Scheme of work for Learning English through Short Stories

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Scheme of work for Learning English through Short Stories"

Transcription

1 Scheme of work for Focus Part 1 MASTERING THE BASICS Suggested Time Allocation Periods 1-2 (2 periods) Knowledge, skills & attitudes to be developed Suggested activities Teaching resources Suggested assessment activities Remarks Module Introduction & concept of short Overview of different text types of short Period 1-2 (2 periods) understanding of typical short Gain interest in the module Let students share and discover the concept and topics covered in short Create fun and interest in learning English through short Bring students to the school library Let students pick some of their favourite short from the library Introduce different types of short to students: e.g. romance, mystery, detective, suspense, fairy tale, folk tale, etc. from students choices Introduce vocabulary and jargons related to short learning through simple matching game Short story books Hand-out introducing vocabulary and jargons related to short learning Discuss with the class the notion of short Part 2 ANALYZING TEXTS Periods 3-36 (34 periods) Introduce the major features and organization of short Period 3-18 (16 periods) major features of short : Introduce different types of short e.g. romance, mystery, detective, suspense, fairy tale, folk tale, etc. Sample short of different types Group presentation of their analysis of the basic features and organization of 1

2 1. setting, 2. characterization, 3. point of narration, 4. plot, 5. theme structure of short : 1. introduction, 2. complication, and 3. resolution (ending) and how to make transitions between each part Develop analytical and presentation skills to analyse the basic features and organization of short to students After introduction, ask students in groups to analyse the basic features and organization of the short given by teacher Group presentation of the analysis of the basic features and organization of short Peer and teacher evaluation to groups presentation short Introduce language used, dialogues and punctuation in short Period (4 periods) language, dialogues and punctuation used in short Analyse the language used, format of dialogues and punctuation by picking examples from introduced in previous lessons Sample short Storyboard Peer comment and evaluation on other group s storyboard Create dialogues for scenes from a short Develop collaborative and creative skills Let students appreciate the dramatic function of using dialogues in short by comparing a narrative version and another version with dialogues Divide a short story introduced in previous lessons scene by scene Ask students in groups to convert the narration into dialogues by using a storyboard 2

3 Invite groups to role-play their storyboard and let students appreciate the differences between narration and dialogues Appreciate the language art in short Period (8 periods) understanding of Appreciate the language art of using in short Create sentences by using Develop collaborative and creative skills Analyse the basic features, characteristics, the dramatic and artistic function of in reading and writing a short story by highlighting some examples from the introduced before Ask students to give more examples of from different types of short or their favourite short Discuss with the class the different characteristics and functions of in various types of short Sample short Sample 1. metaphor and simile, from different types of short Peer and teacher comment on students creative writing Students in groups convert simple sentences or paragraphs into 3

4 Invite students to share and explain their work and ask others to comment on the creative work Introduce the cultural aspects of different short Period (6 periods) Get a taste of different types of from different parts of the world Appreciate different styles of short from a wide variety of sources Understand and appreciate the culture and language use in other countries Develop self-learning and IT learning skills Before introducing the characteristics of different short around the world, invite students in groups to share their findings about the characteristics and examples of short of a specific country, e.g. Greece, UK, France, and USA Summarize and highlight students findings to ensure students similarities and differences between short around that world Give students sample of short Students presentation of the characteristics and examples of short of a specific country, e.g. Greece, UK, France, and USA Group competition as a formative assessment to ensure students different cultural aspects from the short around the world Before the lessons, ask students in groups to search the characteristics and examples of short of a specific country, e.g. Greece, UK, France, and USA Group competition: Ask students to identify the writer s nationality with reasons by referring to the characteristics introduced and discussed before Part 3 PRODUCTION OF SHORT STORIES Period (14 periods) Write a story Period (6 periods) Develop skills in drafting, revising, and editing an original short As a start of creating individual story writing, teacher introduces an online Online writing platform Peer and teacher evaluation on the story planning and Teacher can encourage students to continue their online 4

5 story independently and collaboratively Experience different means in gathering information Develop skills in organizing ideas in a logical sense Experience process writing: 1. brainstorming and planning 2. drafting 3. peer evaluation 4. editing collaborative writing platform to the class. Teacher begins the story and assigns students their roles with brief background information, e.g. personality. Students continue the story based on the background information given. Introduce to students their task of creating a short story of any type and cultural background for a three-minute storytelling section Show sample products (if any) to the class Ask students to search information about their theme on the internet, reference books, etc. Sample story writing Evaluation checklist the 1 st and 2 nd drafts Teacher comment on the final product collaborative writing after class or even after the course Teacher can make use of some good drafts and evaluation as models and demonstration to students during this learning process Students pair up to peer comment on their counterpart s planning and the first draft with the aid of an evaluation checklist Give comment and advice to every student s first draft After editing the first draft, ask students to form groups of four and peer comment on others second drafts with the aid of another evaluation checklist With teacher and peer s comment, students finalize 5

