ents
rese
arch
and
co
llect
poe
ms w
hich
em
ploy
the
use
of
sens
ory
lang
uage
•
Stud
ents
ana
lyse
one
of
the
poem
s usi
ng Q
AR
te
chni
que
• St
uden
ts m
ake
pres
enta
tion
of th
eir
anal
ysis
•
Stud
ents
sele
ct p
oem
s fo
r the
ir Po
etry
Poo
l
SMA
LL
GR
OU
P W
OR
K
• C
lass
Pro
ject
:
F
ashi
on R
esea
rch/
d
ispl
ay
• St
uden
ts a
re g
roup
ed
to c
ondu
ct re
sear
ch o
n fa
shio
n of
diff
eren
t pe
riods
: -
Ston
e A
ge
- 16
th C
entu
ry,
- 20
th c
entu
ry
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
cre
ate
a m
agaz
ine
usin
g re
sear
ch in
form
atio
n fr
om d
escr
iptiv
e w
ritin
g un
it.
MIN
I LE
SSO
N
- A
djec
tival
cl
ause
/phr
ase
-
Tens
es –
pr
esen
t/pas
t co
ntin
uous
MIN
I LE
SSO
N
- D
efin
ition
of
term
s TO
NE
/MO
OD
-
Fac
tors
whi
ch
cont
ribu
te to
the
crea
tion
of m
ood
and
tone
in te
xts
- U
se o
f pu
nctu
atio
n m
arks
to su
gges
t to
ne, f
or e
.g.
- th
e qu
estio
n
mar
k -
Has
per
son
dots
-
The
dash
T
ER
MO
NE
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
CR
ITIC
AL
AN
D
DIS
CR
IMIN
AT
OR
Y
IN
FER
EN
CE
LA
NG
UA
GE
IN P
OE
TR
Y
D
ESC
RIP
TIO
N
M
AG
AZ
INE
• G
roup
s pre
sent
thei
r fin
ding
s in
the
form
of a
di
spla
y ac
com
pani
ed b
y a
rich
desc
riptio
n of
eac
h st
yle
of d
ress
E V A L U A T I O N
- Pl
ay a
tape
d st
ory
that
is
wel
l rea
d -
Stud
ents
list
en to
stor
y an
d an
swer
spec
ific
ques
tions
on
them
e,
moo
d, to
ne e
.g.
- In
a se
nten
ce, s
ay w
hat
the
pass
age
is a
bout
-
Iden
tify
the
moo
d of
th
e m
ain
char
acte
r -
Sele
ct th
e ev
iden
ce th
at
indi
cate
s thi
s moo
d.
Mat
chin
g ex
erci
se-
- M
atch
vig
nette
s with
pr
over
bs
- So
lve
riddl
es w
ith
infe
rent
ial q
uest
ions
-
Com
preh
ensi
on
pass
age
with
infe
rent
ial
ques
tions
.
- Poe
try A
naly
sis
Stud
ents
ana
lyse
a p
oem
and
resp
ond
usin
g a
Th
ink
Shee
t -
Stud
ents
ans
wer
qu
estio
ns o
n a
give
n po
em
- St
uden
ts c
reat
e a
Col
our/C
oncr
ete
Poem
- Ev
alua
tion
of p
roje
ct
(pro
cess
and
pro
duct
)-
di
spla
y -
Fash
ion
Show
-Ev
alua
tion
of
Com
men
tary
-
Writ
ten
desc
riptio
n ea
ch
stud
ent w
ill su
bmit
a de
scrip
tion
of h
is/h
er
favo
rite
mod
el a
nd
his/
her d
ress
The
crea
tion
of th
e m
agaz
ine
- Ev
alua
tion
of th
e
proc
ess i
nvol
ved
in
the
crea
tion
of th
e
mag
azin
e
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
CR
ITIC
AL
AN
D
DIS
CR
IMIN
AT
OR
Y
IN
FER
EN
CE
L
AN
GU
AG
E IN
PO
ET
RY
DE
SCR
IPT
ION
MA
GA
ZIN
E
R
E S O
U
R
C
E S
• TA
PED
TEX
T
• W
RITT
EN T
EXTS
• TE
XTS
- S
cien
ce
Expe
rim
ent
-
Ridd
les
-
Vign
ette
s
- Sho
rt S
tory
• PO
ETRY
TEX
TS
S
unso
ng
Bite
In
•
TAPE
D P
OEM
S
• RE
ALIA
•
TEXT
-E
ncyc
lope
dia
- Mag
azin
es
- New
spap
er
• TE
XT
-
M
agaz
ines
•
GRA
PHIC
S
- S
eman
tic
Feat
ure
Ana
lysi
s She
et
-
Con
cept
M
ap
I N
T E G
R
C
A
U
T
R
I
R
N
I
G
C
U
L
A
A
C
R
T
I
V
I
T
I
E
S
•
VISU
AL A
ND
PE
RFO
RMIN
G
ARTS
•
SCIE
NC
E •
SOC
IAL
STU
DIE
S
• SC
IEN
CE
• SO
CIA
L ST
UD
IES
• H
ISTO
RY
• TE
CH
NO
LOG
Y
ED
UC
ATIO
N
• SO
CIA
L ST
UD
IES
• TE
CH
NO
LOG
Y
ED
UC
ATIO
N
• AR
T
TE
RM
ON
E
TH
EM
E :
YOU
TH C
ULT
UR
E (3
)
TH
EM
E:
RE
LATI
ON
SHIP
S (1
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
O
RA
CY
SK
ILL
S
T
OPI
C S
EN
TE
NC
E
PO
INT
OF
VIE
W
A
RG
UM
EN
TA
TIV
E
ESS
AY
TV
– T
AL
K
SHO
W/P
AN
EL
D
ISC
USS
ION
St
uden
ts w
ill b
e ab
le to
:
O B J E C T I V E S
-
list t
he o
racy
skill
s of a
spea
ker.
-
iden
tify
the
ch
arac
teris
tics o
f a
good
spea
ker.
-
id
entif
y ot
her f
eatu
res
w
hich
con
tribu
te to
effe
ctiv
e de
liver
y.
- a
ppre
ciat
e th
e ne
ed
to b
e re
spec
tful o
f a
sp
eake
r and
h
is/h
er
v
iew
s.
-
iden
tify
the
topi
c
sent
ence
in
pa
ragr
aph/
text
. -
id
entif
y su
ppor
ting
de
tails
in p
arag
raph
/
te
xt.
-
expl
ain
the
met
hods
by w
hich
topi
c
se
nten
ces c
an b
e
de
velo
ped.
-
de
velo
p pa
ragr
aphs
from
cho
sen
topi
c
se
nten
ces.
-
dedu
ce th
e
impo
rtanc
e of
topi
c
se
nten
ces i
n te
xts.
- i
dent
ify d
iffer
ent
po
ints
of v
iew
. -
exa
min
e fa
ctor
s tha
t
influ
ence
poi
nt o
f
view
. -
em
path
ize
with
o
ther
s’ p
oint
of v
iew
.
-
gene
rate
mai
n id
eas
for a
giv
en to
pic.
-
id
entif
y su
ppor
ting
de
tails
. -
dev
elop
an
argu
men
t
on
a c
hose
n to
pic.
-
use
con
nect
ives
to
pr
oduc
e co
here
nt
w
ritin
g.
- a
ppre
ciat
e th
e
i
mpo
rtanc
e of
oth
er
poi
nts o
f vie
w.
-
iden
tify
the
elem
ents
of
a ta
lk sh
ow/p
anel
disc
ussi
on.
-
expl
ore
the
co
mpo
sitio
n of
a
pan
el/ta
lk sh
ow.
-
dedu
ce th
e ru
les
that
gov
ern
form
al
disc
ussi
on.
T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
T
OPI
C
O
RA
CY
SK
ILL
S
TO
PIC
SE
NT
EN
CE
POIN
T O
F V
IEW
A
RG
UM
EN
TA
TIV
E
ESS
AY
T
AL
K
SHO
W/P
AN
EL
D
ISC
USS
ION
S T R A T E G I E S
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts v
iew
vid
eo
foot
age
of th
e se
mi-f
inal
le
g of
the
publ
ic.
spea
king
com
petit
ion
• St
uden
t are
giv
en p
rom
pt
ques
tions
to g
uide
thei
r vi
ewin
g, fo
r exa
mpl
e,
How
cle
ar w
ere
the
spea
kers
’ wor
ds?
W
ere
thei
r w
ords
w
ell p
rono
unce
d?
D
id th
ey sp
eak
too
q
uick
ly/to
o sl
owly
?
• St
uden
ts sh
are
and
colla
te in
form
atio
n on
ch
arac
teris
tics o
f a g
ood
spea
ker.
T
OPI
C S
EN
TE
NC
E
• St
uden
ts a
re g
iven
a
sele
ctio
n of
par
agra
phs
and
topi
c se
nten
ces.
• In
gro
ups,
stud
ents
re
ad e
ach
para
grap
h an
d nu
mbe
r/ide
ntify
th
e de
tails
with
in e
ach.
•
Stud
ent r
ead
the
sele
ctio
n of
topi
c se
nten
ces a
nd m
atch
to
pic
sent
ence
s with
pa
ragr
aphs
.
R
EA
D A
LO
UD
•
Teac
her r
eads
a
fam
iliar
fairy
tale
, for
ex
ampl
e, “
The
Thr
ee
Litt
le P
igs.”
•
Teac
her t
hen
read
s the
fr
actu
red
fairy
tale
: -
“T
he T
rue
Stor
y of
th
e Th
ree
Littl
e Pi
gs.
O
r -
A
reco
rdin
g of
“Th
e Tr
ue S
tory
of T
he
Thre
e Li
ttle
Pigs
” is
pl
ayed
.
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
co
pies
of a
cal
ypso
, fo
r e.g
. “Po
rtra
it of
T
rini
dad”
and
a
grap
hic
orga
nize
r. •
Stud
ents
list
en to
the
caly
pso.
•
Stud
ents
use
gra
phic
or
gani
zers
to
iden
tify
mai
n id
eas
and
supp
ortin
g de
tails
.
W
HO
LE
GR
OU
P W
OR
K
TA
LK
SH
OW
•
Stud
ents
vie
w a
po
pula
r tal
k sh
ow.
• Te
ache
r and
stud
ents
br
ains
torm
and
or
gani
ze in
form
atio
n on
ele
men
ts o
f a ta
lk
show
usi
ng a
gra
phic
or
gani
zer.
For
Exa
mpl
e
TOPI
CA
L IS
SUE
H
ost
Gue
st
LI
VE A
UD
IEN
CE
PAR
AG
RA
PH
TOPI
C
S
ENTE
NC
E
1.
1
. 2.
2.
3.
3.
4.
4.
TH
EM
E:
RE
LATI
ON
SHIP
S (1
)
TE
RM
TW
O
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
OR
AC
Y S
KIL
LS
T
OPI
C S
EN
TE
NC
E
PO
INT
OF
VIE
W
A
RG
UM
EN
TA
TIV
E
ESS
AY
T
V –
TA
LK
SH
OW
S/PA
NE
L
DIS
CU
SSIO
N
S T R A T E G I E S
• St
uden
ts v
iew
a v
ideo
clip
of
the
final
s of a
pub
lic
spea
king
com
petit
ion.
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
dis
cuss
whi
ch
fact
ors (
apar
t fro
m o
racy
sk
ills)
con
tribu
ted
to th
e
win
ning
per
form
ance
, for
ex
ampl
e,
-
sen
se o
f aud
ienc
e
-
use
of g
estu
res
- b
ody
lang
uage
-
con
fiden
t del
iver
y
• St
uden
ts re
pres
ent
info
rmat
ion
on a
gra
phic
or
gani
zer.
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re g
iven
to
pic
sent
ence
s and
are
as
ked
to d
evel
op e
ach
usin
g on
e of
the
met
hods
of
deve
lopm
ent d
urin
g th
e m
ini l
esso
n.
• St
uden
ts e
valu
ate
each
ot
her’
s wor
k.
• W
hole
cla
ss sh
arin
g.
PAIR
ED
WO
RK
•
Stud
ents
dis
cuss
the
poin
t of v
iew
from
w
hich
eac
h st
ory
is
told
. SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
rete
ll in
cide
nts
in a
stor
y fr
om m
ultip
le
pers
pect
ives
, for
ex
ampl
e,
The
Pear
l : th
e
th
row
ing
away
of t
he
pe
arl a
t the
end
of t
he
nove
l fro
m th
e po
int o
f
vi
ew o
f.
(i)
K
ino
(ii)
Juan
a
(ii
i) th
e pe
arl
• St
uden
ts d
iscu
ss id
eas
rais
ed a
nd c
olla
te th
e m
ain
idea
s of t
he
caly
pso.
W
HO
LE
GR
OU
P W
OR
K
LET’
S VO
TE
On
a T-
Cha
rt
(i) S
tude
nts i
dent
ify
gene
ral c
hara
cter
istic
s of
ind
ivid
uals
foun
d in
lit
erar
y w
orks
e.g
.
- ev
il -
mal
icio
us
- ge
nero
us
- fr
iend
ly
(ii)
Stud
ents
iden
tify
a c
hara
cter
from
a
li
tera
ture
text
ass
ocia
ted
w
ith a
ny o
f the
abo
ve
cha
ract
eris
tics.
• St
uden
ts a
sses
s how
ea
ch e
lem
ent
cont
ribut
es to
the
qual
ity o
f the
show
. SM
AL
L G
RO
UP
WO
RK
PA
NE
L D
ISC
USS
ION
•
Stud
ents
vie
w a
pa
nel d
iscu
ssio
n.
• St
uden
ts e
xam
ine
and
asse
ss th
e co
mpo
sitio
n of
the
pane
l.
• St
uden
ts d
escr
ibe
th
e co
mpo
sitio
n of
the
pane
l, fo
r
exa
mpl
e
-
Mod
erat
or
- B
alan
ced
pane
l
-
Top
ical
issu
e
MIN
I LE
SSO
N
Iden
tifi
cati
on a
nd
expl
anat
ion
of
orac
y sk
ills.
MIN
I LE
SSO
N To
pic
Sent
ence
-
Def
initi
on
- P
ositi
on
- D
evel
opm
ent
Il
lust
ratio
n
Cau
se/
effe
ct
C
ompa
re/
cont
rast
MIN
I LE
SSO
N
Poin
t of V
iew
-
Fac
tors
that
det
erm
ine
poi
nt o
f vie
w
- F
irst
and
thir
d pe
rson
nar
ratio
n.
TH
EM
E:
RE
LATI
ON
SHIP
S (1
) T
ER
M T
WO
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
OR
AC
Y S
KIL
LS
T
OPI
C S
EN
TE
NC
E
PO
INT
OF
VIE
W
AR
GU
ME
NT
AT
IVE
E
SSA
Y
TA
LK
SH
OW
S/PA
NE
L
DIS
SCU
SSIO
N
S
T R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
SIM
ULA
TIO
N E
XE
RC
ISE
•
Stud
ents
are
div
ided
into
gr
oups
. One
mem
ber i
s se
lect
ed to
repr
esen
t the
gr
oup
and
is c
oach
ed b
y th
e gr
oup
to d
eliv
er o
ne
of th
e fo
llow
ing
spee
ches
:
-
acc
epta
nce
of a
n
aw
ard
-
th
ank
you
spee
ch
-
vict
ory
spee
ch
• St
uden
ts d
eliv
er p
repa
red
spee
ches
to a
n au
dien
ce.
• Th
e au
dien
ce b
ecom
es
the
judg
es o
f the
exe
rcis
e,
usin
g a
chec
klis
t.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
su
ppor
ting
deta
ils o
f a
para
grap
h an
d ar
e as
ked
to c
reat
e a
suita
ble
topi
c se
nten
ce.
• St
uden
ts sh
are
thei
r to
pic
sent
ence
s and
th
ese
sent
ence
s are
ev
alua
ted
by th
eir
peer
s.
- A
nim
al F
arm
w
hen
Nap
oleo
n dr
ove
Sno
wba
ll of
f the
farm
from
the
poin
t of v
iew
of:
(i)
Nap
oleo
n (ii
) S
now
ball
(iii)
Squ
eale
r C
LASS
DIS
CU
SSIO
N
• St
uden
ts d
iscu
ss th
e im
pact
of t
he u
se o
f di
ffer
ent p
oint
s of v
iew
.
• St
uden
ts li
st
supp
ortin
g de
tails
fr
om th
e te
xt to
just
ify
thei
r cho
ice.
•
Stud
ents
writ
e a
para
grap
h to
just
ify
thei
r cho
ice.
W
HO
LE
GR
OU
P W
OR
K M
AG
AZI
NE
AR
TIC
LE
• St
uden
ts a
re p
rese
nted
w
ith a
pro
voca
tive
stat
emen
t; “
Teen
ager
s of
toda
y do
not
resp
ect
auth
ority
” •
Stud
ents
gen
erat
e id
eas
on th
e to
pic,
usi
ng a
gr
aphi
c or
gani
zer.
• St
uden
ts o
rgan
ize
idea
s in
pre
para
tion
for t
he
writ
ing
of a
n es
say.
• St
uden
ts a
re in
vite
d to
repr
esen
t the
ir fin
ding
s on
a gr
aphi
c or
gani
zer.
WH
OL
E G
RO
UP
WO
RK
T-
CH
AR
T •
Stud
ents
com
pare
and
co
ntra
st th
e fe
atur
es
of a
talk
show
and
a
pane
l dis
cuss
ion.
TH
EM
E:
RE
LATI
ON
SHIP
S (1
)
TE
RM
TW
O
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
O
RA
CY
SK
ILL
S
TO
PIC
SE
NT
EN
CE
POIN
T O
F V
IEW
AR
GU
ME
NT
AT
IVE
E
SSA
Y
TV
– T
AL
K
SHO
WS/
PAN
EL
D
ISC
USS
ION
S T
R
A
T
E
G I E S
•
Stud
ents
writ
e th
eir f
irst
draf
t. •
Stud
ents
com
plet
e th
e es
say
follo
win
g th
e Pr
oces
s App
roac
h.
CLA
SS D
ISCU
SSIO
N
• St
uden
ts re
flect
on
the
two
vide
o cl
ips o
f a
talk
show
and
a
pane
l dis
cuss
ion
that
th
ey h
ave
seen
and
po
int o
ut th
e ru
les
that
gov
ern
form
al
disc
ussi
on.
E
V
A
L
U
A
T I O
N
- D
eliv
ery
of sh
ort
spee
ches
by
indi
vidu
al
stud
ents
. -
Cre
atio
n of
gra
phic
s to
repr
esen
t in
form
atio
n le
arnt
.
- Ex
plan
atio
n of
term
, “T
opic
Sen
tenc
e.”
- Se
lect
ion
of to
pic
sent
ence
from
pa
ragr
aphs
. -
Dev
elop
men
t of
para
grap
h fr
om a
ch
osen
topi
c se
nten
ce.
- St
uden
ts a
re g
iven
co
pies
of e
xtra
cts o
f fir
st a
nd th
ird
pers
on n
arra
tion
to
iden
tify
the
poin
ts
of v
iew
and
stat
e th
e im
pact
on
the
read
er.
- Fi
nal d
raft
of
argu
men
tativ
e es
say.
-
Subm
issi
on o
f gr
aphi
c or
gani
zers
.
- M
ultip
le c
hoic
e ex
erci
se.
- Q
uiz
(Fea
ture
s of
a ta
lk
show
/pan
el).
- Sh
ort –
ans
wer
qu
estio
ns.
MIN
I LE
SSO
N
-
Con
nect
ives
-
Dev
elop
men
t of
ide
as fo
r
arg
umen
t
(Ref
er to
uni
t on
T
opic
Sen
tenc
e)
TH
EM
E:
RE
LATI
ON
SHIP
S (1
) T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
O
RA
CY
SK
ILL
S
T
OPI
C S
EN
TE
NC
E
PO
INT
OF
VIE
W
A
RG
UM
EN
TA
TIV
E
ESS
AY
T
V –
TA
LK
SH
OW
S/PA
NE
L
DIS
CU
SSIO
N
E V A L U A T I O N
• St
uden
ts st
ep in
to th
e ro
le o
f a c
hara
cter
in a
lit
erat
ure
text
and
do
a m
onol
ogue
from
that
ch
arac
ter’
s poi
nt o
f vi
ew, f
or e
xam
ple,
-
Cha
ract
er’s
feel
ings
in re
spon
se to
an
in
cide
nt.
DIA
RY
EN
TRY
• St
uden
ts m
ake
entri
es
into
a c
hara
cter
’s d
iary
.
- C
hara
cter
’s
exp
lana
tion
of a
n
a
ctio
n/ev
ent.
•
Stud
ents
look
at a
ta
lk sh
ow th
at a
te
ache
r has
id
entif
ied
and
writ
e a
criti
que
of it
. •
Stud
ents
stag
e a
talk
sh
ow/p
anel
di
scus
sion
.
