AREA OF STUDY: ENGLISH LANGUAGE ARTS INFANT I … · SPEAKING: Teacher Engages students in oral ... Teacher facilitates individual, choral and unison reading; reading of lines of

AREA OF STUDY: ENGLISH LANGUAGE ARTS INFANT I

UNIT/THEME: FAMILY MEMBERS—LIVING TOGETHER

CONTENT ORGANIZED INTO MANAGEABLE

SETS

SUGGESTED TEACHING/LEARNING STRATEGIES SUGGESTED STRATEGIES/ACTIVITIES FOR ASSESSMENT

INFANT I Suggested Time: 2-3

Weeks

TOPIC: MYSELF SKILLS SPEAKING: - Talk freely and informally about everyday activities in the home in which he/she is involved such as interactions with parents, siblings and other family members, personal interests, activities he/she likes to do etc. - give oral reports about self e.g. “I like ice cream it’s delicious.”

SPEAKING: Teacher Engages students in oral identification and description of themselves and share activities/interests that form a part of their daily experiences; students express ideas and opinions about these experiences using self-portraits, posters, objects, collages, stories of various forms, poems etc. as springboards for speaking activities - Teacher models appropriate pronunciation and enunciation and Teacher provides focus and facilitates the activity (frequent use of children’s home language may be needed at this stage to allow for ease of sharing and understanding and to motivate children to share). - Teacher facilitates classes and provides opportunities for students to identify and use new words encountered through reading stories, discussion, etc. during the course of the Unit.

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges Peer evaluation Student self-evaluation and peer-evaluation

AREA OF STUDY OUTCOMES Pupils should: EL1a Use context clues to decode the meaning of words. EL1.d Identify a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. L2.f Interpret body language and gestures. EL3.b Punctuate and capitalize written work. EL3.c Use simple grammatical structures correctly. EL4.a Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. CP2.a Use pictures and diagrams. CP2.e Engage in direct experiences. CP2.j Give oral and written reports. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in a socially acceptable way. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions.

- 1 - C:\Documents and Settings\NORA\My Documents\Lower Nelson\English Lower Division.doc


UNIT/THEME: FAMILY MEMBERS—LIVING TOGETHERCONTENT ORGANIZED

INTO MANAGEABLE SETS


SPEAKING: - Begin to organise ideas about him/her self chronologically, body parts - Answer questions asked by teacher and peers - Converse politely with teacher, classmates, and other adults about him/her self - Begin to practice the use of English, in speaking, for a range of purposes LISTENING Select “content” available in class resources, library, what students have at home, from colleagues and friends that will accomplish the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature/ stories about people, guest speakers who can provide interesting information about themselves – a vet, a soccer player, a zoo keeper

SPEAKING: Students share personal information with teacher and each other – they share about themselves as they learn about others. Use song ”I am Special” Students role-play being each other. Teacher introduces/highlights language elements students are learning, at appropriate points, based on objectives of lesson, as well as to reinforce other language elements already taught. Reflect frequently, during Language and other lessons, Standard English equivalents of students’ verbalisations when these are made in their First language LISTENING: Encourage supportive and sensitive

listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the thoughts, feelings etc. of the writer– used in the piece of literature, e.g. angry, happy etc. – that they were able to identify. Explore and talk about their own feelings about material they listen to (These should be based on the language elements being taught, however, other elements may arise naturally – be prepared for the “Teachable Moment” Students evaluate correspondence between speech patterns of peers and the models being used. E.g. How the teacher articulates a speech sound and how closely a student reproduces it

Graded record of: - prepared presentations, individually or as part of group e.g. reciting of poem or rendering of literary piece or oral report to class etc. Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, a talk, music etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussions following sharing of aural material (music, reading of stories, explanations, etc) - quality of reproduction of speech sounds following teacher and other demonstrations - quality of environmental and musical sounds produced (e.g. reproducing musical notes orally) - aesthetic response to listening exercises – poems, stories and other literature






LISTENING Identifying sounds in the environment – natural and man-made – distance, pitch, volume (loud/soft) VIEWING: pictures, posters, photographs, “realia” – materials/items of interest to student WRITING: Picture writing of Stories about self or others

LISTENING All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers where creative writing is concerned – if a child can provide some support for his/her feelings following the reading of a piece, reward the effort. Where children identify feelings that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her responses to understand his/her viewpoint VIEWING: Use pictures, self-portraits, observe self in mirror, drawings, personal items etc. : - to concretise oral discussions/exchanges between teacher and student, and student and student in which students use language elements being taught as well as language skills they have acquired - as stimuli for writing exercises – encourage creative interpretation of what is seen; extend imagination beyond visual stimulus, use open-ended questioning that will encourage creative responses – e.g. Students are looking at a poster/picture with family members engaged in various activities which includes a boy sitting at a table crying with a book in front of him. Ask students “Why do you think the boy, sitting at the table reading the book, is crying?” rather than “What is the boy who is sitting at the table doing?” WRITING: Facilitate “ writing” using various

stimuli (I) visual – e.g. (posters/ pictures/objects etc.),

Graded record of: - structured assignments – “written” product, or oral response or a physical activity ( e.g. appropriate ‘behaviour’ after being given directions) in response to aural stimulus - answering Who? What? When? Why? Where? How? questions after listening to the reading of a selection - students’ ability to screen out undesirable noises i.e. to stay focused on teacher/in group etc. Anecdotal notes on: - correspondence between stimulus (watching a video, responding to a picture, poster, collage, object) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response) responsiveness to questions, in discussions following sharing of visual material (pictures, posters, videos, visual performance) Graded record of: - structured assignments – “written” product, or oral response, or a physical activity to a visual stimulus (e.g. physical activity = teacher indicates to students place on page to write their names. Students ability to complete task correctly) - teacher demonstrates steps to write the first letter in the student’s first name - student performs the operation Graded record of work produced by students using: (I) written assignments – rebus (picture) stories, sentences, poems, listing names of family members etc.





SUGGESTED TEACHING/LEARNING STRATEGIES

SUGGESTED STRATEGIES/ACTIVITIES FOR

ASSESSMENT WRITING Note – not all material selected as “content” need to be specific to the Theme - some material can be selected as reinforcement or to support the language element(s) students are learning Sequencing in description of self (e.g. starting with colour of skin, then hair, then eyes, then height, then weight or any combination of these) - directions for walking to the principal’s room ( in/out, left/right etc). Listing (places where family visits regularly – market, church, shop/ store etc.) - simple method to prepare favourite recipes etc. - conventions: capitalisation of own name and names of significant people – mom, dad etc. - labelling – parts of the body, favourite food, toy, etc. - listing things they like to do

WRITING (ii) aural – e.g. music (singing, instrumental, etc. responding to mood), sounds in the environment (whistling/singing of birds, wind in the trees) etc. students look at/listen to stimuli then “draw/write” the images the piece suggests - Make booklet of hand/foot prints - Trace shadows of self/friends - Share pictures of self with friends - Create wall display of children’s photographs - Graph birthdays - Mural display of hand/foot prints - Time-line with special activities - use the “Writing Process” - display work produced by students’ on classroom walls etc. as it is completed - Help students to organise a celebration at the end of the Unit – write “picture” invitations

Graded record of work produced by students using: (ii) vocabulary work – use of new words encountered over duration of Unit (iii) sequencing – sentences (iv) capitals for own name spacing between letters/words, letter formation (handwriting) Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled, completed activities etc. Student self-evaluation and peer evaluation Anecdotal notes on students’ participation in “written” group projects – e.g. group picture, collage, “rebus” story etc.






READING – ORAL, CRITICAL AND SILENT READING - ORAL Material identified as models for Writing are used for Oral, Critical and Silent Reading i.e. literature – (picture) stories, poems (picture), jingles, nursery rhymes related to Theme etc. READING – CRITICAL Comprehension: - identifying main ideas and details through picture reading of stories - identification of title of stories Matching-objects, pictures, Links sounds to objects, events Structural Analysis – adding “s” to change meaning of words etc. identifies days of the week and time of day (morning, noon, etc.) as sight words in relation to personal activities

READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, rhymes and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds to foster appreciation – mood, tone etc. as they relate to elements being taught – description, inflection of voice etc. Teacher facilitates individual, choral and unison reading; reading of lines of poems, sentences in stories, nursery rhymes, etc. This includes material used as “content” for the Unit, work produced by the students, and material identified as reinforcement for the skill/element Students are learning READING – CRITICAL: Use stories, poems, rhymes, jingles for: sharing of understanding, following directions, giving opinions, making associations to personal experiences, eliciting emotive responses such as enjoyment, empathy, sympathy, displeasure etc. Facilitate oral and written (drawing/ colouring pictures) responses to material students read so that they will: - develop critical thinking skills, and understand how to apply language elements they are learning; - participate in discussions in small and large groups using “understandings” achieved during the “reading” process; - be able to work independently; - read with the group - participate in class debate(s) on issues raised through reading - stories, informative pieces etc. - and discussion during the unit e.g. “ Sweet foods are more delicious than savoury foods.”

Anecdotal notes to record students fluency in: reading practised pieces from stories, rhymes, poems - provided by teacher, from students texts and written (picture writing) by students Graded performance on structured assignments – reading of “practised” pieces of literature – selections from rhymes, poems, stories Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from oral comprehension exercises such as main ideas in stories, poems, rhymes, (Who? When? What? Where? And Why?) from material read– contribution to discussion related to reading Student self- and peer- evaluation Portfolio – collection of dated samples with relevant information attached to identify criteria used for selection of piece, who selected it etc. (samples of work could include relevant demonstrations of Language arts skills/elements from other Areas of study)





SETS


READING – ORAL, CRITICAL, SILENT READING – SILENT

(RECREATIONAL) Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at a book with pictures of animals or toys or boats etc. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT (RECREATIONAL) - Facilitate the development of positive reading habits by providing time for students to “read” in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record the books they read by writing the name of the book, the name of the author, by a drawing, one word, a collage, listing a few key words from the book, drawing a character from the story etc. Do not make this activity become a “chore” for students – the goal is to promote positive attitudes toward reading, as this habit develops in later grades more attention can be directed to encouraging students to read more widely and be more critical in their selection

Anecdotal notes on: - students’ “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or “written” sharing of material read, whether through “facts”, “feelings” or something drawn or made




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT SL1.a – Discriminate and identify sounds. SL1.b – Identify main ideas. SL1.c – Interpret gestures/body language. SL2.d – Pronounce common words and phrases comprehensively SS3.a – Understand how their rights as children are protected. SS5.b – Understand the use of their first language as a vehicle for

communication

Newspapers, magazines, posters, charts, pictures Videos, audio tapes (tape recorder, video, tv.) Guest speakers/Resource people – (elder people and others from the

community) Stories, poems, rhymes, descriptions, etc. about people (boys, girls) to

support theme Relevant material (non Thematic) for activities to reinforce

skills/elements of language being addressed Prepared games, puzzles and other activities for “centres’ Scissors, glue, construction paper,




AREA OF STUDY OUTCOMES Pupils should: EL1a Use context clues to decode the meaning of words. EL1.b Use phonics to assist in word recognition. EL1.hRead aloud from a familiar text in order to convey meaning. EL1.g Predict what will happen in a sequence of events. EL1.e Identify cause and effect relationships. EL1.d Identify a sequence of events. EL2.c Identify a sequence of events. EL2.f Interpret body language and gestures. EL3.c Use simple grammatical structures correctly. EL3.a Spell common words correctly. EL3.b Punctuate and capitalize written work. EL3.d Form letters correctly and write words and sentences legibly.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. CP2.h Ask questions. CP2.j Give oral and written reports. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in a socially acceptable way. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions.


SETS


STANDARD II Suggested Time: 4 Weeks

TOPIC:FAMILY MEMBERS LIVING TOGETHER

SKILLS SPEAKING: - Express ideas and feelings orally in interviews/ role play etc. about family members -Organise information ideas about family members using correct pronouns e.g. “Ana is my sister. She is very smart” (he/ she/ they/ them/we etc.) - Answer questions asked by adults/peers/teachers

SPEAKING: Teacher Engages students in oral description of family members, things they do together, their daily experiences; use posters, pictures, collages of family groups, literature of various forms – stories, poems, etc. (this could include families of animals, birds etc. as springboards for discussion/brainstorming – how they are alike/different from human families etc. - Discussion of responsibilities of family members - Picture discussion of changes in the family - compare families – big/small/nuclear/single parent etc. - Teacher models appropriate pronunciation and enunciation and effective use of words in discussion - Teacher provides focus and facilitates the discussion (use children’s home language to facilitate ease of sharing and understanding).

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges informally - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work e.g. saying a nursery rhyme or choral speaking






SPEAKING - Formulate questions directed to adults/peers Begin to practice simple Standard English grammatical structures to make statements, ask questions, and make requests: agreement of subject verb, correct use of pronouns e.g. in reference to self and family: I like to eat ice cream, it is delicious.” “My family goes to church every Sunday>”

SPEAKING: - Students use pictures, photographs, collages, their own experiences in their home environment, etc. as stimuli for giving oral descriptions/information about families - share information about culture – foods eaten, customs related to family celebrations and other traditions - Students role-play/ imitate family members and family situations using dressing corner - recite poems/rhymes, sing family songs Teacher introduces/highlights language elements students are learning at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects on which students can report orally. - Encourage critical and creative thinking through debates e.g. “It is better to have a big family than a small one” - Teacher facilitates classes and provides students with opportunities to use new words, grammatical structures etc. they have been learning, through discussion/ sharing, responding to the reading of stories, listening to Guest Speakers and interacting by asking questions, making statements – observations - etc. during the course of the Unit.

Graded record of: - Skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or nursery rhymes for parents and others at public events (school concerts, class sharing with other classes at school, Family evening, etc.)






LISTENING Select “content” available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write etc.), and that will support the Theme such as inviting a Maya family/a Garifuna family/ a Mestizo family to visit the class and talk about their customs /traditions etc. - Students share information and ask questions of peers – Who?, What?, When?, Where?, Why? How? about families - roles and responsibilities of different family members. - relate socially – await turn, share with others, help others

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for biographical stories, poems or plays. – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the ’picture” of the person being described/painted by the writer in the piece of literature, e.g. angry, in pain, happy, funny etc. – they identify words/elements that help to “paint” the picture. Teacher reads about a family, with students participation, or student reads about his/her family while classmates “listen” . Sing family songs e.g. “Jack & Jill”. Language elements students are learning are reinforced, however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared eg. a rhyme about a funny boy or girl etc) answering factual questions, giving opinions etc. - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured activities – “written” product, or oral response to aural stimulus – e.g. teacher or student reads a description a student has written/drawn of his/her family - response to stories read/“told”/on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught – students may draw/write response or respond orally or through some required action






VIEWING: Pictures, collages, posters, etc. of various types of families – small, large, nuclear, single parent with dad doing housework (i.e. domestic scenes, traditional and non-traditional) etc. include “animal” families - Families at picnics, and other family gatherings WRITING: - stories, poems, rhymes, students’ work, other literature etc. that are good models for the language element(s) students are learning and that, as much as possible, reflect the Theme - see SPEAKING above for Language elements that would be included in writing. - Use the “Writing Process” (brainstorming for ideas etc.)

VIEWING: - as stimuli for writing exercises – encourage creative interpretation of what is seen; extend imagination beyond visual stimulus, use open ended questioning that will encourage creative responses. E.g. Students are looking at a poster or portrait of a person, ask students questions such as - “If that man/woman was a parent, from his/her appearance, what kind of mother/father do you think he/she would be?” Note: There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a simple written assignment in groups or individually focusing on the language element(s) students are learning to use. Sentences written in the Present Tense in response to the question re. the poster WRITING:

- Facilitate the writing of: - sentences, stories, reports, poems, etc. using various stimuli to help with description (i) visual – e.g. (posters/ pictures/collages of families etc.), (ii) aural – e.g. persons voice when singing/speaking/ laughing/crying (baby) - writing directions to places family visits frequently – church, market, store, park etc.; write simple recipes using pictures - focus on sequencing - arrange family members according to height - match family members with responsibilities using pictures - use the “Writing Process”

Anecdotal notes on: - correspondence between stimulus (a picture, portrait, silhouette etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a caricature of someone he/she knows such as a classmate or teacher)- responsiveness to questions, in discussions following sharing of visual material (picture, visual performance) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives (colours, shapes), adverbs (of time – e.g. 5 o’clock), (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; (iv) sequencing – what comes first, what comes next (v) punctuation and other conventions – capitals and periods etc.)






WRITING Sequencing in: - how to get to places in the Community frequently visited by Family members e.g. Church, Market, Corner Store - How to get to frequently used areas of the school campus e.g. the toilet, to the principal’s room, the food vendours etc. - directions for getting to classes or other rooms on the school building where students go regularly); method to prepare a simple, favourite family dish etc. - use of connecting words; conventions; punctuation – capitalisation, period READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. picture stories about families, poems, rhymes, high frequency words, rebus stories

- Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, poems, descriptions etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; appropriate use of capitals for own name and name of classmates. Period at end of sentences - exercises to enhance vocabulary development including spelling games and spelling tests - Make cards for special family occasions – Mother’s Day, Father’s Day, Children’s Day etc. READING – ORAL: Teacher models appropriate reading of various forms using “rebus” (picture) stories, poems, and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. simple line maps of specific school buildings and rooms identifying location and routes to and from them - writing simple family recipes Anecdotal notes to record students performance in: picture reading using a variety of pictures of family members highlighting descriptions – stories (rebus), poems, patterned stories, rhymes, jingles – pieces provided by teacher, from students texts, pieces written by students etc.






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: -find simple information in picture stories - select important details from lesson, answer orally - sequence/rearrange pictures of story in orderly manner - identify mood of poem/ story – a happy/sad story/ poem - identify self with story characters - state what they like/dislike about story characters in family stories and give reasons - discuss outcome of story - sequence, in order, the events of a story - draw pictures to illustrate parts of the story

READING – ORAL – build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc. - Teacher facilitates individual, choral and unison reading, reading of poems, stories, rhymes etc. through “Guided Reading” READING – CRITICAL: Use stories, poems, rhymes (used in other skill areas – Listening, Speaking, Writing) to facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after sharing in the reading of a selection; - work independently completing simple reading activities – picture reading, responding to reading through drawing, writing single word or words - share information with group - participate in class talk/debate(s)/ on issues raised through reading and discussion during the unit e.g. After reading about different kinds of families – large/small nuclear/blended/single etc. “ It is better to have a large family than a small one.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, rhymes, students’ compositions etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as: - main ideas in stories, poems, rhymes - sensitivity to what is read - contribution to discussion related to reading - details identified from pictures/text or material read - demonstration of using context clues (pictures, signs/symbols) to derive meaning from text Student self and peer evaluation






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at a book with pictures of animals or toys or boats etc. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record the books they read by writing the name of the book, the name of the author, by a drawing, one word, a collage, listing a few key words from the book, drawing a character from the story etc. Do not make this activity become a “chore” for students

Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced (something made e.g. an origami)



UNIT/THEME: FAMILY MEMBERS—LIVING TOGETHERLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.a Discriminate and identify sounds. SL1.b Identify main ideas. SL1.c Identify a sequence of events. SL2.b Ask simple factual questions SL3. Make simple factual statements. M4.b Use logical reasoning based on meaningful data to draw

conclusions about the likely occurrence of an event. Understand the customs and traditions which their family follows. Understand the use of their first language as a vehicle for

communication. EA1.e Explore and experiment to create visual images through use of a

variety of artistic tools/media. EA1.f Use rhythmic body movements to express feelings and emotions.

magazines, portraits, pictures, Videos, audio tapes, (tape recorder, video, TV.) Guest speakers/Resource people – (elder people and others from the

community from different ethnic groups) Examples of stories, poems, jingles, songs, recipes, passages and

other literature which reflect Theme and other elements of language being addressed in Unit

Relevant material (non-Thematic) for activities to reinforce

skills/elements of language being addressed – exercises in homonyms, synonyms, antonyms etc.

Prepared word games, puzzles and other activities for “centres’ Scissors, glue, construction paper, crayons, Various books to meet students’ “interests” Flip charts, markers



UNIT/THEME: CELEBRATIONS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.d Identify a sequence of events. EL3.a Spell common words correctly. EL3.b Punctuate and capitalize written work. EL3.d Form letters correctly and write words and sentences legibly. EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.a Express an opinion. EL4.b Use recognizable pronunciation and appropriate stress and intonation patterns. EL4.d Use simple grammatical structures correctly and appropriately. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. CP2.h Ask questions. CP2.j Give oral and written reports. P2.a Take part in group activity. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions. SP3.a Assess their needs/interests.


SETS



TOPIC: CELEBRATIONS

SKILLS SPEAKING: Use selected language elements/skills in speaking to - give oral directions - share information - converse politely with teacher, classmates, other adults - participate in class groups

SPEAKING: Teacher Engages students in oral description of birthday (or other ‘celebrations” ) experiences; use posters, pictures, “realia”, collages, literature with birthday/celebration theme – stories, poems, rhymes etc. as springboards for discussion/ brainstorming. Some famous celebrations – Baron Bliss Day; national celebrations – Garifuna Day, National Day, Christmas Day, Columbus Day etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates discussions (at this stage children may rely heavily on home language for ease of sharing and understanding, this is to be supported).

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses with peers and teacher - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group – e.g. talking about celebrations



UNIT/THEME: CELEBRATIONSCONTENT ORGANIZED



SPEAKING Begin to use some standard English patterns in: - statements, requests, asking questions of teacher - expressing “thanks” - saying “goodbye” State their ideas in complete sentences “The people at the back of the parade are making noise.” - Use basic grammatical structures – agreement of subject /verb, correct use of pronouns e.g. in speaking : Kera is my sister. - Use of other language elements students are learning

SPEAKING: Students role-play birthday/celebration skits, dramatise events related to some national celebrations; puppetry - Encourage critical and creative thinking - Teacher introduces/highlights language elements – days of the week, months of the year and other elements – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects on which students can report orally- ask parents and other relatives for information on celebrations and reports back to class - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit. - Teacher reflects Standard English translations of students verbalisations throughout the course of Language Classes and during all other classes. This reinforces the English patterns in which students are working to develop proficiency

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems, rhymes, oral reports to class, conversation, etc.






LISTENING Select “content” available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught motivate students (stimulate further discussion, excite them to write) (c) support the Theme such as – various types of Literature (poems, stories, rhymes etc. about local/ national activities associated with events selected for theme – e.g. national, such as the Battle of St. George’s Caye, Columbus Day, Garifuna Day, Columbus Day - local such as novenas, wakes, village weddings, feast days etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories and/or poems e.g. students are provided with a question(s) before the reading of a story that will require them to participate in a discussion about the celebration (Was the celebration about something happy or sad?) Teacher or student reads a piece written by student (These should be related to the language elements students are learning, however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece (story, poem, nursery rhyme etc.) reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a limerick or rhyme about a funny incident or person etc.) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, poems, rhymes etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a celebration – students respond orally or in writing according to questions posed/request made by teacher. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught - samples from these activities may be kept in portfolios






VIEWING: Pictures, collages, “realia”, films, videos, live celebrations, re-enactment, observing people in the community WRITING: - Development of right or left hand dominance - Trace and copy letter shaped figures, geometric patterns, linear/circular designs - control and co-ordinate hand-eye movement Spell words – objects found in school, objects found at home, first name, surname

VIEWING: Use pictures, collages, videos, “realia” people in the environment and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of a celebration, ask students questions such as - “Why do you think the policeman in the parade is holding up his hand?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, stories, simple reports, poems, etc. using various stimuli to help with description - Use the “Writing Process” (i) visual – e.g. posters/ pictures/collages etc. (ii) aural – e.g. recorded music, celebration sounds on tape, -writing about celebrations with a focus on sequencing of events in terms of time – what happens when e.g. “The street Carnival will be held on Friday/Monday etc. Writing invitations to parties Compare and contrast different celebrations through pictures-Balloons for birthdays, Flags for Independence

Anecdotal notes on: - correspondence between stimulus (a picture, collage, “realia” etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual performance) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, “rebus” (picture) stories, poems etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – written invitations to party/celebration Where, When (Date & Time) (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - sentences, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, see SPEAKING above - draw and label a simple map of houses in their neighbourhood are arranged Conventions: - punctuation – capitalisation, period - Use the “Writing Process” READING – ORAL, CRITICAL AND SILENT/RECREATIONAL READING - ORAL Material identified as models for Writing are used for Oral and Silent/ Recreational Reading i.e. literature-stories, patriotic and other thematic poems, descriptive passages

- Provide exercises to reinforce the use of language skills/elements students are learning – e.g. adjectives – through use in stories, patriotic and other thematic poems, descriptions etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: teacher models appropriate reading of various forms using stories, patriotic and other thematic poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. simple line maps of parade routes for national celebrations Anecdotal notes to record students’ performance in: reading of various forms of literature during the Unit including – stories, rhymes, thematic poems, pieces of literature provided by teacher, material from students’ texts and pieces written by students






READING – ORAL, CRITICAL AND SILENT/RECREATIONAL READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying mood of piece – happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, reading of patriotic poems, picture stories, other pieces of literature etc. These include material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, poems, plays and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning - participate in discussions in small and large groups after reading a selection - be able to work independently - share with group material read - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “We should not get so many school holidays.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, student authored sentences, rhymes etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from: - comprehension exercises such as main ideas in stories, patriotic poems, plays, passages - sensitivity to what is read – contribution to discussion related to assigned reading - proficiency in reading simple directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues (pictures, colours, shapes etc) to derive meaning from text Student self and peer evaluation






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at/“read” picture books, books with shapes, books with animals in general or a particular group of animals e.g. horses or cats, or books with objects etc. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).


Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced



UNIT/THEME: CELEBRATIONSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EL3.a Use context clues to read a selection SL1.b Identify main ideas and supporting details SS1.a Understand time periods in relation to their own growth and

development. SL2.d Pronounce common words and phrases comprehensibly EA1.a Sing a tune EA1.b Identify and produce rhythm and beat EA1.g Move in time to a beat

Flags/buntins Audio and video tapes VCR, Radio, TV, Pictures/posters/magazines/Newspapers Patriotic and other ‘realia’ relevant to celebration used in unit – Medals/

costumes/musical instruments/ food/songs etc. Resource people from the community to share historical and cultural

information re. selected celebration(s) Games/puzzles Books/stories/poems/songs Flash cards Scissors/glue/newsprint/chart paper Flip-chart/markers Crayons



UNIT/THEME: FOOD

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL2.c Identify a sequence of events. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences. EL4.c Use appropriate language to share ideas, to convince and express feelings. EL4.e Express an opinion. EL4.f Express ideas and opinions.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. SP2.a Use pictures and diagrams. SP2.b Use all parts of the textbook and other reference materials. SP2.f Use visuals, including pictures, sketch maps and graphs. SP2.h Ask questions. SP3.a Assess their needs/interests.


SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: FOOD SKILLS SPEAKING: Use Adjectives and Adverbs in oral description of various foods – traditional and non-traditional; foods of different ethnic groups. e.g. “Cassava bread is delicious.” “ It is like a large corn tortilla.” “It’s made mostly by the Garinagu in the southern districts of Belize.

SPEAKING: Teacher Engages students in oral description of various foods; use posters, pictures, collages of traditional and non-traditional foods. Use literature to support theme – stories, poems, rhymes, literature ( e.g. general information about how some foods are prepared, where they grow) etc. as springboards for discussion/brainstorming. Discuss favourite foods - likes and dislikes etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges Peer evaluation Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work



UNIT/THEME: FOODCONTENT ORGANIZED



SPEAKING - Practices use of standard English to share information about How? When? Where? Why? as it relates to food e.g. foods e.g. “My mom cooks chicken with rice and beans”. “The beef was tough so my mom had to cook it for a long time.” - Likes/dislikes regarding food - Begin to apply simple grammatical structures e.g. - agreement of subject and verb; use of pronouns in speaking e.g. When I go home I will ask my mom to help me. - Sequencing in recipes – what comes first, second etc.