6 their short story and get ready for the final storytelling stage Introduce storytelling skills Period (3 periods) understanding and skills of storytelling: 2. stress and intonation 3. paralinguistic features Experience discovery learning Prepare students for the final storytelling performance Introduce the basic skills involved in storytelling by showing to students several sample storytelling video clips Students in groups point out the characteristics of storytelling and the differences between reading aloud a text and telling a story Summarizes students sharing and discussion according to three major aspects in storytelling: 2. stress and intonation 3. paralinguistic features Cut sample storytelling video clips focused on: 2. stress and intonation 3. paralinguistic features Handout about 2. stress and intonation 3. paralinguistic features in storytelling Storytelling performance as a formative assessment Divide a story into sections and invite students to perform storytelling based on the skills introduced before Storytelling Period (5 lessons) Experience English storytelling Practise storytelling by making use of appropriate 2. stress and intonation 3. paralinguistic features learned before Make use of previous learned knowledge to Invite each student to share the they created to the class Tape-record students performance for their own reference and evaluation Encourage peer comment on storyteller s performance as well as the story content with the aid of an evaluation checklist Tape-recording equipment Evaluation checklist Peer and teacher s evaluation For more able class, teacher can invite students to submit a self-reflection on their writing and storytelling performance 6

7 convey meaning to others Evaluate students storytelling performance at the end of the course Encourages students to share their individual and online collaborative writing to their schoolmates through podcasting or broadcasting in the school campus On-line reference materials: 7

Grade 7 Reading/Language

Grade 7 Reading/Language Grade 7 Reading/Language Month Content Skills August Procedures and Expectations Demonstrate an understanding of the organization of materials Demonstrate appropriate behavior September Diagnostic Reading

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Teacher Name: J. Pigg Class/Grade Level: 7 th Reading 2 nd Six Weeks Unit Title: Unit 02: Understanding Fiction and Drama

Teacher Name: J. Pigg Class/Grade Level: 7 th Reading 2 nd Six Weeks Unit Title: Unit 02: Understanding Fiction and Drama TeacherName:J.Pigg Class/GradeLevel:7 th Reading 2 nd SixWeeks UnitTitle:Unit02:UnderstandingFictionandDrama TEKS:07NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it

More information

Whole School Progression in Reading Comprehension.

Whole School Progression in Reading Comprehension. Whole School Progression in Reading Comprehension. Updated March 2014 Developed by the WLCT literacy hub for Wednesbury schools. Content includes handwriting and was drawn from new curriculum (some elements

More information

Digital Documentaries

Digital Documentaries Digital Documentaries Student Handouts 2004 Teaching Matters, Inc Table of Contents Page Title of Handout 2-4 Process Road Maps (3 versions) 5-7 Project Rubrics (3 versions) 8 Characteristics of an Effective

More information

English for Teaching 3 course and modules description

English for Teaching 3 course and modules description English for Teaching 3 course and modules description English for Teaching 3 is a comprehensive training course for in-service L2 teachers of English who need to further develop their English language

More information

Your story must fit into the Mystery and Imagination genre. Remember that blood and gore is not something that is spooky.

Your story must fit into the Mystery and Imagination genre. Remember that blood and gore is not something that is spooky. Ghost Story Assignment For our purposes, a ghost story is a work of fiction that contains some element of the supernatural. Our ghost story will contain some of the structural limits that were common to

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

Shutterfly Photo Story Lesson Plan

Shutterfly Photo Story Lesson Plan SUBJECT: ENGLISH LANGUAGE ARTS GRADE LEVEL: 4 LESSON TITLE: FRACTURED FAIRY TALES Common Core/State Curriculum Standards: CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences

More information

4th Grade MELD Lessons Aligned to CCSS Narrative Writing

4th Grade MELD Lessons Aligned to CCSS Narrative Writing 4th Grade MELD Lessons Aligned to CCSS Narrative Writing Overview Throughout the course of this writing unit you will see strategies used as part of a Culturally Relevant balanced literacy program. You

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + ASD Writing Grade Level Expectations For Grades 3-6 Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.