TH
EM
E:
RE
LATI
ON
SHIP
S (1
) T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
OR
AC
Y S
KIL
LS
T
OPI
C S
EN
TE
NC
E
PO
INT
OF
VIE
W
A
RG
UM
EN
TA
TIV
E
ESS
AY
T
V –
TA
LK
SH
OW
S/PA
NE
L
R
E S O
U
R
C
E S
•
VID
EO C
LIP
• G
RAPH
ICS
•
TEXT
S •
GRA
PHIC
O
RGAN
ISER
S
•
T
EXTS
• TE
XT –
Cal
ypso
• G
RAPH
IC
• O
RGAN
ISER
S
VID
EO C
LIPS
OF
•
TALK
SH
OW
/
• PA
NEL
D
ISC
USS
ION
• G
RAPH
ICS
• T-
CH
ART
I
N
T
E
C
G
U
R
R
A
A
R
C
T
I
T
I
C
I N
U
V
G
L
I
A
T
R
I
E
S
• SO
CIA
L ST
UD
IES
• PH
YSIC
AL
E
DU
CAT
ION
• SO
CIA
L ST
UD
IES
• SC
IEN
CE
• G
EOG
RAPH
Y
• SO
CIA
L ST
UD
IES
• M
ORA
L AN
D
V
ALU
ES
E
DU
CAT
ION
• M
ORA
L AN
D
VALU
ES
ED
UC
ATIO
N
• M
USI
C
• SO
CIA
L ST
UD
IES
• TE
CH
NO
LOG
Y
EDU
CAT
ION
TE
RM
TW
O
TH
EM
E:
RE
LATI
ON
SHIP
S (1
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
CR
ITIC
AL
LIS
TE
NIN
G
(DE
BA
TE
)
SU
MM
AR
Y S
KIL
LS
SE
TT
ING
FAL
LA
CIE
S
Stud
ents
will
be
able
to:
O B
J E
C T I V E S
-
asse
ss th
e va
lidity
of a
n
ar
gum
ent.
-
iden
tify
the
mai
n po
int
of a
rgum
ent.
-
de
tect
falla
cies
in
argu
men
t. -
de
duce
per
suas
ive
tech
niqu
es.
-
beco
me
awar
e of
the
im
porta
nce
of
expr
essi
ng t
heir
view
s
in
a re
spec
tful
man
ner.
- i
dent
ify to
pic
sent
ence
s -
ide
ntify
rele
vant
det
ails
. -
cat
egor
ize
a gr
oup
of
ite
ms.
- u
se c
onne
ctiv
es to
sum
mar
ize
mai
n id
eas
int
o a
cohe
sive
uni
t. -
sum
mar
ize
phra
ses a
nd
exp
ress
ions
into
one
w
ord.
- d
efin
e th
e lit
erar
y
term
s, ‘s
ettin
g’ a
nd
‘a
tmos
pher
e.’
- i
dent
ify th
e fa
ctor
s
whi
ch c
ontri
bute
to
s
ettin
g.
- d
escr
ibe
diff
eren
t
type
s of s
ettin
g.
- re
late
setti
ng to
a
tmos
pher
e.
- d
etec
t fal
laci
es u
sed
in
a
rgum
ents
; ban
dwag
on
circ
ular
, arg
umen
t and
a
d ho
min
em.
- d
efin
e th
ese
term
s.
-
pre
sent
logi
cal
a
rgum
ents
.
-
bec
ome
mor
e cr
itica
l in
t
heir
thin
king
.
TE
RM
TW
O
TH
EM
E:
RE
LATI
ON
SHIP
S (2
)
ST
RA
ND
L
IST
EN
ING
/SPE
AK
ING
R
EA
DIN
G
L
ITE
RA
TU
RE
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
CR
ITIC
AL
LIS
TE
NIN
G
(DE
BA
TE
)
SU
MM
AR
Y S
KIL
LS
SE
TT
ING
FAL
LA
CIE
S
S T R A T E G I E S
IN
DIV
IDU
AL
WO
RK
•
Stud
ents
list
en to
a d
ebat
e pr
esen
tatio
n.
• U
sing
a c
heck
list,
stud
ents
as
sess
the
valid
ity o
f the
ar
gum
ents
pre
sent
ed b
y ea
ch sp
eake
r.
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re g
iven
co
pies
of p
arag
raph
s an
d ar
e re
quire
d to
se
lect
the
topi
c se
nten
ce
in e
ach.
W
HO
LE
GR
OU
P W
OR
K
MA
ZE C
LOZE
•
Stud
ents
are
giv
en
copi
es o
f a m
aze
cloz
e.
• St
uden
ts re
ad th
e pa
ssag
e an
d ch
oose
the
mos
t app
ropr
iate
co
nnec
tive
to c
ompl
ete
it.
• St
uden
ts a
re g
iven
pa
ssag
es in
whi
ch th
e se
tting
is v
ivid
ly
desc
ribed
. •
Stud
ents
pro
duce
a
basi
c sk
etch
of t
he
setti
ng d
escr
ibed
in
the
pass
age.
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts v
iew
vid
eo
clip
s of v
ario
us
scen
es/s
ettin
gs.
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
are
pre
sent
ed
with
exa
mpl
es o
f the
th
ree
falla
cies
, for
ex
ampl
e,
-
“Sm
okin
g ca
nnot
be
bad
for p
eopl
e.
Mill
ions
of p
eopl
e
smok
e.”
• St
uden
ts sa
y w
hat e
ach
stat
emen
t mea
ns a
nd
deci
de w
heth
er v
alid
re
ason
s wer
e gi
ven.
•
Stud
ents
are
ask
ed to
giv
e ex
ampl
es o
f val
id re
ason
s to
supp
ort t
he m
ain
stat
emen
t.
MIN
I LE
SSO
N
Rev
iew
To
pic
Sent
ence
– re
fer
to T
erm
II, p
. 2-2
3
MIN
I LE
SSO
N
Elem
ents
of
sett
ing
– e.
g.
peop
le, p
lace
ti
me,
wea
ther
, ob
ject
s
TH
EM
E:
RE
LATI
ON
SHIP
S (2
) T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
C
RIT
ICA
L L
IST
EN
ING
(D
EB
AT
E)
SU
MM
AR
Y S
KIL
L
SE
TT
ING
FAL
LA
CIE
S
S
T R A T E G I E S
• St
uden
ts p
rese
nt th
eir
asse
ssm
ent a
nd g
ive
just
ifica
tion.
SM
AL
L G
RO
UP
WO
RK
D
EB
ATI
NG
•
Stud
ents
are
gro
uped
for
deba
te o
n a
chos
en to
pic
• St
uden
ts g
ener
ate
and
deve
lop
idea
s for
pr
esen
tatio
n.
• C
lass
dis
cuss
ion
on
choi
ce o
f ans
wer
s. SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
are
giv
en fi
ve
sent
ence
s in
rand
om
orde
r. •
Stud
ents
sequ
ence
the
sent
ence
s and
con
nect
th
em in
a m
eani
ngfu
l w
ay.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
list
s of
item
s and
they
ca
tego
rize
them
.
• St
uden
ts e
xam
ine
the
scen
es to
det
erm
ine
the
atm
osph
ere
crea
ted
by
the
setti
ng/s
cene
.
• St
uden
ts w
rite
a de
scrip
tion
of o
ne o
f th
e sc
enes
vie
wed
. IN
DIV
IDU
AL
WO
RK
●
Clo
se st
udy
of a
p
assa
ge.
SMA
LL
GR
OU
P W
OR
K
RO
LE P
LAY
• St
uden
ts a
re a
sked
to
writ
e a
brie
f sce
nario
in
whi
ch th
ey il
lust
rate
the
use
of o
ne o
f the
fa
llaci
es m
entio
ned
abov
e. E
ach
grou
p w
ill
role
pla
y.
• Th
e ot
her g
roup
s inf
er
the
falla
cy u
sed
in th
e pr
esen
tatio
n an
d ea
ch
stud
ent w
rites
one
lo
gica
l arg
umen
t to
repl
ace
it.
M
INI
LESS
ON
-
Con
nect
ives
MIN
I LE
SSO
N
- Te
chni
ques
of g
ood
deb
atin
g.
- T
he ro
le o
f
par
ticip
ants
in a
deb
ate.
MIN
I LE
SSO
N
TY
PES
OF
FAL
LA
CIE
S E
xpla
natio
n of
– a
d ho
min
em, b
andw
agon
ci
rcul
ar a
rgum
ent.
MIN
I LE
SSO
N
VO
CA
BU
LA
RY
D
EV
EL
OPM
EN
T
- w
ords
, phr
ases
,
cla
uses
that
can
be
u
sed
to d
escr
ibe
at
mos
pher
e an
d
moo
d
TH
EM
E:
RE
LATI
ON
SHIP
S (2
) T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
C
RIT
ICA
L L
IST
EN
ING
(D
EB
AT
E)
SU
MM
AR
Y S
KIL
L
SE
TT
ING
FAL
LA
CIE
S
S T R A T E G I E S
• D
ebat
e is
con
duct
ed.
• St
uden
ts ju
dge
the
pres
enta
tion
base
d on
ev
alua
tion
of d
eliv
ery
us
ing
chec
klis
t eva
luat
ion
of
del
iver
y se
eing
the
chec
klis
t bel
ow.
• Ev
alua
tion
of c
onte
nt,
usin
g th
e fo
llow
ing
chec
klis
t.
Enu
ncia
tion
1 2
3 4
5
D
ictio
n
Flu
ency
Cla
rity
Mod
ulat
ion
V
olum
e
FO
R E
XA
MPL
E
Pen
P
enci
ls
Rul
er
P
aper
clip
s SM
AL
L G
RO
UP
WO
RK
G
AM
E –
Con
dens
e th
e ph
rase
! •
Stud
ents
are
gro
uped
an
d ea
ch g
roup
is g
iven
fif
teen
cue
car
ds w
ith
phra
ses w
ritte
n on
th
em.
• St
uden
ts w
rite
a w
ord
for t
hose
phr
ases
on
the
reve
rse
side
of t
he c
ard.
• St
uden
ts e
xam
ine
the
pass
age.
•
Stud
ents
des
crib
e th
e se
tting
. •
Stud
ents
stat
e ho
w th
e w
riter
cre
ates
/bui
lds t
he
atm
osph
ere
of th
e pa
ssag
e.
For
Exa
mpl
e A
glo
omy
atm
osph
ere
D
ark
Nig
ht
Ani
mal
s with
gl
owin
g ey
es
How
ling
win
d
Hea
vy r
ainf
all
Dee
p in
the
Fore
st
Sha
dow
PAIR
ED
WO
RK
•
Stud
ents
are
giv
en c
opie
s of
text
s in
whi
ch th
ese
falla
cies
are
use
d, fo
r ex
ampl
e,
-
Adv
ertis
emen
ts
- Pa
ssag
es/e
xtra
cts
from
mag
azin
es,
new
spap
ers
• St
uden
ts id
entif
y th
e fa
llaci
es a
nd w
rite
out
logi
cal a
rgum
ents
in th
eir
plac
e.
• St
uden
ts sh
are
info
rmat
ion.
S T
A
T I O
N
E
R
Y
TH
EM
E:
RE
LATI
ON
SHIP
S (2
) T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
C
RIT
ICA
L L
IST
EN
ING
(D
EB
AT
E)
SU
MM
AR
Y S
KIL
LS
SE
TT
ING
FAL
LA
CIE
S
S T R A T E G I E S
•
Cla
ss d
iscu
ssio
n of
deb
ate
pres
enta
tions
. •
Who
le c
lass
agr
eem
ent o
n be
st p
rese
ntat
ion.
FO
R E
XA
MPL
E
All
of a
Su
dden
S
udde
nly
in
the
end
F
inal
ly
• Th
e gr
oup
that
fini
shes
fir
st w
ith a
ll th
e co
rrec
t an
swer
s is d
ecla
red
the
win
ner.
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re g
iven
a sh
ort
pass
age
cont
aini
ng
redu
ndan
cies
for
exam
ple,
- Tr
iang
ular
in sh
ape
- It
is a
n ab
ando
ned
hous
e. N
o on
e liv
es
ther
e no
w.
• St
uden
ts re
vise
the
pass
age
to e
limin
ate
the
redu
ndan
t wor
ds a
nd
phra
ses a
nd st
atem
ents
.
SMA
LL
GR
OU
P W
OR
K
RE
AD
ER
S TH
EA
TRE
•
Stud
ents
are
giv
en
exce
rpts
of g
raph
ical
ly
desc
ribed
setti
ngs.
• St
uden
ts re
ad a
loud
the
exce
rpts
in a
n at
tem
pt
to c
omm
unic
ate
moo
d an
d at
mos
pher
e of
the
setti
ng to
thei
r pee
rs.
• St
uden
ts a
ttem
pt to
id
entif
y m
ood/
at
mos
pher
e co
mm
unic
ated
.
C
HE
CK
LIS
T
YE
S N
O
Cle
ar th
esis
st
atem
ent
Rel
evan
ce
Log
ical
D
evel
opm
ent
Fact
ual
Info
rmat
ion
Falla
cies
TH
EM
E:
RE
LATI
ON
SHIP
S (2
)
TE
RM
TW
O
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
T
OPI
C
CR
ITIC
AL
LIS
TE
NIN
G
(DE
BA
TE
)
SUM
MA
RY
SK
ILL
SET
TIN
G
FA
LL
AC
IES
• C
lass
Dis
cuss
ion
on th
e im
porta
nce
of p
reci
sion
in
lang
uage
use
E
V
A
L U A T I O N
- B
ased
on
a lis
teni
ng
a
ctiv
ity, t
he
i
dent
ifica
tion
of:
-
Falla
cies
-
Fact
s pre
sent
ed a
s
o
pini
ons
- U
se o
f per
suas
ive
te
chni
ques
- St
uden
ts a
re g
iven
an
appr
opria
te p
assa
ge a
nd
are
requ
ired
to d
o th
e fo
llow
ing:
- -
Stat
e th
e to
pic
sent
ence
-
Extra
ct th
ree
conn
ectiv
es
from
the
pass
age
and
com
men
t on
thei
r use
.
- C
ompo
sitio
n of
a
desc
riptiv
e pa
ragr
aph
whi
ch e
voke
s an
atm
osph
ere
of a
ny o
ne
of th
e fo
llow
ing:
-
fe
ar
-
e
xcite
men
t
-
hap
pine
ss
- Id
entif
icat
ion
of
falla
cies
. -
Stud
ents
are
giv
en
se
nten
ces w
ith fa
llaci
es
and
sent
ence
s with
lo
gica
lly p
rese
nted
ar
gum
ents
. Th
ey a
re
aske
d to
iden
tify
the
se
nten
ces i
n w
hich
fa
llaci
es a
re u
sed
and
la
bel t
hem
.
TH
EM
E:
RE
LATI
ON
SHIP
S (2
)
T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
C
RIT
ICA
L L
IST
EN
ING
(D
EB
AT
E)
SU
MM
AR
Y S
KIL
LS
SE
TT
ING
FAL
LA
CIE
S
E
V
A
L
U
A
T I O
N
- Ev
alua
tion
of th
e
pro
cess
invo
lved
in
pre
parin
g fo
r a d
ebat
e
p
rese
ntat
ion:
-
Parti
cipa
tion.
- W
illin
gnes
s to
liste
n to
ea
ch o
ther
.
- W
illin
gnes
s to
shar
e id
eas.
- R
espe
ct fo
r oth
er’s
view
s
- Su
bstit
ute
syno
nym
s fo
r und
erlin
ed
phra
ses.
- G
ive
two
exam
ples
of
redu
ndan
cies
from
a
pass
age.
-
Writ
e a
sum
mar
y of
a
give
n pa
ssag
e.
- A
sket
ch o
f a se
tting
de
scrib
ed in
an
exce
rpt.
- A
writ
ten
anal
ysis
of
the
setti
ng in
an
exce
rpt.
- St
uden
ts a
re a
sked
to
w
rite
reas
oned
arg
umen
ts fo
r/aga
inst
a
cho
sen
topi
c.
R
E S O
U
R
C
E S
• TE
LEVI
SIO
N/R
ADIO
•
AUD
IO/V
IDEO
CAS
SETT
E
REC
ORD
ER/P
LAYE
R
• TE
XT
• VI
DEO
CLI
PS
• G
RAPH
ICS
• N
EWSP
APER
S •
ADVE
RTIS
EMEN
TS
• M
AGAZ
INES
I
C
A
N
U
C
T
R
T
E
R
I
G
I
V
R
C
I
A
U
T
T
L
I
I
A
E
N
R
S
G
• M
ORA
L AN
D V
ALU
ES
• ED
UC
ATIO
N
• SO
CIA
L ST
UD
IES
•
SOC
IAL
STU
DIE
S
• SC
IEN
CE
• G
EOG
RAPH
Y
•
SCIE
NC
E •
GEO
GRA
PHY
• TE
CH
NIC
AL
EDU
CAT
ION
●
SO
CIA
L ST
UD
IES
●
SCIE
NC
E ●
PH
YSIC
AL E
DU
CAT
ION
TH
EM
E:
RE
LATI
ON
SHIP
S (2
)
T
ER
M T
WO
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L L
IST
EN
ING
(S
PEE
CH
)
C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SP
EE
CH
CA
RIC
AT
UR
E
Stud
ent w
ill b
e ab
le to
:
O
J E C T I V E S
- lis
t the
pur
pose
for
w
hich
a sp
eech
can
be
gi
ven.
-
asso
ciat
e ty
pes o
f
spee
ches
with
thei
r
purp
ose
and
dist
ingu
ishi
ng fe
atur
es.
- as
sess
the
deliv
ery
of a
sp
eech
. -
appr
ecia
te th
e
im
porta
nce
of u
sing
the
voic
e ef
fect
ivel
y.
- id
entif
y si
mila
ritie
s an
d di
ffer
ence
s in
text
s.
- ca
tego
rise
text
s bas
ed
on th
eir
sim
ilarit
ies a
nd
diff
eren
ces.
- be
com
e m
ore
disc
erni
ng
indi
vidu
als.
-
iden
tify
type
s of
cha
ract
ers.
m
inor
maj
or
-
defin
e th
e te
rm, “
role
” -
exam
ine
role
s pla
yed
by
cha
ract
ers.
- va
lue
the
cont
ribut
ion
of
indi
vidu
als i
n
soci
ety.
-
em
path
ize
with
oth
ers.
- st
ate
the
form
at o
f a
spee
ch.
- de
velo
p a
sens
e of
au
dien
ce.
- id
entif
y pu
rpos
e fo
r
writ
ing.
-
w
rite
a sp
eech
. -
beco
me
awar
e of
the
lin
k be
twee
n
lang
uage
aud
ienc
e
an
d pu
rpos
e.
- de
fine
the
term
,
“c
aric
atur
e.”
- st
ate
the
func
tions
of
caric
atur
e.
-
iden
tify
the
mes
sage
s
se
nt th
roug
h
ca
ricat
ure.
-
beco
me
awar
e of
bi
as in
car
icat
ure.
- be
com
e se
nsiti
ve to
th
e ne
gativ
e ef
fect
s of
car
icat
ures
.
T
ER
M T
WO
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S C
RIT
ICA
L L
IST
EN
ING
(S
PEE
CH
) C
OM
PAR
E A
ND
C
ON
TR
AST
RO
LE
OF
CH
AR
AC
TE
R
SP
EE
CH
CA
RIC
AT
UR
E
S T R A T E G I E S
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts b
rain
stor
m to
id
entif
y th
e ty
pes o
f sp
eech
es w
hich
they
kn
ow.
• Th
is in
form
atio
n is
co
llate
d on
a w
eb, f
or
exam
ple,
E
ulog
y
S
erm
on
Rob
ber
Tha
nk
Tal
k
Y
ou
Wel
com
e
V
aled
icto
ry
• St
uden
ts fu
rther
ca
tego
rize
the
type
s of
spee
ches
iden
tifie
d.
Info
rmat
ive
Ora
l
Bus
ines
s Pe
rsua
sive
P
oliti
cal
S
peec
h So
cial
Wed
ding
Spe
ech
SMA
LL
GR
OU
P W
OR
K
• Sh
eets
of b
risto
l boa
rd
each
indi
catin
g a
perio
d of
the
year
. e.g
. Oct
ober
21
st to
Nov
embe
r 22nd
, ar
e st
uck
arou
nd th
e cl
assr
oom
. •
Stud
ents
are
ask
ed to
go
to th
e ar
ea re
pres
entin
g th
e pe
riod
durin
g w
hich
th
eir b
irthd
ay fa
lls.
• Ea
ch g
roup
of s
tude
nts
lists
on
bris
tol b
oard
all
the
char
acte
ristic
s the
y ha
ve in
com
mon
. •
Each
gro
up m
oves
to th
e ar
ea o
n th
e rig
ht a
nd
lists
/iden
tifie
s si
mila
ritie
s and
di
ffer
ence
s in
char
acte
ristic
s of t
he
peop
le in
the
two
grou
ps.
• T
his i
s rep
rese
nted
on
a V
enn
diag
ram
and
stuc
k be
twee
n th
e tw
o sh
eets
of
bris
tol b
oard
.
WH
OL
E G
RO
UP
WO
RK
M
APP
ING
•
In re
latio
n to
a c
hara
cter
in
a se
lect
ed te
xt,
stud
ents
iden
tify
all t
he
othe
r cha
ract
ers w
ith
who
m h
e/sh
e in
tera
cts.
FO
R E
XA
MPL
E
Jua
na
J
uan
Tho
mas
C
oyot
ito
Doc
tor
•
Stud
ents
cla
ssify
ch
arac
ters
into
two
grou
ps:
- th
ose
who
mak
e a
sign
ifica
nt im
pact
in th
e te
xt.
- th
ose
who
mak
e lit
tle
impa
ct in
the
text
.
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
co
pies
of d
iffer
ent
type
s of s
peec
hes.
(abr
idge
d if
nece
ssar
y).