SPEAKING: - Students role-play scenes in a restaurant or kitchen at home, or at the dinner table or a food vendor selling on the street, skits, dramatise events related to the growing or preparation of some local or national food - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects for student to carry out at home and on which they can report orally using visuals - pictures, drawings, “realia” (real foods) to support report - Teacher facilitates classes and provide students with opportunities to use new words encountered through reading, discussions, listening to guest speakers etc. during the course of the Unit – market, butcher, - Encourage critical and creative thinking - Share information using proper sequencing - Students participate in debates such as “It is Ok. For Children to Eat Lots of Junk Food.”

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems; oral report based on research done on preparation of a particular food at home; etc.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will (i) facilitate the accomplishment of the language skills/ elements being taught, (ii) motivate students (stimulate further discussion, excite them to write), (iii) support the Theme e.g. information about the growing and preparation of local/national foods, people in the food industry – local and national (food vendors – the ice cream man, the woman with the snack shop, the man who sells tamales on the street, the fisherman, etc A rice producer, a cane farmer etc.) -use of sounds such as the ringing of a bell to simulate the ice-cream man’s way of attracting the attention of customers

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the Food(s) being described by the writer in the piece of literature - e.g. in the poem “Market Memories” by a Belizean Poet, the look, taste and smell of foods are vividly described. Teacher or student reads a description written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify the food being described from its description e.g. I am a fruit, I grow on trees, I have one seed in the middle, I can be big or small, children like to eat me with salt when I am green.” What am I? (Answer: a mango) These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions [This Unit could be done in conjunction with the Agricultural Fair in May some students are likely to visit with parents].

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a greedy boy and what happened to him)) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students oral or written response using pictures, drawings etc. is recorded. This may then be followed by a discussion/sharing of different responses. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, collages, “realia”, films, videos, live demonstrations of simple food preparation by students and/or resource people from the community - cinema box story - samples of different foods - fruits, vegetables to observe and touch and organise mentally for talking and writing about - Nature walk to see foods – fruits/vegetables etc. that grow in the neighbourhood WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, see SPEAKING above

VIEWING: Use pictures, advertisements, collages, videos, “realia”, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of foods or people sitting at a table having a meal etc. ask students questions such as - “What do you think the people eating at this table are talking about?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a picture-writing assignment using students drawings, collages, etc. in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- sentences, stories, advertisements, reports, poems, rhymes, riddles, labels etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/collages/ demonstrations etc., nature walks, field trips (ii) smell/ taste/touch – e.g. fruits, vegetables, samples of foods

Anecdotal notes on: - correspondence between stimulus (a picture, collage, “realia” etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual demonstration etc.) - Field trip to food processing plant or restaurant or hotel or home to see food being prepared (will be determined by focus of Unit) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, picture stories, poems, riddles, rhymes etc. using: (ii) descriptions – adjectives (e.g. colour descriptions blue flag etc.), adverbs (e.g. of time Today is my birthday), synonyms e.g. big-large, antonyms big/small (iii) vocabulary work – appropriate use of new words encountered over duration of Unit (iv) sequencing – recipes(drawings) What comes first.. (v) punctuation and conventions – capitals, periods






WRITING Sequencing in: - recipes(drawings) - putting foods – fruits – vegetables etc. in alphabetical order – simple dictionary skills using pictures – apple/banana/ cabbage - method to prepare a simple favourite party food e.g. “chips and dip” etc. - use of connecting words - punctuation capitalisation, period - Use the “Writing Process” READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, recipes, advertisements, descriptions, informative pieces and other thematic material

WRITING - writing about foods with a focus on description and sequencing - use the “Writing Process” - Writing recipes – sequencing, quantities, brief and clear - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, thematic poems, descriptions, restaurant advertisements, recipes, jingles, rhymes, riddles etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games using words from literature being used in the Unit Teacher will assist in writing of stories etc. as “Scribe” Using chalkboard or charts READING – ORAL: Teacher models appropriate reading of various forms using stories, patriotic and other thematic poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. Make a “ junk “ food collage and a collage with healthy foods – label the foods in each - write brief statements on the dangers of eating too much/many of them Anecdotal notes to record students performance in: - reading of various forms of literature with which they are familiar including – ‘rebus’ stories, patterned stories, simple thematic poems, rhymes, jingles etc. – provided by teacher, from students texts, and material written by students






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying mood of piece happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, reading of plays, poems, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students READING – CRITICAL: Use stories, poems, plays and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following simple written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ It is ok. for Children to Eat Lots of Junk Food ”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, patriotic poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text






READING - SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at/“read” picture books, books with shapes, books with animals in general or a particular group of animals e.g. horses or cats, or books with objects etc. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).


Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through facts, feelings or something tangible produced



UNIT/THEME: FOODLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.c Identify a sequence of events. SL3.b Identify main ideas and supporting details. EA1.e Paint using different colours. EA1.g Move in time to a beat. SS1.a Understand the customs and traditions which their family

follows. M3.a Use measuring devices to measure distance, capacity, weight

and time

Books with recipes/stories/magazines/pamphlets/brochures Local/traditional foods cooked & uncooked Resource persons – Nutritionist/Nurse/Chef/Parent Pictures/posters/charts Crayons/paper/scissors/glue



UNIT/THEME: CUSTOMS/TRADITIONS

AREA OF STUDY OUTCOMES Pupils should: EL1.b Use phonics to assist word recognition. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.c Identify a sequence of events. EL3.b Punctuate and capitalize written work. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.a Use recognizable pronunciation and appropriate stress and intonation patterns. EL4.d Use simple correct grammatical structures correctly and appropriately.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions. SP3.a Assess their needs/interests.


SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: STORIES SKILLS SPEAKING: Use Adjectives and Adverbs in discussion and sharing (telling) of various local and national stories: of different ethnic groups. E.g. folk tales – Ta Ta Duhende, Brer Anancy, La Llorona, X-taby etc. International Stories: Cinderella, Jack & The Beanstalk, etc.

SPEAKING: Teacher Engages students in discussion of various story characters; use posters, pictures, collages depicting characters in various types of “Stories”. Use literature to support theme – stories, poems, plays, literature ( e.g. general information about story characters) etc. as springboards for discussion/brainstorming. Some favourite characters, what students like/dislike about them; where they heard/ read the story etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: CUSTOMS/TRADITIONSCONTENT ORGANIZED



SPEAKING Stories that teach Lessons: e.g. Aesop’s Fables – The lion and the Mouse, The Wolf in Sheep’s Clothing, etc -Mystery stories, true life stories, Creepy stories etc. - Use adverbs of time/ manner and place – e.g. “Long ago there was a little man called TaTa Duhende”. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking; begins to understand and use contractions in relation to self, peers and significant others (parents, siblings, best friend etc.) e.g. “I cover my head in bed at night when I hear creepy stories.” - use appropriate voice, tone, language to suit occasion

SPEAKING It may be necessary to select stories of one or two genre i.e. Folk Tales or Fables or Mystery Stories etc. It may be difficult to provide a focus for discussion of the Unit if the different kinds of stories are dealt with all at once. However, if the stories are looked at generally from the point of view of “Characters and events in the stories” as individual stories to be understood and enjoyed then several genres can be used (Creepy stories, Real Life Stories, Mystery Stories etc) - this approach works well for early grades. - Students role-play scenes from the story or dramatise prepared skits based on the chosen story(ies) identifying and depicting in their drama the elements of the different kinds of stories – Funny, Creepy, Mystery, Real Life - Teacher introduces/highlights language elements – adjectives and adverbs of time/manner/place etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct stories orally from pictures - share retelling of stories, sharing information using appropriate sequencing – encourage critical and creative thinking - Use picture clues to draw conclusions about stories - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular story etc.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the stories they will read - recorded sounds as background for story-telling,

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read story. Allow students to share their stories - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a character or describes an event These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about Brer Anancy) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) students respond orally or in writing about a piece read by teacher or student, what they liked, how it could be improved etc. This may be done in conjunction with discussions about reasons for opinions – anecdotal notes are made about students participation/contribution Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a character or event with specific responses required. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, impersonations, posters dramatisations, puppets, caricatures of some of the characters, big pictures or posters, scenic props such as a darkened room and coconut palm branches around doors and windows for telling of the TaTa Duhende story; someone dressed like the character coming in during or at the end of the telling etc. WRITING: - passages, stories, poems, story rhymes etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character - Ask students questions such as “Imagine you were that character, what would you do if that happened to you? - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, a lost person’s advertisement in which you describe a story character, stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. Brer Anarchy’s ‘lisping’ when he is up to his tricks) etc. Teacher will assist in the “writing” as a Scribe using Chalkboard, charts etc.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which a character is involved in some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, “rebus’ (picture) stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation - period - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about characters in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group webbing of a story showing relationship of the characters Anecdotal notes to record students performance in: - reading of pieces with familiar words and language elements encountered during Unit including – stories (‘rebus’), poems, rhymes, sentences – provided by teacher, from students texts and pieces written by students






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifies letters, numbers, symbols - determines what is wrong with picture - completes unfinished shapes/pictures - identifying main ideas and details, about characters, events - words that rhyme/do not rhyme - word attack: arranges letters in alphabetical order; identifies words in their contracted form - interprets signs/symbols - inference - identifying mood happy/sad, -initial consonants, final consonants, consonant combinations

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories in “play” form , stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ Characters in Stories are not Like People in Real Life.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at/“read” picture books, books with shapes, books with animals in general or a particular group of animals e.g. horses or cats, or books with objects etc. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Student may record books they have read by – writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students

Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced - Views material on page left to right direction



UNIT/THEME: CUSTOMS/TRADITIONSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.b Ask simple factual questions. SL1.d Make simple factual statements. SS5.b The use of their first language as a vehicle for communication. EA1,e Paint, using different colours. EA1.g Move in time to a beat.

Pictures/stories/picture strips/cloze exercises Picture books/posters/magazines Flash cards Resource personnel Cassette tapes/ video tapes TV/VCR, radio Cinema box/puppets Scissors/glue/paper/crayons



UNIT/THEME: CUSTOMS/TRADITIONSAREA OF STUDY OUTCOMES Pupils should: EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.c Use simple grammatical structures correctly. EL3.g Predict what will happen in a sequence of events. EL4.a Use recognizable pronunciation and appropriate stress and intonation patterns. EL4.e Express an opinion. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognize an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions. SP3.a Assess their needs/interests


SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: CUSTOMS/ TRADITIONS SKILLS SPEAKING: Use Adjectives and Adverbs in discussion and sharing (telling) of various local and national Traditions: of different ethnic groups with respect to: - Birth and Death - Marriage - Religion - Music

SPEAKING: Teacher engages students in discussion of various traditions; use posters, pictures, collages “realia” related to selected Tradition(s). Use literature to support theme – stories, poems, plays, literature ( e.g. general information about tradition) etc. as springboards for discussion/brainstorming. Some aspects of tradition that older people observe that younger people do not – share information about tradition; where they heard/ read about it etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work






SPEAKING - Describe characters, etc. - Use adverbs of time, manner and place – e.g. “The bride left the church at five o’clock.” “She walked slowly down the steps.” - Use adjectives to enhance oral description e.g. “I have a yellow dress.” - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. “I like to watch TV.” - Use of other language elements students are learning converse politely with: - teacher - classmates - other adults Participates in group in: - simple planning - decision making - solving problems

SPEAKING It may be necessary to select one or two customs on which to focus. - Students role-play scenes from the story or dramatise prepared skits based on the chosen custom(s) - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points, based on objectives of lesson, as well as reinforce and promote mastery in other language elements taught previously. - Students construct stories orally using pictures as stimuli – promote critical and creative thinking - appropriate use of sequencing in relating information or telling stories - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit.

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – telling facts or anecdotes, appropriately sequenced, about selected custom(s) or giving oral report on research done on a particular custom etc.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (general treatment of subject) about selected customs. - recorded sounds as background during the reading of a story, dramatisation of a custom e.g. the wedding march being played at appropriate time during the dramatisation of a wedding etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories, poems or plays, e.g. students are provided with a question(s) before the reading of a piece of literature that will require them to participate in a discussion about the custom(s) being described by the writer in the piece of literature - Teacher or student reads a description of a custom written by student; classmates “listen” . Students could be asked to identify one fact about the custom being described This should be related to the language element(s) students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions]

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about an old and unusual custom such as “throwing rice” on a bride as she leaves the church after being married) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a particular custom, song or music is played – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape etc. – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, “realia”, dramatisations, puppets, WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or dramatisation of a customer - Ask students questions such as “ What do you enjoy about ……?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, a caricature or cartoon of a custom with words in ‘bubbles’ to help explain it , stories, reports, poem about a custom, rhymes, riddles etc. using various stimuli to help with description: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) music – e.g. traditional music playing during a dramatisation of a custom (iii) “realia” to allow for touching to get a ‘feel’ of an object e.g. something that may be used as part of a custom/tradition Teacher acts as “Scribe” using Chalkboard or charts.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (eg. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, poems, riddles, rhymes, etc. using: (ii) descriptions – simple adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, invitations to observe or participate in a custom/ tradition - use the “Writing Process” - use of connecting words Conventions: - punctuation – comma, period - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material Fluency rhythm and flow in reading: - pronunciation/enunciation

WRITING - writing about customs/traditions practised by family with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, poems, descriptions, invitations, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to customs) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc. - Teacher facilitates individual, choral and unison reading, of stories, passages etc. that tells about customs/traditions. This includes material used as “content” for the Unit as well as work produced by the students.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group selects a custom and individual members make contributions which are compiled and written Anecdotal notes to record students performance in: - impromptu reading of various forms of thematic and related literature including – simple jingles, rhymes, patterned stories – both provided by teacher, from students’ texts and material written by students Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories(’rebus’) students’ writing etc: Student self- and peer- assessments Class performance for school/parents and/or Community






READING – ORAL, CRITICAL AND SILENT Comprehension: - identifying main ideas and details, word attack - inference - identifying mood in stories, poems etc. happy/sad READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to look at/“read” picture books, books with shapes, books with animals in general or a particular group of animals e.g. horses or cats, or books with objects etc. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas –

Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; make group presentations - be able to work independently; apply dictionary skills - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record the books they read by writing the name of the book, the name of the author, by a drawing, one word, a collage, listing a few key words from the book, drawing a character from the story etc. Do not make this activity become a “chore” for students

Graded work (written or oral) derived from comprehension exercises such as main ideas in stories,

plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced



UNIT/THEME: CUSTOMS/TRADITIONSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune. EA1.e Paint using different colours. SL1. c Interpret gestures/body language SL2.d Pronounce common words and phrases comprehensibly SS5,a Understand the customs and traditions which their family follows SS5. b Understand the use of their first language as a vehicle for

communication

magazines, pictures, Videos, audio tapes, (tape recorder, video, TV.) Guest speakers/Resource people – (elder people and others from the

community as storytellers) Examples of stories, story-poems, jingles, stories in songs, etc. which

reflect Theme and other elements of language being addressed in Unit



Prepared word games, puzzles and other activities for “centres’ Scissors, glue, construction paper, crayons, Various books to meet students’ “interests” Flip charts, markers, paper



UNIT/THEME: ANIMAL KINGDOM

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.b Use phonics to assist word recognition EL1.g Predict what will happen in a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.f Interpret body language and gestures. EL3.a Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL3.f Use descriptive language to portray images, events and feelings. EL4.e Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognise an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions. SP3.a Assess their needs/interests


SETS



TOPIC: ANIMAL KINGDOM

SKILLS SPEAKING: Sharing (telling) of stories/anecdotes information: - about different animals, they have had as pets or come in contact with - those they like do not like and their reasons

SPEAKING: Teacher Engages students in discussion of various animals; use posters, pictures, collages depicting various animals with which they are familiar. Use literature to support theme – stories, poems, plays, literature (e.g. general information about animal story characters) etc. as springboards for discussion/brainstorming. Some favourite stories about animals, what students like/dislike about them; where they heard/ read the story etc. e.g. “Puss In Boots” - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

Graded record of: - prepared presentations, individually or as part of group work Peer evaluation Student self-evaluation Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses



UNIT/THEME: ANIMAL KINGDOMCONTENT ORGANIZED



SPEAKING - Consonant vowels, consonant digraphs - Use adverbs of time/ manner and place - I have a furry cat. It crept quietly up to the little mouse. The mouse is under the table. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. I take my dog for a walk every day. - Use of other language elements students are learning - Sequencing

SPEAKING - Students role-play scenes from animal stories or dramatise prepared skits based on the chosen story(ies) - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct stories orally from pictures - Students share information with appropriate sequencing - Students use new words encountered through reading and discussion - students do research on a selected animal

Anecdotal notes on: - Students’ comfort/discomfort in sharing - Verbal interaction in student– teacher and student– student exchanges - evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular animal (e.g. through asking parents, relatives etc. for information about the animal being researched)






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will: (I) motivate students (stimulate further discussion, excite them to write), (ii) support the Theme such as – various types of Literature (background) about the animals they will read about in the story(ies), caricatures and/or big pictures or posters, recorded sounds as background for story-telling,

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) –animals- or events - Teacher, student or Guest may read story. Allow students to share their stories - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a character or describes an event These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a cat that got stuck to the back of a dog because it had glue on its paws) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets, - scenic props such as a stuffed animal, animals made from paper-mache, someone dressed like a selected animal coming in during or at the end of the telling/reading of the story WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above - Prints letters/numbers/ words – labels animals, count and write numbers of animals

VIEWING: Use pictures, impersonations, dramatisations, people in the community who are good performers and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of an animal in a story (a story character) - Ask students questions such as “Imagine you were that animal and you could speak, what would you say? - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, a lost animal advertisement in which you describe a pet that is missing, stories, reports, poems about animals, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. Brer Anancy’s ‘lisping’ when he is up to his tricks) etc. - Exercises using circling, matching, colouring, drawing Teacher acts as ‘Scribe” for using Chalkboard or Charts

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (eg. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which an animal is involved in some unusual occurrence such as in pain or in a very dangerous situation) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, “ rebus” stories, advertisements, poems, riddles, rhymes, filling in blanks, circling etc. using: (ii) descriptions – adjectives, adverbs, in simple sentences e.g. The red book. (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words - Identify and spell high frequency words Conventions: - punctuation – period - capitalisation - Write simple sentences to describe pictures of animals - Write simple sentences to describe objects – food animal eats, where animal lives etc. READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about animal characters in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and puzzles using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, rhymes and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writes a “WANTED” advertisement for a pet using pictures and word-cards. Anecdotal notes to record students performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, poems, descriptive and informative passages – provided by teacher, from students texts, and material written by students






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc, See SPEAKING above

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories in “play” form , stories, passages, poems etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ It is better to have an animal than a person for a best friend.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral- pictures, word-cards etc.) derived from comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text







READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may keep a record of books they have read by writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students




UNIT/THEME: ANIMAL KINGDOMLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

ST7.b Some ways in which to organise living things into groups. ST7.c How their own growth and development differs from that of

animals. SL1.b Identify main ideas. SS2.b Ask simple factual questions SL2,c Make simple factual statements. SL2.d Pronounce common words and phrases comprehensibly. EA1.a Sing in tune. EA1.e Paint using different colours.

magazines, pictures, Videos, audio tapes, (tape recorder, video, TV.) (animal songs and

sounds) Guest speakers/Resource people – vet, breeder of dogs/birds etc. Examples of stories, poems, jingles, songs, passages and other

literature which reflect Theme and other elements of language being addressed in Unit

Relevant material (non Thematic) for activities to reinforce





UNIT/THEME: PEOPLE

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.b Use phonics to assist word recognition. EL1.d Identify a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.f Interpret body language and gestures. EL3.a Spell common words correctly. EL3.b Punctuate and capitalise written work.. EL3.c Use simple grammatical structures correctly EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL4.d Express an opinion. EL4.f Use words and phrases appropriate to audience. EL4.c Ask questions and give information. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognise an issue or a problem. CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group to achieve its goals. SP2.h Accept major decisions. SP3.a Assess their needs/interests.


SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: PEOPLE SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about various groups of people local and national : e.g. - different ethnic groups – Garinagu, Creole, Maya etc. e.g. The Garinagu people make delicious cassava bread.

SPEAKING: Teacher Engages students in discussion of stories of some ethnic groups; use posters, pictures, collages depicting people of various ethnic groups Use literature to support theme – stories, poems, plays, literature ( e.g. general information) about the group e.g. policemen – what they do, how they are trained etc. as springboards for discussion/ brainstorming. Some experiences students have had with members of the group of people being talked about e.g. Visiting the hospital (nurse/doctor), Buying at a shop (shopkeeper). - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: PEOPLECONTENT ORGANIZED



SPEAKING - People grouped on the basis of a common profession e.g. nurses, teachers, lawyers etc. Use adjectives and adverbs to describe: - The fireman used a long water hose to put out the fire. - My teacher gave us a test today. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. The nurse was upset when she saw the sick baby. - Use of other language elements students are learning - Sequencing

SPEAKING It may be necessary to select a specific group of people for a discussion session. This will provide a focus for the discussion. The discussion can become disorganised if students are discussing several groups – teachers, policemen, firemen etc. – all at once. However as the Unit progresses students may want to compare how some groups of people differ. - Students role-play scenes involving members of some of the groups they discuss, or dramatise prepared skits based on the chosen group(s) - Encourage students to think critically and creatively - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descriptions orally from pictures - Relate information with appropriate sequencing – what comes first then next - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – describing or giving oral report on research done on a particular groups of people etc.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the people they will hear about - music or other sounds as a background to create ”mood” depending on story etc. being read; e.g. the sound of a siren when a story about a fire-truck responding to a fire is being read.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read story. Allow students to share their stories - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a policeman in uniform, or a fire truck, etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a postman being chased by a dog and what happened to him) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of “literature” ( provided by teacher or written by students) about people – students respond orally or in writing to the piece based on the language elements they are learning about. This may then be followed by a discussion of reasons for responses/ opinions etc.. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets, caricatures of some of the people, big pictures or posters as background for story-telling or reading, scenic props such as a shelf with stacked empty food cans and jars with labels on, a food scale, etc. WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character - Ask students questions such as Imagine you were a doctor and you saw a child bleeding from a large cut she/he received in an accident, what would you do? - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, an advertisement for a shopkeeper to work in your dad’s store because you are all going away on a holiday, stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. of a policeman arresting a person caught committing a crime) etc. Teacher acts as ‘Scribe” using chalkboard or charts

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs in simple sentences e.g. The tired fireman went to bed. (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, .






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – period - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, rhymes, informative pieces and other thematic material

WRITING - writing about people in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, rhymes and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story which highlights one or more of the groups selected in the Unit. Anecdotal notes to record students’ performance in: guided reading of various forms of thematic and related literature including – patterned stories, rhymes, picture stories, descriptive and informative passages from readers and other material – provided by teacher, from students texts and material written by students






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc,

READING – ORAL - Teacher uses Guided Reading to facilitate individual, choral and unison reading, of patterned stories, rebus stories, rhymes, jingles, poems, etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, poems, Rhymes and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following simple directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning - participate in discussions in small and large groups after reading a selection - be able to work independently - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “Women are better teachers than men ”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, rhymes, passages, etc: Student self- and peer- assessments Class performance for school/parents and/or Members of the community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, passages; sensitivity to what is read – contribution to discussion related to shared reading Student self- and peer- evaluation - proficiency in following simple directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text







READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record books they have read by writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students




UNIT/THEME: PEOPLELINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.b Ask simple factual questions. SL2. c Make simple factual statements. SS2.c Understand how the land and water are used to provide for the

physical needs of people in the community (Farmer). SS5.b Understand how their rights as children are protected

(Policeman(woman)/Home-maker). EA1.a Sing in tune. EA1.e Paint using different colours.

magazines, pictures, Videos, audio tapes, (tape recorder, video, TV) Guest speakers/Resource people – Resource people from the

community) Examples of stories, poems, jingles, songs, passages and other



skills/elements of language being addressed – exercises in synonyms, antonyms, etc.




UNIT/THEME: CREATION

AREA OF STUDY OUTCOMES Pupils should: EL1.b Use phonics to assist word recognition. EL1.c Read aloud from a familiar text in order to convey meaning. EL3.a Spell common words correctly. EL3.b Punctuate and capitalise written work. EL3.c Use simple grammatical structures correctly. EL4.b Use recognisable pronunciation and appropriate stress and intonation patterns. EL4.d Use simple grammatical structures correctly and appropriately. EL4.e Express an opinion.



SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: CREATION SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. slowly/quickly) in discussion and sharing (telling/talking) about stories, legends, and other information about creation “My mom says heaven is a beautiful place.”

SPEAKING: Teacher Engages students in discussion of stories, beliefs about creation ; use posters, pictures, songs, collages depicting all kinds of life forms including people, Use literature to support theme – stories, poems, literature ( e.g. general information about creation e.g. different beliefs and perspectives) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: CREATIONCONTENT ORGANIZED



SPEAKING - Students talk about what they think/ believe about creation, e.g. “ Plants and animals were created before people.” “People would have starved to death if there was no food.” - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. Elephants had to be created with long trunks or they would not be able to get water to drink. - “They could not reach the water with their mouths.” - Use of other language elements students are learning - Sequencing

SPEAKING - Students role-play scenes in which they assume roles of different life forms – animals, birds, fishes, plants and talk to each other about how they think they were created and what they imagine their ancestors looked like, sounded like, what they ate, where they lived etc. These should be fun activities designed to help students think critically and creatively and not a serious focus on Theories of Creation. - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. Students construct descriptions orally from pictures - Students describe, explain, tell stories using sentences appropriately sequenced. They Talk about/discuss Noah’s Ark and other stories - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of creation – e.g. talk about animals that seem to be related – cats, lions, tigers – and what those similarities and differences are.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the life forms they will hear about and do research on - music or other sounds as a background to create ”mood” depending on story etc. being read – students create mental pictures in response to listening activity

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read/share story. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to find words that describe a colourful picture or poster of places on earth that they think are beautiful etc. (e.g. shiny river, pretty flowers, green grass, These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. However, student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a life form such as “How the turtle got the marks on its shell.” or “How the leopard got its spots”. - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, rhymes etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about creation or any other appropriate subject – students respond orally or in writing/drawing in responding to mental pictures description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets, caricatures of some of the animals, birds etc being discussed/read about as part of the creation theme., big pictures or posters, as background for story-telling or reading, scenic props such as tree branches around the room, an open floor space with grass clippings strewn on it for the telling of a story of the creation of animals or birds or butterflies etc. WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character - Ask students questions such as “Imagine you are the only boy/girl on earth and you can have anything you want, what would you ask for and why?”. It will be important for students to deal with the WHY? - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a drawing/written assignment in groups, or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs, an advertisement for a babysitter for a dinosaur, stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. The tiny voice of a butterfly talking to a dinosaur with a booming voice about what each thinks about how he/she is made) etc.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – comma, colon, question mark, exclamation mark, - capitalisation - paragraphing – indentation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about people in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit Teacher acts as “Scribe” and uses the chalkboard or flip chart READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story which highlights one or more of the life forms, including man, selected in the Unit. Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – both provided by teacher, from students texts and material written by students






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying mood – happy/sad

READING – ORAL - Teacher uses guided reading to facilitate individual, choral and unison reading, of patterned stories, rebus (picture) stories, rhymes, jingles, passages, etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, rhymes, Jingles, poems, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “The earth would be a better place if people had left it the way it was created. ”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed







READING – SILENT Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could keep a record of the books they have read by writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students




UNIT/THEME: CREATIONLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.d Pronounce common words and phrases comprehensibly. ST1.a Understand some similarities and differences between animals

now and animals in prehistoric times. ST7,c Understand how their own growth and development differs from

that of animals. ST8.b Understand how changes in the environment affect various life

forms. EA1.a Sing in tune. EA1.e Paint using different colours.

magazines, pictures, Videos, audio tapes, (tape recorder, video, TV.) Guest speakers/Resource people – minister of religion, science

teacher, story-teller (legends about how the earth was created) etc. Examples of stories, poems, jingles, songs, passages and other



skills/elements of language being addressed – exercises using flash-cards, fill in blanks, cloze exercises etc.