• St
uden
ts a
re g
iven
a
spee
ch a
long
with
pr
ompt
que
stio
n, fo
r ex
ampl
e,
- W
hom
is th
e sp
eake
r
a
ddre
ssin
g?
- H
ow d
oes h
e/sh
e be
gin
his a
ddre
ss?
- D
o hi
s/he
r met
hods
of
add
ress
follo
w a
ny
part
icul
ar o
rder
? -
Wha
t is t
he sp
eake
r’s
inte
ntio
n?
-
Doe
s the
spea
ker’
s
in
tent
ion
affe
ct
hi
s/he
r cho
ice
of
w
ords
? -
How
doe
s he/
she
conc
lude
the
spee
ch?
SMA
LL
GR
OU
P •
Stud
ents
vol
unte
er to
te
ll th
e m
eani
ng o
f th
eir n
ame
and
reve
al
a ni
ckna
me
by w
hich
th
ey a
re a
lso
calle
d.
• St
uden
ts g
ive
reas
ons
why
they
hav
e be
en
give
n th
e ni
ckna
me.
•
Stud
ents
dra
w a
sk
etch
to d
epic
t the
ir ni
ckna
me.
•
Stud
ents
mak
e lin
ks
betw
een
nick
nam
e an
d ch
arac
teris
tics/
qu
aliti
es.
IND
IVID
UA
L W
OR
K
• Te
ache
r pro
duce
s pi
ctur
es o
f wel
l-kn
own
pers
onal
ities
in
the
soci
ety.
•
Stud
ents
iden
tify
dist
inct
ive
feat
ures
of
each
per
sona
lity.
A
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
TO
PIC
S C
RIT
ICA
L L
IST
EN
ING
(S
PEE
CH
) C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SPE
EC
H
C
AR
ICA
TU
RE
S T
R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
•
Stud
ents
list
en to
th
ree
type
s of
spee
ches
:-
-
info
rmat
ive
-
pers
uasi
ve
-
soci
al
• St
uden
ts id
entif
y th
e pu
rpos
e of
the
spee
ches
an
d co
mpa
re a
nd c
ontra
st
the
dist
ingu
ishi
ng
feat
ures
of e
ach.
•
Cla
ss sh
ares
info
rmat
ion.
IND
IVID
UA
L W
OR
K
SPO
T TH
E D
IFF
ER
EN
CE
•
Stud
ents
are
giv
en tw
o pi
ctur
es e
ach
and
are
aske
d to
spot
the
diff
eren
ces b
etw
een
them
. •
The
stud
ent w
ho
fini
shes
firs
t is
allo
wed
to p
oint
out
d
iffer
ence
s on
the
e
nlar
ged
pict
ures
on
the
blac
kboa
rd.
PAIR
ED W
ORK
•
Each
stud
ent r
ecei
ves
an e
nvel
ope
with
two
diff
eren
t sam
ples
.
EX
AM
PLE
OF
TE
XTS
-
A
dver
tisem
ents
-
Po
ems
-
Bro
chur
es
- Ji
ngle
s -
New
spap
er a
rticl
es
STIM
ULA
TIO
N
EX
ER
CIS
E
This
is y
our L
ife
- Pr
esen
tatio
n of
the
mai
n
char
acte
r’s l
ife.
• St
uden
ts e
xam
ine
the
spee
ch.
• St
uden
ts d
iscu
ss th
eir
findi
ngs a
nd te
ache
r m
akes
a c
halk
boa
rd
sum
mar
y of
the
info
rmat
ion.
R
OLE
PLA
Y •
Stud
ents
are
giv
en
card
with
scen
ario
s –
the
sam
e si
tuat
ion
with
a d
iffer
ent
audi
ence
and
pu
rpos
e, fo
r exa
mpl
e,
R
elat
ing
the
deta
ils o
f
a
figh
t to:
i)
A fr
iend
.
ii)
The
Prin
cipa
l/
D
ean.
• St
uden
ts sh
are
with
the
clas
s, fe
atur
es
iden
tifie
d.
• St
uden
ts c
hoos
e on
e ch
arac
ter a
nd sk
etch
a
pict
ure
emph
asiz
ing/
ex
agge
ratin
g a
feat
ure
id
entif
ied.
SM
AL
L G
RO
UP
WO
RK
•
Teac
her d
istri
bute
s co
pies
of c
aric
atur
e of
w
ell-k
now
n pe
rson
s. •
Stud
ents
iden
tify
exag
gera
ted
feat
ures
an
d gi
ve p
ossi
ble
reas
ons f
or th
e ex
agge
ratio
n.
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
CR
ITIC
AL
LIS
TE
NIN
G
(SPE
EC
H)
C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SP
EE
CH
CA
RIC
AT
UR
E
S T R A T E G I E S
IND
IVID
UA
L W
OR
K
• St
uden
ts d
eliv
er sp
eech
es
prep
ared
in th
e W
ritin
g U
nit
(The
se sp
eech
es a
re
tape
d to
faci
litat
e ev
alua
tion)
. •
Stud
ents
ass
ess s
peec
hes
usin
g pr
epar
ed c
heck
lists
.
Each
pai
r mus
t hav
e on
e sa
mpl
e in
com
mon
with
an
othe
r pai
r, fo
r exa
mpl
e,
A
B
• St
uden
ts m
ove
arou
nd
to fi
nd a
stud
ent w
ith a
sa
mpl
e te
xt w
hich
is
sim
ilar t
o th
eirs
. •
Pairs
exa
min
e sa
mpl
e te
xts a
nd li
st th
e si
mila
ritie
s of t
he tw
o si
mila
r tex
ts a
nd th
e di
ffer
ence
s of t
he o
ther
tw
o te
xts.
SMA
LL
GR
OU
P W
OR
K
• In
smal
l gro
ups,
stud
ents
take
on
the
role
of i
ndiv
idua
l ch
arac
ters
in a
text
an
d m
ake
a pr
esen
tatio
n de
taili
ng
his/
her r
elat
ions
hip
with
the
maj
or
char
acte
r. E
ach
char
acte
r is
intro
duce
d by
the
host
of t
he
show
/pre
sent
er.
• St
uden
ts ro
le p
lay
scen
ario
s •
Cla
ss d
iscu
ssio
n on
ho
w p
urpo
se a
nd
audi
ence
impa
ct o
n la
ngua
ge.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re d
ivid
ed
into
smal
l gro
ups,
give
n a
choi
ce o
f sp
eech
type
s, an
d ar
e as
ked
to p
lan
one
spee
ch w
ith sp
ecifi
c fo
cus o
n:
o
peni
ng
FOR
MA
T
c
losi
ng
• St
uden
ts th
en
sugg
est/i
nfer
the
artis
t’s in
tent
ion:
-
exag
gera
te a
dist
inct
ive
feat
ure.
-
sugg
est a
qua
lity
the
pers
on p
osse
sses
. -
com
mun
icat
e a
m
essa
ge.
- at
tem
pt to
am
use.
-
mak
e au
dien
ce m
ore
awar
e.
• St
uden
ts d
iscu
ss th
e is
sue
of c
aric
atur
ing,
gi
ving
reas
ons
for/a
gain
st th
e us
e of
ca
ricat
ure.
POE
M
NE
WSP
APE
R
AR
TIC
LE
MIN
I LE
SSO
N
Fac
tors
whi
ch
dete
rmin
e m
ajor
an
d m
inor
ch
arac
ters
.
POE
M
AD
VER
TISE
ME
NT
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
CR
ITIC
AL
LIS
TE
NIN
G
(SPE
EC
H)
C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SP
EE
CH
CA
RIC
AT
UR
E
S T R A T E G I E S
IND
IVID
UA
L W
OR
K
WR
ITTE
N E
XER
CIS
E •
Each
stud
ent i
dent
ifies
th
e ch
arac
ter w
ho in
hi
s/he
r opi
nion
had
the
mos
t sig
nific
ant
impa
ct/le
ast s
igni
fican
t im
pact
on
the
maj
or
char
acte
r's li
fe a
nd in
th
e te
xt.
• Ea
ch st
uden
t writ
es a
br
ief e
xpla
natio
n of
hi
s/he
r cho
ice.
IN
DIV
IDU
AL
WO
RK
•
Stud
ents
mak
e pr
esen
tatio
n to
the
clas
s. •
Stud
ents
giv
e fe
edba
ck
on p
rese
ntat
ions
.
-
A
udie
nce
-
P
urpo
se
-
Lang
uage
F
OR
EX
AM
PLE
-
A sa
les
re
pres
enta
tive
pers
uadi
ng
audi
ence
to b
uy
com
pute
rs.
-
A w
elco
me
spee
ch
at
a b
irth
day
part
y.
- Sp
eech
on
AID
S
prev
entio
n to
the
scho
ol a
ssem
bly.
IND
IVID
UA
L W
OR
K
•
Stud
ents
writ
e th
eir s
peec
h.
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
CR
ITIC
AL
LIS
TE
NIN
G
(SPE
EC
H)
C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SP
EE
CH
CA
RIC
AT
UR
E
E
V A L U A T I O N
- Ev
alua
tion
of ta
ped
Sp
eech
. -
Eval
uatio
n of
gra
phic
s re
pres
entin
g di
ffer
ent
type
s of s
peec
hes.
- C
ompa
re a
nd c
ontra
st a
n ex
cerp
t fro
m a
lite
ratu
re
text
to o
ne fr
om a
scie
nce
text
. -
Com
pare
and
con
trast
an
“ole
tim
e” c
hara
cter
to a
m
oder
n ch
arac
ter f
rom
a
Car
niva
l ban
d.
- C
ompa
re b
efor
e an
d af
ter
pict
ures
.
SMA
LL
GR
OU
P W
OR
K
- St
uden
ts e
xam
ine
the
maj
or c
hara
cter
’s ro
le
in th
e lif
e of
two
othe
r cha
ract
ers.
- St
uden
ts e
xam
ine
the
role
of a
n im
porta
nt
figur
e in
his
/her
so
ciet
y.
- U
sing
ano
ther
text
, st
uden
ts e
xam
ine
the
role
of t
hree
ch
arac
ters
in re
latio
n to
the
maj
or
char
acte
r.
- Ev
alua
tion
of th
e pl
an
for t
he sp
eech
. -
Eval
uatio
n of
writ
ten
spee
ch.
- Ev
alua
tion
of g
roup
w
ork.
- Im
agin
e yo
u ha
ve
been
car
icat
ured
, w
rite
a re
spon
se to
th
e ar
tist,
telli
ng h
im
how
you
feel
abo
ut
his c
aric
atur
e of
you
. -
Cre
atio
n of
ca
ricat
ures
of
char
acte
rs in
a
liter
atur
e te
xt.
- C
reat
ion
of a
n “O
le
Mas
” ba
nd.
MIN
I LE
SSO
N
Def
initi
on o
f rol
e Im
port
ance
of r
ole.
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
CS
C
RIT
ICA
L L
IST
EN
ING
(S
PEE
CH
)
C
OM
PAR
E A
ND
C
ON
TR
AST
R
OL
E O
F C
HA
RA
CT
ER
SP
EE
CH
CA
RIC
AT
UR
E
R
E S O
U
R
C
E S
• TA
PE R
ECO
RDER
•
CAS
SETT
ES
• TE
XT- S
peec
hes
• G
RAPH
IC
ORG
ANIZ
ERS
• G
RAPH
IC O
RGAN
IZER
Ve
nn D
iagr
am
• TE
XTS
– N
ewsp
aper
Art
icle
s, Br
ochu
res,
Po
ems
•
TEXT
S-
Shor
t Sto
ries
•
TEXT
- Sc
enar
ios
Sp
eech
es
•
TEXT
S-
Car
icat
ures
by
“Dew
” –
Dun
ston
Eu
stuc
e W
illia
ms
I
N
T
C
E
U
G
R
A
R
R
C
A
I
T
T
C
I I
U
V
N
L
I
G
A
T
R
I
E
S
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• SO
CIA
L ST
UD
IES
• SC
IEN
CE
• M
ATH
EMAT
ICS
• SC
IEN
CE
• SO
CIA
L ST
UD
IES
• VI
SUAL
AN
D
PERF
ORM
ING
ART
S •
SOC
IAL
STU
DIE
S
• VI
SUAL
AN
D
PERF
ORM
ING
AR
TS
• SO
CIA
L ST
UD
IES
• AR
T •
SOC
IAL
STU
DIE
S •
MO
RAL
AND
VA
LUES
ED
UC
ATIO
N
TH
EM
E: R
ELA
TIO
NSH
IPS
(3)
T
ER
M T
WO
T
ER
M T
HR
EE
T
HE
ME
: C
AR
EE
RS
(1)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
(MO
NO
LO
GU
ES)
C
AU
SE A
ND
E
FFE
CT
SO
UR
CE
S O
F C
ON
FLIC
T
QU
EST
ION
ING
SK
ILL
S
CO
MIC
ST
RIP
S
St
uden
ts w
ill b
e ab
le to
:
O
B
J E C T I V E S
- us
e la
ngua
ge to
co
mm
unic
ate
a m
essa
ge to
an
aud
ienc
e -
effe
ctiv
ely
use
tone
, moo
d,
pitc
h, v
olum
e an
d pa
ce
whe
n co
mm
unic
atin
g w
ith
an a
udie
nce
- va
lue
thei
r voi
ce a
s an
orga
n fo
r com
mun
icat
ion
- de
velo
p co
nfid
ence
and
po
ise
whe
n pe
rfor
min
g be
fore
an
audi
ence
-
dem
onst
rate
an
unde
rsta
ndin
g of
the
pu
rpos
e an
d fu
nctio
n of
m
onol
ogue
s -
deve
lop
self-
este
em
- de
term
ine
caus
e an
d ef
fect
rela
tions
hips
-
dedu
ce th
e ef
fect
s of
stat
ed c
ause
s -
dedu
ce th
e ca
use/
s of
stat
ed e
ffec
ts
- dr
aw a
ccur
ate
conc
lusi
ons b
ased
on
evid
ence
- id
entif
y an
d ex
plor
e so
urce
s of c
onfli
ct
- de
term
ine
appr
opria
te
reso
lutio
n to
con
flict
si
tuat
ions
-
anal
yze
mot
ives
for
beha
viou
r -
dedu
ce th
e im
pact
of
conf
lict o
n in
divi
dual
s, so
ciet
ies a
nd in
in
stitu
tions
-
appr
ecia
te th
e im
porta
nce
of b
eing
self-
disc
iplin
ed
- ap
prec
iate
the
valu
e of
pe
ace
and
harm
ony
- ap
prec
iate
the
par
t tha
t co
nflic
t pla
ys in
life
.
- fr
ame
ques
tions
ac
cura
tely
-
use
diff
eren
t met
hods
to
fram
e qu
estio
ns:
Do/
Doe
s
Inve
rsio
n
Inte
rrog
ator
y ta
gs
W
ho/w
hat/w
here
/w
hen/
how
- de
mon
stra
te e
ffec
tive
ques
tioni
ng sk
ills
- lis
t the
feat
ures
of
com
ic st
rips
- ex
plai
n th
e fu
nctio
ns
of c
omic
strip
s -
outli
ne th
e de
vice
s us
ed in
com
ic st
rips
- cr
eate
com
ic st
rips
usin
g de
vice
s ou
tline
d
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
OR
AC
Y S
KIL
LS
(MO
NO
LO
GU
ES)
C
AU
SE A
ND
EFF
EC
T
SO
UR
CE
OF
CO
NFL
ICT
Q
UE
STIO
NIN
G
SKIL
LS
C
OM
IC S
TR
IPS
S T R A T E G I E S
RE
AD
ER
S T
HE
AT
RE
•
Stud
ents
are
giv
en a
n ex
cerp
t con
tain
ing
dial
ogue
to re
ad si
lent
ly
• St
uden
ts v
olun
teer
to re
ad
the
lines
of t
he d
iffer
ent
char
acte
rs in
the
exce
rpt.
• Th
e te
ache
r or s
tude
nts
can
read
the
narr
ativ
e pa
rts.
• In
divi
dual
stud
ents
re
ad th
eir l
ines
whe
n it
is
thei
r tur
n •
Cla
ss d
iscu
ssio
n on
in
divi
dual
read
ing
in
resp
onse
to th
e fo
llow
ing
ques
tions
:
W
ould
you
hav
e re
ad C
’s
line
in th
e sa
me
way
? W
hy/w
hy n
ot?
(T
one/
moo
d)
H
ow sh
ould
it b
e re
ad?
Wha
t ton
e w
ould
you
us
e?
W
ould
you
hav
e re
ad R
’s
line
at th
at sp
eed/
so
loud
ly/a
t tha
t pitc
h?
H
ow w
ould
you
hav
e re
ad it
?
PAIR
ED
WO
RK
•
Stud
ents
are
giv
en tw
o en
velo
pes,
one
cont
aini
ng p
ictu
res
show
ing
poss
ible
ca
uses
and
ano
ther
with
pi
ctur
es sh
owin
g po
ssib
le e
ffec
ts
For e
xam
ple:
A
pic
ture
of s
omeo
ne
wat
erin
g pl
ants
A p
ictu
re o
f som
eone
st
rikin
g a
mat
ch
A
pic
ture
of f
low
ers i
n
bloo
m
A p
ictu
re o
f a m
atch
ab
laze
OR
• St
uden
ts v
iew
the
sam
e pi
ctur
es o
n th
e co
mpu
ter
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
vie
w fi
lm c
lip
of a
con
flict
scen
e •
Cla
ss d
iscu
sses
the
natu
re o
f the
con
flict
:
W
hat w
as th
e co
nflic
t ab
out?
Who
was
invo
lved
in
the
conf
lict?
Why
did
indi
vidu
als
beha
ve th
e w
ay th
ey
did?
Wha
t alte
rnat
ive
cour
se
of a
ctio
n co
uld
they
ha
ve ta
ken?
•
Cha
lkbo
ard
sum
mar
y us
ing
T-C
hart
Poss
ible
sour
ces o
f co
nflic
t
Poss
ible
way
s to
reso
lve
conf
lict
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
are
giv
en th
e fo
llow
ing
scen
ario
s:
You
are
a to
uris
t and
yo
u ne
ed to
find
you
r w
ay to
a p
opul
ar
site
/tour
ist a
ttrac
tion.
You
are
a p
olic
eman
an
d so
meo
ne h
as
aske
d yo
u to
hel
p hi
m/h
er fi
nd a
lost
ch
ild.
Y
ou n
eed
the
stor
e cl
erk’
s hel
p to
mak
e a
purc
hase
. •
Stud
ents
vol
unte
er
sam
ple
ques
tions
for
each
scen
ario
and
th
ese
are
plac
ed o
n ch
alkb
oard
. Tea
cher
us
es in
form
atio
n to
ca
tego
rize
and
poin
t ou
t the
diff
eren
t way
s th
at q
uest
ions
can
be
form
ed:
Inv
ersi
on
Int
erro
gato
ry
tags
U
sing
4W
’s a
nd
H
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
sa
mpl
e co
mic
strip
s al
ong
with
a d
ata
shee
t •
Stud
ents
exa
min
e co
mic
strip
s and
co
mpl
ete
the
data
sh
eet
DA
TA S
HE
ET
Feat
ures
of C
omic
St
rips
Sour
ce o
f W
ays t
o C
onfli
ct
re
solv
e
C
onfli
ct
LAN
GU
AGE
• D
irect
spee
ch
• C
onci
se la
ngua
ge
• O
nom
atop
oeia
•
Hum
our
CH
ARAC
TERS
•
Car
icat
ures
•
Few
in n
umbe
r
TH
EM
E:
CA
RE
ER
S (1
) T
ER
M T
HR
EE
T
HE
ME
: C
AR
EE
RS
(1)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
O
RA
CY
SK
ILL
S (M
ON
OL
OG
UE
S)
C
AU
SE A
ND
E
FFE
CT
SO
UR
CE
S O
F C
ON
FLIC
T
Q
UE
STIO
NIN
G
SKIL
LS
C
OM
IC S
TR
IPS
S T R A T E G I E S
• St
uden
ts a
re in
vite
d to
de
mon
stra
te a
ltern
ativ
e w
ays o
f rea
ding
the
lines
. •
Stud
ents
dec
ide
on th
e be
st w
ay to
read
the
char
acte
rs’ l
ines
, and
the
exce
rpt i
s rea
d fo
r a fi
nal
time.
• St
uden
ts m
atch
pi
ctur
es to
show
a
poss
ible
cau
se a
nd it
s ef
fect
•
Stud
ents
writ
e th
e ca
use/
effe
ct
rela
tions
hip
FOR
EX
AM
PLE
If
you
wat
er y
our
pl
ants
, the
y w
ill b
loom
If
you
strik
e a
mat
ch,
it w
ill ig
nite
W
hen
you
wat
er y
our
pl
ants
, the
y bl
oom
.
W
hen
you
strik
e a
mat
ch, i
t ign
ites
SM
AL
L G
RO
UP
WO
RK
C
orre
ctio
n of
Impr
ecis
e an
d D
oubl
e-ba
rrel
led
Que
stio
ns
• St
uden
ts a
re g
iven
a li
st
of q
uest
ions
and
are
as
ked
to re
writ
e th
em, t
o m
ake
them
cle
arer
and
m
ore
effe
ctiv
e FO
R E
XA
MPL
E:
- If
you
had
a c
hoic
e
w
here
wou
ld y
ou li
ve?
• St
uden
ts sh
are
and
disc
uss t
heir
findi
ngs.
• In
form
atio
n ag
reed
on
is p
lace
d on
a
sim
ilar d
ata
shee
t w
hich
is p
lace
d on
th
e ch
alkb
oard
. •
Ref
errin
g to
the
data
sh
eet o
n th
e ch
alkb
oard
, stu
dent
s en
sure
that
thei
r in
divi
dual
dat
a sh
eet
is c
orre
ct.
MIN
I LE
SSO
N
Def
initi
on o
f ter
ms
“con
flict
” an
d “c
onfli
ct
reso
lutio
n”
Iden
tific
atio
n of
maj
or
sour
ces o
f con
flict
-
w
ith n
atur
e -
with
self
- w
ith so
ciet
y -
bet
wee
n
in
divi
dual
s
-
amon
g in
divi
dual
ch
arac
ters
MIN
I LE
SSO
N
• A
n ex
plor
atio
n of
tone
/moo
d/
pitc
h an
d vo
lum
e an
d th
e pa
rt th
ey p
lay
in
effe
ctiv
e co
mm
unic
atio
n.
•
Voc
abul
ary
d
evel
opm
ent
MIN
I LE
SSO
N
• In
vers
ion
usin
g th
e pr
esen
t ten
se
• Q
uest
ions
usi
ng
do/d
oes
• In
terr
ogat
ory
tags
w
ithou
t co
ntra
ctio
n •
With
Con
trac
tion
don’
t/are
n’t/w
on’t
VIS
UA
L E
FF
EC
TS
Use
of s
ymbo
ls
SU
N
M
OO
N
U
se o
f im
ages
STR
UC
TUR
E
Use
of f
ram
es
Use
of s
peec
h bu
bble
s
TE
RM
TH
RE
E
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
OR
AC
Y S
KIL
LS
(MO
NO
LO
GU
ES)
C
AU
SE A
ND
E
FFE
CT
SO
UR
CE
S O
F C
ON
FLIC
T
Q
UE
STIO
NIN
G S
KIL
LS
C
OM
IC S
TR
IPS
S T R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
• Ta
ped
mon
olog
ue is
pl
ayed
or t
each
er
perf
orm
s a d
ram
atic
m
onol
ogue
for s
tude
nts
• Ea
ch g
roup
of s
tude
nts i
s th
en in
vite
d to
cho
ose
a m
onol
ogue
from
one
of
thei
r lite
ratu
re te
xts.
(T
each
ers m
ay su
pply
su
pple
men
tary
pie
ces)
. •
Stud
ents
pre
pare
thei
r m
onol
ogue
(pee
r tu
torin
g) a
nd m
ake
clas
s pr
esen
tatio
n.
• St
uden
ts a
sses
s eac
h ot
her’
s pre
sent
atio
ns
usin
g st
uden
t mad
e ch
eckl
ist.
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
are
pr
esen
ted
with
an
extra
ct fr
om A
gri-
Scie
nce
or
Geo
grap
hy te
xts.
• St
uden
ts id
entif
y th
e ef
fect
s of s
tate
d ca
uses
in th
e pa
ssag
e.
• St
uden
ts u
se T
-cha
rt or
oth
er g
raph
ics t
o ill
ustra
te re
spon
ses.
• St
uden
ts m
ake
pres
enta
tions
to th
e cl
ass u
sing
‘if’
and
‘w
hen’
con
stru
ctio
ns
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts d
escr
ibe
conf
lict t
hat t
eena
gers
ha
ve a
t hom
e/sc
hool
/in
soci
ety/
with
self.
•
Stud
ents
det
erm
ine
the
sour
ce o
f eac
h co
nflic
t an
d pr
ovid
e a
mea
ns o
f de
alin
g w
ith it
•
Stud
ents
iden
tify
the
impa
ct o
f con
flict
on
self
and
othe
rs.
• St
uden
ts re
port
to c
lass
an
d re
spon
ses a
re
map
ped
on c
halk
boar
d.
Res
olut
ion
Sou
rces
If y
ou h
ad a
cho
ice,
in
whi
ch c
ount
ry w
ould
yo
u liv
e?
- If
you
had
a c
hoic
e, in
w
hich
type
of h
ouse
w
ould
you
live
? -
How
long
will
it ta
ke to
ge
t to
Prin
ces T
own?
-
Wha
t did
you
lear
n th
is
mor
ning
? -
Wha
t do
you
thin
k ab
out
teac
hers
? •
Stud
ents
mak
e pr
esen
tatio
ns a
nd th
ere
is
disc
ussi
on a
nd fe
edba
ck
SMA
LL
GR
OU
P W
OR
K
• Ea
ch g
roup
of
stud
ents
is g
iven
a
diff
eren
t com
ic st
rip.
• St
uden
ts e
xplo
re th
e co
nten
ts o
f the
co
mic
strip
in o
rder
to
iden
tify
the
auth
or’s
inte
ntio
n •
Stud
ents
repo
rt on
th
eir f
indi
ngs a
nd a
ch
alkb
oard
sum
mar
y is
mad
e of
the
purp
ose
and
func
tion
of c
omic
st
rips.
FUN
CT
ION
S O
F C
OM
IC S
TR
IIPS
-
To
ent
erta
in
-
To w
arn
-
To a
dvis
e -
To
exp
lore
issu
es
MIN
I LE
SSO
N
Con
stru
ctio
n of
se
nten
ces b
egin
ning
w
ith IF
cla
uses
. C
onst
ruct
ion
of
sent
ence
s in
trod
uced
by
WH
EN
cla
uses
.
Sou
rce
of
Con
flict
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (1
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
T
OPI
C
OR
AC
Y S
KIL
LS
(MO
NO
LO
GU
ES)
CA
USE
AN
D E
FFE
CT
SO
UR
CE
S O
F C
ON
FLIC
T
QU
EST
ION
ING
SK
ILL
S
CO
MIC
ST
RIP
S S T R A T E G I E S
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re a
sked
to
writ
e a
brie
f res
pons
e to
on
e of
the
follo
win
g ex
perie
nces
:
You
hav
e ju
st lo
st y
our
Pe
t.
Y
ou h
ave
just
won
a
Com
petit
ion.
Y
ou h
ave
been
unf
airly
tre
ated
by
som
eone
in
auth
ority
. •
A n
umbe
r of s
tude
nts
may
cho
ose
to re
spon
d to
th
e sa
me
expe
rienc
e •
Stud
ents
can
tape
thei
r re
spon
ses
• St
uden
ts m
ake
pres
enta
tions
•
Stud
ents
dis
cuss
pr
esen
tatio
ns
• C
lass
ass
essm
ent o
f pe
rfor
man
ce
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts v
iew
a sh
ort
Scie
nce
or G
eogr
aphy
do
cum
enta
ry.
• A
list
of e
ffec
ts is
giv
en
to th
em.
• St
uden
ts v
iew
film
ag
ain
and
iden
tify
the
poss
ible
cau
se/s
•
Stud
ents
shar
e an
d di
scus
s the
ir re
spon
se.
IND
IVID
UA
L W
OR
K
• St
uden
ts re
ad a
sele
cted
pa
ssag
e an
d id
entif
y th
e ca
use
and
effe
ct
rela
tions
hips
. •
Stud
ents
writ
e th
e ca
use
and
effe
ct
rela
tions
hip
usin
g ei
ther
IF c
laus
es o
r W
HE
N c
laus
es.
• St
uden
ts sh
are
and
disc
uss t
heir
resp
onse
s •
Teac
her g
ives
fe
edba
ck.
eff
ect 1
e
ffec
t 2
eff
ect
3 e
ffec
t 4
IND
IVID
UA
L W
OR
K
• JO
UR
NA
L E
NTR
Y
-
Stu
dent
s are
invi
ted
to
n
ote
wha
t for
them
, is
a
sour
ce o
f con
flict
, an
d w
rite
a pr
ivat
e m
essa
ge to
them
selv
es
in th
eir j
ourn
al a
bout
ho
w th
ey re
solv
e to
de
al w
ith it
in th
e fu
ture
FO
R E
XA
MPL
E:
I res
olve
not
to…
……
..
I r
esol
ve n
ever
to…
….
I res
olve
that
I……
…..
IND
IVID
UA
L W
OR
K
• R
esou
rce
pers
ons f
rom
di
ffer
ent p
rofe
ssio
ns
are
to b
e in
vite
d to
m
ake
pres
enta
tions
to
the
clas
s -
A
pol
icem
an
-
A se
cret
ary
-
A
doc
tor
-
A
fash
ion
desi
gner
-
A
dis
c jo
ckey
-
A
hai
r dre
sser
PAIR
ED
WO
RK
ED
•
Stud
ents
are
giv
en
care
fully
sele
cted
sa
mpl
e co
mic
strip
s al
ong
with
lead
qu
estio
ns.
• St
uden
ts e
xam
ine
the
com
ic st
rips
usin
g qu
estio
ns a
s a
guid
e.
Lea
d Q
uest
ions
:
W
hat i
s the
eff
ect o
f th
e cl
ose-
up sh
ot in
th
is fr
ame?
How
doe
s the
writ
er
give
the
impr
essi
on
of d
ista
nce
in th
is
fram
e?
W
hat p
urpo
se d
oes
usin
g on
ly tw
o fr
ames
serv
e?
W
hat i
s the
eff
ect o
f va
ryin
g le
tter s
ize?
MIN
I LE
SSO
N
Fac
tors
whi
ch
cont
ribu
te to
eff
ectiv
e qu
estio
ning
skill
s
Prec
ise
phra
sing
Lac
k of
am
bigu
ity
A
bsen
ce o
f dou
ble-
ba
rrel
led
ques
tions
CA
USE
/CO
NFL
ICT
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (1
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
O
RA
CY
SK
ILL
S (M
ON
OL
OG
UE
S)
CA
USE
AN
D
EFF
EC
T
SOU
RC
ES
OF
CO
NFL
ICT
Q
UE
STIO
NIN
G
SKIL
LS
C
OM
IC S
TR
IPS
S T R A T E G I E S
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
exa
min
e so
urce
s of c
onfli
ct in
fa
mili
ar st
orie
s, fo
r ex
ampl
e,
“
The
Ugl
y D
uckl
ing”
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
rete
ll pa
rts o
f th
e st
orie
s to
sugg
est
acce
ptab
le, a
ltern
ativ
e pa
ttern
s of b
ehav
iour
. •
Stud
ents
iden
tify
the
sour
ce/s
of c
onfli
ct a
nd
way
s to
reso
lve
it/th
em.
• St
uden
ts ro
le-p
lay
to
show
alte
rnat
ive
patte
rns
of b
ehav
iour
.
• St
uden
ts a
re a
sked
to
prep
are
a lis
t of f
ive
ques
tions
to a
sk o
ne o
f th
e pe
rson
s who
will
be
invi
ted.
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
are
gro
uped
ba
sed
on th
eir c
hoic
e of
ca
reer
per
son
and
are
aske
d to
shar
e an
d re
vise
th
eir q
uest
ions
. •
Stud
ents
com
pile
one
list
fo
r sub
mis
sion
. IN
DIV
IDU
AL
WO
RK
•
Stud
ents
cre
ate
a lis
t of
ques
tions
nee
ded
to g
ain
addi
tiona
l inf
orm
atio
n on
car
eer o
f the
ir ch
oice
. •
Stud
ents
use
com
pute
r/ lib
rary
to g
athe
r in
form
atio
n on
the
care
er
of th
eir c
hoic
e.
• St
uden
t pre
sent
atio
ns
and
clas
s dis
cuss
ions
ar
e he
ld to
exp
lore
th
e de
vice
s whi
ch c
an
be u
sed
in th
e cr
eatio
n of
com
ic
strip
s. •
Stud
ents
cre
ate
a gr
aphi
c to
repr
esen
t th
e de
vice
s. SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
cre
ate
a fiv
e-fr
ame
com
ic
strip
bas
ed o
n ex
cerp
ts fr
om
liter
atur
e te
xts o
r se
lect
ed th
emes
. •
Com
ic st
rips a
re
circ
ulat
ed to
oth
er
grou
ps a
nd a
re
criti
qued
by
peer
s. •
Stud
ents
revi
se c
omic
st
rips b
ased
on
feed
back
giv
en.
MIN
I LE
SSO
N
• W
ill/W
ould
•
Use
of t
he
cons
truct
ion
”I
reso
lve”
and
oth
er
sim
ilar
cons
truct
ions
I i
nten
d
I
reso
lve
I
have
dec
ided
TH
EM
E:
CA
RE
ER
S (1
) T
ER
M T
HR
EE
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
O
RA
CY
SK
ILL
S (M
ON
OL
OG
UE
S)
C
AU
SE A
ND
EFF
EC
T
SOU
RC
ES
OF
CO
NFL
ICT
Q
UE
STIO
NIN
G
SKIL
LS
C
OM
IC S
TR
IPS
E V A L U A T I O N
- Pr
esen
tatio
n of
m
onol
ogue
s cho
sen
from
te
xt
- A
sses
smen
t of c
heck
list
for a
sses
sing
ora
l pe
rfor
man
ces
- C
reat
ion
of a
gra
phic
to
repr
esen
t eff
ectiv
e co
mm
unic
atio
n sk
ills
- W
ritte
n ex
erci
se:-
The
Impo
rtanc
e of
Eff
ectiv
e C
omm
unic
atio
n sk
ills
- A
sses
smen
t of t
aped
re
spon
se
- Id
entif
icat
ion
of c
ause
an
d ef
fect
rela
tions
hips
-
Com
posi
tion
of
stat
emen
ts sh
owin
g ca
use
and
effe
ct re
latio
nshi
ps
- G
raph
ic w
ork
show
ing
caus
e an
d ef
fect
re
latio
nshi
ps re
sulti
ng
from
con
flict
situ
atio
ns
- La
belli
ng o
f exc
erpt
s ba
sed
on th
eir s
ourc
e of
co
nflic
t.
- C
onfli
ct w
ith
ch
arac
ters
-
Con
flict
am
ong
c
hara
cter
s -
Con
flict
with
self
- C
onfli
ct w
ith so
ciet
y -
Con
flict
with
nat
ure
W
ritte
n ex
erci
se:
- W
rite
a cr
eativ
e pi
ece
sh
owin
g th
e re
solu
tion
of
a co
nflic
t
- C
reat
ion
of li
st o
f qu
estio
ns fo
r in
terv
iew
of c
aree
r pe
rson
-
Rew
ritin
g of
in
effe
ctiv
e qu
estio
ns
- C
reat
ion
of c
omic
st
rip
- C
reat
ion
of
chec
klis
t to
asse
ss
com
ic st
rips
- W
ritte
n ex
erci
se:
“The
Pur
pose
and
Fu
nctio
n of
Com
ic S
trips
”
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (1
)
STR
AN
D
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
(MO
NO
LO
GU
ES)
CA
USE
AN
D E
FFE
CT
SO
UR
CE
S O
F C
ON
FLIC
T
QU
EST
ION
ING
SK
ILL
S
CO
MIC
ST
RIP
S R
E S O
U
R
C
E S
• TE
XT
• TA
PED
MO
NO
LOG
UE
• TA
PE R
ECO
RDER
• PI
CTU
RE
• C
OM
PUTE
R •
TEXT
S •
GRA
PHIC
S –
T-
Cha
rt
• D
OC
UM
ENTA
RY
• VI
DEO
CLI
P •
GRA
PHIC
S –
T-
Cha
rts
• TE
XTS
• TE
XTS
• C
OM
PUTE
R
• D
ATA
SHEE
T •
TEXT
S •
CO
MIC
STR
IPS
• C
OM
PUTE
R (I
NTE
RNET
)
I
N
T
C
E
U
G
R
A
R
R
C
A
I
T
T
C
I
I
U
V
N
L
I
G
A
T
R
I
E
S
• M
USI
C
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• VI
SUAL
AN
D
PERF
ORM
ING
ART
S
• G
EOG
RAPH
Y •
SCIE
NC
E •
TEC
HN
OLO
GY
ED
UC
ATIO
N
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• VI
SUAL
AN
D
PERF
ORM
ING
ART
S •
MO
RAL
AND
VA
LUES
ED
UC
ATIO
N
• SO
CIA
L ST
UD
IES
• SO
CIA
L ST
UD
IES
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• VI
SUAL
AN
D
PERF
ORM
ING
AR
TS
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (1
)
ST
RA
ND
LIS
TE
NIN
G/ S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
O
RA
CY
SK
ILL
C
HO
RA
L S
PEA
KIN
G
SU
MM
AR
IZIN
G
PLO
T
DE
VE
LO
PME
NT
NA
RR
AT
IVE
H
EA
DL
INE
S A
ND
C
APT
ION
S
St
uden
ts w
ill b
e ab
le to
:
O
B
J E C T I V E S
-
pron
ounc
e w
ords
co
rrec
tly
-
enun
ciat
e ac
cura
tely
-
us
e w
ords
to c
reat
e ef
fect
-
ap
prec
iate
lang
uage
as
an
eff
icie
nt v
ehic
le to
co
mm
unic
ate
tone
,
m
ood,
atm
osph
ere
and
m
essa
ge
-
appr
ecia
te th
e
impo
rtanc
e of
sy
nchr
oniz
atio
n -
ap
prec
iate
the
valu
e of
w
orki
ng a
s a te
am
-
sum
mar
ize
text
-
appr
ecia
te th
e va
lue
of
co
ncis
e la
ngua
ge
- ap
prec
iate
the
im
porta
nce
of
sequ
ence
- id
entif
y th
e m
ain
eve
nts i
n a
text
-
an
alys
e th
e st
ory
st
ruct
ure
of a
giv
en
text
-
det
erm
ine
the
rel
atio
nshi
p be
twee
n
sto
ry st
ruct
ure
and
a
utho
r’s i
nten
tion
-
iden
tify
diff
eren
t
ty
pes o
f sto
ry
stru
ctur
e an
d th
e
purp
ose
and
func
tion
of
eac
h -
app
reci
ate
the
valu
e of
st
ory
stru
ctur
e -
tra
nsfe
r kno
wle
dge
of
stor
y st
ruct
ure
to th
e
crea
tion
of th
eir o
wn
st
orie
s
- ge
nera
te a
nd d
evel
op
idea
s in
resp
onse
to a
gi
ven
topi
c -
use
lang
uage
ef
fect
ivel
y to
mak
e a
st
ory
vivi
d an
d
ap
peal
ing
to a
n
audi
ence
-
use
punc
tuat
ion
ef
fect
ivel
y -
crea
te a
stor
y us
ing
a
head
line
from
a
new
spap
er.
- s
tate
the
purp
ose
of
head
lines
and
ca
ptio
ns
-
desc
ribe
tech
niqu
es
use
d in
the
crea
tion
of
hea
dlin
es a
nd
capt
ions
-
cr
eate
hea
dlin
es a
nd
capt
ions
for
chos
en
artic
les a
nd p
ictu
res.
- va
lue
the
pow
er o
f
co
ncis
e la
ngua
ge
T
ER
M T
HR
EE
T
HE
ME
: C
AR
EE
RS
(2)
ST
RA
ND
LIS
TE
NIN
G/ S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PL
OT
D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
S T R A T E G I E S
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re g
iven
a te
xt
and
are
aske
d to
read
qu
ietly
W
HO
LE
GR
OU
P W
OR
K
• Te
ache
r the
n re
ads t
ext
and
guid
es w
hole
cla
ss
disc
ussi
on to
ens
ure
that
th
e te
xt is
und
erst
ood
• St
uden
ts a
re a
sked
to
dram
atiz
e po
rtion
s of t
he
text
in o
rder
to c
onso
lidat
e m
eani
ng
• W
ith th
e he
lp o
f lea
ding
qu
estio
ns, s
tude
nts i
dent
ify
moo
d an
d at
mos
pher
e cr
eate
d in
the
text
and
the
tone
of t
he sp
eake
r. FO
R EX
AMPL
E -
Wha
t fee
lings
do
the
wor
ds
arou
se in
you
? -
Wha
t is t
he to
ne o
f the
w
riter
in li
ne
Hap
py
Sad
Con
cern
ed
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
a
shor
t sto
ry a
nd a
re a
sked
to
cre
ate,
in fi
ve fr
ames
, a
com
ic st
rip b
ased
on
it.
• C
lass
pre
sent
atio
n,
follo
wed
by
disc
ussi
on.
• St
uden
ts p
ost c
omic
strip
ar
ound
the
room
. •
In g
roup
s, st
uden
ts v
iew
an
d ev
alua
te e
ach
strip
. IN
DIV
IDU
AL
WO
RK
•
Stud
ents
are
giv
en a
n ex
perim
ent f
rom
a
Scie
nce
text
and
are
as
ked
to e
num
erat
e th
e st
eps
• St
uden
ts a
re g
iven
a
num
bere
d ch
art w
ith
whi
ch to
wor
k
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
ive
copi
es
of a
cho
sen
shor
t sto
ry
or sh
ort p
lay
• St
uden
ts a
re a
sked
to u
se
one
of th
e fo
llow
ing
grap
hics
to m
ap o
ut
mai
n ev
ents
of t
he
stor
y/pl
ay
ST
OR
•
Gro
up p
rese
ntat
ion
and
verif
icat
ion
of
resp
onse
s
WH
OL
E G
RO
UP
WO
RK
•
Stud
ents
are
giv
en a
ne
wsp
aper
hea
dlin
e to
gen
erat
e id
eas
usin
g a
Stor
y St
ar
for e
.g.
- “
Bab
y fo
und
aban
done
d in
fast
fo
od o
utle
t”
STO
RY
STA
R
Whe
re?
W
ho?