Prepared word games, puzzles and other activities for “centres’ Flash cards Scissors, glue, construction paper, crayons, Various books to meet students’ “interests” Flip charts, markers, paper



UNIT/THEME: PLANETS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL4.a Use recognisable pronunciation and appropriate stress and intonation patterns. the correct pronunciation and appropriate intonation and stress. EL4.c Ask questions and give information. EL4.e Express an opinion.



SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: PLANETS SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. bright sun, round moon) in discussion and sharing (telling/talking) about stories, legends, facts etc. about some Planets they know about e.g. “I saw a man in a space suit on the moon on T.V””

SPEAKING: Teacher Engages students in discussion of stories they know and information they have about planets; use posters, pictures, collages depicting different planets and imagined life forms living on them, Use literature to support theme – stories, poems, plays, literature ( e.g. general information about planets e.g. what they look like, what the environment may be like) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: PLANETSCONTENT ORGANIZED



SPEAKING - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. “I want to ride in a space ship to the moon.” - Use of other language elements students are learning e.g. - Articulate particular sounds - Pronounce common words clearly - Practice standard English structures and patterns with (a) Statements (b) Questions (c) Requests - State their ideas in complete sentences Demonstrate: willingness/an eagerness to speak sense of security - Sequencing

SPEAKING - Students role-play scenes in which they assume roles of planets or life forms they believe exist on other planets – strange animals, birds, fishes, plants etc. - and talk to each other about how strange people on earth are. These should be fun activities designed to help students think critically and creatively. - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descriptions orally from pictures - Students describe, explain, tell simple stories using sequenced sentences - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of Planets – e.g. talk about what they found out about planets that are nearest to earth, what it is like on the moon, some people who have travelled into space etc..






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the planets they will hear about and do research on - music or other sounds as a background to create ”mood” depending on story etc. being read e.g. strange or eerie music while reading a part of a story where strange creatures from space are crawling around in the bushes etc. Use of your voice to create “mood” etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read/tell story. Allow students to share their stories - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a strange creature from space or a colourful picture of a planet. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a pink Martian with webbed feet and tail dancing the macarena) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets, caricatures of some of the animals, birds etc being discussed/read about as part of the creation theme., big pictures or posters, as background for story-telling or reading, scenic props such as boxes of various shapes and sizes covered with brown paper to represent boulders on bare earth for the telling of a story of the landing of the first man on the moon etc. WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character - Ask students questions such as “Why would you or would you not like to live on the moon?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Teacher facilitates the writing of:

- paragraphs, a lost person’s advertisement in which you describe a story character such as a Martian, stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. high pitched voice or a warbling sound for a Martian’s voice) etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (eg. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about people in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing, - Teacher acts as “Scribe” - Provide exercises, in context to reinforce the use of language skills/elements students are learning – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, rhymes and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story or description which highlights one of the planets or a star or an imagined life form living on one of the planets selected in the Unit. Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – provided by teacher, from students texts, material written by students, other sources of information etc.






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying mood happy/sad Identifies through discriminative reading: - big/small – - first/last/middle - size - shape - similar - different Matches - objects - pictures

READING – ORAL - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of rebus (picture) stories, patterned stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text







READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could keep a record of the books they have read by writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students




UNIT/THEME: PLANETSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.d Pronounce common words and phrases comprehensibly. EA1.a Sing in tune. EA1.e Paint using different colours.

magazines, pictures/posters Videos, audio tapes, (tape recorder, video, TV.) Guest speakers/Resource people – e.g. Science teacher Examples of stories, poems, jingles, songs, passages and other



skills/elements of language being addressed – exercises using flash-cards, fill in blanks, cloze exercises etc.

Prepared word games, puzzles and other activities for “centres’ Flash cards Scissors, glue, construction paper, crayons, Various books to meet students’ “interests” Flip charts, markers, paper



UNIT/THEME: WEATHER ON EARTH

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.e Interpret body language and gestures. EL3.b Punctuate and capitalise written work. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information. EL4.e Express an opinion. EL4.g Use body language and gestures appropriate to speech.



SETS


STANDARD II Suggested Time: 4 Weeks TOPIC: WEATHER ON EARTH SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. windy/rainy slowly/ quickly) in discussion and sharing (telling/talking) about stories, legends, and other information etc. about the Weather e.g. Thor the God of Thunder, Native legends about The Rain God/ Cultural stories etc. “The rain was falling heavily. “Mary’s blue dress was soaked.”

SPEAKING: Teacher Engages students in discussion of stories they know and information they have about the weather – cause and effect etc.; use posters, pictures, collages depicting different weather conditions e.g. rain, lightening, hurricane, sunshine. Use literature to support theme – stories, poems, rhymes, literature (e.g. general information about different weather conditions - e.g. the kind of weather found in the seasons in Belize, predict outcomes from weather forecasts) etc. – as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: WEATHER ON EARTHCONTENT ORGANIZED



SPEAKING - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. “We already know where we will go if a hurricane comes.” - Articulate particular sounds - Pronounce common words clearly - Practice standard English structures and patterns with (a) Statements (b) Questions (c) Requests - State their ideas in complete sentences Demonstrate: willingness/an eagerness to speak sense of security - Use of other language elements students are learning e.g. - Sequencing

SPEAKING - Students role-play scenes in which they dramatise real life and imagined situations e.g. being caught in a storm on a boat a; two farmers discussing problems they are having with growing their crops because of lack of rain; forest rangers discussing forest fires caused by lightening strikes during the dry season etc. These should be fun activities designed to help students think critically and creatively. - Teacher introduces/highlights language elements – adjectives and adverbs of time/manner/place – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descriptions orally from pictures - Students describe, explain, tell stories using sentences appropriately sequenced. - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of weather – e.g. talk about what they found out about the weather report for that day by listening to the radio or asking parents for help; what causes thunder etc.; different experiences they have had relating to weather – flooding of rivers, overflowing drains and flooded streets; extreme heat resulting in destruction of crops; lightening strikes causing fires etc.






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the life forms they will hear about and do research on - music or other sounds as a background to create ”mood” depending on story etc. being read e.g. noise to represent crash of thunder or sound of pouring rain during the reading of a story about a storm etc. Use of your voice to create “mood” – someone who’s afraid etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read/tell story. Allow students to share their stories - Students “listen” and identify words that best describe what it is like during a thunderstorm or during a scorching day in summer etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is the effectiveness of your “story reading skills”.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something funny is being shared e.g. a story about an alligator that was carried by a flooded river into a farmer’s field. There the alligator meets a dog who teaches her to sing. The alligator later wins the contest because of her big mouth. - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - response to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning (lesson focus), or to evaluate elements previously taught






VIEWING: Pictures, posters, collages of weather-related elements – scenes of the sky, the sea and land during a storm, wreckage left by a storm; colourful summer scenes of bright sunshine, blooming flowers, birds and butterflies; winter scenes, snowstorms - big pictures or posters, as background for story-telling or reading, - scenic props such as a large fan running, blowing bits of paper around the room and clothes billowing out in the wind during the telling of a story or providing some information on a windy and stormy day. - Field trips – observe weather WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above

VIEWING: Use field trips, pictures, impersonations, dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character in a related Thematic story - Ask students questions such as “ How would you have behaved if you were caught in a storm like _____?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment, in groups or individually, focusing on the language element(s) students are learning to use WRITING: Teacher facilitates the writing of:

- sentences, weather reports based on the way the day appears, predictions of weather based on season of year, climate etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the type of weather being described. - Use of sounds to create mood in telling stories – tone of voice, quality of speech (e.g. trembling voice for someone in a storm who is afraid) etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – comma, - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about people in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a description using pictures, or a collage which highlights some weather phenomenon – a storm, a flood on land or on sea. Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – provided by teacher, from students texts, material written by students, other source of information etc.






READING – ORAL, CRITICAL AND SILENT READING CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc, - Word attack - inference - identifying mood happy/sad Identifies through discriminative reading: - big/small – - first/last/middle - size - shape - similar - different Matches - objects - pictures

READING – ORAL - Teacher facilitates through “Guided Reading” individual, choral and unison reading, of picture stories patterned stories, jingles, rhymes, passages etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. ”Wet weather is better than dry weather.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text







READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could keep a record of the books they have read by writing names of books, names of authors, drawing a character from the story, sketching a shape or symbol, writing a key letter or word from the story etc., or a combination of these. Do not make this activity become a “chore” for students




UNIT/THEME: WEATHER ON EARTHLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.d Pronounce common words and phrases comprehensibly. SS2.a Understand weather and climate patterns and how these affect

their lives and the lives of people in their community. EA1.a Sing in tune. EA1.e Paint using different colours.

Audio and video tapes VCR, Radio, TV, Pictures/posters/magazines/Newspapers ‘Realia’ relevant to theme – weather chart, thermometer, sun dial,

weather vane, Resource people Games/puzzles Books/stories/poems/songs Flash cards Scissors/glue/newsprint/chart paper Flip-chart/markers Crayons


AREA OF STUDY: ENGLISH LANGUAGE ARTS INFANT II

UNIT/THEME: OUR COMMUNITY

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.e Identify cause and effect relationships. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.f Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information. EL4.e Express an opinion. EL4.c Use words and phrases appropriate to audience.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.b Examine information related to the problem/issue. CP2.a Use pictures and diagrams. CP2.h Ask questions. CP2.j Give oral and written reports. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group to achieve its goals.


SETS


Suggested Time: 4 Weeks

TOPIC: OUR COMMUNITY SKILLS SPEAKING: Use Adjectives and Adverbs and other language elements in description of different communities or things related to the community in which they live e.g. “Our street is narrow.” “I have to walk carefully to be safe. “ - vocabulary building using new words encountered

SPEAKING: Teacher Engages students in oral description of people and community-related events that form a part of their daily experiences; express ideas and opinions about these experiences; use posters, collages, newspaper articles, topical news on T.V or Radio, community events, activities in the home, literature of various forms – stories, poems, jingles, songs, etc. as springboards for discussion/brainstorming - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. Teacher provides focus and facilitates the discussion (use children’s home language as needed to facilitate ease of sharing and understanding). - Teacher facilitates classes and provide opportunities for students to identify and use new words encountered through reading stories, discussion, field trip(s) etc. during the course of the Unit.

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges, conducting simple interviews Peer evaluation Student self-evaluation



UNIT/THEME: OUR COMMUNITYCONTENT ORGANIZED



SPEAKING: Engage in informal conversation with teacher classmates Give oral reports about - news in the community - Correct use of basic grammatical structures – agreement of subject/verb, correct use of pronouns in simple sentences LISTENING Select “content” available in class resources, library, what students have at home, from colleagues and friends that will accomplish the language skills/ elements being taught, that will motivate students (stimulate further discussion excite them to write), and that will support the Theme e.g. – various types of Literature for reading, related music, shared information or experiences, etc.

SPEAKING: - Students explore their classroom and school population –interview people in other classes ( students, teachers, support staff etc) as sources for information for oral presentations e.g. role play, dramatisation, to identify ethnic groups, sports teams and other community groups - Teacher introduces/highlights language elements – adjectives of time/manner/place, personification etc. – at appropriate points based on objectives of lesson, as well as to reinforce other language elements already taught. LISTENING: Encourage supportive and sensitive

listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the thoughts, feelings etc. of the writer - used in the piece of literature, e.g. angry, in pain, happy, proud, etc. – that they were able to identify. (These should be based on the language elements being taught, however, other elements may arise naturally – be prepared for the “Teachable Moment” All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers where creative writing is concerned – if a child can provide some support for his/her feelings following the reading of a piece, reward the effort. Where children identify feelings that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her feelings

Graded record of: - prepared presentations, individually or as part of group e.g. reciting of poem or rendering of literary piece or oral report to class etc. Student self-evaluation and peer evaluation Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, a talk, music etc) and student responses (e.g. non response from student when something “humorous’ is being shared) responsiveness to questions, in discussions following sharing of aural material (music, reading of stories, explanations, etc) Graded record of: - structured assignments – “written” product, or oral response or a physical activity ( e.g. appropriate ‘behaviour’ after being given directions) in response to aural stimulus






VIEWING: Pictures, posters, collages of groups that make up communities – Community groups – sports teams, community associations, ethnic groups etc. - impromptu speaking WRITING: passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme–adverbs, adjectives, connecting words etc. (see SPEAKING above) Note – not all material selected as “content” need to be specific to the Theme - some material can be selected as reinforcement or to support the language element(s) students are learning.

VIEWING: Use pictures, posters, field trips and other visual Stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; extend imagination beyond visual stimulus, use open ended questioning that will encourage creative responses – eg. Students are looking at a poster depicting a group engaged in some activity. Say to students: “ Imagine yourself a member of the group(community), what are some of the things you do in the group?” WRITING: Facilitate the writing of:

- paragraphs, stories, poems, etc. using various stimuli (I) visual – e.g. (posters/ pictures/objects etc.), (ii) aural (ii) aural – e.g. music (singing, instrumental, etc. responding to mood), sounds in the environment (cheering of people at a game, singing of a choir, etc.) - directions, how to play a simple game etc. with a focus on sequencing – students go through steps in making some simple object or doing a simple activity – making a poster to advertise a function for the group (e.g. a football competition, a fund raising barbecue – date, time, place, cost etc.); steps to follow in playing a simple team game etc. - use the “Writing Process” (Illustrations may be added to written work to enhance the “cultural” focus of this Unit)

Anecdotal notes on: - correspondence between stimulus (watching a video, responding to a picture, poster, collage, object) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response) responsiveness to questions, in discussions following sharing of visual material (pictures, posters, videos, visual performance) Graded record of: - structured assignments – “written” product, or oral response, or a physical activity to a visual stimulus (e.g. physical activity = teacher takes a sheet of paper, folds it once in half, then once diagonally, then again in half, student requested to repeat sequence) Graded record of work produced by students using: (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives, adverbs, simple opposites, simple connecting words (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – directions, ‘how-to’ complete simple tasks (v) punctuation and conventions – capitals, periods, question marks Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Student self-evaluation and peer evaluation






WRITING Sequencing in: - directions for going to the meeting place of the community or school group; mapping main streets and main sites in the community; - explaining roles of important community members - use of connecting words, accurate grammar - conventions: - punctuation – period question mark, capitalisation – names READING – ORAL, CRITICAL AND RECREATIONAL Material identified as models for Writing are used for Oral, Critical and Silent Reading i.e. literature – stories, poems, descriptive passages, plays, poems related to Theme etc.

WRITING (iii) grammar and conventions – ensure appropriate use through written assignments following oral sharing, incorporate these in paragraphs, stories, poems, directions, wall posters, sketch maps of community sites – streets, churches, libraries, parks, etc.(places where the community meets) - individual and group assignments. Vocabulary building, spelling games - Display work produced by students’ on classroom walls etc. as it is completed - Help students to organise a celebration at the end of the Unit – write invitations, READING – ORAL: Teacher models appropriate reading of various forms using stories, poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Anecdotal notes on students’ participation in “written” group projects – e.g. maps, short notes written about community/school groups, prominent places in the community – market, church, etc. Anecdotal notes to record students performance in: - impromptu reading of various forms of literature highlighting descriptions – stories, poems, passages – both provided by teacher, from students texts and work written by students






READING – ORAL AND CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. happy/sad - Determines what is wrong with picture - Performs left to right eye monuments when reading - Creates sentences/passages using picture clues phonics interest words sight words

READING ORAL Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, reading of rhymes, poems, jingles, patterned stories, rebus (picture) stories etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, poems, plays and other literature for sharing of understanding, following directions, giving opinions, making associations to personal experiences, elicit emotive responses such as enjoyment, empathy, sympathy, displeasure etc. Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “Joining community groups is a waste of time. ”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, poems, rhymes, jingles, passages; sensitivity to what is read – contribution to discussion related to guided reading Student self- and peer- evaluation






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by writing the name of the author, book title, draw a character from the story, a shape or object from the book, key words from what was read or something new that was learnt. Do not make this activity become a “chore” for students

Anecdotal notes on: - students’ “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time. - oral and/or “written” sharing of material read whether through “facts”, “feelings” or something tangible produced



UNIT/THEME: OUR COMMUNITYLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SS1.b Understand why life in their local community now is different

from life in the past. SS2,b Understand some ways in which their community adapts to

natural landscape features SS2.c Understand how the land and water are used to provide for the

physical needs of people in the community. SS5.b Understand the use of their first language as a vehicle for

communication. EA1.a Sing in tune. EA1,e Paint using different colours. EA1.g Move in time to a beat. WT3.b Understand the importance of the services provided by people in

the community. WT3,c Understand how people in the community process resources

and sell the products to satisfy their needs and wants.

Newspapers, magazines, posters, charts, pictures, brochures,

pamphlets, maps Film strips/projector Videos, audio tapes (tape recorder, VCR, TV.) Guest speakers/Resource people – (elder people and others from the

community) Examples of letters; stories, poems, songs, recipes, passages and



skills/elements of language being addressed Prepared games, puzzles and other activities for “centres’ Scissors, glue, construction paper Puppet theatre/puppets Models



UNIT/THEME: INDUSTRY

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.e Identify cause and effect relationships. EL1.g Predict what will happen in a sequence of events. EL2.h Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.c Use simple grammatical structures correctly. EL3.b Punctuate and capitalise written work. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.e Express an opinion. EL4.c Ask questions and give information.



SETS



TOPIC: INDUSTRY SKILLS SPEAKING: Use standard English structures and patterns with statements using Adjectives and Adverbs in description of Industries in community and country e.g. “The sugar factory in Corolla is very big.”

SPEAKING: Teacher Engages students in oral description of people, objects, and things related to industry with which they come in contact in their daily experiences; use posters, pictures, collages, literature of various forms – stories, poems, literature, etc. about industry as springboards for discussion/brainstorming - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: INDUSTRYCONTENT ORGANIZED



SPEAKING - describe industries and those involved in it – e.g. Sugar is the biggest industry in Belize. - Use adverbs of time/ manner and place – yesterday/today etc. in talking about industries “Yesterday we went to visit the citrus plant in Dangriga.” - Correct use of basic grammatical structures – agreement of subject verb, correct use of pronouns Describe briefly persons animals objects places List items of various kinds - Use of other language elements students are learning

SPEAKING: - Students look at pictures, photographs, and use other background information – as stimuli for giving oral descriptions; - Students role-play managers, workers and concerned citizens discussing issues related to industry Teacher introduces/highlights language elements – adjectives of time/manner/place, personification etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign simple research projects on which students can report orally. - Encourage critical and creative thinking through debates e.g. “Industries are not good for Belize.” - Teacher facilitates classes and provides students with opportunities to use new words encountered, through discussions, reading informative material, listening to Guest Speakers etc. during the course of the Unit.

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or rendering of literary piece or oral report to class etc.






LISTENING Select “content” available in class resources, library, what students have at home, from colleagues and friends, and from industry that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as: - invite guest speakers from industry both large and small who are involved in enterprises e.g.: basket weaving, local jewellery, wood carving; rice, sugar, banana, citrus, fishing and tourist industries - films, videos. slides - provide accurate speech skills - Listen appreciatively to rhythmic sounds mood of stories/poems music

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for material being read including stories where available, poems about smog or pollution etc – e.g. students are provided with a question(s) before the reading of material that will require them to participate in a discussion about the information that was shared. Teacher or student reads, or guest does a presentation, classmates “listen” and identify, orally or in writing, elements being taught such as words they felt were effectively/not effectively used. - model appropriate speech patterns for children to replicate – clear articulation, pronunciation, enunciation, voice quality (Although these should be related to the language elements students are learning, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something funny is being shared) - responsiveness to questions, in discussions following sharing of aural material (reading of information, description, etc.) Graded record of: structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece about smog, pollution, industry, transportation of goods, or a description a student has produced of him/her self or someone else and “listeners” identify, orally or in writing, words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to information, stories, poems, etc. read/ told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught - correspondence between modelling of sounds and words spoken and student reproduction






VIEWING: - Pictures, brochures, posters, videos, films dealing with industry - “realia” – baskets, carvings, preserves from “cottage” industry WRITING: passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above - Writing “social notes” using “rebus” method Use the “Writing Process”

VIEWING: Use pictures, posters, people engaged in basket weaving, embroidery and other forms of cottage industry to: - concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage critical thinking in their interpretation of what is seen; extend their thinking beyond visual stimulus. Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or video or “realia”, ask students questions such as - “If you were the basket maker in the picture, what kind of help would you ask for and why?” There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- sentences (paragraphs), stories, reports, letters, poems, etc. using various stimuli to help with description - use the ‘Writing Process” - Letter writing (i) visual – e.g. (posters/ pictures/videos etc.), (ii) aural – e.g. sounds of machinery/birds/animals/waterfall/waves etc. (iii) writing directions/instructions with a focus on sequencing – students go through steps to explain issues related to industry etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, portrait, silhouette etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a caricature of someone he/she knows such as a classmate or teacher)- responsiveness to questions, in discussions following sharing of visual material (picture, visual performance) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling games (iv) sequencing – recipes, directions, ‘how-to’ (v) punctuation and conventions – capitals, periods, question marks (vi) letters – format for social notes






WRITING Sequencing in: letter writing e.g. to a friend telling him/her a bit about what student is doing in Language Arts as it relates to industry; - listing of industries in order of importance - write directions/sketch routes to get to a local industry, - use of connecting words social notes - thank you - conventions: - punctuation – capitalisation, comma, question mark, capitalisation - Spelling simple words READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. stories, poems, rhymes, pieces written by students etc.

- Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, poems, descriptions, letters etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; appropriate use of capitals - exercises to enhance vocabulary development including spelling games - Students engage in research using simple methods such as drafting and asking questions of parents/ relatives/significant others to obtain information which they record and report back to class – recording can be simple pictographs, rebus (picture) writing etc. Field trip(s) to industry READING – ORAL: Teacher models appropriate reading of various forms using descriptions, stories, poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group presentation after doing research on some aspect of industry [recording and sharing of uncomplicated information about particular industry(ies)] Anecdotal notes to record students performance in: - impromptu reading of various forms of literature highlighting – stories, poems, rhymes, short passages – provided by teacher, from students texts and written by students






READING – ORAL, CRITICAL AND SILENT READING CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc, Inflectional endings – adding “s” to change meaning of words Uses words ending in a

plural form Forms plurals by adding “s” Forms plurals by adding

“es”

READING – ORAL – build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question, etc. - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, reading of poems, stories, passages etc. READING – CRITICAL: Use stories, poems, rhymes and other literature (used in other skill areas – Listening, Speaking, Writing) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; to complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the Unit e.g. “ People who sell food at our school are polluting our school yard and should not be allowed to sell there.”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, rhymes etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, poems, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: INDUSTRYLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

WT3.b Understand the importance of services provided by people in the

community. WT3.c Understand how people in the community process resources

and sell the products to satisfy their needs and wants. SL1.b Identify main ideas. SL1.c Interpret gestures/body language. SL2.d Pronounce common words and phrases comprehensibly EA1.a Sing in tune. EA1.e Paint using different colours.


pamphlets, maps Film strips/projector Communication devices – telephone, computer Videos, audio tapes (tape recorder, VCR, TV.) Guest speakers/Resource people – ( people who provide services in

industry e.g. cottage industry, local industries, etc.) Examples of letters; stories, poems, songs, recipes, passages and






UNIT/THEME: CONSERVATION

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. ED1.e Identify cause and effect relationships. EL1.g Predict what will happen in a sequence of events. EL2.a Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly EL3.b Punctuate and capitalise written work. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information. EL4.e Express an opinion. EL4 f Use words and phrases appropriate to audience



SETS



TOPIC: CONSERVATION SKILLS SPEAKING: Use Adjectives and Adverbs in description of issues being discussed relating to conservation theme e.g. “The manatee is a very big animal.” It lives in the deep sea.” - Give oral directions

SPEAKING: Teacher Engages students in oral description of birthday experiences; use posters, pictures, collages, literature with conservation theme – stories, poems, plays, literature ( e.g. information about conservation issues as springboards for discussion/brainstorming. Some important areas for conservation in Belize – fishes, lobsters, forests, wildlife etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: CONSERVATIONCONTENT ORGANIZED



SPEAKING - Use normative, comparative and superlative forms to describe – e.g. more/most - Use adverbs of time/ manner and place – e.g. always/never, near/ far, etc. in description of theme related and other situations - Correct use of basic grammatical structures – agreement of subject verb, correct use of pronouns Describe briefly persons animals objects places List items of various Kinds Begin to demonstrate a sense of security, self-worth, self-esteem through language production. Demonstrate: spontaneity, self-confidence, independence, a sense of security, willingness/an eagerness to speak - Use of other language elements students are learning

SPEAKING: - Students role-play situations to highlight conservation issues, dramatise skits depicting events related to some conservation issue; use puppetry - Encourage critical and creative thinking - Teacher introduces/highlights language elements – adjectives of time/manner/place at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery of other language elements taught previously. - Assign simple research projects on which students can report orally - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit.

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or literary piece or oral report to class etc.






LISTENING Select “content” available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as: – various types of information about Industry – On tape and to be read by teacher, student, guests and people from the community. These could include the relating of stories e.g. accidents caused during processing of foods; land and/or water contamination through poor garbage disposal etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the industry being described, the issue being discussed etc. - e.g. Teacher or student reads a description of informational piece written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. (These should be related to the language elements students are learning, however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a limerick - responsiveness to questions, in discussions following sharing of aural material (reading of informational piece, stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about conservation – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to information shared through stories read/told, on tape – student demonstrates comprehension skills related to main ideas or other language-related details depending on elements students are learning or to evaluate elements previously taught






VIEWING: Pictures, collages, films, videos, live demonstrations of activities associated with conservation – observe people in the community WRITING: passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, synonyms, antonyms, etc. see SPEAKING above

VIEWING: Use pictures, collages, videos, people in the community involved in conservation and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of some industry-related activity, ask students questions such as - “Why do you think we should save the Manatee?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- informative pieces, letters, descriptions, stories, poems, etc. using various stimuli to help with description (i) visual – e.g. (posters/ pictures/collages etc.), (ii) aural – e.g. recorded sounds of life forms -writing about life forms that need protection. Writing short invitations to people involved with conservation to come as guest speakers to the class Compare and contrast different life forms that need to be protected - Use the “Writing Process” - Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, collage, etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual performance) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – written invitations to another class to share in a “Celebration of Learning” at end of unit. (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - writing/drawing/sketching directions/routes to get to a local area where conservation is being practised, - use of connecting words - conventions: - punctuation – period question mark - capitalisation - Use the “Writing Process” READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature – stories, thematic poems, descriptive passages etc.