W
hen?
R
esul
t
Why
? C
oncl
usio
n SM
AL
L G
RO
UP
WO
RK
C
OO
PER
ATI
VE
CLA
SS
STO
RY
• In
rela
tion
to id
eas
gene
rate
d ab
ove,
eac
h gr
oup
of a
bout
five
st
uden
ts d
evel
ops a
sh
ort s
tory
. •
Stor
ies a
re w
ritte
n an
d th
ey a
re sh
ared
ora
lly.
WH
OL
E G
RO
UP
WO
RK
C
APT
ION
S -
Stud
ents
are
giv
en
pict
ure
with
cap
tions
fr
om th
e ne
wsp
aper
-
Stud
ents
exa
min
e pi
ctur
e in
an
atte
mpt
to
iden
tify
the
rela
tions
hip
betw
een
the
capt
ion
and
the
p
ictu
re
- St
uden
ts e
xam
ine
the
la
ngua
ge u
sed
in
capt
ions
-
Cha
lkbo
ard
sum
mar
y do
ne
____
____
_ 1.
__
____
____
____
2.
__
____
____
____
3.
__
____
____
____
4.
____
____
____
__5.
__
____
____
____
STO
RY
S
TOR
Y
STO
RY
TR
AIN
MA
P
LA
DD
ER
TH
EM
E:
CA
RE
ER
S (2
)
T
ER
M T
HR
EE
ST
RA
ND
L
IST
EN
ING
/ SP
EA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PLO
T D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
S T R A T E G I E S
• W
hat i
s the
gen
eral
at
mos
pher
e of
the
text
?
•
Iden
tify
wor
ds/e
xpre
ssio
ns
whi
ch, i
n yo
ur o
pini
on,
help
to c
reat
e th
is
atm
osph
ere
•
Cha
lkbo
ard
revi
ew a
nd
sum
mar
y W
HO
LE G
RO
UP
WO
RK
•
Stud
ents
and
teac
hers
id
entif
y w
ords
that
they
w
ill h
ave
to e
xerc
ise
care
in p
rono
unci
ng.
• W
ords
are
pla
ced
on
chal
kboa
rd a
nd st
uden
ts
liste
n to
the
corr
ect
pron
unci
atio
n/
enun
ciat
ion
on ta
pe o
r by
the
teac
her
• St
uden
ts re
peat
, the
n
prac
tise
in sm
all g
roup
s
• St
uden
ts a
re e
ncou
rage
d to
us
e gr
aphi
cs to
acc
ompa
ny
the
list.
IN
TE
RE
ST G
RA
PH
Poin
ts o
f int
eres
t H
igh
M
oder
ate
WH
OL
E G
RO
UP
WO
RK
W
HO
LE
GR
OU
P W
OR
K
• U
sing
the
prev
ious
shor
t st
ory/
play
stud
ents
are
as
ked
to d
ivid
e an
othe
r st
ory
into
beg
inni
ng/
mid
dle/
end.
•
Stud
ents
’ ide
as a
re
pres
ente
d on
cha
lkbo
ard
usin
g a
grap
hic
orga
nize
r. EV
ENTS
OF
STO
RY
• C
lass
dis
cuss
ion
on
deve
lopm
ent o
f ide
as
SMA
LL
GR
OU
P W
OR
K
CA
PTIO
NS
• St
uden
ts a
re g
iven
th
ree
pict
ure
and
an
enve
lope
with
four
ca
ptio
ns
• St
uden
ts m
atch
pi
ctur
es w
ith c
aptio
ns
• St
uden
ts e
xpla
in
choi
ce
• W
hole
cla
ss
asse
ssm
ent
Beg
inni
ng
Mid
dle
E
nd
MIN
I LE
SSO
N
Purp
ose
and
func
tion
of c
aptio
ns -
Attr
act a
ttent
ion
- C
ue re
ader
into
si
gnifi
cant
de
tails
-
Shap
e re
ader
s’
resp
onse
-
Put p
ictu
re in
to
cont
ext
Lang
uage
of
Cap
tions
: C
lear
, Gra
phic
, C
onci
se, W
itty
MIN
I LE
SSO
N
- U
se o
f eff
ectiv
e
lang
uage
-
Cho
osin
g th
e
mos
t app
ropr
iate
wor
d fo
r th
e
co
ntex
t. M
OV
EM
EN
T -
Gal
lop,
scur
ry,
ran,
mar
ch, s
trut
.
EM
OTI
ON
S -
Fri
ghte
ned,
an
xiou
s,
petr
ified
SP
EE
CH
-
go
ssip
whi
sper
,
be
rate
, gru
mbl
e,
mum
ble
MIN
I LE
SSO
N
Rev
iew
– id
entif
ying
r
elev
ant
det
ails
TH
EM
E:
CA
RE
ER
S (2
)
T
ER
M T
HR
EE
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PLO
T D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
S T R
A T E G I E S
• St
uden
ts a
re in
vite
d to
lis
ten
to th
e pr
onun
ciat
ion
and
enun
ciat
ion
of w
ords
on
tape
whe
n ne
cess
ary
WH
OL
E G
RO
UP
WO
RK
O
rche
stra
tion
of te
xt
• St
uden
ts a
nd te
ache
rs
mar
k:
-
the
phr
asin
g
thro
ugho
ut th
e te
xt
-
the
poin
ts a
t whi
ch
to p
ause
-
th
e w
ords
/line
s to
be
said
loud
ly/s
oftly
/fast
/
sl
owly
-
th
e lin
es w
here
an
in
divi
dual
voi
ce o
r
sm
all g
roup
s wor
k is
ne
eded
• St
uden
ts p
ract
ise
text
in
parts
and
in it
s ent
irety
, pa
ying
atte
ntio
n to
sy
nchr
oniz
atio
n
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re g
iven
a
pass
age
from
a
His
tory
text
and
are
as
ked
to su
mm
ariz
e th
e in
form
atio
n us
ing
a tim
e lin
e or
a
time
ladd
er.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
a
pass
age
and
are
aske
d to
redu
ce it
to
one
third
of i
ts
leng
th
• St
uden
ts sh
are
and
feed
back
is g
iven
•
Stud
ents
wou
ld
choo
se o
ne o
f the
ca
reer
s fro
m th
e lis
teni
ng/s
peak
ing
Stra
nd a
nd c
reat
e th
e jo
b ap
plic
atio
n fo
rm
• Su
gges
t tha
t for
ms
coul
d be
pre
sent
ed
on o
verh
ead
proj
ecto
r, us
ing
bris
tol b
oard
etc
.
IND
IVID
UA
L W
OR
K
• St
uden
ts a
re a
sked
to
read
an
extra
ct fr
om a
pl
ay w
ith a
diff
eren
t st
ory
stru
ctur
e an
d pe
rfor
m th
e sa
me
task
. •
Dis
cuss
ion
of ty
pes o
f st
ruct
ure
and
the
purp
ose
and
func
tion
of
each
. •
Stud
ents
are
ask
ed to
id
entif
y po
ints
of l
ow,
mod
erat
e an
d hi
gh
inte
rest
in th
e st
ory
• St
uden
ts re
pres
ent t
his
info
rmat
ion
on a
gra
ph
on tr
ansp
aren
cies
•
Tran
spar
enci
es a
re
view
ed a
nd d
iscu
ssed
.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts re
vise
shor
t st
ory
prev
ious
ly
writ
ten
to im
prov
e la
ngua
ge u
sed.
IN
DIV
IDU
AL
WO
RK
ST
OR
Y C
HA
RT
• St
uden
ts a
re g
iven
an
othe
r hea
dlin
e an
d af
ter b
rain
stor
min
g,
they
repr
esen
t ide
as
on a
stor
y ch
art.
STO
RY
CH
AR
T
H
EA
DL
INE
C
hara
cter
S
ettin
g
Plot
Dev
.
IND
IVID
UA
L W
OR
K
• A
pic
ture
with
out
capt
ion
is ta
ped
to
chal
kboa
rd
• St
uden
ts a
re a
sked
to
crea
te a
cap
tion
for t
he
pict
ure
• St
uden
ts re
ad c
aptio
ns
whi
ch th
ey c
reat
ed
• C
lass
cho
oses
the
best
ca
ptio
n. T
his i
s tap
ed to
pi
ctur
e on
cha
lkbo
ard
HE
AD
LIN
ES
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts e
xam
ine
new
spap
er a
rticl
es w
ith
head
lines
•
Stud
ents
iden
tify
the
purp
ose
of h
eadl
ines
•
Stud
ents
exa
min
e th
e la
ngua
ge u
sed
in
head
lines
•
Stud
ents
eng
age
in
who
le c
lass
shar
ing
• C
halk
boar
d su
mm
ary
done
MIN
I LE
SSO
N
INT
RO
DU
CT
ION
T
O T
ER
MS:
- ex
posi
tion
- cl
imax
-
deno
uem
ent
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
L
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PL
OT
D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
S T
R A T E G I E S
• St
uden
ts w
rite
a st
ory
• St
uden
ts sh
are
oral
ly
for p
eer a
sses
smen
t IN
DIV
IDU
AL
WO
RK
•
Stud
ents
revi
se
stor
ies t
o en
sure
the
effe
ctiv
e us
e of
la
ngua
ge a
nd
punc
tuat
ion
IND
IVID
UA
L W
OR
K
• Th
e w
ords
of a
hea
dlin
e ar
e cu
t apa
rt an
d pl
aced
in
an
enve
lope
. •
Stud
ents
are
giv
en th
e co
rres
pond
ing
new
spap
er a
rticl
e w
ith
the
enve
lope
of w
ords
•
Stud
ents
are
ask
ed to
us
e w
ords
in th
e en
velo
pe to
cre
ate
a he
adlin
e fo
r the
arti
cle.
•
Stud
ents
read
the
head
lines
cre
ated
. •
Stud
ents
cho
ose
the
mos
t eff
ectiv
e he
adlin
e.
WH
OL
E G
RO
UP
WO
RK
•
The
new
spap
er a
rticl
e an
d ch
osen
hea
dlin
e ar
e st
uck
to th
e ch
alkb
oard
•
The
stud
ents
exa
min
e or
igin
al h
eadl
ine
and
disc
uss t
he si
mila
ritie
s be
twee
n th
e or
igin
al
and
the
chos
en
head
line.
MIN
I LE
SSO
N
Eff
ectiv
e us
e of
pu
nctu
atio
n m
arks
;
:
!
, . “
”
?
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
TO
PIC
O
RA
CY
SK
ILL
S C
HO
RA
L S
PEA
KIN
G
SU
MM
AR
IZIN
G
PL
OT
DE
VE
LO
PME
NT
NA
RR
AT
IVE
H
EA
DL
INE
S A
ND
C
APT
ION
S S T R A T E G I E S
W
HO
LE
GR
OU
P W
OR
K •
Stud
ents
com
pare
the
lang
uage
of c
aptio
ns
and
head
lines
•
Res
pons
es a
re n
oted
on
a T-
Cha
rt on
ch
alkb
oard
.
CA
PTIO
N
HEA
DLI
NES
Fu
ll
Con
dens
ed
Sent
ence
s
Ph
rase
s
C
hann
els
Om
issi
on o
f
a
rticl
es
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
T
OPI
C
OR
AC
Y S
KIL
LS
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PLO
T D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
H
EA
DL
INE
S A
ND
C
APT
ION
S S T R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
an
enve
lope
with
wor
ds
• St
uden
ts u
se fi
ve o
f th
ese
wor
ds to
cre
ate
a he
adlin
e •
Stud
ents
stic
k he
adlin
e to
a sh
eet o
f pap
er a
nd
crea
te a
shor
t ne
wsp
aper
arti
cle
base
d on
the
head
line.
•
Stud
ents
com
pile
fin
ishe
d ar
ticle
s int
o a
clas
s ‘ne
wsp
aper
.’
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
OR
AC
Y S
KIL
LS
CH
OR
AL
SPE
AK
ING
SUM
MA
RIZ
ING
PLO
T D
EV
EL
OPM
EN
T
N
AR
RA
TIV
E
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
E
V A L U A T I O N
- O
rche
stra
tion
is ta
ped
fo
r sel
f-as
sess
men
t -
Orc
hest
ratio
n is
per
form
ed fo
r a p
anel
of
in
depe
nden
t jud
ges
b
efor
e an
aud
ienc
e fr
om
the
scho
ol p
opul
atio
n
- A
por
tfolio
ass
embl
y
of ta
sks d
one
durin
g
the
unit
- A
dia
ry e
ntry
of o
ne
d
ay’s
act
ivity
-
Sum
mar
y of
a
new
spap
er a
rticl
e.
- M
appi
ng st
ory
stru
ctur
e
o
n in
tere
st g
raph
-
Ide
ntifi
catio
n of
stor
y
s
truct
ure
of c
hose
n st
ory
- W
ritte
n re
spon
se :
“Th
e
role
of s
tory
stru
ctur
e in
a
give
n te
xt.”
- Th
e fin
al d
raft
of
shor
t sto
ry
- A
sses
smen
t of S
tory
C
hart
- A
sses
smen
t of
stud
ents
’ por
tfolio
of
all f
our d
rafts
of t
heir
stor
y
- C
reat
ion
of c
aptio
ns in
re
spon
se to
giv
en
pict
ures
from
the
ne
wsp
aper
-
C
reat
ion
of h
eadl
ines
for n
ewsp
aper
arti
cles
-
C
reat
ion
of c
aptio
ns
for w
ordl
ess c
arto
ons
- C
reat
ion
of a
rticl
es in
re
spon
se to
hea
dlin
es
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
ST
RA
ND
S
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
OR
AC
Y S
PEA
KIN
G
CH
OR
AL
SPE
AK
ING
SU
MM
AR
IZIN
G
PL
OT
DE
VE
LO
PME
NT
NA
RR
AT
IVE
HE
AD
LIN
ES
AN
D
CA
PTIO
NS
R
E S O
U
R
C
E S
• TE
XT
• G
RAPH
ICS
•
CAS
SETT
ES
•
CO
MIC
STR
IP
• G
RAPH
IC
ORG
ANIZ
ERS
•
GRA
PHIC
O
RGAN
IZER
S •
TEXT
S –
Stor
ies
• N
EWSP
APER
S •
GRA
PHIC
O
RGAN
IZER
S
• N
EWSP
APER
A
RTIC
LES
• N
EWSP
APER
P
ICTU
RES
•
GRA
PHIC
S
I
N
T
C
E
U
G
R
A
R
R
C
A
I
T
T
C
I
I
U
V
N
L
I
G
A
T
R
I
E
S
•
MU
SIC
•
SCIE
NC
E •
ART
•
MU
SIC
• SO
CIA
L ST
UD
IES
• SO
CIA
L ST
UD
IES
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (2
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
EFF
ER
EN
T L
IST
EN
ING
/ O
RA
CY
SK
ILL
S (I
NT
ER
VIE
WS)
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
Stud
ents
will
be
able
to:
O
B
J E C T I V E
S
- to
exp
ress
them
selv
es
cl
early
and
pre
cise
ly
whe
n as
king
qu
estio
ns.
- de
duce
sign
ifica
nt
deta
ils fr
om re
spon
ses
gi
ven.
-
resp
ond
appr
opria
tely
to
resp
onse
s
- de
mon
stra
te re
spec
t
fo
r an
othe
r per
son
durin
g th
e in
terv
iew
.
- in
terp
ret i
nfor
mat
ion
on fo
rms.
- de
duce
the
mea
ning
of
stan
dard
ab
brev
iatio
ns u
sed
on
form
s. -
id
entif
y ho
w
info
rmat
ion
is
orga
nize
d on
form
s -
ap
prec
iate
the
us
eful
ness
of f
orm
s -
ca
tego
rize
info
rmat
ion
need
ed
on fo
rms.
-
com
plet
e fo
rms
accu
rate
ly.
-
crea
te fo
rms t
o
acce
ss d
ata.
-
app
reci
ate
the
im
porta
nce
of
hone
sty
whe
n
com
plet
ing
form
s.
-
iden
tify
the
liter
ary
devi
ce –
sym
bol.
-
expl
ain
the
mea
ning
of
this
lite
rary
dev
ice
w
hen
used
. -
use
this
lite
rary
de
vice
e
ffec
tivel
y.
- ap
prec
iate
the
im
pact
of i
ts u
se in
sp
eech
and
writ
ing.
-
de
velo
p an
ap
prec
iatio
n of
liter
ary
wor
ks.
-
use
the
form
at fo
r
w
ritin
g fo
rmal
lette
rs
to fr
ame
a le
tter o
f
in
vita
tion.
-
ide
ntify
the
esse
ntia
l
de
tails
nee
ded
in a
le
tter o
f inv
itatio
n.
- u
se la
ngua
ge
appr
opria
te fo
r a
form
al le
tter.
-
mak
e ap
prop
riate
ch
oice
of s
tatio
nery
. -
de
mon
stra
te su
itabl
e
addr
essi
ng sy
stem
on
en
velo
pe.
-
appr
ecia
te th
e
impo
rtanc
e of
pr
esen
tatio
n w
hen
w
ritin
g fo
rmal
lette
rs.
- s
tate
the
feat
ures
of
car
toon
s -
exp
lain
the
fu
nctio
ns o
f
ca
rtoon
s -
out
line
the
devi
ces
u
sed
in c
arto
ons
- e
xpla
in th
e
p
roce
dure
use
d in
the
cre
atio
n of
car
toon
s -
dis
cern
the
impa
ct
t
hat c
arto
ons c
an
h
ave
on th
e vi
ewer
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
INT
ER
VIE
WIN
G S
KIL
LS
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T R A T E G I E S
WH
OL
E G
RO
UP
WO
RK
•
A p
anel
of c
aree
r pe
rson
s is i
nvite
d to
vis
it th
e st
uden
ts
• St
uden
ts p
ose
ques
tions
to
indi
vidu
al m
embe
rs o
f th
e pa
nel t
o ga
ther
in
form
atio
n ab
out t
heir
care
er.
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
brin
g in
sa
mpl
e ap
plic
atio
n fo
rms
• St
uden
ts e
xam
ine
the
form
s to
clas
sify
the
type
s of i
nfor
mat
ion
aske
d, fo
r exa
mpl
e,
Pers
onal
dat
a.
In
form
atio
n re
late
d to
oc
cupa
tion.
Spec
ifics
rela
ted
to
the
purp
ose
of
appl
icat
ion.
• St
uden
ts p
oint
out
a
bbre
viat
ions
use
d
on
the
form
s and
s
tate
wha
t the
y
mea
n:
dd/
mm
/yy
Tel
. No:
W-
H
-
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re sh
own
popu
lar s
ymbo
ls:
The
vict
ory
sign
The
thum
bs-u
p si
gn
Th
e th
umbs
-dow
n
s
ign
THE
OPE
N P
ALM
U
PRIG
HT
O
UTS
TRET
CH
ED
The
pow
er si
gn
• (S
tude
nts u
se
inte
rvie
w q
uest
ions
w
hich
wer
e fr
amed
in
WR
ITIN
G T
erm
3/
2)
• St
uden
ts ta
ke c
aref
ul
note
s dur
ing
the
inte
rvie
w.
SMA
LL
GR
OU
P W
OR
K
• C
lass
inte
nds t
o in
vite
re
sour
ce p
erso
ns to
ad
dres
s stu
dent
s on
care
er c
hoic
es
• St
uden
ts id
entif
y th
e re
sour
ce p
erso
ns to
w
hom
lette
rs o
f in
vita
tion
may
be
sent
•
Cla
ss e
ngag
es in
di
scus
sion
to id
entif
y es
sent
ial d
etai
ls n
eede
d in
the
lette
r:
Th
e re
ason
for t
he
invi
tatio
n
The
bene
fits o
f the
vis
it to
the
clas
s
A su
itabl
e cl
ose
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts a
re g
iven
a
data
she
et b
efor
e vi
ewin
g th
ree
shor
t ca
rtoon
s. D
ATA
SH
EE
T Fe
atur
es o
f car
toon
s
LA
NG
UA
GE
USE
C
onci
se la
ngua
ge
Nar
ratio
n Ab
senc
e of
spee
ch
CH
AR
AC
TE
R
Ster
eoty
pica
l Re
pres
enta
tiona
l
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
INT
ER
VIE
WIN
G S
KIL
LS
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts a
re g
roup
ed
acco
rdin
g to
thei
r car
eer
choi
ce.
• St
uden
ts c
olla
te
info
rmat
ion
gath
ered
du
ring
the
inte
rvie
w
abou
t the
ir ca
reer
cho
ice:
W
hat t
he jo
b en
tails
The
leng
th o
f the
cou
rse
of st
udy
The
inst
itutio
ns w
here
tra
inin
g ca
n be
obt
aine
d
The
qual
ifica
tions
nee
ded
Jo
b op
portu
nitie
s
• In
form
atio
n is
co
llate
d an
d ch
alkb
oard
sum
mar
y do
ne
• St
uden
ts w
ould
cho
ose
one
of th
e ca
reer
s fro
m
the
List
enin
g/Sp
eaki
ng
Stra
nd a
nd c
reat
e th
e jo
b ap
plic
atio
n fo
rm
• Fo
rms m
ay b
e pr
esen
ted
on o
verh
ead
proj
ecto
r/bris
tol b
oard
.
• St
uden
ts a
nd te
ache
r en
gage
in d
iscu
ssio
n on
th
e m
eani
ng o
f the
sign
s an
d th
e po
ssib
le
rela
tions
hip
betw
een
the
actu
al si
gns a
nd th
eir
mea
ning
. •
Stud
ents
sugg
est o
ther
si
gns,
disc
uss t
heir
mea
ning
and
show
the
rela
tions
hip
betw
een
the
sign
and
its m
eani
ng.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts m
ake
a lis
t of
sym
bols
they
see
in th
eir
envi
ronm
ent:
A ch
alkb
oard
sum
mar
y is
do
ne
• St
uden
ts w
rite
first
dra
ft of
thei
r let
ter.
(Eac
h gr
oup
is to
send
a le
tter
to a
diff
eren
t res
ourc
e pe
rson
) •
Gro
up le
tters
are
read
an
d fe
edba
ck is
giv
en b
y te
ache
r and
stud
ents
on
cont
ent o
f the
lette
r SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
exa
min
e th
e la
ngua
ge u
sed
in th
eir
lette
rs.
• St
uden
ts a
re g
uide
d by
te
ache
r-m
ade
chec
klis
t to
exa
min
e th
e fo
llow
ing
area
s:
• St
uden
ts c
ompl
ete
the
data
shee
t afte
r vi
ewin
g th
e ca
rtoon
s •
Stud
ent p
rese
ntat
ions
an
d cl
ass d
iscu
ssio
n fo
llow
ed b
y ch
alkb
oard
sum
mar
y.
SET
TIN
GS
Sing
le se
tting
cl
earl
y de
fined
STR
UC
TU
RE
Fa
st p
aced
Ep
isod
ic
MIN
I LE
SSO
N
Diff
eren
ce b
etw
een
grap
hic
sym
bols
an
d no
n-gr
aphi
c si
gns
MIN
I LE
SSO
N
Prot
ocol
for
the
com
plet
ion
of
form
s:
Use
of
appr
opria
te
writ
ing
impl
emen
t
The
need
for
hone
sty
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
IN
TE
RV
IEW
ING
SK
ILL
S
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T R A T E G I E S
IND
IVID
UA
L W
OR
K
• St
uden
ts c
onfir
m th
eir
care
er c
hoic
e an
d gi
ve
reas
ons f
or st
ayin
g w
ith
thei
r for
mer
cho
ice
or
chan
ging
to a
noth
er.
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts p
repa
re a
do
cum
ent/w
rite-
up o
n th
eir c
aree
r cho
ice
• St
uden
ts a
re g
iven
a
stip
ulat
ed le
ngth
for t
he
docu
men
t but
can
cho
ose
thei
r met
hod
of
pres
enta
tion
• A
ll do
cum
ents
are
co
mpi
led
in a
sing
le
docu
men
t ent
itled
C
AR
EE
R C
HO
ICE
S
an
d a
copy
is p
lace
d in
the
libra
ry.
IND
IVID
UA
L W
OR
K
• St
uden
ts re
ad a
vi
gnet
te w
hich
gi
ves a
shor
t his
tory
of
a y
oung
per
son
abou
t to
mak
e fir
st
fligh
t alo
ne to
an
othe
r cou
ntry
he
/she
has
to fi
ll ou
t an
im
mig
ratio
n fo
rm
b
efor
e bo
ardi
ng th
e
airp
lane
. •
Stud
ents
fill
out t
he
imm
igra
tion
form
. •
Stud
ents
exc
hang
e fo
rms a
nd e
ngag
e in
pe
er re
view
of t
he
form
s. •
Stud
ents
and
teac
her
enga
ge in
ex
plan
atio
n of
te
chni
cal t
erm
s use
d on
the
form
s:
At h
ospi
tals
On
the
stre
ets
In
bus
ines
s pla
ces
In
stor
es
O
n th
e co
mpu
ter
In
scho
ols
Fo
r par
ticul
ar c
aree
rs
• St
uden
ts st
ate
the
m
eani
ng o
f eac
h
sy
mbo
l. •
Stud
ents
shar
e
in
form
atio
n w
ith
clas
s. •
Stud
ents
dis
cuss
the
impo
rtanc
e an
d fu
nctio
n of
sym
bols
. •
Cha
lkbo
ard
sum
mar
y do
ne.
IND
IVID
UA
L W
OR
K
Sket
ch to
Str
etch
•
Stu
dent
s rea
d a
brie
f
stor
y an
d sk
etch
thei
r
resp
onse
to it
.
gram
mar
phra
sing
/exp
ress
ion
vo
cabu
lary
/dic
tion
sp
ellin
g
punc
tuat
ion
SMA
LL
GR
OU
P W
OR
K
• B
ased
on
the
carto
ons
view
ed p
revi
ousl
y,
stud
ents
dis
cuss
: •
The
prim
ary
targ
et
audi
ence
of t
he c
arto
ons
• Th
e pu
rpos
e an
d fu
nctio
n of
car
toon
s •
Vio
lenc
e in
car
toon
s •
The
resp
onsi
bilit
y of
the
carto
onis
t •
Stud
ents
re-c
reat
e th
e st
ory
line
of a
sele
cted
ca
rtoon
W
HO
LE
GR
OU
P W
OR
K
• S
tude
nts v
iew
oth
er
sele
cted
car
toon
s and
id
entif
y an
d di
scus
s the
de
vice
s use
d •
Dev
ices
are
map
ped
out
on th
e ch
alkb
oard
MIN
I LE
SSO
NS
Expl
anat
ion
of
diffe
rent
la
ngua
ge is
sues
as
they
aris
e •
The
use
of ‘
will
’ an
d ‘w
ould
’ •
Syno
nym
s for
w
ords
use
d in
le
tter
•
The
use
of
punc
tuat
ion
mar
ks in
the
addr
essi
ng
syst
em
• T
he c
reat
ion
of
com
plex
se
nten
ces.
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/LIT
ER
AC
Y
T
OPI
C
IN
TE
RV
IEW
ING
SK
ILL
S
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T R A T E G I E S
SMA
LL
GR
OU
P W
OR
K
• St
uden
ts p
lan
and
prep
are
for a
Car
eer F
air
• St
uden
ts p
repa
re
nece
ssar
y m
ater
ials
-
Han
d ou
ts
- b
roch
ures
-
cha
rts
• St
uden
ts h
ost t
he C
aree
r Fa
ir fo
r stu
dent
s of t
he
othe
r For
ms/
clas
ses
• St
uden
ts p
repa
re a
boo
th
for d
ispl
ay
• St
uden
t bec
ome
mem
bers
of a
car
eer
pane
l -
they
mak
e
p
rese
ntat
ion
of
sp
ecifi
c ca
reer
s -
they
ans
wer
que
stio
ns
p
osed
to th
em
Po
int o
f em
bark
atio
n
Res
iden
t/ N
on -
resi
dent
Cou
ntry
of b
irth
C
ount
ry o
f res
iden
ce
Zi
p co
de
O
ccup
atio
n IN
DIV
IDU
AL
WO
RK
•
Stud
ents
fill
out
appl
icat
ion
form
s for
a
pass
port
WH
OL
E G
RO
UP
WO
RK
•
Cla
ss d
iscu
ssio
n on
in
form
atio
n th
at a
pe
rson
may
nee
d to
gi
ve o
n a
job
appl
icat
ion
form
•
Info
rmat
ion
is
repr
esen
ted
on a
gr
aphi
c on
the
chal
kboa
rd.
• W
hat i
s the
last
in
divi
dual
exe
rcis
e m
eant
to a
chie
ve
• St
uden
ts sh
are
thei
r sk
etch
es
• St
uden
ts id
entif
y an
d di
scus
s the
sign
ifica
nt
sym
bols
SM
AL
L G
RO
UP
WO
RK
•
Popu
lar s
ongs
co
ntai
ning
sym
bols
are
pl
ayed
for s
tude
nts
• C
opie
s of t
he ly
rics a
re
dist
ribut
ed
• St
uden
ts re
ad th
e ly
rics
of th
ese
tune
s and
id
entif
y sy
mbo
ls u
sed
• St
uden
ts sh
are
info
rmat
ion
and
enga
ge
in d
iscu
ssio
n on
the
impa
ct th
at th
e us
e of
sy
mbo
ls c
an h
ave
in
song
s.
•
Stud
ents
edi
t and
re
vise
thei
r let
ters
. SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
add
ress
thei
r en
velo
pes
• Fi
nal d
raft
of le
tter o
f in
vita
tion
is p
oste
d to
ca
reer
per
son
iden
tifie
d.
DE
VIC
ES
USE
D IN
C
AR
TOO
NS
Ono
mat
opoe
ia
Ex
agge
ratio
n
Appe
al to
the
sens
es
U
se o
f con
tras
t
Sym
bols
IN
DIV
IDU
AL
WO
RK
•
Stud
ents
cre
ate
anot
her g
raph
ic to
re
pres
ent t
he d
evic
es
map
ped
out o
n th
e ch
alkb
oard
W
HO
LE
GR
OU
P W
OR
K
• St
uden
ts v
iew
a
docu
men
tary
on
the
mak
ing
of c
arto
ons
or v
iew
de
mon
stra
tion
of
how
it is
don
e
MIN
I LE
SSO
N
• A
ddre
ssin
g th
e en
velo
pe
• us
e of
pu
nctu
atio
n in
th
e ad
dres
s •
choi
ce o
f st
atio
nery
w
hite
m
anila
uns
cent
ed
Free
of g
raph
ics
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
IN
TE
RV
IEW
ING
SK
ILL
S
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T
R A T E G I E S
SM
AL
L G
RO
UP
WO
RK
•
Stud
ents
cre
ate
a jo
b ap
plic
atio
n fo
rm
• St
uden
ts p
rese
nt
form
s to
the
clas
s •
Stud
ents
eng
age
in
disc
ussi
on a
nd a
re
give
n fe
edba
ck b
y th
e te
ache
r •
Stud
ents
revi
se fo
rms
• St
uden
ts re
prod
uce
form
s on
the
over
head
pro
ject
or
IND
IVID
UA
L W
OR
K
Stud
ents
are
giv
en
pers
onal
dat
a an
d jo
b hi
stor
y of
diff
eren
t pe
rson
s.
SMA
LL
GR
OU
P W
OR
K
• W
ith th
e he
lp o
f the
fo
llow
ing
guid
ing
ques
tions
, stu
dent
s ex
plor
e ex
cerp
ts fr
om
lite
rary
wor
ks.
•
Stud
ents
eng
age
in
a qu
estio
n an
d an
swer
sess
ion
on
the
mak
ing
of
carto
ons
• St
uden
ts p
rodu
ce a
st
ep-b
y-st
ep
proc
edur
e fo
r the
cr
eatio
n of
ca
rtoon
s
MIN
I LE
SSO
N
The
iden
tific
atio
n an
d ex
plan
atio
n of
tr
aditi
onal
sy
mbo
ls in
lit
erat
ure
- C
olou
rs:
gree
n,
yello
w
whi
te
red
- J
ourn
ey
- T
he s
easo
ns
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
ST
RA
ND
LIS
TE
NIN
G/S
PEA
KIN
G
R
EA
DIN
G
L
ITE
RA
TU
RE
WR
ITIN
G
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
INT
ER
VIE
WIN
G
SKIL
LS
C
OM
PLE
TIO
N O
F FO
RM
S
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
S T
R A T E G I E S
• U
sing
the
info
rmat
ion
give
n, st
uden
ts
fill o
ut o
ne o
f the
jo
b ap
plic
atio
n fo
rms c
reat
ed.
Wha
t are
the
sym
bols
us
ed b
y th
e w
riter
?
Wha
t mea
ning
is
com
mun
icat
ed b
y th
eir
use?
Doe
s the
use
of t
he
sym
bols
hel
p in
you
r un
ders
tand
ing
of th
e te
xt?
D
oes t
he u
se o
f the
sy
mbo
ls a
id in
you
r ap
prec
iatio
n of
the
text
?
Do
you
have
a b
ette
r un
ders
tand
ing
of th
e w
ay th
e ch
arac
ter f
eels
?
Do
the
sym
bols
hel
p to
cr
eate
a c
lear
er p
ictu
re in
yo
ur m
ind?
Do
you
enjo
y th
e te
xt
mor
e?
IND
IVID
UA
L W
OR
K
• St
uden
ts w
rite
abou
t the
im
pact
of t
he u
se o
f sy
mbo
ls in
a p
artic
ular
pi
ece
of li
tera
ture
.
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
STR
AN
D
L
IST
EN
ING
/SPE
AK
ING
RE
AD
ING
LIT
ER
AT
UR
E
W
RIT
ING
ME
DIA
/VIS
UA
L
LIT
ER
AC
Y
T
OPI
C
IN
TE
RV
IEW
ING
SK
ILL
S
A
PPL
ICA
TIO
N F
OR
MS
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
E
V A L U A T I O N
- In
divi
dual
do
cum
ents
on
care
er
choi
ce
- St
uden
ts’
ques
tioni
ng sk
ills
durin
g th
e in
terv
iew
-
Teac
her c
an c
reat
e a
chec
klis
t for
this
ex
erci
se
- A
sses
smen
t of
Car
eer F
air
- Ev
alua
tion
of
com
plet
ed
appl
icat
ion
form
-
Cre
atio
n of
an
entry
fo
rm fo
r an
inte
r-sc
hool
com
petit
ion
- C
ompl
etio
n of
a
form
to a
pply
for a
n Id
entif
icat
ion
Car
d
- W
ritte
n ex
erci
se –
Th
e Im
pact
of t
he
Use
of S
ymbo
ls in
Li
tera
ture
-
Iden
tific
atio
n an
d ex
plan
atio
n of
sy
mbo
ls fr
om a
ch
osen
pas
sage
-
Cre
atio
n of
sign
s to
repr
esen
t and
repl
ace
clas
sroo
m ru
les
- C
reat
ion
of a
ver
se o
r pa
ragr
aph
usin
g sy
mbo
ls.
- Ev
alua
tion
of th
e pr
oces
s inv
olve
d in
th
e cr
eatio
n of
the
lette
r -
Eval
uatio
n of
the
final
dra
ft.
- W
ritte
n ex
erci
se
Lette
r of i
nvita
tion.
- St
ep-b
y-st
ep
proc
edur
e fo
r the
cr
eatio
n of
ca
rtoon
s -
Cre
atio
n of
a
grap
hic
repr
esen
ting
the
feat
ures
of
carto
ons
- C
reat
ion
of a
gr
aphi
c re
pres
entin
g th
e de
vice
s use
d in
th
e cr
eatio
n of
ca
rtoon
s -
Writ
ten
exer
cise
: Th
e Im
pact
of
Car
toon
s on
the
Vie
wer
.
TE
RM
TH
RE
E
TH
EM
E:
CA
RE
ER
S (3
)
STR
AN
DS
L
IST
EN
ING
/SPE
AK
ING
R
EA
DIN
G
L
ITE
RA
TU
RE
W
RIT
ING
M
ED
IA/V
ISU
AL
L
ITE
RA
CY
TO
PIC
S
INT
ER
VIE
WIN
G
SKIL
LS
A
PPL
ICA
TIO
N
FOR
MS
L
ITE
RA
RY
DE
VIC
ES
FO
RM
AL
LE
TT
ER
CA
RT
OO
NS
R
E
S O
U
R
C
E S
• RE
SOU
RCE
PERS
ON
NEL
• G
RAPH
ICS
• AP
PLIC
ATIO
N
FORM
S •
VIG
NET
TES
•
TEXT
S-
Stor
ies
So
ngs
• G
RAPH
ICS
• TA
PED
MU
SIC
•
CAS
SETT
E PL
AYER
• W
RITI
NG
PAP
ER
• EN
VELO
PES
• ST
AMPS
•
CH
ECK
LIST
• D
OC
UM
ENTA
RY
FILM
S •
CAR
TOO
NS
• D
ATA
SHEE
T •
TV/V
IDEO
•
CAS
SETT
E
R
ECO
RDER
PL
AYER
I
N
C
T
U
A
E
R
C
G
R
T
R
R
T
A
I
I
T
C
V
I
U
I
N
L
T
G
A
I
R
E
S
• SO
CIA
L ST
UD
IES
• SO
CIA
L ST
UD
IES
• M
ORA
LS A
ND
VA
LUES
ED
UC
ATIO
N
• M
USI
C
• TE
CH
NO
LOG
Y ED
UC
ATIO
N
• AR
T
• SO
CIA
L ST
UD
IES
• SO
CIA
L ST
UD
IES
• M
ORA
L AN
D
VALU
ES
EDU
CAT
ION
TE
RM
TH
RE
E
TH
EM
E:
CA
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INTEGRATION OF LANGUAGE SKILLS Language Arts incorporates a number of skills, all of which need to be developed in order to ensure that students acquire the facility needed in language. The skills do not operate independently of each other and therefore must be developed simultaneously in the classroom. The neglect of one skill can lead to reduced facility in the other. Each skill feeds the other. Reading provides the vocabulary, expressions, ideas and stylistic devices, which the student can transfer to writing and speaking. Through the skill of listening, the student can also gain information, which can filter into his/her speech and writing. Media and visual literacy facilitates and is facilitated by reading and writing and provides another medium through which students can communicate. All the skills are informed by thinking and consequently, additional skills are gained by the students. They learn to think critically, analyse problems and draw conclusions. Thus, they become critical, discerning individuals who are aware of what is taking place in their society and who are able to respond to it. It becomes important, therefore, for the teacher to develop all these skills in the language classroom. The syllabus is written in different strands. These strands interweave with each other and often in the individual lessons. That each skill demonstrated in each strand, assists in the development of the other is made obvious in the sample units presented here. These highlight the internal integration of the strands of the Language Arts syllabus: LISTENING
SPEAKING
LITERATURE
READING
WRITING
MEDIA AND VISUAL LITERACY
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GUIDELINES FOR CURRICULUM DELIVERY The curriculum is student-centred, activity–oriented, and encourages a literature–rich
environment. It introduces a wealth of up-to-date strategies which are used in developing
Language Arts skills of Listening/Speaking, Literature, Reading, Writing, Visual
Literacy/Media.
The document encourages teachers to employ graphic organizers and other visual tools that will
enable students to clarify information, organize information, construct knowledge and
communicate their learning to others. The inclusion of oral strategies aids the integrative and
collaborative process. Together, they assist in the development of thinking skills and cater for
the multiple intelligences and the different learning styles of students.
The following sample unit plan attempts to demonstrate to teachers the possibility for integration
of lessons across the strands. It also shows the connectivity among lessons and reflects the
attempt being made in the curriculum document to consolidate learning and to facilitate the
transfer of knowledge.
The focus of the sample lesson plan is Reading Inference. The plan demonstrates the internal
integration of the strands of the Language Arts as well as the possibility for external integration
with other subject areas, for example, Science and Visual and Performing Arts. It also seeks to
demonstrate a student-centred, activity-oriented approach to the teaching of Language Arts.
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SAMPLE UNIT PLAN
TOPIC: PERSUASIVE LANGUAGE SKILLS
YEAR: 200_ -200_ TERM: I FORM: 3 TEACHER: ____________________ DURATION: 4 Weeks NO. OF LESSONS: 6
SECTION A GENERAL LEARNING OBJECTIVES COGNITIVE: Develop persuasive language skills. AFFECTIVE: Appreciate the use of persuasive language. PSYCHO-MOTOR: Demonstrate the power of persuasive
language through performances LANGUAGE ARTS STRANDS INVOLVED: Writing, Reading, Listening, Speaking, Viewing. PRE-REQUISITE SKILLS/CONCEPTS: Ability to:
- Identify main idea. - Identify explicit details. - Identify supporting details. - Recognize the difference between literal/figurative language. - Understanding the concept of “audience.”
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SECTION B LIST OF LESSONS: 1. FACT AND OPINION: Objectives:
♦ Differentiate between fact and opinion. ♦ Examine subjective language. ♦ Perceive bias in writing. ♦ Be sensitized to the power of subjective language.
2. INFERENCE: Objectives:
♦ Infer meaning from text – proverb, fiction, non-fiction. ♦ Become aware of implicit meanings. ♦ Respond sensitively to implicit meanings.
3. PERSUASIVE Objectives: WRITING:
♦ Identify persuasive devices/techniques used in advertisements. ♦ Assess the impact of devices used. ♦ Create an advertisement for print media.
4. APPEAL TO THE SENSES: Objectives:
♦ Identify language in poetry that appeals to the senses. ♦ Create written texts using language that appeals to the senses. ♦ Analyse writer’s use of language to create effect.
5. JINGLES Objectives:
♦ Define the term “jingle.” ♦ Identify the associations that are made in jingles. ♦ Identify the target groups aimed at. ♦ Indicate the purposes for which jingles are used. ♦ Give examples of the devices used in jingles. ♦ Use devices identified, in the creation of their own jingles.
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6. ADVERTISEMENTS: Objectives:
♦ Identify technical devices used in advertisements. ♦ Assess the impact of the devices used. ♦ Create an advertisement for non-print media.
SECTION C
METHODOLOGY:
♦ Whole group teaching. ♦ Small group work. ♦ Individual work. ♦ Creation of semantic maps. ♦ Presentation. ♦ Demonstrations
SECTION D RESOURCES:
♦ Think sheets. ♦ Checklists. ♦ Video Recorder/Video Clips. ♦ Cassette Recorder/Cassette. ♦ Graphics.
SECTION E EVALUATION: 1. FACT AND OPINION
♦ Identify facts/bias in one of the following texts- newspaper article, letter to the editor, speech, written conversation.
♦ Oral presentation.
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EVALUATION: 2. INFERENCE
♦ Matching exercise. ♦ Matching vignettes with proverbs. ♦ Riddles. ♦ Comprehension passage with inferential questions.