- Provide exercises to reinforce the use of language skills/elements students are learning – through use in short reports and descriptions on the theme of conservation; poems, limericks etc.; - short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling using new words from literature being used in the Unit etc. READING – ORAL: Teacher models appropriate reading of various forms using picture stories, thematic poems, jingles and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. short notes to support a collage about conservation ( e.g. wildlife – scarlet macaw, manatee, etc.) in Belize Anecdotal notes to record students performance in: - Guided Reading of various forms of literature including – stories, thematic poems, descriptive and/or informational passages using pictures, jingles – both provided by teacher, from students texts and pieces written by students






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack skills - inference - identifying writer’s purpose e.g. to inform, to entertain etc, Finds simple information in passage Select important details from lesson Sequence – rearrange pictures of story in orderly manner Select details – answer questions orally

READING – ORAL - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, reading of poems, rebus (picture) stories, patterned stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, poems, plays and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “It is important for us to save the Manatee”.

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: CONSERVATIONLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune. EA1.e Paint using different colours. ST7.a Understand how plants and animals grow and reproduce in their

environment. ST8.b Understand how changes in their environment affect various life

forms. ST8.c Understand how their own actions affect the environment. SS2.b Understand some ways in which their community adapts to

natural landscape features. SS2.c Understand how the land and water are used to provide for the

physical needs of people in the community.


pamphlets, maps Film strips/projector Videos, audio tapes (tape recorder, VCR, TV.) Guest speakers/Resource people – (elder people and others from the








AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.e Identify cause and effect relationships. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information EL4.e Express an opinion. EL4.f Use words and phrases appropriate to audience.



SETS



TOPIC: CONSERVATION SKILLS SPEAKING: Use Adjectives and Adverbs in oral description of natural resources – “We have a beautiful barrier reef in Belize.”

SPEAKING: Teacher Engages students in oral description of various foods; use posters, pictures, collages of natural resources – as stimulus for speaking. Use literature to support theme – stories, poems, rhymes, literature ( e.g. general information about Belize’s natural resources) etc. as springboards for discussion/brainstorming. Some places students like to go - beaches, cayes etc., wildlife they enjoy – birds etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).







SPEAKING - describe places, wildlife etc e.g. pretty/ prettier/prettiest – “The scarlet macaw is a pretty bird. It has bright red and green feathers. - Use adverbs of time/ manner and place – e.g. before/after e.g. “We had lunch before we went to the zoo.” Our Natural Resources.” - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns e.g. in speaking e.g.: “We all have to help to protect our resources.” - Use of other language elements students are learning - Sequencing

SPEAKING: - Students role-play scenes using the conservation theme, (e.g. a discussion between a fisherman who does not want any regulation about when he is allowed to trap lobsters, and an official from the fisheries industry who is trying to make him understand why it is important not to fish when the lobsters are laying their eggs); skits, dramatise events related to issue on conservation - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects on which students can report orally - Teacher facilitates classes and provide students with opportunities to use new words encountered through reading, discussions, listening to guest speakers etc. during the course of the Unit - Encourage critical and creative thinking - Share information using sequencing - Facilitate students’ participation in debates such as “Children should help to stop pollution of the land. ”

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or rendering of literary piece or oral report to class based on research done on some aspect of conservation etc.



UNIT/THEME: CONSERVATION CONTENT ORGANIZED



LISTENING - Share orally through discussion, reading, tapes (cassette & video) etc. “content-related” material available in class resources, library, what students have at home, and from friends colleagues that will facilitate accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme - various types of Literature (general treatment of subject) about natural resources – e.g. expose children to topical issues such as awareness of the importance of conservation of our natural resources such as land and water -use sounds to provide mood – falling water, waves etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing - Provide focus questions for stories, poems – e.g. students are provided with a question(s) before the reading of a piece that will require them to participate in a discussion about the issue being shared e.g. Teacher or student reads a description written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify something from its description e.g. “I have beautiful green and red feathers. I can learn to talk if you teach me. Sometimes people keep me in a cage in their home and take care of me. What am I? (Answer: A parrot) These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions [This Unit could be done in conjunction with “Earth Day” etc.]

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a Manatee who became a dancer to get money to help to protect endangered species - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning or to evaluate elements previously taught






VIEWING: Pictures, collages, films, videos, slides, field trip to identified sites etc. WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above

VIEWING: Use pictures, advertisements, collages, videos, “realia” related to conservation and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of two or more people near a river or mountain or on the seashore etc. ask students questions such as - “What do you think the people in the picture are talking about?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- sentences (paragraphs), advertisements, stories, reports, poems, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/collages/fliers demonstrations, dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech etc. Teacher acts as “Scribe” using chalkboard or charts

Anecdotal notes on: - correspondence between stimulus (a picture, collage, “realia” etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems, riddles, rhymes etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling games (iv) sequencing – letters, social notes, dialogue (v) punctuation and conventions – capitals, periods, question marks






WRITING Sequencing in: - descriptions, letters of the alphabet etc. identifying and listing Belize’s natural resources - use of connecting words - conventions: - punctuation – comma, question mark, use of capitals, - Use the “Writing Process” READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature- flora and fauna of Belize, fliers, posters, descriptions, advertisements informative pieces, and other thematic material

WRITING - writing about issues related to conservation with focus on description and informational writing - sequencing - use the “Writing Process” - writing social notes, invitations - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms – through use in stories, thematic poems, descriptions, restaurant advertisements, fliers, posters, jingles, rhymes, riddles etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation, capitalisation and period, spelling in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit READING – ORAL: Teacher models appropriate reading of various forms using stories, descriptions, informative pieces and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. A group collage of things in nature they feel are important to be protected (trees, plants, animals etc.) with brief notes Anecdotal notes to record students performance in: - impromptu reading of various forms of literature including – stories, recipes and thematic poems, descriptive and informative passages – both provided by teacher, from students texts and material written by students






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose – mood happy/sad Finds simple information in passage Select important details from lesson Sequence – rearrange pictures of story in orderly manner Select details – answer questions orally Identify with story character

READING – ORAL - Teacher uses “Guided Reading to facilitate individual, choral and unison reading, reading of poems, patterned stories, rebus (picture)stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students READING – CRITICAL: Use stories, poems, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection e.g. on the Audubon Society - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ Children should be given some responsibility for looking after our natural environment. ”

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing






READING - SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).


Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through facts, feelings or something tangible produced




EA1.a Sing in tune. EA1.e Paint using different colours. ST7.a Understand how plants and animals grow and reproduce in their

environment. ST8.b Understand how changes in their environment affect various life

forms. ST8.c Understand how their own actions affect the environment. SS2.b Understand some ways in which their community adapts to

natural landscape features. SS2.c Understand how the land and water are used to provide for the

physical needs of people in the community.


pamphlets, maps Film strips/projector Videos, audio tapes (tape recorder, VCR, TV.) Guest speakers/Resource people – (people in the community involved

in conservation efforts) Examples of l stories, poems, songs, jingles, passages and other







ARE

A OF STUDY OUTCOMES Pupils should: EL1.e Identify cause and effect. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information.EL4.e Express an opinion. EL4.f Use words and phrases appropriate to audience. EL4.c Ask questions and give information.



SETS


Suggested Time: 4 Weeks TOPIC:COMMUNICATIONSKILLS SPEAKING: Use Adjectives and Adverbs in discussion and sharing (telling) information they have or learn about over the course of the Unit on various forms of communication (old and new): - word-of mouth, smoke, mirrors, Morse code, telegraph, telephone, radio, newspaper, post office, television, computer

SPEAKING: Teacher Engages students in discussion of various forms of communication - use posters, pictures, collages, fliers etc. Use literature to support theme – stories, poems, literature (e.g. general information about communication) etc. as springboards for discussion/brainstorming. Some forms of communication they have used, what they like/dislike about them; when, where and why they used this form of communication - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).







SPEAKING - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking Practice standard English structures and patterns with: statements

questions requests Build: statements questions requests other State their ideas in

complete sentences Oral poetry recite repeat aloud read and present Participate in choral speaking dramatic activity - Sequencing

SPEAKING It may be necessary to select stories of one or two forms of communication to provide a focus for discussion of the Unit; if the different kinds of communication are dealt with all at once (except when being discussed generally during the introduction to the Unit) it may become a bit confusing for students. - Selected forms of communication may be looked at in terms of its history, use – by whom/where/when, economic cost, availability to people, strengths/weaknesses - Students role-play scenes or dramatise prepared skits which highlights some form of communication - Teacher introduces/highlights language elements – adjectives of time/manner/place, at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct stories orally from pictures - share retelling of stories, sharing information using appropriate sequencing – encourage critical and creative thinking - Students use new words encountered through reading and discussion - field trips to communication “site(s)”

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular form of communication etc.





SETS


LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the kind of communication they will hear about - recorded sounds as background for reading material being read

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for material being read/shared – e.g. students are provided with a question(s) before the reading of the piece that will require them to participate in a discussion afterwards - Teacher, student or Guest may read piece. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a character or describes an event These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some “Listening to story Reading” activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story-reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Graded record of: - structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, impersonations, posters dramatisations, puppets, caricatures of some of the characters, big pictures or posters - scenic props such as a grouping of wood on the floor in front of a poster or picture or someone dressed like an Indian during the sharing of information, telling or reading of a story about a time when signals were sent by smoke etc. WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above

VIEWING: Use pictures, impersonations, dramatisations, “realia” skits portraying people discussing conservation issues and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use “open ended” questioning that will encourage creative responses. - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- sentences (paragraphs), an advertisement (e.g. for someone to work delivering newspapers for a month while you are away on holiday.) of Belize, stories, reports, poems, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which a character is involved in some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, question marks etc.






WRITING Sequencing in: - stories, description, advertisements, fliers, social notes etc. Use the “Writing Process” - use of connecting words Conventions: - punctuation – comma, question mark, - capitalisation READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about characters in stories with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, plays, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and capitalisation in

enhance vocabulary development including spelling games and spelling puzzles using words from literature being used in the Unit - ‘booklet-making” using work complied by student over course of the Unit

READING – ORAL:

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled

Anecdotal notes on students’ participation in “written” group projects

Anecdotal notes to record students performance in:

written work; - exercises to

Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

- impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – both provided by teacher, from students texts and material written by students






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc,

READING – CRITICAL: Use stories, plays,

students read so that they will: - develop critical thinking skills, and understand language elements they are learning;

e(s) on issues raised through reading and discussion during the unit

Graded performance on structured assignments –

Class performance for school/parents and/or

Graded work (written or oral) derived from comprehension exercises such as main ideas in descriptions, information passages, stories, plays, etc. sensitivity to what is read – contribution to discussion related to assigned reading

context clues to derive meaning from text

READING – ORAL - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of informative passages, descriptions, poems etc. This includes material used as “content” for the Unit as well as work produced by the students.

and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material

- participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debat

reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments

Community

Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using

- use of dictionary in completing written assignments when needed






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).






WT2.a Understand the role of different forms of communication device

in their everyday lives. EA1.a Sing in tune. EA1.e Paint using different colours.


pamphlets, maps Film strips/projector Communication devices – telephone, computer, mail, etc. Videos, audio tapes (tape recorder, VCR, TV.) Guest speakers/Resource people – (elder people and others from the



Relevant material (non Thematic) for activities to reinforce skills/elements of language being addressed

Prepared games, puzzles and other activities for “centres’ Scissors, glue, construction paper Puppet theatre/puppets

Models



UNIT/THEME: VOLUNTEERS AREA OF STUDY OUTCOMES

Pupils should: EL1.e Identify cause and effect. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL2.d Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information.EL4.e Express an opinion. EL4.f Use words and phrases appropriate to audience. EL4.c Ask questions



SETS


Suggest me: 4 Weeksed Ti

TOPIC: TRANSPORTATION

SKILLS SPEAKING:

SPEAKING: Teacher engages students in

Anecdotal notes on:

Use Adjectives and Adverbs in discussion and sharing (telling) information on different forms of transportation: - Road – horse-and-cart, car, truck, bicycle, bus etc. -Sea – dorey, speedboat sailboat, ship, hovercraft, - Air – Airplane, helicopter, bomber, rocket, spaceship

discussion of various means of transportation; use posters, pictures, collages “realia” related to topic – stories, poems, plays, literature ( e.g. general information about different forms of transportation) etc. as springboards for discussion/brainstorming. Past and present forms of transportation – share information about; where they’ve heard/ read or had first-hand experience of etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work



UNIT/THEME: VOLUNTEERSCONTENT ORGANIZED



SPEAKING - use adjectives and adverbs in describing different forms of transportation, e.g. fast/faster/fastest (The express bus to Orange Walk is faster than the regular bus.) - Use adverbs of time, manner and place - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. through dramatisation - Use of other language elements students are learning

SPEAKING

adjectives of time/manner/place, personification, similes etc. – at appropriate points, based on objectives of lesson, as well as reinforce and promote mastery in other language elements taught previously.

It may be necessary to select one or two forms of transportation on which to focus. - Students role-play scenes from the story or dramatise prepared skits based on a chosen form of transportation - Teacher introduces/highlights language elements –

- Students construct stories orally using pictures as stimuli – promote critical and creative thinking - appropriate use of sequencing in relating information or telling stories - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit. - Facilitate class debates e.g. “It is safer to travel by land than by sea.”

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – telling facts or anecdotes, appropriately sequenced, about selected custom(s) or giving oral report on research done on a particular custom etc.






LISTENING

d appropriately

LISTENING

se to oral sharing by teacher or students. Provide focus questions for stories, poems or plays,

Anecdotal notes on:

Graded record of:

- Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (general treatment of subject) about selected customs. - recorded sounds as background during the reading of a story, or dramatisation of an issue related to transportation “Two people talking about how crowded and uncomfortable the bus to Cayo was and a shared decision to report the matter to someone in authority.” Students listen and respon

- Encourage supportive and sensitive listening by asking questions in respon

e.g. students are provided with a question(s) before the reading of a piece of literature that will require them to participate in a discussion about the form of transportation being described by the writer or speaker in the piece being read or spoken about - Teacher or student reads a description of a form of transportation written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify one fact about the form of transportation being described This should be related to the language element(s) students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about “flying” - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a particular form of transportation, – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape etc. – student demonstrates comprehension skills related to main ideas or details orally or written depending on elements students are learning or to evaluate elements previously taught






VIEWING:

WRITING:

VIEWING: Use pictures, impersonations,

WRITING: Facilitate the writing of:

Anecdotal notes on:

Graded record of: - structured assignments – “written” product, or oral

Graded record of work produced by students using

Pictures, caricatures, impersonations, “realia”, dramatisations, puppets,

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above

dramatisations, people in the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or dramatisation of a scene involving transportation - Ask students questions such as “ What did you enjoy about ……?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, a caricature or cartoon of a custom with words in ‘bubbles’ to help explain it , stories, reports, poem about some form of transportation, rhymes, riddles etc. using various stimuli to help with description: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) music – e.g. l music playing during a dramatisation of a skit with a transportation issue (iii) “realia” to allow for touching to get a ‘feel’ of an object e.g. something that may be related to transportation – an old cart wheel, an old paddle etc.

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)

response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc.

(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, poems, riddles, rhymes, etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, question marks






WRITING Sequencing in:

“Writing

READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

as “Scribe” using chalkboard or chart READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed

Anecdotal notes on students’ participation in


- stories, description, invitations to observe or participate in a custom/ tradition use the Process” - use of connecting words Conventions: - punctuation – period, question mark, - capitalisation - Letter writing - social Notes (Thank you)

WRITING - writing about form of transportation most used by family with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, poems, descriptions, invitations, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to customs) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit - “booklet making” using work completed by student during the Unit Teacher acts

over the duration of the Unit – booklets compiled

“written” group projects – e.g. group selects a form of transportation and individual members make contributions which are compiled and written

- impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages, poems etc. – provided by teacher, from students texts, and material written by students






READING – ORAL, CRITICAL AND SILENT Comprehension: - identifying main ideas and details, word attack - inference - identifying mood in story, poem happy/sad

READING – SILENT

READING – ORAL

s, plays,

s to material

ills, and understanding of language elements they are learning; - participate in discussions in small and large groups after reading a selection; make group presentations - be able to work independently - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ Travelling by bus is more fun than travelling by sea.” READING – SILENT


Class performance for school/parents and/or Community Graded work (written or oral) derived from

Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time

Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).

- Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of stories, passages etc. that tell about transportation. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use storieand other literature (used in other skill areas) to: (I) facilitate students’ sharing of understanding/giving opinions/making associations to personal experiences/ eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responsestudents read so that they will: - develop critical thinking sk

Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by writing the name of the author, book title, draw a character from the story, key words from what was read or something new that was learnt. Do not make this activity become a “chore” for students


comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text

- oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced



UNIT/THEME: VOLUNTEERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT


in their everyday lives. EA1.a Sing in tune. EA1.e Paint using different colours. SL1.a Discriminate and identify sounds.

SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements.

Newspapers, magazines, posters, charts, pictures, brochures, pamphlets, maps

Film strips/projector Communication devices – telephone, computer

Videos, audio tapes (tape recorder, VCR, TV.)

Guest speakers/Resource people – (elder people and others from the community)

Examples of letters; stories, poems, songs, recipes, passages and



skills/elements of language being addressed

Prepared games, puzzles and other activities for “centres’ Scissors, glue, construction paper Puppet theatre/puppets Models



UNIT/THEME: VOLUNTEERS


SETS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.d Identify a sequence of events. EL1.g Predict what will happen in a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.c Identify a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.e Express an opinion.. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. CP2.h Ask questions. CP2.j Give oral and written reports. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group achieve its goals.


Suggested Time: 4 Weeks TOPIC: VOLUNTEERSSKILLS SPEAKING:

they have done, volunteers they have met, - areas in which they would or would not like to volunteer and their reasons Areas of Volunteering: - Special interest groups:

SPEAKING: Teacher Engages students in

(use children’s home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on: Use Adjectives and Adverbs in discussion and sharing (telling) of stories/anecdotes information about: - volunteering

Lions’ Club, Guiding, Red Cross, Sporting, Rotary etc.

discussion of various types of volunteers. Use literature to support Volunteer theme – stories, poems, plays, literature ( e.g. general information) etc. as springboards for discussion/brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion







SPEAKING Volunteering for special situations e.g. clean-up campaign, helping at special events such as Special Olympics, Walkathons to raise money for special causes - Use simple descriptive words in speaking - Use adjectives - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning

SPEAKING - Students role-play or dramatise prepared skits based on the area of volunteering selected - Teacher introduces/highlights language elements – adjectives of time/manner/place, at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct stories orally from pictures

- evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular animal etc.

- Identify services provided, or causes supported by organisations selected

- Students share information with appropriate sequencing - Students use new words encountered through reading and discussion






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature read or information shared (background) about the selected volunteer organisation(s)

LISTENING: Encourage supportive and sensitive Anecdotal notes on: - correspondence between stimulus (listening to

Graded record of:

listening by asking questions following oral sharing - Provide focus questions for information shared by guest speakers; from recorded audio or video tapes; stories etc. being shared – e.g. students are provided with a question(s) before the reading/sharing of the information, that will require them to participate in a discussion about the volunteer organisation - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes an event These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, sharing experiences etc.)

- structured assignments – “written” product, or oral response to aural stimulus students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING:

WRITING:



catures dramatisations etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which a volunteer is involved in helping someone in trouble) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)

Graded record of:


new words encountered over duration of Unit; spelling

Pictures, caricatures, impersonations, dramatisations, puppets, - scenic props such as someone dressed like a selected volunteer e.g. member of the Red Cross or Rotary Club etc. coming in during or at the end of the telling/reading of a related story or presentation. - “realia” selected from these organisations – symbols etc.

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, see SPEAKING above

dramatisations, people in the community who are involved in volunteering and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a volunteer. Ask students questions such as “What kind of volunteer would you like to be and why?” - There are no absolute right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, advertisements e.g. for volunteers to participate in a city-wide clean-up campaign, reports, poems, rhymes, jingles, riddles etc. using various stimuli to help with description such as: visual – e.g. posters/pictures/cari

- structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc.

(I) written assignments – cloze exercises, fill in blanks, sentences(paragraphs), stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of

(iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,







READING – ORAL,

ut volunteers in selected organisations in informational pieces with a focus on description, facts, and appropriate sequencing. social notes

capitalisation in

READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading


Anecdotal notes on students’ participation in “written” group projects – e.g. group writes a simple letter to a volunteer organisation asking them to give a presentation to the class. Write a “Thank You” note after the event.


- stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation - period - capitalisation - social notes (Thank You)

CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing abo

- use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and written work; - exercises to enhance vocabulary development including spelling games and spelling puzzles using words from literature and discussions over the course of the Unit

- build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.


- impromptu reading of various forms of thematic and related literature including – stories, plays, poems, descriptive and informative passages – provided by teacher, from students texts, and material written by students






READING – ORAL, CRITICAL AND SILENT READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying mood in poems etc. happy/ sad

READING – ORAL - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of rebus (picture) stories, patterned stories , stories, passages, poems etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays,


Class performance for school/parents and/or Community

Graded work (written or oral) derived from


and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently - participate in class debate(s) on issues raised through reading and discussion during the unit


comprehension exercises such as main ideas in informational pieces, stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using






READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits.

READING – SILENT Anecdotal notes on:

- Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by writing the name of the author, book title, draw a character from the story, a shape or object from the book, key words from what was read or something new that was learnt. Do not make this activity become a “chore” for students

- students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read whether through “facts, feelings” or something tangible produced



UNIT/THEME: VOLUNTEERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune. EA1.e Paint using different colours.

SL1.a Discriminate and identify sounds.

SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements. SS3.a Understand how their rights as children are protected.

Books/magazines/posters/brochures/pictures/pamphlets

Puppets/puppet theatre Songs/poems/literature/jingles/limericks Cassettes/videos Tape recorder/TV/VCR

Models Games/puzzles

Stories/story books

Samples of social notes, invitations

Practice exercises to reinforce skills being taught Cinema box



UNIT/THEME: PROFESSIONAL WORKERS



SETS

Suggested Time: 4 Weeks TOPIC: PROFESSIONAL

WORKERS SKILLS SPEAKING:

shopkeepers, policemen etc. “The nurse gave me an injection when I went to the hospital.”

SPEAKING: Teacher Engages students in discussion of stories, knowledge of different groups of professional workers: Use literature to support theme – stories, poems, plays, literature ( e.g. general information) about the group of professionals e.g. policemen – what they do, how they are trained etc. as springboards for discussion/ brainstorming. Some experiences students have had with members of the group of people being talked about e.g. Visiting the hospital (nurse/doctor), - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc.

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups

-evaluation Graded record of:

Use Adjectives and Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about various groups of professional workers: nurses, teachers, farmers,

- Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

- Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self

- prepared presentations, individually or as part of group work


CROSS-CURRICULAR OUTCOMES Pupils should: CP1,b Examine information related to the problem/issue. CP1.c Suggest ways of dealing with the problem/issue. CP2.h Ask questions. CP2.j Give oral and written reports. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.f Help the group achieve its goals.



UNIT/THEME: PROFESSIONAL WORKERSCONTENT ORGANIZED



SPEAKING Use adjectives in speaking – to describe people, things “The fisherman caught a big fish and won a prize.” Begin to use English for

d introduce persons

offer an excuse or

rs share feelings with

ctures

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – describing or giving oral report on research done on a particular profession.

a range of purposes such as simple interactive social and self-fulfilment purposes; greet an

(b) express “thanks” say goodbye

apology praise othe

others - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning - Sequencing

SPEAKING It will be necessary to select a specific professional group of people for a discussion session. This will provide a focus for the discussion. The discussion can become disorganised if students are discussing several groups – teachers, policemen, doctors etc. – all at once. However, as the Unit progresses students may want to compare how some professions differ from others. - Students role-play scenes involving members of some of the professions they discuss, or dramatise prepared skits based on the chosen group(s) - Encourage students to think critically and creatively - Teacher introduces/highlights language elements – adjectives – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descriptions orally from pi- Relate information with appropriate sequencing – what comes first then next - Students use new words encountered through reading and discussion






LISTENING

c or other sounds as a background to create ”mood” depending on story etc. being read; e.g. the sound of a siren when a story about an ambulance responding to an accident is being read.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. Provide focus questions for stories – e.g. students

they felt were effectively/not effectively used. Students could be asked to identify words that best describes a policeman in uniform, or an ambulance, etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment”

ctivity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on:

Graded record of:

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the professionals they will hear about - musi

are provided with a question(s) before the reading of the story that will require them to participate in a discussion about the character(s) or events - Teacher, student or Guest may read/share story or information piece. Allow students to share their stories - Students “listen” and identify, orally or in writing, words

Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading a

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a policeman being chased by a dog and what happened to him) - responsiveness to questions, in discussions, following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets,

WRITING:


swers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

WRITING: Facilitate the writing of: - paragraphs, advertisements (e.g. for a nurse to care for your grandmother who lives alone), stories, reports, poem about a professional, rhymes, riddles etc. using various stimuli to help with description such as:

Anecdotal notes on:

Graded record of:


caricatures of some of the professional people, big pictures or posters as background for story-telling or reading, scenic props such as a bench with a pillow, a table with a tray and a bottle with pills and a glass of water, a chart with health information such as good nutrition, hygiene rules, etc.


dramatisations, visits from professionals, in their professional uniform, from the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster, or impersonation of a story character - Ask students questions such as Suppose you were a nurse and you saw a child with blood coming from a large cut, what would you do? - There are no right or wrong an

(I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech (e.g. of a policeman arresting a person caught committing a crime) etc. Teacher acts as “Scribe” using chalkboard or chart

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)


(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling games (iv) sequencing – writing rebus (picture) stories, description, social notes (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements

READING – ORAL,

WRITING - writing about professional people in stories with a focus on description and sequencing

capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit - writing letters, social notes (Thank You) - “booklet-making” using work produced by student over the course of the unit

READING – ORAL:

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled


Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – material provided by teacher, from students texts and material written by students

- use the “Writing Process” - use of connecting words Conventions: - punctuation - question mark, period - capitalisation - letter writing - social notes (Thank you)


- use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and


“written” group projects – e.g. group writing of a story which highlights one or more of the professional groups selected in the Unit.






READING – ORAL, CRITICAL AND SILENT Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc, READING – SILENT

READING – ORAL


arge groups

READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record books read by drawing a character, writing a key word or words etc. Do not make this activity become a “chore” for students


Class performance for school/parents and/or Community


ified from text or material read

Anecdotal notes on:


- Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of stories in “play” form, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and l


comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details ident- demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed




UNIT/THEME: PROFESSIONAL WORKERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune. EA1.e Paint using different colours. SL1.a Discriminate and identify sounds.

SL1.c Interpret gestures/body movement.

SL2.b Ask simple factual questions.

SL2.c Make simple factual statements.

SS3.a Understand how their rights as children are protected.

Books/magazines/posters/brochures/pictures/pamphlets Puppets/puppet theatre Songs/poems/literature/jingles/limericks Cassettes/videos

Tape recorder/TV/VCR

Models

Games/puzzles

Stories/story books

Samples of letters/social notes Resource persons from the community (Professionals selected for the

Unit)



UNIT/THEME: RELIGIOUS WORKERS


SETS




SUGGESTED STRATEGIES/ACTIVITIES FOR ASSESSMENT

Suggested Time: 4 Weeks TOPIC: RELIGIOUS WORKERS SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. slowly/quickly) in discussion and sharing (telling/talking) about stories, legends, and other information about Religious workers e.g. The minister walked slowly into the church.

SPEAKING: Teacher Engages students in discussion of information they have about Religious workers ; use posters, pictures, collages depicting religious buildings, workers in their religious dress, religious artefacts etc. Use literature to support theme – stories, poems, plays, literature (e.g. general information about Religious workers) etc. as springboards for discussion/ brainstorming.