EVALUATION: 3. PERSUASIVE WRITING
♦ Creation of an advertisement. ♦ Assessment of an advertisement which they do not consider
effective using one of the following: checklist, written response, oral presentation.
♦ Identification of a technique that can be deemed offensive by the consumer, supported by reasons.
EVALUATION: 4. APPEAL TO THE SENSES
♦ Poetry analysis. ♦ Presentation using graphic organizers.
EVALUATION: 5. JINGLES
♦ Creation of a jingle . ♦ Creation of graphics to show:
- purpose/function of jingles. - target groups.
EVALUATION: 6. ADVERTISEMENTS
♦ Evaluation of product. ♦ Evaluation of process. ♦ Creation of a Venn diagram to show the
common characteristics of media advertisements.
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LESSON PLAN
READING TOPIC: Inference DURATION: 80 – 90 minutes CLASS: Form 3 OBJECTIVES: Students will be able to:
• infer meaning from texts – proverb, fiction, non fiction • respond sensitively to implicit messages.
PRE-REQUISITE - ability to identify main idea. SKILL/ - ability to identify supporting details. KNOWLEDGE: - ability to use context clues. RESOURCES: Texts - Science experiment reports
- Riddles - Vignettes - Short story
Realia - umbrella - bowl - chalkboard.
SET Theatre Sports INDUCTION:
• Some objects are placed on the teacher’s table e.g. an umbrella, a bandana, a bowl.
• A student selects one and uses it for a purpose other than the one intended.
• Class suggests what the object has become.
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STUDENT Whole Group Work ACTIVITY:
• Students are given copies of an experiment from a Science text. • Class discussion on observations drawn from the activity which was
done. • Students use information given in experiment to draw inferences. • Inferences are noted on the chalkboard. • Students note factors which contribute to making accurate inferences.
Whole Group Work Whole Group Work
• Teacher introduces a proverb in a meaningful and interesting way e.g. in a short story.
• Students discuss use of actual proverb.
Small Group Work • Students are given copies of proverbs. • Students read proverbs and say or sketch the meaning.
Whole Group Work
• Students make presentations and discuss how they arrived at their conclusion.
Individual Work
• Students are given copies of an excerpt. • Students identify the significant details. • Students make pertinent links among details. • Students make inferences.
CLOSURE: Using a graphic, teacher and students review factors which contribute to making accurate inferences. EVALUATION: 1. Matching vignettes with proverbs. 2. Solve riddles. 3. Comprehension passage with inferential questions.
MINI LESSON Use of context clues
- Drawing conclusion - Identifying details
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AUTHENTIC ASSESSMENT Authentic Assessment uses procedures that are compatible with the instructional objectives set by the teachers.
It engages students in tasks that are grounded in instruction. It is personally meaningful for the students. Tasks are used in a real-life context. It is also “performance assessment” in that it refers to the type of student response being
assessed. For example, to test punctuation, use an assessment of a performance item that involves students in writing and punctuating their own writing, e.g. portfolios, which encourage students’ self-reflection, self-discovery and self-assessment.
CONTINUOUS ASSESSMENT
Unlike the traditional approach to assessment, which is, to provide a mark or grade to rank students at the end of the term, the new approach makes assessment an integral part of the instructional process.
Assessment is not only summative (i.e. takes place at the end of the unit or term), but is also diagnostic and formative in nature.
Formative assessment takes place during the term, and is an indicator or how far the student has progressed, giving the teacher a good idea of how far students are from reaching the desired learning objectives, and what else has to be done. Diagnostic assessments are used at the beginning of the year or new unit, in order to establish prior knowledge of the students. The results of continuous assessment help the teacher to guide instruction, monitor student progress and ensure that no student is left behind. Continuous assessment provides the tools to identify ‘struggling students’, and reinforces the view that ‘all students can learn’. Since most students learn by doing, students must be actively involved in the learning and self-assessment process. Assessment is conducted as a normal and regular part of the instructional process, throughout each term and during the entire school year. As the focus of the new curriculum is “a student-centred approach to instruction,” continuous assessment is an integral component of student-centred learning.
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ASSESSMENT Assessment of student achievement is conducted by teachers at several points in the teaching/learning process. Traditionally, the focus has been at the end point of the process : end of term, end of year, or end of course, itself. This end point assessment is known as ‘summative’ assessment or evaluation. In addition to the above, teachers also perform ‘formative’ assessment or evaluation of students’ work or progress. This is done at intermittent periods/points to determine that the process of student learning is proceeding at an optimal pace. With the constructivist approach which focuses on students making meaning during the instructional process, it is the wise teacher who recognises that guidance during the process is crucial and that assessment done in this way helps to determine whether, and to what extent, learning is taking place. Thus the teacher can remediate where necessary and plan strategies for forward movement. In addition to the traditional methods of assessment, therefore, alternative assessment methods give greater coherence to the evaluation process. Assessment must be viewed as intrinsic to learning and the methods or instruments used for assessment must be varied enough to accommodate the varied talk, abilities and competencies expected of Language Arts students. Some alternative modes that can be part of the formative assessment of your class follow:
Discussion – Structured Talk Prepared Speech Oral responses to listening e.g. to poetry Oral responses to recreational reading Graphic organiser response to reading literature Oral and written reading comprehension Open–ended essays Research project Written report Oral and written argument Portfolio of writing tasks Journal writing Learning logs Checklists Interviews Conferences Taped recordings Observations
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THE MARKING SYSTEM IS AS FOLLOWS:
60% on continuous assessment during the term;
40% on the end-of-term assessment
SUGGESTED ASSESSMENT STRUCTURE
CRITERIA FORMATIVE SUMMATIVE
LISTENING AND SPEAKING
(structured talk, speech, oral reading )
20 -
READING COMPREHENSION AND LITERATURE VIEWING
20 20
Getting meaning from a specific type of passage or media
20 20 WRITING AND MEDIA – VISUAL REPRESENTING (PORTFOLIO)
For a variety of purposes.
Individual items to development over time, overall
8 - Time
10 - Presentation
2 - Preface
5 - Mechanics
15 - Response
TOTAL 60% 40%
GUIDELINES FOR ASSESSMENT STRUCTURE:
Weighting can vary according to needs; the above is merely an example.
Parallel classes must have the same weighting.
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Examples: SCORING RUBRIC FOR A LETTER Language Arts - Form I, Term I The theme is “Self-discovery/self-expression”. Learning Objective The student is able to write a detailed personal letter using correct grammar and usage. Evaluation Activity Students are asked to write a letter to a pen-pal who is a Form 1 secondary school student in another country. The letter should include the following details:
Where the student is from (name and description of town and community, including a description of local characteristics, such as climate, vegetation, urban/rural, etc).
What the student is like (physical characteristics, age, etc.)
What the student’s family is like (number of brothers and sisters, extended family, parents’ occupations, details about home life, etc.)
What are student’s likes and dislikes (foods, television programs, sports, pastimes, etc.)?
What is school like for the student (favourite subjects, description of daily activities, etc.)? The letter should end by asking the recipient to respond and should pose specific questions for the recipient to answer about herself/himself. If possible, students should actually mail their completed letters, either via regular mail or E-mail. Addresses of many schools interested in pen-pal programs can be obtained on the Internet. TYPES OF ASSESSMENT I. The Analytic Method
This method depends on a marking scheme drawn up by the teacher. It attempts to separate the various features of writing for scoring purposes and is ideally suited to the classroom situation. The following is produced as simply one example of such an analytic scheme.
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MARKS WRITING SKILLS 10 9 8 7 6 5 4 3 2 1
Grammar
Mechanics: (Punctuation, Spelling, Penmanship)
Fluency: (Effective Language Use, Sentence Variety)
Relevance: (Content in relation to topic)
Vocabulary
Total = 50 II. MECHANICAL ACCURACY
This procedure consists of deducting marks from a given total. For example, a student may lose marks for grammatical errors, misunderstanding words, misspellings, etc.
Criteria for Evaluation POINTS A. CONTENT OF WRITING
1. The letter addresses all specific content. 40
2. The letter is clearly organised (logical organisation) 10 B. MECHANICS OF LANGUAGE AND WRITING
3. Student writes in complete sentences. 10
4. Student writes without errors in spelling and grammar 10
5. Student makes correct use of verb tenses. 10
6. Student uses correct punctuation. 10
7. Student utilises appropriate letter format. 10
TOTAL 100
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SCORING RUBRIC. 1. The letter addresses all specified content
40 The letter not only addresses all specified content, but adds many details and additional information about the writer. There is a great deal of descriptive narrative. The letter is complete, including questions for the respondent.
35 The letter addresses all specified content, and adds some details and additional information about the writer. There is a lot of descriptive narrative. The letter is complete, including questions for the respondent.
30 The letter addresses all specified content, but adds few details and additional information about the writer. There is some descriptive narrative. The letter is complete, including questions for the respondent.
25 The letter addresses all specified content, but adds little details or additional information about the writer. There is only one complete sentence that addresses each specified content. The letter is complete, including at least one question for the respondent.
15 The letter does not address specified content.
10 The letter does not address two specified contents.
5 The letter does not address three specified contents.
0 The letter does not address four or more specified contents.
2. The letter is clearly organised (logical organisation)
10 The letter easily flows from start to finish, with good use of transitional sentences. The letter is completely understandable and fully coherent.
3. Student writes in complete sentences.
10 All sentences have a subject and verb and are written as complete sentences with good structure.
4. Student writes without errors in spelling and grammar (including correct use of singular/plural.
10 Letter has no errors in spelling or grammar.
5. Students make correct use of verb tenses.
10 All verb tenses in the letter are correct.
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CHECKLISTS One of the items maintained by students in their portfolios is a series of checklists. Items on the checklist will vary depending on your purpose, subject, and grade level. Checklist items can be used easily by a student to compare with previous self-assessments. Open-ended questions that allow comments, encourage the student to provide additional information, as well as to do some expressive writing. A checklist can also be constructed to assess the group’s use of basic reference materials. After a student has demonstrated each of the skills satisfactorily, a check is made next to the student’s name by the teacher in conference with the student.
ORAL REPORT-ASSESSMENT CHECKLIST
DID THE STUDENT…. YES NO COMMENTS
1. Speak so that everyone could hear?
2. Finish sentences?
3. Seem comfortable in front of the group?
4. Give a good introduction?
5. Seem well informed about the topic?
6. Explain ideas clearly?
7. Stay on the topic?
8. Give a good conclusion?
9. Use effective visuals to make the presentation interesting?
10. Give good answers to questions from the audience?
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REFERENCES SOURCES ASSESSMENT CHECKLIST
CRITERIA BILL TARA FRED
1. Uses picture captions and titles to organise information.
2. Uses glossaries and dictionaries to identify word meaning.
3. Uses dictionaries as aids to pronunciation.
4. Uses a variety of reference works, including sources on the Internet.
5. Uses an atlas.
6. Uses the telephone directory and the Yellow Pages as sources of information.
7. Uses an index to locate information.
8. Uses newspapers and magazines as sources of information
9. Writes letters to obtain information.
10. Accesses computer database sources.
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SPEAKING – STRUCTURED TALK TASK
A scenario in which Standard English is most likely the language of choice.
Pretend you are a television reporter covering a CARICOM Heads of Government Conference. You are interviewing the Prime Minister/Head of State of another country.
Responding to literature.
We have just finished reading ‘Tanty and Ossimo’. Enact a scene from the story, imagining you are Tanty and one of your classmates is Ossimo. A third student is assigned as narrator.
GUIDELINES: A group should consist of about five students.
Each member should have a specific responsibility, e.g., leader/encourager; scribe; monitor of the process (using the checklist); timekeeper; actors.
The monitor of the process should check:
– the timeliness of the process – whether everyone has the opportunity to speak – whether the task is progressing – whether Standard English structures are used – whether participants give way to, and disagree courteously with, other speakers
Discussion during the task should focus on:
– selection of the content – coverage of the topic/s – questions/answers/dialogue – practice for the group presentation – use of Standard English structures – giving way to and disagreeing courteously with other speakers
The monitor may use the Structured Talk Checklist for Peer Assessment to record scores for
each member of the group. With this assessment, the monitor may initiate discussion with the group about their performance before they present to the class. In subsequent assessments, the roles will be rotated so that each student is given the opportunity to assess the entire group.
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SAMPLE SELF ASSESSMENT FOR STRUCTURED TALK
YES PARTLY NO CRITERIA 3 2 1
I shared my ideas and offered my suggestions
I used Standard English structures
I spoke slowly and at an appropriate pace
I asked questions to get information
I answered other persons’ questions
I remained on the topic and helped the group to stay focused
I understood the content
I encouraged others to participate/have a turn at speaking
I disagreed without hurting others’ feelings
I summarised or repeated my ideas when necessary
I gave reasons for my opinions
I listened courteously and effectively
I tried to understand and extend others’ ideas
I took notes on the main point
I prepared for the group presentation
I practised sufficiently to feel confident to participate in group discussion
TOTAL SCORE
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SAMPLE PEER ASSESSMENT CHECKLIST FOR STRUCTURED TALK
JOHN BONNIE FRANK SUSAN CRITERIA Y P N Y P N Y P N Y P N
Shared ideas and offered suggestions
Used Standard English structures
Spoke clearly
Spoke at an appropriate pace
Asked questions to get information
Answered other persons’ questions
Remained on topic
Helped the group to stay focused
Understood the content
Encouraged others to participate/have a turn at speaking
Disagreed without hurting others’ feelings
Summarised or repeated ideas when necessary
Gave reasons for opinions
Listened courteously and effectively
Tried to extend others’ ideas
Took notes on the main points
Prepared for the group presentation
Practised sufficiently to feel confident to participate in group discussion
TOTAL SCORE
Key: Y = YES P = PARTLY N = NO
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SPEAKING TASK: The students are asked to present a prepared speech of three minutes on a specific topic. GUIDELINES:
The subject may be topical or controversial.
It should be communicated to the students at least two weeks before the presentation is expected to allow time for research and preparation.
At a higher level, the students may be given a broad area to research and may be asked, at
short notice, to make an impromptu presentation on a limited aspect of that topic.
This may be done as a formative assessment which follows the first task.
Peer assessment may be used to evaluate the impromptu presentations i.e., groups of students may focus on different aspects of the presentations, e.g., the Introduction.
Students may also be given an opportunity to provide their own self-assessment.
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SAMPLE SPEAKING ASSESSMENT INSTRUMENT
EXCELLENT GOOD SATISFACTORY UNSATISFACTORY NEEDS CONSIDERABLE IMPROVEMENT CRITERIA
5 4 3 2 1
SECTION 1: Introduction
Performs an action/ uses a statement to introduce topic
Evokes a response from the listener
Clearly states the topic
SECTION 2: Body
Uses relevant content
Uses effective transitional terms
Maintains focus (does not deviate from topic)
Presents ideas coherently (leads smoothly from one idea to the next)
Offers proper support for ideas presented
Effectively develops ideas
SECTION 3:Conclusion
Conclusion logically derives from the body
Main points are succinctly summarised
A sense of closure is manifested.
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SAMPLE SPEAKING ASSESSMENT INSTRUMENT (CONT’D)
EXCELLENT GOOD SATISFACTORY UNSATISFACTORY NEEDS CONSIDERABLE IMPROVEMENT CRITERIA
5 4 3 2 1
SECTION 4: Language Proficiency
Uses Standard English
Uses appropriate
vocabulary
Uses a varied vocabulary
Uses a variety of sentence patterns
SECTION 5: Presentation
Maintains eye contact with audience
Effectively sweeps audience with eyes
Maintains effective pace throughout presentation
Modulates voice in order to be heard by entire audience
Uses gestures at appropriate times
Speaks fluently
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APPRECIATIVE/CREATIVE LISTENING ASSESSMENT TITLE: Listening Comprehension BENCHMARK: To apply comprehension strategies and respond to mood and
feelings of poem. Listen to the poem and them complete the tasks given.
The Prince of Kennedys So handsome, so bright
So dark the night So short the flight
To a wedding To death.
C. PREVATT
SAMPLE INSTRUMENT FOR APPRECIATIVE/CREATIVE LISTENING
CRITERIA IN PROGRESS BASIC PROFICIENT
Skill: Responding to mood/feeling of the poem
Task: (a) Complete the statement by putting in an appropriate word: “The poet was feeling ________.”
Tries, but unable to answer
Bad Any appropriate synonym
(b) Two reasons why I think so are __________ and __________.
No logical reason
One logical explanation
Two logical explanations
Skill: Responding creatively to poem
Task: You are a relative of the deceased. Say (or write) how you feel in two or three sentences or a short poem.
Inappropriate response
Some feelings in a few words
Appropriate response in two or three sentences or a poem
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SAMPLE GRAPHIC ORGANISER FOR ASSESSING RESPONSE TO LITERATURE TASK: The student will complete the grid after reading a book. Under the first section, the students will write the information that properly identifies the book. Under the second section, the students will write a statement about each of the elements. For the final section, the students will write a short answer.
1. IDENTIFICATION OF BOOK Put in the information to identify the book
TITLE
AUTHOR
ILLUSTRATOR
PUBLISHER
2. CONTENT Write a sentence about each of the elements.
CHARACTERS
SETTING
PLOT
3. PERSONAL RESPONSE Write a few sentences to say how you feel about the book.
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RECREATIONAL READING TASK Students share what they have read informally through use of the ‘Author’s Chair.’
Students bring in a favourite piece of reading material or choose something from the library box in the classroom.
The students engage in USSR (Uninterrupted Sustained Silent Reading). The students sit in the Author’s Chair and make their informal presentation. Peer assessment takes place. There is informal class group talk about the presentation.
SAMPLE PEER ASSESSMENT INSTRUMENT FOR RECREATIONAL READING
CRITERIA YES NOT SURE NO
Was the item read from clearly identified?
Did the presenter make it clear whether he/she liked or disliked the item read?
Did the presenter make it clear what the item was about?
Did the presentation make you become interested in reading the item?
Could you hear the presentation clearly?
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SAMPLE INSTRUMENT FOR ASSESSING READING COMPREHENSION
VERY GOOD GOOD SATISFACTORY NEEDS
IMPROVING LITTLE OR NO GRASP
OF CONCEPT CRITERIA 5 4 3 2 1
Interpretation
Main Idea
Sequence
Cause and Effect
Comparison and Contrast
Inference
Prediction
Evaluation
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WRITING TASK: After reading a story write a story about one of the minor characters e.g. the Fairy Godmother in Cinderella, Jim in Tom Sawyer. Or Imagine that you have done something exciting, interesting, out of the ordinary. Write a story about it.
SAMPLE ASSESSMENT INSTRUMENT FOR NARRATIVE WRITING
CRITERIA YES NO COMMENTS
1. CONTENT: Story Grammar
Setting
Characters
Plot
Episodes
Conflict resolution
2. ORGANISATION
Title sequence
Effective sentence structure
Varied sentence structure
Effective transitional words and devices
Paragraphing
Heading/subheading
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SAMPLE ASSESSMENT INSTRUMENT FOR NARRATIVE WRITING
(CONT’D)
CRITERIA YES NO COMMENTS
3. EXPRESSIVE SKILLS
Use of dialogue (vernacular structures acceptable)
Use of figurative language
Use of significant details
Observance of Standard English rules
Use of sensory data
4. LANGUAGE PROFICIENCY
Grammar
Spelling
Indenting of paragraphs
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READING – SYNTHESIS/INTEGRATION OF LANGUAGE SKILLS TASK: The students are asked to research and present, both orally and in writing, a project which integrated the use of as many language skills as possible. It should not only demonstrate the students’ ability to gather information, but also their ability to analyse the information and draw their own conclusions from it. SPECIFIC TASK: Find out about and write a paper on “Dying Species in My Country”. GUIDELINES: This activity will synthesise/integrate a wide range of language skills. All of the instruments which would have been developed for any relevant aspects may be used to formatively assess the project. The following checklist is an instrument which may be used in a summative manner to judge the project in its entirety. SAMPLE INSTRUMENT FOR ASSESSMENT OF RESEARCH PROJECT
VERY GOOD GOOD SATISFACTORY NEEDS
IMPROVEMENT LITTLE OR NO
GRASP OF CONCEPTS CRITERIA
5 4 3 2 1 Title
Foreword
Table of Contents
Page Numbering
Illustrations and other support materials
Content
Coverage
Relevance
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SAMPLE INSTRUMENT FOR ASSESSMENT OF RESEARCH PROJECT (CONT’D)
VERY GOOD GOOD SATISFACTORY NEEDS
IMPROVEMENT LITTLE OR NO
GRASP OF CONCEPTS CRITERIA
5 4 3 2 1 Organisation
Use of appropriate/clear sub-headings
Development of ideas in support of main points
Personal Reflection
Conclusion
Sense of closure
Summary skills demonstrated
Logically derived from content
Language Proficiency
Standard English rules observed
Appropriate vocabulary used
Varied vocabulary used
Well structured sentences
Variety of sentence types used
Appropriate paragraphing
Effective use of transitional words and devices
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RATE EACH ENTRY AS:
1 - LIMITED KNOWLEDGE 2 - NEEDS IMPROVEMENT 3 - SATISFACTORY 4 - GOOD 5 - EXCELLENT
WRITING TASK: The students are assigned a topic that is currently in the news and allowed a period of time to gather supporting information relative to the pros and cons of the issue. The class then engages in discussion about the issue in order to build upon the knowledge that the students have gleaned. The teacher then assigns the students to different sides of the argument and they write an argumentative essay stating and supporting the positions they have been assigned.
SAMPLE SELF/PEER ASSESSMENT INSTRUMENT FOR ARGUMENTATIVE WRITING
CRITERIA 1 2 3 4 5 COMMENTS
1. CONTENT
Stated point of view
Used supporting details/ evidence
Refuted opposing views
Logically developed arguments
Used relevant evidence
2. ORGANISATION
Used paragraphs effectively
Sequenced ideas
Used effective transitional words and devices
3. EXPRESSIVE SKILLS
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SAMPLE SELF/PEER ASSESSMENT INSTRUMENT FOR ARGUMENTATIVE WRITING
(CONT’D)
RATE EACH ENTRY AS:
1 - LIMITED KNOWLEDGE 2 - NEEDS IMPROVEMENT 3 - SATISFACTORY 4 - GOOD 5 - EXCELLENT
CRITERIA 1 2 3 4 5 COMMENTS
Used questioning effectively
Used varied sentence structure
Used short sentences effectively
Used arguments that appeal to the emotions
Used rhetoric effectively
Used convincing arguments
Used repetition effectively
Used comparison/contrast strategies to make points effectively
4. LANGUAGE PROFICIENCY
Used complete sentences
Used Standard English rules
Used appropriate spelling
5. CONCLUSION
Used an effective close
Clinched the argument
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PORTFOLIOS PURPOSE:
To allow students to monitor own progress over time To identify strengths and weaknesses of the students To facilitate communication with parents To assist in developing the student’s profile To assist students to develop the skill of goal setting To help students to develop the skills of reflection and self evaluation To document learning in areas which are not easily tested
STANDARDISATION:
The same content should be expected from all students. One suggestion may be a selection of the different kinds of writing:
– 2 narrative – 2 expository – 1 descriptive – 1 argumentative – 1 poem – 1 one-act play
One or two pieces may document the pieces through the entire writing process, i.e., these pieces will include all of the drafts done in order to produce the final draft.
One piece of writing may also be a piece done under controlled conditions, and in a specific time frame (for half-hour in class).
The pieces should be selected at different intervals throughout the school year in order to inform improvement.
Cross-curricular themes should be encouraged.
The students should have a say in deciding (under the conditions set out) which pieces of their work they wish to have included.
CONTENT AND DOCUMENTATION:
Each piece must be dated and labelled with the student’s purpose for writing clearly stated.
As class-based work, the writing should at least begin and end in class. This is to minimise outside influences.
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GENERAL GUIDELINES:
Teachers must be trained to assess portfolios using appropriate criteria and standards.
Teachers who teach equivalent grade levels may collaborate in the assessment of portfolios by exchanging class sets.
Marking schemes for assessment should be standardised. This can be achieved through the use of “anchor papers” – samples of students’ work which demonstrate the different levels of performance.
SAMPLE INSTRUMENT FOR ASSESSMENT OF PORTFOLIOS
CRITERIA 5 4 3 2 1
1. ORGANISATION
Cover and design
Title
Pagination
2. REFLECTION
Goal setting
Growth and development
Reflection/self-assessment
Acknowledgement
3. CONTENT
NARRATIVE WRITING (20)
Dated and labelled
Reflection on purpose and significance
DESCRIPTIVE WRITING (20)
Dated and labelled
Reflection on purpose and significance
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CRITERIA 5 4 3 2 1
`EXPOSITORY WRITING (20)
Dated and labelled
Reflection on purpose and significance
LETTER WRITING (20)
Dated and labelled
Reflection on purpose and significance
PERSUASIVE WRITING (20)
Dated and labelled
Reflection on purpose and significance
RESEARCH PROJECT (20)
Dated and labelled
Reflection on purpose and significance
WORK COMPLETED IN CLASS (20)
Dated and labelled
Reflection on purpose and significance
PROCESS FROM BEGINNING TO END (20)
Dated and labelled
Reflection on purpose and significance
RATE EACH ENTRY AS:
1 - LIMITED KNOWLEDGE 2 - NEEDS IMPROVEMENT 3 - SATISFACTORY 4 - GOOD 5 - EXCELLENT
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SUGGESTED READING LIST
YEAR THREE
This syllabus requires a literature-rich classroom where books are always accessible to the student. To teach the Language Arts effectively, there must be continuous reference to reading as motivation, as research, as enrichment. The student reads and responds in writing, speaks about what he reads, and responds orally and visually to what he reads. Reading literature and expository materials is central to Language Arts. What follows is a list of titles that the Form Three student may find interesting depending on his/her interests. The list may be used by the school librarian when considering titles for addition to the library.
NOVELS
AUTHOR’S NAME TITLES
Adams, Douglas The Hitchhiker’s Guide to the Galaxy Adams, Richard Watership Down Anthony, Michael The Year in San Fernando Ballard, J. Empire of the Sun Banks, Lynne Reid One More River The Writing on the Wall Bosse, Malcolm J. Ganesh Braithwaite, E.R To Sir With Love The T.V. Kid Burnett, Frances Hodgson The Secret Garden Byers, Betsy Cracker Jackson Chambers, Aidan The Present Takers Chesterton, G.K. The Man Who was Thursday Conly, Jane Lesley Rasco and the Rats of Nimh Coppard, Yvonne Everybody Else Does! Why Can’t I? Not Dressed Like That You Don’t Craven, Margaret I Heard The Owl Call My Name Darke, Marjorie A Long Way To Go The First of Midnight Defoe, Daniel Robinson Crusoe (Abridged) De Jong, Meindert The House of Sixty Fathers Dickens, Charles David Copperfield (Abridged) Doherty, Berlie Street Child Doyle, Sir Arthur Conan The Return of Sherlock Holmes Drayton, Geoffrey Christopher Duder, Tessa Alex Ekwensi, Cyprian Burning Grass Gilmore, Kate Of Griffins and Graffiti Guy, Rosa And I Heard A Bird Sing Hautzig, Esther The Endless Steppe Hentoff, The Day They Came To Arrest the Book
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Hodge, Merle
Crick Crack Monkey
Hughes, Richard A High Wind in Jamaica Le Guin, Ursula A Wizard of Earth Sea Very Long Way From Anywhere Else Lester, Julius Basket Ball Game To Be a Slave Lewis. C. Day The Otterbury Incident Lindsay, Joan Picnic at Hanging Rock London, Jack The Call of the Wild Lovelace. Earl The Schoolmaster (excerpts) Marshall, Alan I Can Jump Puddles Mathews, P.E. State of the Heart Meniru, Teresa Uzo Monoye, John The Only Son Naidoo, Beverly No Turning Back Naipaul, V.S. Miguel Street O,Dell, Scott Island of the Blue Dolphin My Name is not Angelica Streams to the River, River to the Sea Palmer, C. Everard A Cow Called Boy The Wooing of Beppo Tate Pausewand, Gudrun Fall-Out Schaefer, Jack Shane Selormey, Francis The Narrow Path Selvon, Samuel Ways of Sunlight Shute, Nevil No Highway Steinbeck, John The Pearl The Red Pony Swarthout, Glendon Bless the Beasts and Children Swift, Jonathan Gulliver’s Travel (Abridged) Townsend, Sue The Secret Diary of Adrian Mole Aged 13 3/4 Twain, Mark Tom Sawyer Woodford, Peggy Misfits Young, Colville Pataki Full
ANTHOLOGIES OF SHORT STORIES
And/Or Excerpts from Novels Benson, Gerard This Poem Doesn’t Rhyme Black, C.V. Tales of Old Jamaica Denny, Neville Pan African Short Stories Gray, Cecil Response Narinesignh, R & C Insights Smyth, W.M. Good Stories Warner, Rex Men and Gods
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SOURCES OF POEMS
Belloc, Hilaire Cautionary Verses for Boys and Girls Forde, A.N. Talk of the Tamarinds Gasztold, Carmen Bernos Prayers from Ark Gordon, G. Sun Song II Gray, Cecil
Bite In – Stage 3
Magee, Wes The Puffin Book of Christmas Poems Mc Kay, Claude Selected Poems Phinn, Gervasse Lizard Over Ice Pollard, Velma Anansesem Walmsley, Anne The Sun’s Eye Wilson, Donald New Ships
DRAMA
Braithwaite, Edward Odale’s Choice Campbell, Alistan Anansi Noel, Keith Caribbean Plays for Playing Rattigan, Terrence The Winslow Boy Schiach, Don The Wild Bunch and Other Plays Shakespeare, William Julius Caesar Macbeth The Merchant of Venice
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GLOSSARY
ABECEDARIUM A 17th century Latin term for an alphabetized record of key features of an area or culture. ALLITERATION The repetition of the initial consonant sound in consecutive
words, or words in close proximity. ASSONANCE The repetition of vowel sounds in non-rhyming words. It is
used to emphasize certain words, to impart a musical quality, to create a mood.
CARICATURE A representation that ridicules a person by exaggerating
and distorting his/her most prominent features and characteristics
CINQUAIN A five-line poem containing 22 syllables in a 2-4-6-8-2
syllable pattern. Cinquain poems often describe something, but they may also tell a story.
The formula is as follows: Line 1: a one-word subject with two syllables Line 2: four syllables describing the subject Line 3: six syllables showing action Line 4: eight syllables expressing a feeling or an
observation about the subject Line 5: two syllables describing or renaming the subject
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CLERIHEW A four-line rhymed verse that describes a person. Clerihews
can be written about anyone – historical figures, characters in stories and even the students themselves. The formula is as follows:
Line 1: the person’s name. Line 2: the last word rhymes with the last word in
the first line. Lines 3 the last words in these lines rhymes with
and 4: each other.
COLOUR POEM A poem built around a colour. Each line of the poem may
begin with the same colour or with a different colour. More complex poems can be created by beginning each stanza with a colour and by expanding the idea within it.
CONCRETE POEM A poem that is created through art and the careful
arrangement of words on a page. Words, phrases and sentences can be written in the shape of an object, or word pictures can be inserted within poems written left to right and top to bottom.
CONFLICT The problem in the text. It is the tension or opposition
between forces in the plot and it is what interests readers enough to continue reading the story. Conflict usually occurs:
Between a character and nature Between a character and society Between/Among characters Within a character
CUBING A literacy strategy which uses a concrete visual of a cube
with its six sides to serve as a starting point for consideration of the multiple dimensions of topics within subject areas.
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DICTION A writer’s or speaker’s choice of words and way of
arranging the words in sentences. Word choice involves a writer’s selection of the proper language - words, phrases, figures of speech - to best express particular thoughts, feelings and perceptions. Diction often reveals a writer’s tone or attitude toward a subject.
EXPOSITORY TEXT Literature that includes extensive description, classification
and explanation. FALLACIES OF Ad hominem: Attacking the person who presents an ARGUMENT issue rather than dealing logically with
the issue itself.
Bandwagon: An argument saying, in effect, “Everyone’s doing or saying or thinking this, so you should too.”
Circular Supporting an argument by simply
Argument: repeating it in different terms. Non sequitur: A statement that does not follow logically
from what has just been said – a conclusion that does not follow from the premise.
FIVE SENSES POEM A poem written about a topic using each of the five senses.
Sense poems are usually five lines long, with one line for each sense.
FONT The style of letters used in a document. FONT SIZE The size of letters used in a document.
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FRACTURED A story composed using two different characters from two
different stories (Cinderella and one of the three little pigs). The characters must maintain their integrity in this new story.
This technique in story writing can be adapted in these ways:
o Changing the ending of a story o Using a story and choosing your own adventure by
asking “what if…” o Changing the setting. “What if Hamlet went to the
mall?” o Change the language or the role of a character o Change the perspective of the minor character. For
example, changing the perspective of the wolf in the ‘Three Little Pigs’
GRAPH A PLOT A visual method of identifying plot development. The
graph can also be used to track the tension or excitement in the story.
C(
SAMPLE CONFLICT GRAPH
• (Climax) •
• •
•
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Climax Great Conflict
Conflict
Low Conflict
No Conflict or Resolution Event-1 Event-2 Event-3 Event-4 Event-5 KEY EVENT GRAPHIC A visual way of showing information – semantic maps, ORGANIZER information charts, diagrams, webs HAIKU A poem consisting of 17 syllables arranged in three lines of
5, 7 and 5 syllables. Haiku poems deal with nature and present a single clear image.
JINGLE A verse or verses with a catchy rhythm, emphatic rhyme
and alliteration. LET’S VOTE Through this activity, students get down to systematically
presenting and defending an opinion or point of view.
C O N F L I C T
S C A L E
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LIMERICK A form of light verse that uses rhyme and rhythm. It
consists of five lines – the first, second and fifth lines rhyme, while the third and fourth lines rhyme with each other and are shorter than the other three. The last line usually contains a funny or surprise ending.
Line
Rhyme
1 a 2 a 3 b 4 b 5 a
LISTENING Aesthetic listening: Listening for enjoyment
Critical Listening: Listening to evaluate a message /analyse a message. Discriminative Listening: Listening to distinguish
sounds and to develop a sensitivity to non-verbal communication
Efferent Listening: Listening to understand a
message/ Listening for information METRE The pattern of stressed and unstressed syllables in verse.
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MINI LESSON Mini-lessons are taught on Language Arts concepts, strategies and skills and in connection with the task the students are engaged in at present. These lessons are brief, usually lasting 10 to 30 minutes and may be taught over a period of several days. The purpose of mini-lessons is to highlight the topic and teach it in the context of authentic literacy activities, not to isolate it or provide drill-and-practice. Students apply the lessons to their own Language Arts activities. Mini-lessons can be conducted with the whole class, with small groups of students who have indicated that they need to learn more about a particular topic, and with individual students. Teachers can also plan mini-lessons on a regular basis to introduce or review topics.
MOOD The feeling or atmosphere that the writers creates for the
reader in the literary work. Descriptive words, the setting, and figurative language contribute to the mood of a work, as do the sound and rhythm of the language used. The use of imagery-language that appeals to one or more of the five senses – contributes to the mood.
PERSONIFICATION The attribution to the non-human ( objects, animals, things)
characteristics possessed only by human beings. PITCH The involves the inflection up (raising) or inflection down
(lowering) of the voice to convey emotions, build suspense and conviction. The pitch can be high or low.
PLOT The structure of a story. It includes characters, setting,
problems, climax and resolution. The sequence of events involving characters in conflict
situations. It is based on the goals of one or more characters and the processes they go through to attain these goals.
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POETRY POOL A class collection of poems. Inputs are made by the students and teachers. Students can eventually learn to categorise poems – narrative poems, odes, limericks, ballads, sonnets. The collection is a resource pool for further study. It develops as the students are promoted from one form to another.
POINT OF VIEW The perspective used to tell a story: omniscient, first
person, second person, third person. PROTAGONIST The protagonist is the central character or hero in a narrative
or drama, usually the one with whom the reader or audience tends to identify. Opposing the protagonist is the antagonist. Usually an antagonist is another character, but some protagonists are opposed by antagonists of a different soil, like forces of nature or sets of circumstances.
QAR A strategy that aids students’ story comprehension. It
identifies two sources of information for answering questions: “in the head” and “in the reader’s head”.
RATE The speed at which one speaks. The effective speaking rate
is between 125-160 words a minute. Speakers vary the rate to reflect mood changes and emphasise points of the speech
READ ALOUD fluent reading to students modelling the use of reading
strategies. READERS’ THEATRE A performance of literature ( a story, a poem, a play) that is
read aloud in an interpretative manner.
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SEMANTIC FEATURE A strategy that helps students understand relationships ANALYSIS among words. The words are related by class or common
features. Semantic feature analysis can be used in narratives to analyse character, setting and plot.
SOLILOQUY A speech that a character gives when he/she is alone on TANKA stage. Its purpose is to let the audience know what the
character is thinking. A Japanese verse form containing 31 syllables arranged in five lines, 5, 7, 5, 7, 7.
T-CHART A graphic organizer that presents data in a way that makes
it easy to compare what is depicted on either side of the chart. Using a T-Chart, students can look at two different sides of an issue, character, or event As a class or in small groups, students record their responses under each headings. T-Charts can be used for “Cause-Effect,” “Problem-Solution,” “Pro-Con”, “Then-Now,” and “Looks Like-Sounds Like.”
CAUSE EFFECT
2 4
wheels wheels motor passengers enclosed handlebars rubber tires bicycle √ motorcycle √ car √ skateboard
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TEXT The word “text” is usually associated with textbooks
prescribed for use in the study of the various disciplines which comprise the curriculum of education. The word “text” however, as used in the study of discourse and its interpretation carries a somewhat modified meaning. It is possible to consider text as the record of a communicative event. In these days of high technology, such a record may exist on disk, tape or in print.
As a record of a communicative event, text will contain
information from a transmitter (writer or composer) on a selected topic, addressed to an intended receiver (reader, listener) with a specific intent.
From this point of view, the accustomed use of “text” for
textbook is really an identification of one instance of “text”; orally conducted communication events can be transformed into texts of various types.
THEATRE SPORTS The use of the dramatic arts to enhance literacy
learning.
Strategies:
Role Playing Mime Mirroring Mood Poems Activities Role Playing: As audience, we choose scenes for actors to
perform first in dialect, then in Standard English Mime: Actors pick a piece of paper that holds a word
describing one of the senses. They open the box and mime the word they have been given. Audience describes facial features/body gestures.
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Mirroring: Groups stand in circles. Each person takes a
turn. First person says a line in a tone to convey a particular emotion (“I don’t believe it). The first person steps back. The others (one at a time, in turn) step into the circle and repeat what the person did (how he/she stood, how he/she spoke). Person two chooses another line, conveying another emotion. Process is repeated.
Mood Poems: Teams of two or three people select an
activity to convey. Together the team builds a tableau (a freeze frame) that conveys the mood at the core of that activity. The team positions their bodies and faces to illustrate the activity. Others must guess what it is.
THINK SHEET An open-ended worksheet that introduces students to new
ways of thinking about and responding to the texts they read and to new ways of organising their thoughts.
TONE A writer’s choice of words which reflects his/her attitude
towards his/her subject or characters. The writer carefully chooses the proper language – words, phrases, figures of speech, imagery – to best express particular thought, feelings and perceptions.
VENN DIAGRAM A graphic organiser used to compare and contrast two or
more subjects. It can increase in difficulty by the addition of more and more circles.
STORY POEM
Continuous Writing Paragraph Plot Conflict
Words Lines Characters Stanzas Mood Verses Figurative RhythmLanguage
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VIGNETTE A short, descriptive literary sketch that may stand alone or be part of a larger work of fiction. Like a short story, a vignette is a work of fiction that can be read in one sitting. However, its plot and characterization are less fully developed than that of a short story.
VOCAL VARIETY Ways of spicing up the voice for the listening audience.
Volume, tone pitch, rate and rhythm are elements of vocal variety that speakers use to create and maintain interest when making an oral presentation.
VOLUME The strength or loudness of sound. Speakers increase or
decrease the volume (loudness) of their voice to stress the main points and draw in the listeners.
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BIBLIOGRAPHY
Applebee , Arthur N et al (2000) The Language of Literature Illinois: Mc Dougal Littell Burden, Paul R., Byrd, David M. (1999) . Methods for Effective Teaching (2nd.ed.). Allyn and Bacon. Flemming, Michael & Stevens, David (1998). English Teaching in the Secondary School. A Handbook for Students and Teachers. David Fulton Publishers.
Glazer, Joan I. (1997). Introduction to Children’s Literature. (2nd.ed.) Prentice-Hall.
Heilman,Arthur W., Blair, Timothy R., Rupley, William H., (1998) Principles and Practices of Teaching Reading (9th ed.) Prentice-Hall.
Jackson, Tom &Jackson, Ellen. (1992). Perfect Resume Strategies. Doubleday. Macon, J.M., Bewell, D. & Vogt, M.F.(1991).Responses to Literature ,Grades K-8. Newark, DE: International Reading Association.
Marrow, L.M. (1996). Motivating Reading and Writing in Diverse Classrooms.(NCTE Research Report No.28). Urbana, IL: National Council of Teachers of English.
McCarthy ,Tara (1998).Persuasive Writing. Scholastic.
Pollock, Joy & Waller, Elisabeth (1999). English Grammar and Teaching Strategies: Lifeline to Literacy. David Fulton Publishers.
Richards, Jack C., Rodgers, Theodore S., (1986). Approaches and Methods in Language Teaching (11th ed.) Cambridge University Press. Richardson, Judy S., (2000). Read it Aloud! Using Literature in the Secondary Content Classroom. Newark, DE:International Reading Association.
Rinvolucri, Mario & Davis, Paul, (1995). More Grammar Games: cognitive, affective and movement activities. Cambridge University Press.
Rudasill, L. (1996). Advertising Gimmicks: Teaching Critical Thinking. Urbana, IL: National Council of Teachers of English.
Tompkins, Gail E. (1998). Language Arts: content and teaching strategies ( 4th ed.) Prentice-Hall, Inc.
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WEBSITES
http://yn.la.ca.us/cec/ceclang/ceclang.35.txt “Knowing Ourselves and Others through
Poetry” http://teacher2b.com/creative/poetry.htm “Teaching Basic Poetry” http://www.ulst.ac.uk/edu/assessment/los/losverbs.htm “Verbs for Writing Learning Outcomes” http://teacher.net.com “Interview Book Characters” http://teachercreatedmaterials.com “How to Manage Your Whole Language Classroom” http://library.thinkquest.org/50084/write/fallacies.html “Only a Matter of Opinion? Art of
Writing”