Anecdotal notes on:

- Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).




UNIT/THEME: RELIGIOUS WORKERSCONTENT ORGANIZED



SPEAKING - Use positive, comparative and superlative forms to help in describing/talking about religious workers. e.g.

r

simple interactive social

persons (b) express “thanks” say goodbye offer an excuse or apology praise others share feelings with

struct descriptions orally from pictures

encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of Religious workers – e.g. What is needed to qualify a person to become a ______? (nun, minister, imam, pastor etc.)

“The minister/imam/pastor/ priest waited patiently for the service to begin.” Begin to use English foa range of purposes such as:

and self-fulfilment purposes greet and introduce

others - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning e.g. homonyms/ synonyms/antonyms etc. - Sequencing

SPEAKING - Students role-play scenes in which they assume roles of different religious workers and perform a ceremony – e.g. a wedding. These activities should be designed to help students to understand more about practices of different religious groups. Be sure this is not dealt with in a way to ridicule any religious practice, do not examine practices too critically or go into any one too deeply. - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. Students conof Churches, Mosques, Convents and other religious buildings - Students describe, explain, share information about religious worker(s) selected using sentences appropriately sequenced. - Students use new words






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the Religious workers they will hear about and do research on

LISTENING: Encourage supportive and sensitive Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared

Graded record of:

- music or other sounds as a background to create ”mood” depending on story etc. being read

listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for description, talk, stories – e.g. students are provided with a question(s) before the presentation that will be used for later discussion. - Give students the opportunity to share their stories information etc. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a colourful pictures or posters of churches, mosques, convents etc. may be in poems, descriptions etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

- responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about religious workers – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING:

WRITING:

VIEWING: Use pictures, impersonations, dramatisations, visits from religious workers from the community and other visual stimuli:


Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of a religious worker is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)

Graded record of:

Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks,

Pictures, photographs, impersonations, puppets, dramatisations, To portray scenes being discussed/read about religious workers: big pictures or posters, as background for story-telling or reading, scenic props for the telling of a story about a well-known religious worker etc.

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adjectives, sequencing etc. see SPEAKING above

- to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster of religious buildings, inside of churches, mosques, temples, monasteries etc. ask questions such as “Talk about how you would feel if you were sitting alone in one of these buildings?.” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, an advertisement (e.g. for stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech Teacher acts as “Scribe” using chalkboard or chart


sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – period, - capitalisation

READING – ORAL,

models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

se of language skills/elements students are learning through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters)

READING – ORAL:



Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – both provided by teacher, from students texts and material written by students

CRITICAL AND SILENT Material identified as

WRITING - writing about religious workers in stories) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the u

- reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit



“written” group projects – e.g. group writing of a story which highlights one or more religious worker selected in the Unit.






READING – ORAL, CRITICAL AND SILENT Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc,

READING – SILENT

s of interest of the children in your class are and try to provide them with suitable material.

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material

skills, and understand language elements they are learning;


READING – SILENT

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or


Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time

Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. - Find out what the area

- Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories in “play” form, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

students read so that they will: - develop critical thinking

- participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debat

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students could record books read by drawing a character, writing key words, writing the title etc. Do not make this activity become a “chore” for students

community

comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed




UNIT/THEME: RELIGIOUS WORKERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT


SL1.a Discriminate and identify sounds. SL1.c Interpret gestures/body movement.



SS5,a Understand the customs and traditions which their family follows.

SS3.a Understand how their rights as children are protected.


Puppets/puppet theatre

Songs/poems/literature/jingles/limericks

Cassettes/videos Tape recorder/TV/VCR

Models

Games/puzzles

Stories/story books

Samples of letters/social notes



UNIT/THEME: DOMESTIC WORKERS


SETS


Suggested Time: 4 Weeks TOPIC: DOMESTIC WORKERS SKILLS SPEAKING: Use Adjectives and Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about stories, folk tales, anecdotes and other information about Domestic workers

SPEAKING: Teacher Engages students in discussion of information they have about Domestic workers ; use posters, pictures, caricatures, collages depicting places where domestic workers are employed; uniforms they wear. Use literature to support theme – stories, poems, limericks, plays, literature (e.g. general information about domestic workers) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses

- Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work

- Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to read a selection. EL1.c Read fluently with appropriate intonation and expression for information and pleasure. EL1.d Use context cues to interpret a selection. EL1.e Identify main ideas and supporting details. EL1.g Predict what will happen in a sequence of events. EL1.i Make inferences and draw conclusions. EL2.a Identify main ideas and supporting details. EL2.b Identify a sequence of events. EL3.a Demonstrate their ability to write grammatically correct sentences. EL3.f Demonstrate their ability to use a variety of words and phrases to express thoughts and feelings. EL3.h Apply the “writing process” to their work. EL4.a Express ideas and opinions. EL4.g Use body language and gestures appropriate to speech.




UNIT/THEME: DOMESTIC WORKERS CONTENT ORGANIZED



SPEAKING - Use normative, comparative and superlative forms to talk about what they know about domestic workers and to enhance oral description - e.g. “The cook made the most delicious chicken soup.’ Begin to use English for a range of purposes such as: simple interactive social and self-fulfilment purposes greet and introduce persons (b) express “thanks” say goodbye etc. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking

ng

SPEAKING - Students role-play scenes in which they assume roles of domestic workers in someone’s employment performing different duties – e.g. making beds, doing dishes, mopping floors, cooking food etc. - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. Students construct descriptions orally from pictures

- Use of other language elements students are learning - Sequenci

of domestic workers performing different chores in different settings e.g. hotel, hospital - Students describe, explain, share information about domestic worker(s) selected (e.g. cook, cleaner, washer- woman, baby-sitter), using sentences appropriately sequenced. - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of domestic workers – e.g. What are some of the chores done by domestic workers.






LISTENING LISTENING: Encourage supportive and sensitive Anecdotal notes on:

nt responses (e.g. non response from student when something “humorous’ is being shared - responsiveness to questions, in discussions

Graded record of:

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the domestic workers they will hear about and do research on - music or other sounds such as food frying, dishes or glasses clinking or pots clanging, or the sound of a vacuum cleaner, as background to create ”mood” depending on story etc. being read

listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for description, talk, stories – e.g. students are provided with a question(s) before the presentation that will be used for later discussion. - Give students the opportunity to share their stories information etc. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to listen while other students select words that best describes a colourful picture or posters of scenes involving domestic workers etc. These should be related to the language elements students are learning, however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and stude

following sharing of aural material (reading of stories, descriptions, anecdotes etc.)

- structured assignments – “written” product, or oral Response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING:

WRITING:

VIEWING: Use pictures, impersonations, videos, t,v,


ries – tone of voice, quality of speech etc. Teacher acts as “Scribe” using chalkboard or chart

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of a domestic worker is presented)

Graded record of:


Pictures, photographs, impersonations, puppets, dramatisations, caricatures, To portray scenes being discussed/read about domestic workers: big pictures or posters, as background for story-telling or reading, scenic props for the telling of a story about a popular domestic worker from e.g. the sitcom. (The Nanny), story books (Cinderella) etc.

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adjectives, sequencing etc. see SPEAKING above

dramatisations, visits from domestic workers from the community and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster of - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, an advertisement for a domestic worker (e.g. for a cook to work for a large family) , stories, reports, poem about a domestic worker, rhymes, riddles, limericks etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the character(s) in the sto

- responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.


(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements, dialogue,

READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, limericks, dramatisations, informative pieces and other thematic material

WRITING - writing about domestic workers in stories with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, paragraphing, - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms – through use in stories, poems, descriptions, limericks, letters, notes, advertisements, describe chores students do at home

enhance vocabulary development including spelling games and spelling tests using words

READING – ORAL:

etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.


Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story which highlights one or more domestic workers selected in the Unit.

Anecdotal notes to record students’ performance in:

- use the “Writing Process” - use of connecting words Conventions: - punctuation – - capitalisation - compound words e.g. Broom-stick, bed-room letter writing, social notes

- short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games, tools related to domestic work – mop, broom, duster, vacuum etc. - reinforce correct punctuation and capitalisation in written work; - exercises to

from literature being used in the Unit - “booklet-making” using student work completed during the course of the unit.

Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone








READING – ORAL, CRITICAL AND SILENT Comprehension: - identifying main ideas and details, READING – SILENT

READING – ORAL

READING – CRITICAL: Use picture stories, rhymes

responses to material students read so that they will:

arge groups after reading a selection;

READING – SILENT




ents when needed



- Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, of stories in “play” form, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, comparing/contrasting, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written

- develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and l

- be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Do not make this activity become a “chore” for students


community

comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - use context clues to derive meaning from text - use of dictionary in completing written assignm



UNIT/THEME: DOMESTIC WORKERS LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune. EA1.e Paint using different colours. SL1.a Discriminate and identify sounds. SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements.

SS3.a Know how their rights as children are protected.

Books/magazines/posters/brochures/pictures/pamphlets Puppets/puppet theatre

Songs/poems/literature/jingles/limericks Cassettes/videos Tape recorder/TV/VCR

Models

Games/puzzles

Stories/story books




UNIT/THEME: ENTERTAINERS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.d Identify a sequence of events. EL1.g Predict what will happen in a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.c Identify a sequence of events. EL3.a Spell common words correctly. EL3.c Use simple grammatical structures correctly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information EL4.e Express an opinion.. EL4.g Use body language and gestures appropriate to speech.



SETS


Suggested Time: 4 Weeks TOPIC:

ENTERTAINERS SKILLS SPEAKING: Use Adjectives/Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about stories, folk tales, anecdotes and other information about Entertainers


the kind of entertainers

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups

- Verbal interaction in student– teacher and student– student exchanges


discussion of information they have about Entertainers ; use posters, pictures, caricatures, collages depicting different kinds of entertainers – singers, dancers, jugglers, comedians, clowns. It will be necessary to limit dealt with since within each category of entertainers there are several sub-categories. E.g. Singers include, country, jazz, opera, pop, folk; Dancers include ballet, tap, exotic, folk, ballroom, etc. - A general discussion of the different kinds of entertainers using visuals as a stimulus

- Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort

- Peer evaluation - Student self-evaluation Graded record of:



UNIT/THEME: ENTERTAINERS CONTENT ORGANIZED



SPEAKING - Consonant vowels, consonant digraphs - Use positive, comparative and superlative forms to talk about what they know about entertainers and to enhance oral description. Begin to use English for a range of purposes such as: simple interactive social and self-fulfilment purposes greet and introduce persons (b) express “thanks” say goodbye - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning e.g. - Sequencing

SPEAKING Use literature to support theme – stories, poems, limericks, plays, literature (e.g. general information about entertainers) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding). - Students role-play scenes in which they assume roles of entertainers and use dialogue, skits, dramatisations of situations and issues relating to the theme - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. Students construct descriptions orally from pictures, posters etc. of selected entertainers in their different settings or roles - Students describe, explain, share information about using sentences appropriately sequenced. - Students use new words encountered through reading and discussion - students interview selected entertainers, ask questions during presentations by entertainers

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to entertainers







LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the entertainers they will hear about and do research on

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students or guest speaker - Provide focus questions for descriptions, talks, stories – e.g. students are provided with a question(s) before the presentation that will be used for later discussion.

ctivity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

Anecdotal notes on:

nt responses (e.g. non response from student when something “humorous’ is being shared

Graded record of:

- music and other sounds associated with different kinds of entertainers – may choose to select some well-known entertainers

- Give students the opportunity to share their stories etc. - Students “listen” and identify, orally or in writing, descriptive and other words. Students could be asked to listen while other students select words that best describes a colourful picture or posters of scenes involving entertainers etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading a


- responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, anecdotes etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about entertainers – students respond orally or in writing regarding words they felt were effectively/ not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught






VIEWING:

WRITING:

VIEWING: Use pictures, impersonations, videos, TV, dramatisations, visits from entertainers from the community and other visual stimuli:


Anecdotal notes on:

Graded record of:


(v) punctuation and conventions – capitals, periods,

Pictures, photographs, impersonations, puppets, dramatisations, caricatures, To portray scenes being discussed/read about entertainers: big pictures or posters, as background for story-telling or reading, scenic props for the telling of a story about a popular entertainer from e.g. TV. or radio

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above.

- to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster of - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, an advertisement for an entertainer (e.g. for a clown to perform at a birthday party) , stories, reports, poems about entertainers, rhymes, riddles, limericks etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech etc. Teacher acts as “Scribe” using chalkboard or chart

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of an entertainer is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.


(I) written assignments – cloze exercises, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling (iv) sequencing – writing stories, description






WRITING Sequencing in: - stories, description, advertisements, dialogue, - use the “Writing Process” - use of connecting words Conventions: - punctuation – periods - capitalisation - compound words e.g. Broom-stick, dish-cloth, bed-room letter writing - social

READING – ORAL,

ut entertainers in stories with a focus on description and sequencing

n in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words

READING – ORAL:




notes

CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, limericks, dramatisations, informative pieces and other thematic material


- use the “Writing Process” - Writing stories – sequencing, - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – synonyms/ antonyms – through use in stories, poems, descriptions, limericks, letters, notes, advertisements, students describe performances in which they participated e.g. school plays, concerts etc. - short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games, items and words associated with entertainers - reinforce correct punctuation and capitalisatio

from literature being used in the Unit - “booklet-making” using student work completed during the course of the unit.



“written” group projects – e.g. group writing of a story which highlights one or more entertainers selected in the Unit.







READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension:


responses to material


s Class performance for school/parents and/or


- identifying main ideas and details, word attack - inference - identifying mood – happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories, passages, poems, rhymes etc. This includes material used as “content” for the Unit as well as work produced by the students.

and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, comparing/contrasting, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit

reading of “practised” pieces of literature – selections from poems, stories, passages Student self- and peer- assessment

community







READING – SILENT READING – SILENT Anecdotal notes on: Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Some children may wish to read books with animals, birds, toys, shapes that they can draw, trucks and cars or a combination of these. One of the objectives of this is to foster the development of positive reading habits. - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by writing the name of the author, book title, draw a character from the story, a shape or object from the book, key words from what was read or something new that was learnt. Do not make this activity become a “chore” for students




UNIT/THEME: ENTERTAINERS LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT




SL2.b Ask simple factual questions. SL2.c Make simple factual statements.


Puppets/puppet theatre

Songs/poems/literature/jingles/limericks

Cassettes/videos

Tape recorder/TV/VCR

Models

Games/puzzles

Stories/story books


Resource people from the community who are “Entertainers”


AREA OF STUDY: ENGLISH LANGUAGE ARTS STANDARD I

UNIT/THEME: BIRTHDAYS

ARE

A OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.c Read aloud from a familiar text in order to convey meaning. EL1.e Identify cause and effect relationships. EL2.c Identify a sequence of events. EL2.f Interpret body language and gestures. EL3.c Use simple grammatical structures correctly. EL4.a Use recognisable pronunciation and appropriate stress and intonation patterns. EL4.e Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP2.c Handle real objects. CP2,d Observe with all senses. CP2.e Engage in direct experiences. CP2.h Ask questions. Cp2,j give oral and written reports. Cp2.k Use creative language. SP2.b Express their opinions and feelings in socially acceptable ways.


SETS



TOPIC: BIRTHDAYS SKILLS SPEAKING:

SPEAKING: Teacher Engages students in oral description of people and community-related events that form a part of their experiences; express ideas and opinions about these experiences; use posters, collages, festive invitations, birthdays celebrated Nationally or Locally, related birthday literature of various forms – stories, poems, plays, songs, etc. as springboards for discussion/brainstorming

ovide opportunities for students to identify and use new words encountered through reading stories, discussion, etc. during the course of the Unit.

Anecdotal notes on:

neous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges, conducting interviews

Use Adjectives and Adverbs in sharing experiences of being at birthday parties. e.g. “We had a wonderful time yesterday at Jack’s tenth birthday party.” - Use positive, comparative and superlative forms – e.g. upset/more upset/most upset - vocabulary building using new words encountered

- Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. Teacher provides focus and facilitates the discussion (use children’s home language as needed to facilitate ease of sharing and understanding). - Teacher facilitates classes and pr

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in sponta

Peer evaluation Student self-evaluation



UNIT/THEME: BIRTHDAYSCONTENT ORGANIZED



SPEAKING: - Use opposites with pre-fixes – increase/ decrease organised/disorganised Enlarge/enrich

use “known” words State ideas simply and

nds - Correct use of basic grammatical structures – agreement of subject/verb, correct use of pronouns in compound sentences etc. LISTENING Select “content” available in class, library, what students have at home etc., that will support the theme and language skills/ elements being taught Listen to: directions, details, etc. - get central idea, draw inferences, understand the organization, select items for summary, make judgements, enjoy the content, respond to mood

SPEAKING: - Students explore their classroom and school population –interview people in other classes (students, teachers, support staff etc) as sources for information for oral presentations e.g. role play/dramatisation, of planning for or being at a birthday party. - Teacher introduces/highlights language elements – adjectives of time/manner/place, personification etc. – at appropriate points based on objectives of lesson, as well as to reinforce other language elements already taught.

LISTENING: Encourage supportive and sensitive

listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem or story that will require them to participate in a discussion about the thoughts, feelings etc. of the writer - used in the piece of literature, e.g. angry, upset, happy, excited, etc. – that they were able to identify. (These should be based on the language elements being taught, however, other elements may arise naturally – be prepared for the “Teachable Moment” All material used does not have to be related to the Theme of birthdays other material should be used as needed to reinforce the skill/skills students are learning.

Graded record of: - prepared presentations, individually or as part of group e.g. reciting of poem and/or rendering of literary piece or oral report to class about birthday related issues etc. Evaluate:

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, a talk, music etc) and student responses (e.g. non response from student when something “humourous’ is being shared) responsiveness to questions, in discussions following sharing of aural material (music, reading of stories, explanations, etc)

Graded record of:

speaking vocabulary: select words

in complete sentences List items of various ki

- effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organisation of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context

- structured assignments – e.g. “written” product, or oral response or a physical activity ( appropriate ‘behaviour’ after being given directions etc.) in response to aural stimulus






LISTENING Select content that will motivate students (stimulate further discussion excite them to write), and that will support the Theme e.g. – various types of Literature for reading, related music, shared information or experiences, etc. VIEWING:

WRITING: passages, stories,

VIEWING: Use pictures, posters and other visual

WRITING:

Evaluate students’ proficiency after having listened

Anecdotal notes on: - correspondence between stimulus (watching a video, responding to a picture, poster, collage, object) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response)

- structured assignments – “written” product, or oral response, or a physical activity to a visual stimulus (e.g. physical activity = teacher takes a sheet of paper, folds it once in half, then once diagonally, then again in half, student requested to repeat sequence)

Graded record of work produced by students using:

(ii) descriptions – adjectives, adverbs, opposites, connecting words

Pictures, posters, collages of birthday events, “realia” – candles, balloons, invitations, wrapped “presents”, cultural items associated with birthdays etc. - impromptu speaking/ writing using visual images as stimuli

poems etc. that are good models for the language element(s) students are learning and that reflect the Theme

[Caution – be careful not to plan a lesson with fixed views about correct and wrong answers where creative writing is concerned – if a child, following a listening exercise, can provide some support for his/her feelings following the reading of a piece, reward the effort. Where children identify feelings that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her feelings

Stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; extend imagination beyond visual stimulus, use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster depicting a birthday activity e.g. mother baking a birthday cake: Say to students: “ Imagine that you are the boy/girl celebrating a birthday, What would you do during the day as you wait for the time for the party to begin?”

- Facilitate the writing of: paragraphs, stories, poems, etc. using various stimuli (I) visual – e.g. (posters/ pictures/objects etc.), (ii) aural – e.g. music (drums, instrumental, rap etc. -responding to mood), sounds in the environment (happy voices of children having fun etc. )

to: - follow directions, perform tasks etc. - identify significant details accurately, focus on facts etc - determine central idea of spoken message - compare/contrast points, poetry, stories, music etc. - evaluate own speech skills and those of their peers

responsiveness to questions, in discussions following sharing of visual material (pictures, posters, videos, visual performance) Graded record of:

(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using:






WRITING: - use of adverbs, adjectives, opposites, connecting words etc. in written work (see SPEAKING above) Note – not all literature or other material selected as “content” need to be specific to the Theme - some material can be selected as reinforcement or to support the language element(s) students are learning. Sequencing in:

tions:

n of students’ work completed

ncy in:

- directions - making a simple object - writing recipes - writing social notes Grammar and Conven- accurate grammar – - connecting words - conventions: - punctuation – question mark, period - capitalisation- - handwriting – print letters, words, numbers

WRITING: - directions, how to play a simple game etc. with a focus on sequencing – students go through steps in making some simple object or doing a simple activity – making a birthday invitation to send to your friends; steps to follow in playing a birthday or other game etc. - use the “Writing Process” (Illustrations may be added to written work to enhance the “cultural” focus of this Unit) - grammar and conventions – ensure appropriate use through written assignments following oral sharing, incorporate these in sentences (paragraphs), stories, poems, directions e.g. Your friend lives in another district, he/she is coming to visit wall posters, sketch simple map to show how he/she can get to your house from the bus stop - individual and group writing assignments. Vocabulary- building spelling puzzles/games - Display work produced by students’ on classroom walls etc. as it is completed - Help students to organise a celebration at the end of the Unit – write invitations, - reinforce appropriate handwriting (print or cursive) as part of any written work produced

Graded record of work produced by students using: (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – directions, ‘how-to’ (v) punctuation and conventions – capitals, periods, question marks Portfolios – collectioover the duration of the Unit – booklets compiled Student self-evaluation and peer evaluation Anecdotal notes on students’ participation in “written” group projects – e.g. maps, short notes written about birthdays, group invitation to a birthday party for teddy- bears, dolls, pets etc. Evaluate students’ proficie- experience stories - creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc.,






READING –

READING – CRITICAL Comprehension:

facts, ideas, events

READING – ORAL: Teacher models appropriate

READING – CRITICAL: Use stories, poems, plays


and peer- assessments


ORAL, CRITICAL, SILENT AND RECREATONAL Material identified as models for Writing are used for Oral, Critical and Silent Reading i.e. literature – stories, poems, descriptive passages, plays, poems related to Theme etc.

- main ideas and details, word attack - inference - writer’s mood – happy/sad - sequence of

- relationships between cause and effect, supporting and main ideas, state main idea - Finds simple information in short passage - infer meanings which are not clearly or directly stated - predict/discuss outcome of story - interpret information or give moral of a story

reading of various forms using stories, poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, questions etc. - Teacher facilitates individual, choral and unison reading, reading of plays, poems, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

and other literature for sharing of understanding, following directions, giving opinions, making associations to personal experiences, elicit emotive responses e.g. enjoyment, empathy, displeasure etc. - Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “Boys and girls should not be at the same birthday parties.”

- impromptu reading of various forms of literature highlighting descriptions – stories, poems, etc. provided by teacher, from students texts and students’ work Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages etc:, class performance for school, parents and/or community Evaluate students proficiency in: - decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control Student self-

comprehension exercises such as main ideas in stories, poems, plays, passages - use context to derive meaning - completing assignments through following written directions - making inferences, paraphrasing what is read - sensitivity to what is read – contribution to discussion related to assigned reading - Student self- and peer- evaluation






READING – CRITICAL - inference, conclusions, generalisations - summarise (stating main points in a passage) READING – SILENT/ READING – SILENT/RECREATIONAL

Anecdotal notes on:

movement, eye span, rhythm, reading rate with comprehension

RECREA TIONAL Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading (as best you can).

READING CRITICAL - be able to work independently; - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “Celebrating birthdays by having parties is a waste of money.”

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by drawing a character, writing the Title or Author, key words from the story, drawing an object etc. Do not make this activity become a “chore” for students

- students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or ” written” sharing of material read may be done through “facts, feelings” or something tangible produced by the student - monitor: eye



UNIT/THEME: BIRTHDAYSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.

EA1.e Paint using different colours.


SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements. SS1,a Understand time periods in relation to their own growth and

development. SS3.a Know how their rights as children are protected.

SS5.a Understand the customs and traditions which their family follows.

SS5.b Understand the use of their first language as a vehicle for communication.

Newspapers, magazines, posters, charts, pictures

Videos, audio tapes (tape recorder, video, TV.)


Examples of letters;

tories, poems, recipes, passages and other literature which reflect Theme and other elements of language being addressed in Unit


Prepared games, puzzles and other activities for “centres’

Scissors, glue, construction paper

Family tree chart for birth-dates of : Family members Classmates

S

Teachers



UNIT/THEME: RELIGIOUS CELEBRATIONS


CONTENT ORGANIZED



TOPIC: RELIGIOUS CELEBRATIONS

SKILLS SPEAKING: Use Adjectives and Adverbs in description of religious celebrations e.g. “ The minister used holy water to baptise the baby.” “The baby lay quietly in her mother’s arms.”

SPEAKING: Teacher Engages students in oral description of people, objects, and things related to religious celebrations with which they come in contact in their daily experiences; use posters, pictures, collages, literature of various forms – stories, poems, plays, literature, etc. about Feast Days, Synods, Christmas, Confirmation, Mass, Church Service etc. as springboards for discussion/brainstorming - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc.

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of:



AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.b Use phonics to assist word recognition. EL1.d Identify a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details.EL3.b Punctuate and capitalize written work. EL4.e Express ideas and opinions. EL4.f Use words and phrases appropriate to audience.

C OSS-CURRICULAR OUTCOMESR Pupils should: CP1.c Suggest ways of dealing with the problem/issue. CP2.c Handle real objects. CP2.d Observe with all senses. CP2.f Compare ideas and information. CP2.h Ask questions. CP2.i Use visuals, including pictures. CP2.j Give oral reports. SP1.a Recognize the values associated with choices. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in a socially acceptable way. SP2.h Accept major decisions.



UNIT/THEME: RELIGIOUS CELEBRATIONSCONTENT ORGANIZED



SPEAKING - Use normative, comparative and superlative forms to describe religious celebrations and those involved in them – e.g. quiet/quieter/quietest - The people in the church became quieter and quieter as the time for the service drew nearer. - Use adverbs of time/ manner and place – before/after, quickly/slowly, etc. in description of religious ceremonies - Correct use of basic grammatical structures – agreement of subject verb, correct use of pronouns - Use of other language elements students are learning

SPEAKING: - Students look at pictures, photographs, and use other background information – as stimuli for giving oral descriptions; - Students role-play priest, minister etc. in performing religious celebrations e.g. a wedding ceremony Teacher introduces/highlights language elements – adjectives of time/manner/place, sequencing, etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects on which students can report orally. - Teacher facilitates classes and provides students with opportunities to use new words encountered, through discussions, reading informative material, listening to Guest Speakers etc. during the course of the Unit.

- Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or rendering of literary piece or oral report to class etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organisation of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate

- correct English - appropriate to social context

- clearly and distinctly - correct pronunciation






LISTENING LISTENING: Encourage supportive and sensitive

s for material being read including stories where available, poems, descriptions, etc. – students are provided with a question(s) before the reading of material that will require them to participate in a discussion about the information that was shared. Teacher or student reads, or guest does a presentation, classmates “listen” and identify, orally or in writing, elements being taught such as words they felt were effectively/not effectively used. - model appropriate speech patterns for children to replicate – clear articulation, pronunciation, enunciation, voice quality (Although these should be related to the language elements students are learning, other elements may arise naturally – be prepared for the “Teachable Moment”

Anecdotal notes on:

scussions

after having listened

Graded record of:

Select “content” available in class resources, library, what students have at home, from colleagues and friends and from church or community members that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as: - various types of taped information such as religious hymns/songs for different occasions, guest speakers from different religious denominations to share information about some of their celebrations

listening by asking questions in response to oral sharing by teacher or students. Provide focus question

Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something funny is being shared) - responsiveness to questions, in difollowing sharing of aural material (reading of information, description, etc.) Evaluate students’ proficiency to: - follow directions, perform tasks etc. - identify significant details accurately, focus on facts etc - determine central idea of spoken message - recall information for various purposes

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a description a student has written about a religious ceremony “listeners” identify, orally or in writing, words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to information, stories, poems, etc. read/ told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught - correspondence between modelling of sounds and words spoken, and student reproduction






VIEWING:


VIEWING: Use pictures, portraits, silhouettes,


g of hymns/ ringing of church bells etc. on cassette tapes

Anecdotal notes on:

scussions following sharing of visual material (picture, visual performance)

Graded record of:


tions – capitals, periods,

- Pictures, religious brochures, posters, videos, films dealing with religious celebrations - performance of a ceremony through dramatisation/role-play and or ‘actual’ performance at their church/chapel/ Mosque/ home etc.

poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, etc. see SPEAKING above - Writing social notes Use the “Writing Process”

people in the environment and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage critical thinking in their interpretation of what is seen; extend their thinking beyond visual stimulus. Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or video or “realia”, ask students questions such as – “How would feel if you were asked to perform a religious ceremony?” There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, stories, reports, social notes, poems, etc. - use the “Writing Process” using various stimuli to help with description: (i) visual – e.g. (posters/ pictures/videos/ etc.), (ii) aural – e.g. sounds of religious music/ singin

Teacher acts as “Scribe” using chalkboard or Chart

- correspondence between stimulus (a picture, portrait, silhouette etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response) - responsiveness to questions, in di

- structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc.

(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives, adverbs, synonyms, antonyms, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – of sentences (v) punctuation and conven(vi) social notes







READING – ORAL,

written work; appropriate use of capitals - exercises to enhance vocabulary development including spelling games - reinforce appropriate handwriting (print or cursive) as part of any written work produced

READING – ORAL: Teacher models appropriate



ncy in:


- letter writing e.g. to a friend telling him/her a bit about what student is doing in Language Arts as it relates to religious ceremonies; social notes - thank you - use of connecting words - conventions: - punctuation – capitalisation, comma, question mark, capitalisation - Spelling - handwriting –print

CRITICAL, SILENT AND RECREATIONAL Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-informative and descriptive passages

- Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, letters etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in

reading of various forms using descriptions, stories, poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading


“written” group projects – e.g. group presentation after doing research on how Evaluate students’ proficie- describing religious persons, places, animals, objects, scenes etc. - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., proper names: persons, places, holidays,

- impromptu reading of various forms of literature highlighting informational descriptive passages – stories, poems, passages – provided by teacher, from students texts and written by students






READING – ORAL, SILENT CRITICAL AND RECREATIONAL READING – CRITICAL Comprehension: - identifying main ideas and details, word attack

gs which are not clearly or directly stated




Class performance for school/parents and/or Community Evaluate students proficiency in: - decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation

- inference - identifying writer’s mood – happy/sad - sequence of facts, ideas, events - relationships between cause and effect, supporting and main ideas, general and specific, state main idea - Finds simple information in short passage - infer meanin

- predict/discuss outcome of story - select details to answer questions orally - sequence in order the events of a story read during guided reading - interpret information or give moral of a story

READING – ORAL: build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc. - Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, reading of plays, poems, stories, passages etc.

and other literature (used in other skill areas – Listening, Speaking, Writing) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; complete tasks by following written directions Facilitate oral and written responses to material

- participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the Unit


- proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text






READING – SILENT/ RECREATIONAL

Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. Provide the necessary “time” and an environment conducive to reading

READING – SILENT/RECREATIONAL - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by drawing a character, writing the Title or Author, key words from the story, drawing an object etc. Do not make this activity become a “chore” for students.

Anecdotal notes on:

” written” sharing of material read whether through “facts, feelings” or something tangible produced

- students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time - oral and/or

- monitor: eye movement, eye span, rhythm, reading rate with comprehension



UNIT/THEME: RELIGIOUS CELEBRATIONSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.



SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions.

SL2.c Make simple factual statements. SS5.a Understand the customs and traditions which their family

follows. SS5.b Understand the use of their first language as a vehicle for

communication.

Drawings, posters, pictures,

Videos, audio tapes, (tape recorder, video, TV.)


Examples of stories, poems, jingles, songs, recipes, passages and



Prepared word games, puzzles (cross-word, mystery clues and others) and other activities for “centres’

Scissors, glue, construction paper, crayons,

Various books to meet students’ “interests”

Flip charts, markers

Puppet theatre

Material for cloze exercises (sentence strips etc.)



UNIT/THEME: COSTUMES


SETS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.c Use pictures in books as a clue to meaning. EL1.e Identify cause and effect relationships. EL3.f Use descriptive language to portray images, events and feelings. EL4.b Use recognizable pronunciation and appropriate intonation and stress. EL4.c Ask questions and give information. EL4.e Express an opinion. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP2.a Use pictures and diagrams. CP2.e Engage in direct experiences. CP2.h Ask questions. CP2.j Give oral and written reports. CP2,k Use creative language. SP1.a Recognize the values associated with choices. SP2.a Take part in group activities. SP2.e Lead and follow where appropriate. SP3.b Assess progress in relation to achievement of goals and adjust goals or strategies as necessary.



TOPIC: COSTUMES SKILLS

SPEAKING: Use Adjectives and Adverbs in description of issues being discussed relating to the theme “Costumes” – when and where costumes are used: e.g. for performances – dances, plays, cultural presentations, special performers such as clowns, dancers, etc.

SPEAKING: Teacher Engages students in oral description of costumes with which they are familiar; use posters, pictures, collages, literature relating to costumes – stories, poems, plays, literature ( e.g. information about costumes – when, where and by whom they are worn) as springboards for discussion/brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc.

Anecdotal notes on:

neous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of:

consonant vowels, consonant digraphs






UNIT/THEME: COSTUMESCONTENT ORGANIZED



SPEAKING

later/sooner, clumsily/ elegantly, above/below, etc. in description of costumes – “The girl was wearing the most beautiful dress which billowed out as she spun around slowly during the dance.” - Use synonyms/ homonyms/antonyms - Use figures of speech – similes – to enhance oral description e.g. “The girl was a star, she stole the show with her beautiful singing.”

e-play situations to highlight people/ characters costumes e.g. cultural dancers, clowns, ethnic groups with traditional dress etc. dramatise skits depicting events related to some issue(s) which will highlight the theme; use puppetry - Encourage critical and creative thinking - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously.

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems, rendering of literary piece or oral report to class etc. Evaluate:

nner with directness and enthusiasm - organization of subject matter - sequencing

- Use positive, comparative and superlative forms to describe costumes e.g. more/most - Use adverbs of time/ manner and place – e.g.

- Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns e.g. in speaking - Use of other language elements students are learning

SPEAKING: - Students rol

- Assign research projects on which students can report orally - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit.

- effectiveness of oral communication of thoughts and feelings – natural, easy ma

- adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context






LISTENING LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a poem that will require them to participate in a discussion about the costume being described, the issue being discussed etc. Interest can be generated by having students create a “Who am I ?” quiz e.g. “I am young and male, I use my feet to beat out a rhythm on the floor when I am performing; I wear specially made shoes with metal on the soles at the toes and heels. Who am I? (Answer: A boy tap-dancer)

Anecdotal notes on:


Graded record of:

Select “content” available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as: – various types of information about costumes: – on tape, read by teacher, student, guests and people from the community. These could include the relating of stories, about the history of the costume, how it is made, when it is worn etc.

- e.g. Teacher or student reads a description or informational piece written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. (These should be related to the language elements students are learning, however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a limerick - responsiveness to questions, in discussions following sharing of aural material (reading of informational piece, stories, descriptions, etc.)

to: - follow directions, perform tasks etc. - identify significant details accurately, focus on facts etc - determine central idea of spoken message - recall information for various purposes - distinguish fact from opinion

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about costumes – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to information shared through stories read/told, on tape – student demonstrates comprehension skills related to main ideas or other language-related details depending on elements students are learning or to evaluate elements previously taught






VIEWING:


VIEWING: Use pictures, collages, videos, “realia”


Anecdotal notes on: - correspondence between stimulus (a picture, collage, “realia” etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual performance) Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING Completion of picture-puzzles/picture-games etc.


Pictures, collages, “realia” – displays of costumes, clown’s outfit, Halloween costume etc., films, videos of plays, live demonstrations by performers etc.

poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, synonyms, antonyms, homonyms, etc. see SPEAKING above

people in the community (who are performers and who wear costumes), as stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of someone dressed in a Halloween costume; ask students questions such as - “Imagine yourself wearing a costume and no one can tell it is you. What kinds of things would you do that you would not normally do?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment, using information generated, in groups or individually, focusing on the language element(s) students are learning to use.

- informative paragraphs, descriptions, stories, reports, poems, etc. using various stimuli to help with description (i) visual – e.g. (posters/ pictures/collages etc.), (ii) aural – e.g. recorded music associated with a certain kind of costume e.g. square dance music, square dance costume -writing about costumes with a focus on description. Writing invitations to Halloween/valentine’s parties Requesting that people wear costumes etc. Use the “ Writing Process”

(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems etc. using: (ii) descriptions – adjectives, adverbs, synonyms, antonyms, homonyms (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – written invitations to “costume” party (v) punctuation and conventions – capitals, periods, commas, exclamation marks, paragraph indentation etc.







words

READING – ORAL, CRITICAL, SILENT AND RECREATIONAL Material identified as models for Writing are used for Oral and Silent Reading i.e. literature – stories, thematic poems, descriptive passages etc.

- Provide exercises to reinforce the use of language skills/elements students are learning – synonyms/ antonyms/ homonyms – through use in short reports and descriptions on the theme “costumes”; poems, limericks (about a clown and his/her costume) etc.;

or cursive) as part of any written work produced

READING – ORAL:


“written” group projects – e.g. short notes to support a collage of different costumes or people wearing costumes Evaluate students’ proficiency in:

d reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy


- listing of parts that make up a costume e.g. starting from top down - coherent description use of connecting

- conventions: - punctuation – comma, question mark, exclamation mark, capitalisation - paragraphing – indentation - similes - Use the “Writing Process” - handwriting – print or cursive as appropriate

- Explore and write about where and when selected costumes are worn Teacher acts as “Scribe” using chalkboard or chart - short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit etc. - reinforce appropriate handwriting (print

Teacher models appropriate reading of various forms using stories, thematic poems and other literature to: - reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in

- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry) - describing costumes, persons, places, animals, objects, scenes - invitation an

- friendly letters - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., proper names: persons, countries, places, holidays, organisations, the Bible etc.

- impromptu reading of various forms of literature including – stories, thematic poems, descriptive and/or informational passages – both provided by teacher, from students texts and written by students






READING – ,

READING – CRITICAL Comprehension:

READING – ORAL


students read so that they will:

ently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit.


Class performance for school/parents and/or Community using costumes (made from paper, cloth etc.) Evaluate students proficiency in:



ORAL

- identifying main ideas and details, word attack skills - inference - identifying writer’s mood – happy/sad - Finds simple information in short passage - infer meanings which are not clearly or directly stated - predict/discuss outcome of story - select details to answer questions orally - sequence in order the events of a story read during guided reading - interpret information or give moral of a story

- Teacher uses “Guided Reading” to facilitate individual, choral and unison reading, reading of simple plays, poems, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.


- develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independ


- decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control

comprehension exercises such as main ideas in stories, poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using

- use of dictionary in completing assigned work







READING – SILENT READING – SILENT - Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by drawing a character, writing the Title or Author, key words from the story, drawing an object etc. Do not make this activity become a “chore” for students.

Anecdotal notes on:


Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).


- monitor: eye movement, eye span, rhythm, reading rate with comprehension



UNIT/THEME: COSTUMESLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.



SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements. SS5,a Understand the customs and traditions which their family follows.

Carnival costumes

thnic costumes

Pictures/collages/posters of scenes, places, people etc. where costumes are on display or being used

Puppets/Cinema box

Thematic and other Stories, paragraphs, samples of letters

“Realia” – display of costumes for occasions such as:

Guest speakers

E

cultural festivals – Garifuna Day, Carnival etc. Halloween valentines’ day weddings confirmation



UNIT/THEME: CUSTOMS

AREA OF STUDY OUTCOMES Pupils should: EL1.e Identify cause and effect relationships. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.c Identify a sequence of events. EL2.d Predict what will happen in a sequence of events. EL2.f Interpret body language and gestures. EL3.b Punctuate and capitalize written work. EL3.d Form letters correctly and write words and sentences legibly. EL4.c Ask questions and give information. EL4.f Use words and phrases appropriate to audience. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: SP1.a Recognize the values associated with choices. SP1.c Take action based on principled choice. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in a socially acceptable way. SP2.c Identify feelings. SP2.h Accept major decisions. SP3.a Assess their needs/interests.

CONTENT ORGANIZED



Suggested Time: 4 Weeks TOPIC: CUSTOMS SKILLS SPEAKING: Use Adjectives and Adverbs in oral description of local and national customs – cultural relating to areas such as festivals and celebrations also those related to agriculture and daily life

SPEAKING: Teacher Engages students in oral Anecdotal notes on:

- Verbal interaction in student– teacher and student– student exchanges

- Consonant vowels, consonant digraphs

description of some of Belize’s customs; use posters, pictures, collages of different customs – as stimulus for discussion/talking. Use literature to support theme – stories, poems, plays, literature ( e.g. general information about customs specific to Belize) etc. as springboards for discussion/brainstorming. E.g. Shops closed on Sundays (generally) is a custom in Belize. Attending church on Sundays is a custom in Belize, graduations in June is a custom in Belize, milpa planting is a custom in some districts etc.

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort

- Peer evaluation - Student self-evaluation



UNIT/THEME: CUSTOMSCONTENT ORGANIZED



SPEAKING - Use normative, comparative and superlative forms to describe e.g. pretty/ prettier/ prettiest –“Norma was excited to go to her graduation party because she would wear the prettiest dress she had ever owned.” - Use adverbs of time/ manner and place – e.g. before/after

elements


cher introduces/highlights language elements –

Graded record of:

al context

- Use synonyms, homonyms, antonyms - Use figures of speech – similes, personification – to enhance oral description - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns - Use of other language

- Sequencing

SPEAKING: - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion

- Students role-play scenes, customs and skits “in character” (they can be creative in deciding what they want the focus/topic of the dramatisation to be); on topical events, a “costumed clown” saying a funny poem etc. - Teaadjectives of time/manner/place, personification, similes etc.– at appropriate points, based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Assign research projects on which students can report orally - Teacher facilitates classes and provide students with opportunities to use new words encountered through reading, discussions, listening to guest speakers etc. during the course of the Unit - Encourage critical and creative thinking - Share information using proper sequencing - Students participate in debates such as “It should be the responsibility of our Government to preserve our customs and traditions.”

- prepared presentations, individually or as part of group work - Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – reciting of poems or rendering of literary piece or oral report to class based on research done on some aspect of conservation etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to soci







Anecdotal notes on:

nt responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about an event that occurred during the celebration of a custom).



demonstrates comprehension skills related to main ideas or details depending on elements students are learning or to evaluate elements previously taught

- Share orally through discussion, reading, tapes (cassette & video) etc. “content-related” material available in class resources, library, what students have at home, and from friends colleagues that will facilitate accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme - various types of Literature (general treatment of subject) about customs

listening by asking questions in response to oral sharing - Provide focus questions for stories, poems or plays – e.g. students are provided with a question(s) before the reading of a piece that will require them to participate in a discussion about the issue being shared e.g. Teacher or student reads a description written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify e.g. “ I lived in Belize a long time ago, I could not walk and had to use a wheel-chair, I had was a rich man and left lots of money to help the people of Belize. Who am I? (Answer – Baron Bliss). These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. Include material that will reinforce skills/language elements children are learning. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions [This Unit could be done in conjunction with a celebration that is held annually e.g. Baron Bliss Day]


- responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.)

to: - follow directions, perform tasks etc. - identify significant details accurately, focus on facts etc - determine central idea of spoken message - recall information for various purposes - distinguish fact from opinion

response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student






VIEWING:

WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, synonyms, antonyms, homonyms, etc. see SPEAKING above

VIEWING: Use pictures, advertisements, collages, videos, “realia”, people in the community and other visual

Teacher facilitates the writing of:

rs/pictures/collages/

Anecdotal notes on:

Graded record of:

Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, poems, riddles, rhymes etc. using: (ii) descriptions – adjectives, adverbs, synonyms, antonyms, homonyms (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – letters, social notes, dialogue

Pictures, photographs, collages, “realia”, films, videos, slides of customs being celebrated or performed

stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a poster or picture of people celebrating or involved in some custom etc. Ask students to imagine that they are part of the group and to talk about what they would have done before that point in the picture or later on. - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING:

- paragraphs, advertisements, stories, reports, poems, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. postedemonstrations etc., - Field trip(s) to place of interest to observe custom(s) and write about it/them - Guest speaker – students prepare some questions before hand.

- correspondence between stimulus (a picture, collage, “realia” etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence) - responsiveness to questions, in discussions following sharing of visual material (picture, visual demonstration etc.)


(v) punctuation and conventions – capitals, periods, commas, exclamation marks, paragraph indentation etc.






WRITING Sequencing in: - descriptions, letters, social notes etc. -identifying and categorising costumes based on people who wear them – similarities/differences - develop dictionary skills - use of connecting words - conventions: - punctuation – comma, use of capitals, question marks - handwriting – print or cursive as appropriate

READING – ORAL,

models for Writing are used for Oral and Silent Reading i.e. literature about costumes - descriptions, advertisements informative pieces, and other thematic material

- writing about issues related to conservation with focus on description and informational writing - sequencing - use the “Writing Process”

spelling in written work; - exercises to enhance vocabulary development including spelling games and spelling puzzles using words from literature being used in the Unit

READING – ORAL:

propriate speech patterns, rhythm and flow in reading

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. A group collage of elements in nature the feel are important to be protected with brief notes Evaluate students’ proficiency in: - following directions, expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry)

eatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., titles of persons Mr./ Miss/Mrs. Sir/Madam, The Honourable, etc. proper names: persons, countries, places, holidays, etc. Anecdotal notes to record students performance in: - impromptu reading of various forms of literature

- The “Writing process”

CRITICAL AND SILENT Material identified as

WRITING

- writing letters, social notes, dialogue - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, thematic and other poems, descriptions, restaurant advertisements, fliers, posters, jingles, rhymes, riddles etc.; short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games) - make a “calendar” of customs; make booklets - reinforce correct punctuation, capitalisation and

- reinforce appropriate handwriting (print or cursive) as part of any written work produced

Teacher models appropriate reading of various forms using stories, descriptions, informative pieces and other literature to: - reinforce ap


- describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write n

including – stories, recipes and thematic poems, descriptive and informative passages – both provided by teacher, from students texts and material written by students






READING – ORAL,

short passage

story

r the events of a story read during guided reading - interpret information or give moral of a story

READING – ORAL



ently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “ We should have school on important days.”


Class performance for school/parents and/or Community Evaluate students proficiency in:


in facilitating reading and writing

READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference – identifying writer’s mood – happy/sad - Finds simple information in

- infer meanings which are not clearly or directly stated - predict/discuss outcome of

- select details to answer questions orally - sequence in orde

- Teacher facilitates individual, choral and unison reading, reading of plays, poems, stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students


- participate in discussions in small and large groups after reading a selection - be able to work independ



comprehension exercises such as main ideas in stories, poems, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - begin to use of dictionary






READING –

necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT/RECREATIONAL Anecdotal notes on:

” written” sharing of material read whether through facts, feelings or something tangible produced

SILENT/RECREATIONAL Students select books in areas of interest. These do not need to be always some “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the

- Facilitate the development of positive reading habits by providing time for students to read in “interest” areas. Allow students to participate in deciding how this time will be evaluated to ensure that it is used productively: Students may record the books they read by drawing a character, writing the Title or Author, key words from the story, drawing an object etc. Do not make this activity become a “chore” for students.




UNIT/THEME: CUSTOMSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.


SL1.a Discriminate and identify sounds. SL1.c Interpret gestures/body movement. SL2.b Ask simple factual questions. SL2.c Make simple factual statements.

SS5.a Understand the customs and traditions which their family follows.

SS1.b Understand why life in their local community now is different from life in the past.


Guest speakers

Posters/pictures/collages Videos/slides/tapes V.C.R./TV./Tape Recorder

Musical instruments – drum, guitar, “shaka” Items to allow for improvisation in making music e.g. comb and paper,

reeds to make whistle, empty cans with pebbles, bottles with water and metal rod to produce notes etc.

Stories, paragraphs, poems, songs



UNIT/THEME: HOBBIES

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.b Use phonics to assist word recognition. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.f Interpret body language and gestures. EL3.c Use simple grammatical structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL4.c Ask questions and give information. EL4.d Describe thoughts feelings and events. EL4.e Express an opinion. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP2.c Handle real objects. Cp2,g Sort and classify information. CP2.h Ask questions. Cp2.j Give oral and written reports. SP1.c Take action based on principled choice. SP2.a Take part in group activities. SP2.b Express their opinions in a socially acceptable way. SP2.g Help to create consensus. SP3.b Assess progress in relation to achievement of goals, and adjust goals or strategies as necessary.


SETS



TOPIC: HOBBIES

Resources at end of Unit) SKILLS

Focus – ** (Musical Instruments – see

SPEAKING:

SPEAKING: Teacher Engages students in discussion of various

Anecdotal notes on:

Use Adjectives and Adverbs in discussion and sharing (telling) information they know or learn about over the course of the Unit about various hobbies they discuss.

hobbies they know about - use posters, pictures, collages of some activities that are classed as hobbies etc. Use literature to support theme – stories, poems, plays, literature ( e.g. general information about hobbies) etc. as springboards for discussion/brainstorming. Some things they do that may be called hobbies what they like about their hobbies; when and where they engage in their hobbies; people they know who have hobbies

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation



UNIT/THEME: HOBBIESCONTENT ORGANIZED




SPEAKING Categories of Hobbies:

grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements

e retelling of stories, sharing information using appropriate sequencing – encourage critical and creative thinking - explain how to make or do hobbies/activities – recipes (cooking as a hobby), mixing paints to get colours (art as a hobby) etc.

Graded record of:

t matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate

-Out-door – gardening, bird watching, etc. - Skills e.g. crochet, knitting, sewing, cooking - Intellectual e.g. reading, letter-writing, - Consonant vowels, consonant digraphs - Use normative, comparative and superlative forms to describe/share information, - Use adverbs of time/ manner and place – to enhance oral description. - Correct use of basic

- Sequencing

SPEAKING - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words in describing various hobbies e.g. “My Mom’s hobby is cake-decorating.” “She makes and decorates cakes for our family and friends.” “She makes one at least once each month.” - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding). - The hobbies may be looked at in terms of - how easy or difficult, cheap or expensive they are, needing special equipment e.g. playing musical instrument etc. - Students role-play scenes or dramatise prepared skits which highlights some hobby or hobby-related issues - Teacher introduces/highlights language elements – adjectives of time/manner/place, figures of speech – similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students share information orally using pictures as cues - shar

- Students use new words encountered through reading and discussion related to hobbies – collect, practice, preserve, etc.

- prepared presentations, individually or as part of group work Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular hobby etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subjec

- clearly and distinctly - correct pronunciation - correct English - appropriate to social context






LISTENING

unds as background for material being read e.g. bird-calls, whistles and other bird sounds to support sharing of information/ demonstration on bird-watching as a hobby.

LISTENING: Encourage supportive and sensitive Anecdotal notes on:

Graded record of:

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the kind of communication they will hear about - recorded so

listening by asking questions in response to oral sharing by teacher or students. Teacher models speech - Provide focus questions for material being read/shared – e.g. students are provided with a question(s) before the reading of the piece that will require them to participate in a discussion afterwards - Teacher, student or Guest may read piece. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a hobby or things associated with a hobby. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some “Listening to story Reading” activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story-reading skills” are. Were you able to hold the attention of your children.

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about hobbies or hobby-related issues – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, they make inferences etc., or to evaluate elements previously taught - student demonstration of ability to articulate language in intelligible form that is an acceptable reproduction of modelling provided by teacher.






VIEWING:

WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme

VIEWING: Use pictures, posters, “realia”, and/or

ning that will encourage creative responses. e.g. Students are looking at a poster of someone gardening flowering plants, ask students questions such as “ What do you think the person gardening would say if he/she was asked to explain what good there was in spending time growing flowers.”


sociated with hobbies that have related sounds – sounds of birds for bird watchers, sound of musical instrument for a musician etc.

Anecdotal notes on:

wing sharing of visual material (picture, demonstration etc.)

Graded record of:


Pictures, posters, “realia” of things that are popular as hobbies

- adverbs, adjectives, see SPEAKING above

skits portraying people discussing their hobbies and issues and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use “open ended” questio

- There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs about hobbies - reports, poems, rhymes, riddles, description etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) aural - sounds as

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which a gardner pulls a long fat earthworm out of the soil) - responsiveness to questions, in discussions follo


(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling puzzles (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, question marks






WRITING

n, advertisements, fliers, (persuasive writing) Use the “Writing

ecting words Conventions: - punctuation – period, question mark,

READING – ORAL, CRITICAL, SILENT AND RECREATIONAL

ext, to reinforce the use of language skills/elements students are learning through use in stories, poems, plays, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to hobbies) - reinforce correct punctuation and capitalisation in

READING – ORAL:


ncy in:

e prose, poetry) - describing persons, places, animals, objects, scenes

Anecdotal notes to record students performance in: - impromptu reading of various forms of thematic and related literature including – stories, descriptive and informative passages provided by teacher, from students texts and material written by students

Sequencing in: - stories, descriptio

Process” - use of conn

- capitalisation - handwriting – print or cursive as appropriate

Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about characters in story(ies) with a focus on description and sequencing - use the “Writing Process”- Writing stories – sequencing, paragraphing. Note taking from some presentations - Provide exercises, in cont

written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words taken from literature/discussions during the Unit - ‘booklet-making” using work complied by student over course of the Unit - reinforce appropriate handwriting (print or cursive) as part of any written work produced

Teacher models appropriate reading of various forms using stories, poems, and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects Evaluate students’ proficie- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginativ

- invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc.






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack

gs which are not clearly or directly stated - predict/discuss outcome of story - select details to answer questions orally - sequence in order the events of a story read during guided reading - interpret information or give moral of a story

READING – ORAL - Teacher facilitates individual, choral and unison reading, of informative passages, descriptions, poems etc. This includes material used as “content” for the Unit as well as work produced by the students.

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand the language elements they are learning; - participate in discussions in small and large groups after reading a selection;

- participate in class debate(s) on issues raised through reading and discussion during the unit

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or

ents proficiency in: - decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control

Graded work (written or oral) derived from comprehension exercises such as main ideas in descriptions, information passages, stories, plays, etc. sensitivity to what is read – contribution to discussion related to assigned reading - inference - identifying

writer’s mood – happy/sad - Finds simple information in short passage - infer meanin

- be able to work independently; compile a picture dictionary and begin to apply dictionary skills - make group presentations

Community Evaluate stud

Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text






READING – SILENT READING – SILENT Anecdotal notes on: Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: HOBBIESLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.




SL2.b Ask simple factual questions. SL2.c Make simple factual statements.


**Because Hobbies is a very broad area, some limits may be put on the theme by focusing on hobbies that have some commonalities that allow them to be grouped – e.g. *Playing a Musical Instrument

as a Hobby; Craft-making as a Hobby, Collecting things as a Hobby, etc.

Stories, informative passages related to the theme or to reinforce skills being covered in the Unit.

Pictures/posters/Collages of instruments and performers

*Musical instruments – fife, drum, guitar, piano, flute, etc.

Audio and video tapes

Tape recorder, radio, TV and video player

Guest speakers – crafts men/women who make instruments

Musicians Flash cards



UNIT/THEME: HOME-MAKERS


SETS


Suggested Time: 4 Weeks TOPIC: HOME-MAKERSSKILLS SPEAKING:

g, laundry,

SPEAKING: Teacher Engages students in Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses

student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work

Use Adjectives and Adverbs in discussion and sharing (telling) information they know or learn about over the course of the Unit about various chores done by parents who stay at home CookinDishwashing, child-care, house-cleaning, sewing etc.

discussion of various chores done by “home-makers”, home-making chores they have done - use posters, pictures, collages of some home-making activities and pictures of people involved in home-making activities etc. Use literature to support theme – stories, poems, plays, literature ( e.g. general information about homemaking) etc. as springboards for discussion/brainstorming. What they like/dislike about some home-making activities they have had to do

- Comfort/discomfort - Verbal interaction in

AREA OF STUDY OUTCOMES Pupils should: EL1.h Read aloud from a familiar text in order to convey meaning. EL1.g Predict what will happen in a sequence of events. EL1.e Identify cause and effect relationships. EL1.g Predict what will happen in a sequence of events. EL3.a Spell common words correctly. EL3.d Produce work that is legible and acceptable. EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL4.a Use recognisable pronunciation and appropriate stress and intonation patterns. EL4.c Ask questions and give information. EL4.e Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP2.c Handle real objects. CP2.d Observe with all senses. CP2.e Engage in direct experiences. CP2.h Ask questions. CP2.j Give oral and written reports. CP2.k Use creative arts/music. SP1.a Recognize the values associated with choices. SP2.b Express their opinions and feelings in socially acceptable ways. SP2.d Respond to the feelings of others. SP2.g Help to create consensus. SP2.h Accept major decisions.



UNIT/THEME: HOME-MAKERSCONTENT ORGANIZED



SPEAKING - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements - Sequencing in instructions/directions - recipes they know and can tell about, directions to and from places e.g. From school to the hospital, to the market, to a specific playground etc. (places it would be god for homemakers to know about).

SPEAKING - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words in describing various home-making activities e.g. “Cake decorating is my hobby.” “ I make square and round cakes for my family and friends.” “I bake a cake at least once a month.” - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

words encountered through reading and discussion – e.g. child-care, laundry, mending, etc.

- The homemaking activities may be looked at in terms of - how easy or difficult they are, when they are done, the tools/equipment etc. needed to do them, who usually does home-making duties. - Students role-play scenes or dramatise prepared skits which highlights some form of home-making activity - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct stories orally from pictures - share retelling of stories, sharing information using appropriate sequencing – encourage critical and creative thinking - Students use new

- Facilitate debates on issues such as “Men are better cooks than women”. Students discuss and research these issues during the course of the unit.

Evaluation of: - skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – telling stories or giving oral report on research done on a home-making activity(ies) - use of new words learnt as the unit progresses e.g. recipes, ingredients, vacuum, laundry, mending etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context







ad/shared – e.g. students are provided with a question(s) before the reading of the piece that will require them to participate in a discussion afterwards

Anecdotal notes on: - correspondence between stimulus (listening to

s

Graded record of:

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the kind of communication they will hear about - recorded sounds as background for material being read e.g. the sound of a whistling kettle, a vacuum cleaner running etc.

listening by asking questions in response to oral sharing by teacher or students. Teacher models speech - Provide focus questions for material being re

- Teacher, student or Guest may read piece. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a particular home-making activity or things associated with home making. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some “Listening to story Reading” activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story-reading skills” are. Were you able to hold the attention of your children.

someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussionfollowing sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about hobbies or hobby-related issues – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, they make inferences etc., or to evaluate elements previously taught - student demonstration of ability to articulate words in a way that can be understood and that is an acceptable reproduction of modelling provided by teacher.






VIEWING:

WRITING:

VIEWING: Use pictures, posters, “realia”, and/or skits portraying people discussing home-making issues/ events etc. as visual stimuli, guest demonstrations: - to concretise oral discussions in which students use language elements being taught

ning that will encourage creative responses. e.g. Students are looking at a poster of someone working in the kitchen, ask students open-ended questions such as - ”What do you think the lady/man is preparing and for whom, Say /write what you think about the people living in that house.” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

WRITING: Facilitate the writing of: - paragraphs about hobbies - reports, poems, rhymes, riddles, description etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) aural - sounds associated with home-making activities – food cooking, mixer running, water pouring, dishes/cutlery clinking etc.

Anecdotal notes on:

stions, in discussions following sharing of visual material (picture, demonstration etc.) Graded record of: - structured assignments – “written” product, or oral


Pictures, posters, caricatures, “realia” of things that are good representations of home-making activities e.g. broom, mop, pots, dishes, sewing machine, needles, thread, soap-powder, clothes-pins, etc. - skits performed by students -presentations/ demonstrations by guests


- as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use “open ended” questio

- correspondence between stimulus (a picture, dramatisation etc.) and student response (eg. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which a woman/man puts food in a pot and a great flare up occurs which starts a fire) - responsiveness to que


sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling and dictation (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods,






WRITING Sequencing in: - stories, description, advertisements, fliers, letters, social notes etc. Use the “Writing Process” - use of connecting words Conventions: - punctuation – period, question mark, - capitalisation - handwriting – print or cursive as appropriate READING – ORAL, CRITICAL, SILENT AND RECREATIONAL

READING – ORAL:

priate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects Evaluate students’ proficiency in:

f

nary to assist in spelling correctly Anecdotal notes to record students performance in:


Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about characters in story(ies) with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, poems, plays, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to home-making) - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and word puzzles using words from literature being used in the Unit - ‘booklet-making” using work complied by student over course of the Unit e.g. recipes written, stories, puzzles etc.

Teacher models appropriate reading of various forms using stories, poems, and other literature to: - provide examples and reinforce appro

- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line opoetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc. -beginning to use the dictio

- impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – both provided by teacher, from students texts and material written by students Evaluate students proficiency in:






READING – ORAL READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s mood happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, of informative passages, descriptions, poems etc. This includes material used as “content” for the Unit as well as work produced by the students. READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading/research and discussion during the unit

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or Community Graded work (written or oral) derived from

- proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text

comprehension exercises such as main ideas in descriptions, information passages, stories, plays, etc. sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation

- beginning to use dictionary in completing written assignments when needed






READING – READING – SILENT/RECREATIONAL Anecdotal notes on: SILENT/RECREATIONAL Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: HOME-MAKERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.






SS3.a Understand the need for rules (e.g. at home, at school, and in the community)


Pictures/posters/collages related to home-making

Foods of various types

Video and cassette tapes with theme-related material (songs, activities, stories, situation comedy etc.)

TV,/video player, cassette tape-player

Stories/songs/rhymes/jingles

Resource people – Social Development Officer, Nurse

Chart paper/ markers

Paper for booklet-making

Magazines for making collages

Scissors/glue Fruits, vegetables



UNIT/THEME: NATIONAL HOLIDAYS

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.g Predict what will happen in a sequence of events. EL2.b Identify main ideas and supporting details. EL3.a Spell common words correctly. EL3.d Form letters correctly and write words and sentences legibly. EL4.e Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.c Suggest ways of dealing with the problem issue. CP2.b Use all parts of the textbook and other reference material. CP2.c Handle real objects. CP2.d observe with all senses. CP2.e Engage in direct experiences. CP2.h Ask questions. CP2.j Give oral and written reports. SP1.a Recognize the values associated with choices. SP1.b Choose between alternatives based on choices. SP3.a Assess their needs/interests.


SETS



NATIONAL HOLIDAYS SKILLS SPEAKING:

SPEAKING: Teacher engages students in discussion of various national holidays; use posters, pictures, collages “realia” related to topic – stories, poems, plays, literature ( e.g. general information about different national holidays) etc. as springboards for discussion/brainstorming. Some historical background about these holidays – share information about; where they’ve heard/ read about, or had experiences of etc. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on:

neous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses

- prepared presentations, individually or as part of

Use Adjectives and Adverbs in discussion and sharing (telling) information about different National holidays: Baron Bliss Day, Tenth of September, National Day, Christmas Day, Garifuna Day etc.


- Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of:

group work



UNIT/THEME: NATIONAL HOLIDAYSCONTENT ORGANIZED



SPEAKING - describe holidays, etc. e.g. noisy/nosier/noisiest - Use adverbs of time, manner and place – to enhance oral description - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking e.g. through dramatisation - “Two people talking about the crowds at the end of the Mundo Maya boat race held on Baron Bliss Day.” - Use of other language elements students are learning use words that describe what they see, hear, feel or taste – colours, sounds, emotions/ temperature etc. foods/fruits on sale etc. during holiday festivities

SPEAKING - Students role-play scenes from the story or dramatise prepared skits based on issues/incidents related to a particular National holiday - Teacher introduces/highlights language elements – adjectives of time/manner/place, personification, similes etc. – at appropriate points, based on objectives of lesson, as well as reinforce and promote mastery in other language elements taught previously. - Students construct stories orally using pictures as stimuli – promote critical and creative thinking - appropriate use of sequencing in relating information, telling stories and describing - Teacher facilitates classes and provides students with opportunities to use new words encountered through discussions, reading stories, listening to Guest speakers etc. during the course of the Unit. - Facilitate class debates e.g. “I is better to celebrate at home with family than outside with the public.”

nner with directness and enthusiasm

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – telling facts or anecdotes, appropriately sequenced, about selected national holiday or giving oral report on research done on a particular national holiday etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy ma

- organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context







s for stories, poems or plays,

to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions [This Unit could be done in conjunction with a selected Day - Independence, September 10th, Garifuna Day etc].

Anecdotal notes on:

Graded record of:

ence between modelled speech and students reproductions in speaking

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (general treatment of subject) about selected customs. - recorded sounds as background during the reading of a story, or dramatisation of an issue/ incident/event associated with a National Holiday “ Students listen and respond appropriately

listening by asking questions in response to oral sharing by teacher or students. Provide focus questione.g. students are provided with a question(s) before the reading of a piece of literature that will require them to participate in a discussion about the National Holiday being described by the writer or speaker in the piece being read or spoken about - Teacher or student reads a description written by student; classmates “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify several facts about the National Holiday being described This should be related to the language element(s) students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” - Provide modelling for pronunciation/enunciation/ stress/tone etc. in articulation of words etc. Note: All material used does not have to be related

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a boat capsizing during the Mundo Maya boat race) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a particular national holiday, Teacher records student’s response orally or in writing on language issues such as words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape etc. – student demonstrates comprehension skills related to main ideas or details orally or written depending on elements students are learning, or to evaluate elements previously taught - close correspond






VIEWING: Pictures, caricatures, impersonations, dramatisations, puppets, “realia” etc.


VIEWING: Use pictures, impersonations, dramatisations, films, videos of events from past celebrations and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen;


object e.g. something that may be related to a national day e.g. Garifuna Day – drums, ceremonial head- gear, parts of dance costumes etc.

Anecdotal notes on:

Graded record of:


- adverbs, adjectives, synonyms, antonyms, homonyms, etc. see SPEAKING above

Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture or poster of a scene depicting a national celebration - Ask students questions such as “ What do you think the people in the picture are talking about?” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- paragraphs, a caricature or cartoon of a national holiday with words in ‘bubbles’ to help explain it , stories, songs, reports, poems, rhymes, riddles etc. using various stimuli to help with description: (I) visual – e.g. posters/pictures/caricatures dramatisations etc. (ii) music – e.g. music playing during a dramatisation of a skit with a national holiday theme (iii) “realia” to allow for touching to get a ‘feel’ of an

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a video in which there are some unusual occurrence during a national parade) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)


sentences, paragraphs, poems, riddles, rhymes, etc. using: (ii) descriptions – adjectives, adverbs, synonyms, antonyms, homonyms (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, commas, exclamation marks, paragraph indentation etc.






WRITING Sequencing in: - stories, description, invitations use the “Writing

social

READING – ORAL,

enhance vocabulary development including spelling games and spelling puzzles using words

propriate handwriting (print or cursive) as part of any written work produced READING – ORAL:


Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in

ncy in the following: - expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry)

eatly and legibly - head all papers in a prescribed and proper manner

st in spelling correctly Anecdotal notes to record students performance in:

Process” - use of connecting words Conventions: - punctuation – period, question mark - capitalisation Letter writing,Notes (Thank you) - handwriting – print or cursive as appropriate


WRITING - writing about favourite national holiday with a focus on description and sequencing - write letters of invitation to guests to speak about a national holiday, thank you notes, etc. - use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, poems, songs, descriptions, invitations, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to customs) - reinforce correct punctuation and capitalisation in written work; - exercises to

from literature being used in the Unit - “booklet making” using work completed by student during the Unit - reinforce ap

Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone

“written” group projects – e.g. group selects a national holiday and individual members make contributions which are compiled and written Evaluate students’ proficie

- describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write n

- use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc. - use the dictionary to assi

- impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages, poems etc. – both provided by teacher, from students texts and material written by students






READING – CRITICAL AND SILENT Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s mood – happy/sad READING – SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories, passages etc. that tell about national holidays. This includes material used as “content” for the Unit as well as work produced by the students.

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; make group presentations

READING – SILENT



Graded work (written or oral) derived from comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work

Anecdotal notes on:

ORAL,

- be able to work independently; apply dictionary skills - participate in class debate(s) on issues raised through reading and discussion during the unit




- details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - beginning to use dictionary in completing written assignments when needed




UNIT/THEME: NATIONAL HOLIDAYSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SS5.a Understand the customs and traditions which their family

follows.

EA1.a Sing in tune.







Stories/Newspaper clippings/articles related to theme

Thematic Poems/songs/jingles

osters, pictures, collages

Resource people – Guest speakers – Mayor, Historian, Librarian etc.

Costumes, artefacts and other “Realia”

Video and audio cassettes

Video recorder, cassette tapes, TV.

Materials and exercises to reinforce language skills being taught

/endings

Chart paper/markers/scissors/glue

P

Dictation Cloze exercises Fill in blanks Word Puzzles Story starters



UNIT/THEME: SPORTS TEAMS

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.b Use phonics to assist word recognition. EL1.d Identify a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.a Identify main ideas and supporting details. EL2.c Identify a sequence of events. EL3.c Use simple grammatical structures correctly. EL3.b Punctuate and capitalise written work. EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL4.e Express an opinion. EL4.a Use recognisable pronunciation and appropriate stress andintonation patterns. EL4.b Use simple grammatical structures correctly and appropriately.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.b Examine information related to the problem/issue. CP2.c handle real objects. CP2.h Ask questions. Cp2.i use visuals, including sketch maps and graphs. CP2.j Give oral and written reports. SP2.c Identify feelings. SP2.d Respond to the feelings of others. SP3.a Assess their needs interests.


SETS



TOPIC: SPORTS TEAMS SKILLS SPEAKING: SPEAKING: Teacher Engages students in Anecdotal notes on: Use Adjectives and Adverbs in discussion and sharing (telling) of stories/anecdotes information about: sports in which they have participated in school and in the community

discussion of various sports teams literature to support theme – stories, poems, plays, literature ( e.g. general information) etc. as springboards for discussion/brainstorming. - sports teams in the school and community, national and international sports teams

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort



UNIT/THEME: SPORTS TEAMSCONTENT ORGANIZED



SPEAKING - sports they like or dislike with reasons - people in sports they know and/or admire - their favourite sports team(s) – local, national and/or international - sports they have watched ‘live’ and/or on television e.g. “I often go to baseball games on the weekends, I find it to be a wonderful game to watch.” Students: - use positive, comparative and superlative forms to describe etc. - use adverbs of time/ manner and place to enhance oral description

SPEAKING - It may be necessary to limit focus to identified sports or teams if looked at Nationally and Internationally because of large numbers - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc.

ghts language elements – adjectives of time/manner/place, Figures of Speech (personification, similes) etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously.

- Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding). - Students role-play or dramatise prepared skits based on the sports clubs selected - Teacher introduces/highli

- Students construct stories orally from pictures - Students share information with appropriate sequencing - Students use new words encountered through reading and discussion e.g. sports terms such as referee, goal, pitcher etc., identify compound words e.g. half-time, bull-pen, ball-park, base-ball, soft-ball,

- Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work - evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – telling stories or giving oral report on research done on a particular animal etc. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context






LISTENING LISTENING: Encourage supportive and sensitive Anecdotal notes on:

nt responses (e.g. non response from student when something “humorous’ is being shared

Graded record of:

demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught

- correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - use of other language elements students are learning e.g. homonyms/ synonyms/antonyms etc. - sequencing - identify services provided, or causes promoted by organisations selected - Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature read or information shared(background) about the selected sports teams

listening by asking questions following oral sharing - Provide focus questions for information shared by guest speakers; from recorded audio or video tapes; stories etc. – e.g. students are provided with a question(s) before the reading/sharing/viewing of the information; the question(s) form the basis of a discussion following the presentation - Students “listen” and identify, orally and/or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a sports personality or sporting event These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.


- responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, sharing experiences etc.)

- structured assignments – “written” product, or oral response to aural stimulus students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student






VIEWING:

alls, bats, uniforms, logos, etc.



WRITING: Facilitate the writing of: - paragraphs, advertisements e.g. for boys and girls to join a community sport team, reports, poems, rhymes, jingles, riddles etc. using various stimuli to help with description such as: visual – e.g. posters/pictures/caricatures dramatisations etc.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (eg. non response from student when visual stimulus should evoke some “overt” response eg. a video of a game in which a critical point is scored in the closing second)

Graded record of:


Pictures, caricatures, impersonations, dramatisations, puppets, - scenic props such as posters of playing fields for soccer, softball, cricket, volleyball etc., cycling, - equipment e.g. baseb


dramatisations, people in the community who are good performers and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster , etc. of a game Ask students questions such as - There are no absolute right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use

- responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)


(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals, periods, question marks,






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions:

READING – ORAL,

ut selected sports in which the numbers on the teams, different positions and the roles associated with these positions are explained, description of uniforms, ‘logos’, equipment etc.

capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words

READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to:


- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards

f poetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc. - use the dictionary to assist in spelling correctly Anecdotal notes to record students performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, poems, descriptive and informative passages – provided by teacher, from students’ texts, and material written by students

- punctuation – period, question mark, - capitalisation - Letters, social notes (Thank You) - handwriting – print or cursive as appropriate



- use the “Writing Process” - Writing stories – sequencing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to story characters) - reinforce correct punctuation and

from literature being used in the Unit - reinforce appropriate handwriting (print or cursive) as part of any written work produced

- provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writes a letter to a coach, manager or player of a sports team asking him/her to give a presentation to the class. Write a “Thank You” note after the event. Evaluate students’ proficiency in:

- write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line o






READING – ORAL, CRITICAL AND SILENT READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s mood – happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories in “play” form , stories, passages, poems etc. This includes material used as “content” for the Unit as well as work produced by the students.

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning;


Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, etc: Student self- and peer- assessments Class performance for school/parents and/or

ents proficiency in:

Graded work (written or oral) derived from comprehension exercises such as main ideas in informational pieces, stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading

- participate in discussions in small and large groups after reading a selection; - be able to work independently; begin to apply dictionary skills - make group presentations - participate in class debat

Community Evaluate stud- decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control

Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details identified from text or material read - demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed






READING – READING – SILENT Anecdotal notes on: SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: SPORTS TEAMSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.







H11.d Understand the importance of traffic, water, playground, and classroom safety practices.

H1.e Understand how to deal with accidents, emergencies, and various kinds of abuse.

H4.a Practice locomotor skills.

H4.b Practice manipulative skills. H4.c Practice non-manipulative skills.

Puppets/cinema box

Video and cassette tapes

Cassette-player/V.C.R. television

Pictures/posters/collages/

Sports Magazines, sports cards (baseball/football/soccer/basketball etc.

Flip charts/markers/newsprint Thematic stories/poems/passages

Puzzles/games/

Cloze exercises/story starters and endings/ fill in the blanks and other vocabulary building exercises and other exercises to support and reinforce language elements/skills students are learning



UNIT/THEME: COLLECTIBLES

AREA OF STUDY OUTCOMES Pupils should: El1.i Identify a sequence of events. EL2.c identify a sequence of events. EL3.e Use different forms of writing to communicate ideas and feelings and to convey information. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information. EL4.c Ask questions and give information. EL4.e Express an opinion.

CROSS-CURRICULAR OUTCOMES Pupils should: CP2.c Handle real objects. CP2.d Engage in direct experiences. CP2.g Sort and classify information. CP2.h Ask questions. CP2.j Give oral and written reports.


SETS


Suggested Time: 4 Weeks TOPIC: COLLECTIBLESSKILLS SPEAKING:

, dolls, stamps, china, bottles, bottle covers etc.


ces students have had collecting items - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s’ home language, as needed, to facilitate ease of sharing and understanding).

Anecdotal notes on:

-evaluation

Graded record of:

Use Adjectives and Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about various kinds of things people collect: - comics, mugs

- identify things they collect and describe them e.g. “I collect small shells from the beach,” “I bleach them in the sun until they are white.”

discussion of different objects that are collected: these may be put into groups such as paper, hard, soft, small, medium, (postcards, stamps, dolls, coins, shells, bottle covers, bottles, stones, etc.) Note: there are so many things that can be collected that you may need to define a few categories or select categories of collectibles based on students’ interest. Use posters “realia” etc. as springboards for discussion/brainstorming about hobbies. - Experien

- Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses - Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self




UNIT/THEME: COLLECTIBLESCONTENT ORGANIZED



SPEAKING - Consonant vowels, consonant digraphs - Use normative, comparative and superlative forms to describe items collected etc. “Jason had one of the most beautiful collection of baseball cards. He keeps them in a large binder.” - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are - Sequencing

SPEAKING It may be necessary to have students talk about different groupings of collectibles separately to keep the discussion focused. The discussion can become disorganised if students are discussing several collectibles all at once. However, as the Unit progresses students may be guided into comparing/contrasting differences/similarities between collectibles selected based on personal interest and others discussed during the Unit. - Students role-play scenes in which ‘collectors’ share ideas/feelings etc. about their collections or dramatise prepared skits based on the chosen interest(s)

ptions orally from pictures or “realia”.

- Encourage students to think critically and creatively - Teacher introduces/highlights language elements – adjectives of time/manner/place, similes etc. – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descri

- Relate information with appropriate sequencing – what comes first then next - Students use new words related to the theme and other words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning as well as language skills/elements previously taught – describing or giving oral report on research done on collectibles selected/identified/assigned during the Unit. . Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English - appropriate to social context






LISTENING

c or other sounds as a background to create ”mood” depending on story being read or informational piece being shared; e.g. the sound of the sea when shells as collectibles are being discussed. The tinkling of bottles when bottles as collectibles are being shared etc.


s to ask guest speakers –

entify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to identify words that best describes a policeman in uniform, or an ambulance, etc. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding creatively – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to

Graded record of:

demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about the collectibles they will hear about - musi

listening by asking questions in response to oral sharing by teacher or students. Provide prepared questione.g. students discuss beforehand the kind of information they are interested in finding more about. - Where applicable Teacher, student or Guest may read/share story(ies). - Students “listen” and id

Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared e.g. a funny story about a student/individual who collected some unusual items/objects that had some humorous incident associated with it – e.g. a collector of seeds who had his/her collection eaten by the family’s pet hen) - responsiveness to questions, in discussions, following sharing of aural material (reading of stories, descriptions, etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about food – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student






VIEWING:


VIEWING: Use pictures, “realia” demonstrations/


dramatisations etc.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation or a caricature of a person(s) is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)

Graded record of:

Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs,

Pictures, collages, posters, of “collectibles” - “realia” - samples of collectibles such as – coins, stamps, bottle covers, dolls, stuffed toys, cards (baseball, basketball etc.), bottles, stones, shells


presentations by resource people from the community, and other visual stimuli: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, “realia” etc. - Ask students questions such as “Write a description of the kind of person you think would have made a collection like the one at which you are looking.” Note: There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use or to reinforce skills already taught.

- paragraphs, advertisements (e.g. to find people who share their interest and would like to exchange/share information), stories, reports, poem, rhymes, riddles etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/”realia”/caricatures

(ii) sounds associated with different “collectibles” where these apply.


(iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description, letters (v) punctuation and conventions – capitals, periods, question marks






WRITING Sequencing in: - stories, description, advertisements - use the “Writing Process” - use of connecting words Conventions: - punctuation – period, question mark, capitalisation - letter writing , social notes (Thank you) – format for letters

READING – ORAL,

WRITING - writing about experiences related to items they collect, or plan to collect, with a focus on description and sequencing - use the “Writing Process” - Writing stories – sequencing, - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – e.g. punctuation, grammar, vocabulary development, etc. – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc.) - reinforce correct punctuation and capitalisation in

enhance vocabulary development including spelling games and spelling puzzles using words from literature read and shared during the Unit. - writing letters, social notes (Thank You) - “booklet-making” using work produced by student over the course of the unit - reinforce appropriate handwriting (print or cursive) as part of any written work produced READING – ORAL:

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in

ents’ proficiency in:

e prose, poetry) - describing places, animals, objects, scenes

- friendly letters

scribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, etc. - beginning to use the dictionary to assist in spelling correctly Anecdotal notes to record students’ performance in:

- handwriting – print or cursive as appropriate


written work; - exercises to


“written” group projects – e.g. group writing of a letter to another class inviting them to become a member of a “Collectors Club”. Evaluate stud- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginativ

- invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy

- postcards - write neatly and legibly - head all papers in a pre







READING – ORAL, CRITICAL, SILENT AND RECREATIONAL

READING – ORAL

READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning;




READING - CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s mood – happy/sad

- Teacher facilitates individual, choral and unison reading, of stories in “play” form , stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

- participate in discussions in small and large groups after reading a selection; - be able to work independently; begin to apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit e.g. “Collecting stuff is a waste of time and effort. ”










READING – SILENT READING – SILENT Anecdotal notes on: - students “attitude” towards reading; ability to settle down and remain focused for more and more extended periods – start with 10 minutes if this is being done for the first time

Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: COLLECTIBLESLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

EA1.a Sing in tune.

EA1.e Paint using different colours. SL1.a Discriminate and identify sounds.




Albums/pi Stories, poems, descriptive/informative articles, passages

Video and audio cassettes

V.C.R, T.V., cassette player

Murals, bulletin board, pocket-charts

Collection of stamps, postcards, baseball/basketball/football/soccer/ and other cards, comics, matchboxes etc.

Collection of Coins, shells, bottles, stones, stoppers, spoons, mugs etc

Collection of dolls, stuffed toys, miniature cars, etc. Exercises to reinforce language skills/elements children are learning:

Flip charts/markers/newsprint

Scissors/glue

ctures/posters, collages

puzzles fill in blanks games mystery object using clues story starters and endings



UNIT/THEME: NEWS/SOCIAL ISSUES


SETS


AREA OF STUDY OUTCOMES Pupils should: EL1.h Read aloud from a familiar text in order to convey meaning. EL1.i Identify a sequence of events. EL2.c Identify a sequence of events. EL3.b Punctuate and capitalise written work. EL4.e Express an opinions EL4.f Use words and phrases appropriate to audience. EL4.g Use body language and gestures appropriate to speech.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.a Recognise an issue or a problem. CP1.b Examine information related to the problem/issue CP1.c Suggest ways of dealing with the problem/issue SP1.c Take action based on principled choice. CP2.h Ask questions. CP2,j Give oral and written reports. SP2.g Help to create consensus. SP2.h Accept major decisions. SP3.b Assess progress in relation to the achievement of goals and adjust goals or strategies as necessary.



LOCAL NEWS/SOCIAL ISSUES

SKILLS SPEAKING:

SPEAKING: Teacher Engages students in discussion of selected

Anecdotal notes on: - Students’ participation in structured discussion sessions in large and small groups - Students’ performance in spontaneous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses

Use Adjectives and Adverbs (e.g. slowly/quickly) in discussion and sharing (telling/talking) about topical issues in the media – Radio, Newspapers, Television, Community Papers, Church Announcements, School Events, “Across the Fence” News

‘topical’ information they have about events occurring in the community, locally, nationally and internationally; use posters where available, pictures, collages, newspapers, that highlight community, district, national and international events – news stories and other literature (e.g. pamphlets, fliers) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s home language, as needed, to facilitate ease of sharing and understanding).

- Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work



UNIT/THEME: NEWS/SOCIAL ISSUESCONTENT ORGANIZED



SPEAKING - Use positive, comparative and superlative forms to talk about what they have heard or read, about events and topical issues in the community, district, nation and world e.g. “A boy at our school scored highest on the BNSE examination. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning to enhance speaking

events they hear/read about saw in the news e.g. A conversation between two people discussing recent news that there was a hit-and-run accident on their street. These activities should be designed to help students share information about events/incidents/issues in their community and beyond and to help them look critically at some of the implications of what they see and hear about on a day-to-day basis. Be sure this is not dealt with in a way to focus too much on many of the negative issues that may be happening around them, however, you will have to let students explore some of them.

and discussion e.g. headline news, editorial, etc.

- effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm

- appropriate to social context

- Sequencing

SPEAKING - Students share news from their community, that they hear on radio or see on TV - Students role-play topical

- Teacher introduces/highlights language elements – adjectives, adverbs of time/manner/place, etc., – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students respond orally using stimuli such as clippings from newspapers, pictures or advertisements from newspapers etc. e.g. picture of a football team from their district that recently won the district football competition - Students describe, explain, share information about events/issues around them that they feel are important Students use new words encountered through reading

- provide modelling for pronunciation, articulation, etc.

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report (not read off a paper verbatim, but where brief notes may be used to provide prompts in “speaking”) on research done in a particular area based on events/issues identified during the course of the Unit e.g. research on vandalism in the community following media reports that several schools had been broken into and senselessly damaged. - level of correspondence between modelling provided by teacher in speech (pronunciation, enunciation, tone etc.) and students’ articulation Evaluate:

- organization of subject matter - sequencing - adequate loudness and natural intonation - good voice quality and acceptable rate - clearly and distinctly - correct pronunciation - correct English






LISTENING Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that through listening to the reading of them will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme e.g. jingle (words and music) about the “feeding programme” some schools have that is promoted on radio through “Roses’ Paper Products” they will hear on the radio (students listen and describe in writing or talk about what is effective/not effective about it)

LISTENING: Encourage supportive, sensitive and

Anecdotal notes on:

etween sounds/words articulated

Graded record of:

speech by teacher and students’ reproduction

discriminative listening by asking questions in response to oral sharing by teacher; provide modelling of speech elements for students to reproduce - Provide focus questions for – e.g. students are provided with a question(s) before the presentation that will be used for later discussion. - Give students the opportunity to share their stories information etc. for others to listen to. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. These should be related to the language elements students are learning, (e.g. nouns, pronouns, adjectives etc.), and incorporated into Thematic or other literature used in the Unit, however other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions. Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, etc.) Correspondence bby teacher and students proficiency in reproducing them

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about local news or social issues – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught - correspondence between modelled element(s) of






VIEWING:

WRITING:


retise oral discussions in which students use language elements being taught

o right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING:

- Facilitate the writing of: - paragraphs, an advertisement (e.g. for stories, reports, poem about a character, rhymes, riddles etc. using various stimuli to help with description such as:

ries – tone of voice, quality of speech

Anecdotal notes on:



riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling puzzles

, periods, question marks.

Pictures, photographs, impersonations, puppets, dramatisations, etc. to portray scenes/issues being discussed/read about community-related events: - pictures or posters, as background for story-telling, reading, or other sharing

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, , sequencing etc. see SPEAKING above

dramatisations, visits from the community and other visual stimuli: - to conc

- as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a newspaper clipping of a house that was recently destroyed by fire. You may say to students “Imagine that you were living across from this house and you saw smoke coming from one of the windows; What would you do?” - There are n

(I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the character(s) in the sto

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of a community event) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.)


(I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems,

(iv) sequencing – writing stories, description (v) punctuation and conventions – capitals






WRITING

n, advertisements

apitalisation

- handwriting – print/cursive

READING – ORAL, CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, dramatisations, informative pieces and other thematic material

WRITING - writing about religious workers in story(ies) with a focus on description and sequencing

cing, paragraphing - Provide exercises, in context, to reinforce the use of language skills/elements students are learning – through use in stories, poems, descriptions, advertisements, short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games etc. related to local news/social issues) - reinforce correct punctuation and capitalisation in

rint or cursive) as part of any written work produced

READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to:



“written” group projects – e.g. group writing of a description/anecdote/report which highlights one or more selected incident(s)/issue(s) in the community Evaluate students’ proficiency in: - expanding story outlines, completing unfinished stories, writing experience stories

f

Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, plays, descriptive and informative passages – both provided by teacher, from students texts and material written by students


- use the “Writing Process” - use of connecting words Conventions: - punctuation – period, question mark, - c

as appropriate

- use the “Writing Process” - Writing stories – sequen

written work; - exercises to enhance vocabulary development including spelling games and spelling puzzles using words from literature being used in the Unit - reinforce appropriate handwriting (p

- provide examples and reinforce appropriate speech patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone

over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in

- creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - social notes - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line opoetry, quotation, titles of books, stories, poems etc., titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc. - use the dictionary to assist in spelling correctly






READING – ORAL, CRITICAL AND SILENT

READING – CRITICAL: Use stories, plays, and other literature (used in

s to material

skills, and understand language elements they are learning;

- participate in class debate(s) on issues raised through reading and discussion during the unit




- proficiency in reading directions and completing assigned work - details identified from text or material read

READING – CRITICAL Comprehension: - identifying main ideas and details, word attack inference – identifying writer’s mood – happy/sad

READING – ORAL - Teacher facilitates individual, choral and unison reading, of stories in “play” form , stories, passages etc. This includes material used as “content” for the Unit as well as work produced by the students.

other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responsestudents read so that they will: - develop critical thinking

- participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations



comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation

- demonstration of word attack skills – using context clues to derive meaning from text - beginning to use dictionary in completing written assignments when needed






READING – SILENT

at the areas of interest of the children in your class are and try to provide them with suitable material.

READING – SILENT Anecdotal notes on: Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out wh

- Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: NEWS/SOCIAL ISSUESLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SS3.b Understand the need for rules (e.g. at home, at school, and in

the community) SS3.a Understand how their rights as children are protected. EA1.a Sing in tune.





SL2.c Make simple factual statements. SS3.a Know how their rights as children are protected.

Students

Community

Resource persons

Guest speaker

Cinema Box

Puppets

Bulletin boards/markers

Television/Newspapers, Bulletins/Fliers/Radio

Computer/internet/e-mail/fax.

Pictures, posters/magazines

Projector/slides

Story books/articles/encyclopaedias

oems/songs Video and cassette tales Cassette tape player/ T.V. /VCR Scissors/glue/newsprint

P



UNIT/THEME: COMMUNICATION MEDIA

AREA OF STUDY OUTCOMES Pupils should: EL1.a Use context clues to decode the meaning of words. EL1.d Identify a sequence of events. EL1.g Predict what will happen in a sequence of events EL1.h Read aloud from a familiar text in order to convey meaning. EL2.f Interpret body language and gestures. EL3.a Spell common words correctly. EL3.b Punctuate and capitalise written work. EL3.c Use simple grammatically structures correctly. EL3.d Form letters correctly and write words and sentences legibly. EL3.g Use appropriate words and phrases to express thoughts and feelings and convey information.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.b Examine information related to the problem/issue. SP1.a Recognise the values associated with choices. SP1.b Choose between alternatives based on values. SP1.c Take action based on principled choice. SP2.a Take part in group activities. SP2.b Express their opinions and feelings in socially acceptable ways, SP2.g Help to create consensus SP3.b Assess progress in relation to the achievement of goals and adjust goals and strategies as necessary.


SETS


Suggested Time: 4 Weeks TOPIC: COMMUNICATION MEDIA SKILLS SPEAKING:



Anecdotal notes on:

neous sharing of ideas/ opinions – coherence, clarity, relevance and appropriateness of responses Use Adjectives and Adverbs

(e.g. l etc ) in discussion (telling/talking) and sharing information about various communication media: e.g. telephone, newspapers, television, facsimile, e-mail, postal service, billboards/ signs etc.

discussion of information they have about different forms of communication media ; use posters, pictures, caricatures, collages showing telephones, computers, newspapers, etc. Use literature to support theme – stories, poems, limericks, literature ( e.g. general information about communication media) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion


- Comfort/discomfort - Verbal interaction in student– teacher and student– student exchanges - Peer evaluation - Student self-evaluation Graded record of: - prepared presentations, individually or as part of group work



UNIT/THEME: COMMUNICATION MEDIA CONTENT ORGANIZED



SPEAKING - Consonant vowels, consonant digraphs - Use normative, comparative and superlative forms to talk about what they know have learnt about communication media. e.g. “The doctors were relieved when they received by fax the most wonderful news yet – the operation was a success, ” to enhance oral description. - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning

struct descriptions orally from pictures t matter - sequencing

- clearly and distinctly

- Sequencing

SPEAKING - Students role-play scenes in which they use forms of media as an underlying theme – e.g. problem(s) created by failure of a telephone to work; skit involving a discussion about the use of the newspapers to publicise a school event - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. Students conand/or exposure to media equipment e. visiting a newspaper printing press, a telephone company etc. - Students describe, explain, share information about selected communication media (e.g. telephone, computer etc.) using sentences appropriately sequenced. - Students use new words encountered through reading and discussion

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to the theme of communication media – e.g. What skills are needed to work in a newspaper print room, or as a telephone operator etc.. Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy manner with directness and enthusiasm - organization of subjec- adequate loudness and natural intonation - good voice quality and acceptable rate

- correct pronunciation - correct English - appropriate to social context



UNIT/THEME: COMMUNICATION MEDIA SUGGESTED TEACHING/LEARNING STRATEGIES SUGGESTED STRATEGIES/ACTIVITIES FOR

ASSESSMENT CONTENT ORGANIZED


LISTENING

her sounds such as the sound of machinery in a printing press, ringing of a telephone, an announcers voice etc. as background to create ”mood” depending on story etc. being read


for description, talk, stories – e.g. students are provided with a question(s) before the presentation that will be used for later discussion.

does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions

Anecdotal notes on: - correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared - responsiveness to questions, in discussions

Graded record of:

g to stories/information piece read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning; evaluate proficiency on elements previously taught.

Select “content-related” material available in class resources, library, what students have at home, and from colleagues and friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about communication media they will hear about and do research on - music or ot

listening by asking questions in response to oral sharing by teacher or students. - Provide focus questions

- Give students the opportunity to share their stories information etc. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to listen while other students select words that best describes a colourful picture or posters of scenes related to communication media. These should be related to the language elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used

Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

following sharing of aural material (reading of stories, descriptions, anecdotes etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about a news item – students respond orally or in writing regarding words they felt were effectively/not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - respondin






VIEWING:

WRITING: - passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above

n,

VIEWING: Use pictures, impersonations, videos, TV

ch questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use


- paragraphs, an advertisement for an announcer for a radio station or for a newspaper. Stories, reports, poems about “news people”; rhymes, jingles for advertising etc. Use various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc.

focus on description and sequencing

Anecdotal notes on:

Graded record of:


, periods, question marks

Pictures, photographs, impersonations, puppets, dramatisations, caricatures, To portray scenes being discussed/read about media-related issues: big pictures or posters, as background for sharing information or telling/reading of a story


dramatisations, visits from resource persons associated with communication media from the community etc.: - to concretise oral discussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture of a weatherman giving the weather report – Give students a prompt such as : What do you think the weather will be today and tomorrow?.” - There are no right or wrong answers to su

(ii) voice quality associated with announcers – tone of voice, quality of speech etc. music/rhythm for jingles - writing about a news announcer in story(ies) with a

- correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of a news announcer loosing his voice). - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.).


sentences, paragraphs, stories, advertisements, jingles, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs, synonyms, antonyms, homonyms (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description (v) punctuation and conventions – capitals






WRITING advertisements, dialogue, - The “Writing Process” - use of connecting words Conventions:

- compound words e.g. news-paper, telephone, television, etc. - letter writing, social

READING – ORAL,

WRITING

are learning – synonyms/ antonyms/ homonyms – in the writing of stories, poems, descriptions, limericks, jingles, letters, notes, advertisements

rce correct punctuation and capitalisation in written work;

andwriting (print or cursive) as part of any written work produced

READING – ORAL:

ch patterns, rhythm and flow in reading - build sensitivity to sounds – mood, tone etc. as they relate to elements being taught – description, inflection of voice based on punctuation e.g. exclamation, question etc.

Portfolios – collection of students’ work completed over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story which highlights one or more media-related individuals e.g. a newspaper boy being chased by a dog. A television crew coming to their school to interview their class about a project they are doing etc. Evaluate students’ proficiency in:

titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc.

Anecdotal notes to record students’ performance in: - impromptu reading of various forms of thematic and related literature including – stories, descriptive and informative passages – both provided by teacher, from students texts and material written by students

- punctuation – period question mark, - capitalisation

notes handwriting – print/cursive as appropriate

CRITICAL AND SILENT Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, limericks, dramatisations, informative pieces and other thematic material

- use the “Writing Process” - Writing – sequencing, paragraphing, - use language skills/elements students

- short exercises – filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games, - reinfo

- exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit -“booklet-making” using student work completed during the course of the unit. - reinforce appropriate h

Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate spee

- expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy - friendly letters - postcards - write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc.,

- use the dictionary to assist in spelling correctly



UNIT/THEME: COMMUNICATION MEDIA SUGGESTED TEACHING/LEARNING STRATEGIES CONTENT ORGANIZED




READING – CRITICAL: Use stories, plays, and other literature (used in other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, comparing/contrasting, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material



ents proficiency in:


READING – CRITICAL Comprehension: - identifying main ideas and details, word attack - inference - identifying writer’s purpose e.g. to inform, to entertain etc,


students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and large groups after reading a selection; - be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit


Community Evaluate stud- decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control








READING – READING – SILENT/RECREATIONAL Anecdotal notes on:


SILENT/RECREATIONAL Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the necessary “time” and an environment conducive to reading (as best you can).





UNIT/THEME: COMMUNICATION MEDIA LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT


in their everyday lives.





SL2.c Make simple factual statements. SS3.a Know how their rights as children are protected.

Radio/T.V./Newspapers/Magazines

Posters/Advertisements/Fliers/Brochures/Pamphlets

Guest Speakers – Radio correspondent, Radio announcers, Newspaper Editors, Journalists, Free Lance Writers

Pictures/Posters/Articles/literature about media-related issues

Scissors/glue/Newsprint Bulletin Boards

Flip chart/markers

Games/puzzles and other exercises to reinforce language skills/ elements students are learning and build vocabulary.



UNIT/THEME: NATURAL DISASTERS

AREA OF STUDY OUTCOMES Pupils should: EL1.d Identify a sequence of events. EL1.h Read aloud from a familiar text in order to convey meaning. EL2.b Identify main ideas and supporting details. EL2.f Interpret body language and gestures. EL4.e Express an opinion. EL4.f Use words and phrases appropriate to audience.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1.b Choose between alternatives based on choices. CP1.c Suggest ways of dealing with the problem/ issue. CP2.a Use pictures and diagrams. CP2.f Compare ideas and information. CP2.h Ask questions. CP2.j Give oral and written reports. SP1.c Take action based on principled choice. SP2.b Express their opinions and feelings in socially acceptable ways. SP3.b Assess progress in relation to achievement of goals and adjust goals or strategies as necessary.


SETS



NATURAL DISASTERS SKILLS SPEAKING:


Anecdotal notes on:

Use Adjectives and Adverbs (e.g. gently/quickly) in discussion and sharing (telling/talking) about stories, anecdotes, experiences and other information about storms, floods, forest fires, etc.

discussion of information they have about specific natural disasters ; use posters, pictures, caricatures, collages depicting scenes of different disasters as visual stimuli to facilitate discussion




UNIT/THEME: NATURAL DISASTERSCONTENT ORGANIZED



SPEAKING - Consonant vowels, consonant digraphs - Use positive, comparative and superlative forms to talk about what they know about natural disasters - Correct use of basic grammatical structures – agreement of subject /verb, correct use of pronouns in speaking - Use of other language elements students are learning - Sequencing

SPEAKING Use literature to support theme – stories, poems, limericks, plays, literature ( e.g. general information about entertainers) etc. as springboards for discussion/ brainstorming. - Teacher models appropriate pronunciation and enunciation and effective use of descriptive words etc. - Teacher provides focus and facilitates the discussion (use children’s’ home language, as needed, to facilitate ease of sharing and understanding). - Students role-play scenes in which they assume roles of entertainers and use dialogue, skits, dramatisations of situations and issues relating to the theme - Teacher introduces/highlights language elements – adjectives of time/manner/place, – at appropriate points based on objectives of lesson, as well as to reinforce and develop mastery in other language elements taught previously. - Students construct descriptions orally from pictures, posters etc. of selected disasters. - Students describe, explain, share information about natural disasters using sentences appropriately sequenced.

nner with directness and enthusiasm

- good voice quality and acceptable rate

- correct English - appropriate to social context

- Students use new words encountered through reading and discussion - Students interview people with information about natural disasters and how to manage them – red-cross workers, meteorologists, members of the BDF etc. - ask questions during presentations by resource personnel

Evaluation of skills/elements in SPEAKING students are learning, as well as language skills/elements previously taught – describing or giving oral report on research done on a particular issue related to entertainers Evaluate: - effectiveness of oral communication of thoughts and feelings – natural, easy ma

- organization of subject matter - sequencing - adequate loudness and natural intonation

- clearly and distinctly - correct pronunciation






LISTENING Select “content-related” material available in class resources, library, what students have or can get at home, from talking to family and family friends that will facilitate the accomplishment of the language skills/ elements being taught, that will motivate students (stimulate further discussion, excite them to write), and that will support the Theme such as – various types of Literature (background) about disasters that have had local and national impact – e.g. Hurricane Hattie, 1931 Hurricane, “Mitch”, local flooding, forest fires, etc.

LISTENING: Encourage supportive and sensitive listening by asking questions in response to oral sharing by teacher or students or guest speaker

Anecdotal notes on:

Graded record of:

- sounds associated with different kinds of disasters – crackling fire, sound of wind and rain, thunder, waves against the shore etc.

- Provide focus questions for descriptions, talks, stories – e.g. students are provided with a question(s) before the presentation that will be used for later discussion. - Give students the opportunity to share their stories etc. - Students “listen” and identify, orally or in writing, words they felt were effectively/not effectively used. Students could be asked to listen while other students select words that best describes a colourful picture or posters of scenes depicting floods, fires etc. These should be used to reinforce the language skills/elements students are learning, (nouns, pronouns, adjectives etc.), however, other elements may arise naturally – be prepared for the “Teachable Moment” Note: All material used does not have to be related to the Theme. [Caution – be careful not to plan a lesson with fixed views about correct and wrong answers when students are responding to creative writing – if a child can provide some support for images he/she visualises following the reading of a piece, reward the effort. Where children identify images that seem to be totally foreign to the content of the piece, you may need to talk to the child afterwards about his/her perceptions Be sure to have some Listening to story Reading activity that is done for the sheer pleasure of listening. This does not mean that students must not have a purpose for listening. But student assessment would not be the focus of this activity. What you may want to evaluate is how effective your “story reading skills” are. Were you able to hold the attention of your children.

- correspondence between stimulus (listening to someone reading, a tape recording, etc) and student responses (e.g. non response from student when something “humorous’ is being shared) - responsiveness to questions, in discussions following sharing of aural material (reading of stories, descriptions, anecdotes etc.)

- structured assignments – “written” product, or oral response to aural stimulus – e.g. Teacher or student reads a piece of literature provided by teacher or written by students about natural disasters – students respond orally or in writing regarding words they felt were effectively/ not effectively used in the description. This may then be followed by a discussion of reasons for opinions. - responding to stories read, told, on tape – student demonstrates comprehension skills related to main ideas or details depending on elements students are learning, or to evaluate elements previously taught







VIEWING:

WRITING:

VIEWING: Use pictures, videos, TV

scussions in which students use language elements being taught - as stimuli for writing exercises – encourage creative interpretation of what is seen; Note: use open ended questioning that will encourage creative responses – e.g. Students are looking at a picture, poster of devastation after a flood. Ask students questions such as “Imagine what may have happened during the flood, and write a story about it.” - There are no right or wrong answers to such questions. These are intended to stimulate thought, discussion, creative thinking and to provide some fun in the teaching/learning process. This could then be followed by a written assignment in groups or individually focusing on the language element(s) students are learning to use WRITING: Facilitate the writing of:

- paragraphs about specific disaster-related information, stories, reports, poems about storms, wind, fire, destruction, rhymes, riddles, limericks etc. using various stimuli to help with description such as: (I) visual – e.g. posters/pictures/dramatisations etc. (ii) sounds associated with the character(s) in the stories – tone of voice, quality of speech etc.

Anecdotal notes on: - correspondence between stimulus (a picture, dramatisation etc.) and student response (e.g. non response from student when visual stimulus should evoke some “overt” response e.g. a humorous dramatisation of an entertainer is presented) - responsiveness to questions, in discussions following sharing of visual material (picture, demonstration etc.

Graded record of: - structured assignments – “written” product, or oral response to a visual stimulus – See Note: under suggested Teaching/Learning Strategies for VIEWING - completion of picture-puzzles/picture-games etc. Graded record of work produced by students using (I) written assignments – cloze exercises, fill in blanks, sentences, paragraphs, stories, advertisements, poems, riddles, rhymes, filling in blanks etc. using: (ii) descriptions – adjectives, adverbs (iii) vocabulary work – appropriate use of new words encountered over duration of Unit; spelling tests (iv) sequencing – writing stories, description

Pictures, photographs, impersonations, puppets, dramatisations, caricatures, To portray scenes being discussed/read about natural disasters: big pictures or posters, as background for story-telling or reading, scenic props for the telling of a story about an incident related to a natural disaster

- passages, stories, poems etc. that are good models for the language element(s) students are learning and that reflect the Theme - adverbs, adjectives, sequencing etc. see SPEAKING above

visits from resource personnel from the community and other visual stimuli: - to concretise oral di

(v) punctuation and conventions – capitals, periods, question marks






WRITING Sequencing in: - stories, description, names of hurricanes for 1999, Hurricane alert stages, advertisements, dialogue, - use the “Writing Process” - use of connecting words Conventions:


READING – ORAL: Teacher models appropriate reading of various forms using stories, poems, plays and other literature to: - provide examples and reinforce appropriate speech patterns, rhythm and flow in reading


- friendly letters - postcards

titles of persons: The Honourable, His Excellency etc., proper names: persons, countries, places, holidays, organisations, the Bible etc.


- punctuation – question mark, period - capitalisation - compound words - letter writing - social notes - handwriting – use print or cursive as appropriate

Material identified as models for Writing are used for Oral and Silent Reading i.e. literature-stories, poems, limericks, dramatisations, informative pieces and other thematic material

WRITING - writing about entertainers in story(ies) with a focus on description and sequencing - use the “Writing Process”- Writing stories – sequencing, paragraphing, - Provide exercises, in context, to reinforce the use of language skills/elements students are learning through use in stories, poems, descriptions, limericks, letters, notes, advertisements, writ about useful/harmful effects of wind, fire and/or flood - short exercises (filling in blanks, cloze exercises, word-puzzles, word-games, picture-puzzles, picture-games, items and words associated with natural disasters, stages in hurricane alert; hurricane precautions - reinforce correct punctuation and capitalisation in written work; - exercises to enhance vocabulary development including spelling games and spelling tests using words from literature being used in the Unit - “booklet-making” using student work completed during the course of the unit. - reinforce appropriate handwriting (print or cursive) as part of any written work produced


over the duration of the Unit – booklets compiled Anecdotal notes on students’ participation in “written” group projects – e.g. group writing of a story which highlights some form of disaster. Evaluate students’ proficiency in: - expanding story outlines, completing unfinished stories, writing experience stories - creative writing (imaginative prose, poetry) - describing persons, places, animals, objects, scenes - invitation and reply (acceptance and refusal) - apology, excuse for absence, regret, sympathy

- write neatly and legibly - head all papers in a prescribed and proper manner - use capitals correctly – first word in sentence, line of poetry, quotation, titles of books, stories, poems etc.,

- use the dictionary to assist in spelling correctly








READING - CRITICAL Comprehension:

READING – CRITICAL: Use stories, plays, and other literature (used in

arge groups after reading a selection;

Graded performance on structured assignments – reading of “practised” pieces of literature – selections from poems, stories, passages, plays etc: Student self- and peer- assessments Class performance for school/parents and/or community Evaluate students proficiency in: - decoding words, pronunciation, volume, pitch and clear enunciation, phrasing and expression, eye movement, eye-voice span, breath control, voice projection and control Graded work (written or oral) derived from

ified from text or material read

- identifying main ideas and details, word attack - inference - identifying writer’s mood – happy/sad


other skill areas – Listening, Speaking, Writing) to: (I) facilitate students’ sharing of understanding, giving opinions, comparing/contrasting, making associations to personal experiences, eliciting of emotive responses such as enjoyment, empathy, sympathy, displeasure etc.; (ii) complete tasks by following written directions Facilitate oral and written responses to material students read so that they will: - develop critical thinking skills, and understand language elements they are learning; - participate in discussions in small and l

- be able to work independently; apply dictionary skills - make group presentations - participate in class debate(s) on issues raised through reading and discussion during the unit

comprehension exercises such as main ideas in stories, plays, passages; sensitivity to what is read – contribution to discussion related to assigned reading Student self- and peer- evaluation - proficiency in reading directions and completing assigned work - details ident- demonstration of word attack skills – using context clues to derive meaning from text - use of dictionary in completing written assignments when needed






READING –

necessary “time” and an environment conducive to reading (as best you can).

READING – SILENT Anecdotal notes on: SILENT Students select books in areas of interest. These do not need to be always some form of “literature” in the traditional sense. Children may wish to read books with pictures of animals, or cartoons, or objects such as cars, dolls, or a combination of these - Find out what the areas of interest of the children in your class are and try to provide them with suitable material. - Provide the





UNIT/THEME: NATURAL DISASTERSLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

SS2.a Understand weather and climate patterns and how these affect

their lives and the lives of people in their community







Television/VCR

Radio/ Cassette tape player/cassette tapes Newspaper Articles (Thematic)/ Hurricane Advisory brochure/booklet

etc. Resource persons – Meteorologist, Red Cross Officer, BDF Officer,

Nurse, Police, Forest fire Officers, Community members who have experienced past natural disasters

Pictures/posters

Stories/poems (some Thematic)

Information on past disasters

Flip-chart/Newsprint/markers

Bulletin boards

Puzzles, games, exercises to reinforce language skills/elements children are learning