More information

in the classroom is the transfer of learning. The child must become an active coconstructor

in the classroom is the transfer of learning. The child must become an active coconstructor A senior Infant child (aged 6) once told me a story about a man, his greedy wife and a flounder that granted wishes. I, much like the pupils in my class, sat transfixed as he delivered the story as best

More information

Units of Study 9th Grade

Units of Study 9th Grade Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Teaching writing. Guide for Years 1 3. December 2009

Teaching writing. Guide for Years 1 3. December 2009 150624 Contents Building a supportive writing community 1 The teaching focus... 2 Planning modelled writing lessons 3 Before writing... 3 Step 1: Identifying the writing task in context and... 3 Step 2:

More information

Leveled Reader Characteristics

Leveled Reader Characteristics Leveled Reader Characteristics Level A Books: Emergent Readers Large print Text consistently placed Repetition of phrases and patterns 1 2 word changes High frequency words are introduced Text is predictable

More information

The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.

The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

More information

Me, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3

Me, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3 Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will

More information

AHS MediaWorks Lesson Plans

AHS MediaWorks Lesson Plans 2014-2015 AHS MediaWorks Lesson Plans Albany High School Discovery Academy - ELA/MediaWorks 9 Teaching Artist: Gaetano Vaccaro ELA Teacher: Mercedes Austin Semester 1 - Q1 & Q2 Q1 Lessons 1. I Am Poem

More information

Book Reports. Writing Portfolios

Book Reports. Writing Portfolios Book Reports Writing Portfolios Specific Learning Outcomes Book Reports Students should be able to Give an oral/dramatic presentation in which they tell (at least three things) about a book they have read

More information

Course Title: Short Story Board Approval Date: 07/21/14 Credit / Hours:.5 credit. Course Description:

Course Title: Short Story Board Approval Date: 07/21/14 Credit / Hours:.5 credit. Course Description: Course Title: Short Story Board Approval Date: 07/21/14 Credit / Hours:.5 credit Course Description: This course focuses on mastery of the PA Core Standards for English Language Arts. Short Story is a

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Year 4 Narrative Unit 2 Stories set in imaginary worlds

Year 4 Narrative Unit 2 Stories set in imaginary worlds Published on www.standards.dfes.gov.uk/nationalstrategies 27-Oct-2010 Year 4 Narrative Unit 2 Stories set in imaginary worlds Stories set in imaginary worlds (4 weeks) This is the second of four narrative

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons. Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write

More information

Progression in Narrative

Progression in Narrative Progression in Narrative Purpose: The purpose of narrative can be defined simply as to tell a story. However, that does not convey the many purposes of stories and the way that they work at different levels.

More information

Middle School Curriculum: Personal Narrative

Middle School Curriculum: Personal Narrative Middle School Curriculum: Personal Narrative 6th Grade (p.58 standards) 7th Grade Personal Narrative - Students will write a narrative that is at least 2 pages in length. Students will learn skills that

More information

Short Story. Writing Workshop 2. Activity 1: Exploring the Elements of a Short Story. 14 SpringBoard English Textual Power Level 6

Short Story. Writing Workshop 2. Activity 1: Exploring the Elements of a Short Story. 14 SpringBoard English Textual Power Level 6 Short Story SUGGESTED Learning Strategies: Think-Pair-Share, Brainstorming, Marking the Text, Graphic Organizer, Webbing, Drafting, Role Playing, Self-Editing/Peer Editing, Sharing and Responding, Marking

More information

Grade 4 Reading and Literature Objectives

Grade 4 Reading and Literature Objectives Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Elementary Language Arts

Elementary Language Arts Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Children can write an extended adventure story with logically sequenced events and a resolution, using Talk for writing strategies throughout.

Children can write an extended adventure story with logically sequenced events and a resolution, using Talk for writing strategies throughout. 1 of 9 The National Strategies Primary Year 3 teaching plan Adventure and Mystery Stories Unit (Quests) (3 weeks) Final unit outcome Children can write an extended adventure story with logically sequenced

More information

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including: Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide

More information

SAMPLE COURSE OUTLINE ENGLISH PRELIMINARY UNIT 3 AND UNIT 4

SAMPLE COURSE OUTLINE ENGLISH PRELIMINARY UNIT 3 AND UNIT 4 SAMPLE COURSE OUTLINE ENGLISH PRELIMINARY UNIT 3 AND UNIT 4 Copyright School Curriculum and Standards Authority, 2014 This document apart from any third party copyright material contained in it may be

More information

Prentice Hall Realidades, Level 2 2008

Prentice Hall Realidades, Level 2 2008 Grades 9-12 Prentice Hall Realidades, Level 2 2008 C O R R E L A T E D T O Colorado Model Content Standards for Foreign Language, Advanced Level Grades 9-12 Colorado Model Content Standards for Foreign

More information

Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT.

Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT. Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Express ideas and develop Share

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE THREE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE THREE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE THREE ENGLISH LANGUAGE ARTS 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Grade 5 Reading and Literature Objectives

Grade 5 Reading and Literature Objectives Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

The Language of Literature Model Unit

The Language of Literature Model Unit Grade: 9 Topic: The Short Story Prepared by: Estelle Moore-Walker Donna Schnitker Bellaire High School Unit Focus/Concept This unit focuses on the short story. As students read, analyze, and discuss two

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Guided Reading. Strategy. Text

Guided Reading. Strategy. Text Guided Reading Guided Reading is a strategy that supports students to discover the meaning of a text for themselves. The amount of guidance given by you, the teacher, varies according to the ability and

More information

Writing a Research Paper Writing a Rough Draft. Lesson Summary

Writing a Research Paper Writing a Rough Draft. Lesson Summary Writing a Research Paper Writing a Rough Draft QuickView Topic: Projects Writing Skills Grade Levels: 9 12 Lexile Range: 1070 1140 Focus Question: From the information you gathered from all your different

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to:

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to: Unit Plan Unit Goals: The student will create a digital story. Instructional Objectives: Texas Essential Knowledge and Skills (second grade) Language Arts: (17) Writing/Writing Process. Students use elements

More information

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates Game Design Project A video game is an electronic game that involves human interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred

More information

Writing Poetry with Second Graders By Shelly Prettyman

Writing Poetry with Second Graders By Shelly Prettyman Day 1 Mini-Lesson: What is Poetry (review)? Time: 30-45 min Writing Poetry with Second Graders By Shelly Prettyman Standard 7--Comprehension Students understand, interpret, and analyze grade level poetry.

More information

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir?

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir? Memoir Upper Grades Classroom Goals and teaching points for Memoir Unit 1. Students will be able to define and identify characteristics of 2. Students will generate memories and ideas for a theme or focus

More information

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages

More information

30. Indonesian Language (Bahasa Indonesia) for Primary School (SD)/ Madrasah Ibtidaiyah (MI)/Islamic Primary School

30. Indonesian Language (Bahasa Indonesia) for Primary School (SD)/ Madrasah Ibtidaiyah (MI)/Islamic Primary School 30. Indonesian Language (Bahasa Indonesia) for Primary School (SD)/ Madrasah Ibtidaiyah (MI)/Islamic Primary School A. Background Language has a central role in the development of intellectual, social,

More information

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

UCLA Extension Writers Program Public Syllabus. Writing for Animation

UCLA Extension Writers Program Public Syllabus. Writing for Animation UCLA Extension Writers Program Public Syllabus Note to students: this public syllabus is designed to give you a glimpse into this course and instructor. If you have further questions about our courses

More information

Weekly Reading Log A

Weekly Reading Log A Point of View Limited Omniscient Author s Purpose Persuade Inform Entertain Week # Weekly Reading Log A #1 Summary (3-5 complete sentences) #4 3 Questions (ask 3 open-ended questions) #2 Connections (2-

More information

Grade 1 Reading and Literature Objectives

Grade 1 Reading and Literature Objectives Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Language Arts Literacy Areas of Focus: Grade 8

Language Arts Literacy Areas of Focus: Grade 8 Language Arts Literacy : Grade 8 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Identifying and Describing Story Elements Grade One

Identifying and Describing Story Elements Grade One Ohio Standards Connections Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 3 Retell the beginning, middle and ending of a story, including its

More information

Bug Club Reading Scheme

Bug Club Reading Scheme Bug Club Reading Scheme At Scotholme we use a reading scheme called Bug Club. Every night children take books home from our large collection to read with their families. We communicate reading progress

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Discussion Texts Vocabulary Phonics and whole word spelling words containing each of the 40+ phonemes taught common exception words the days of the week name the letters of the alphabet in order using

More information

Stockton Unified School District Instructional Guide for Applied Writing and Thinking Semester 2, Traditional Schedule

Stockton Unified School District Instructional Guide for Applied Writing and Thinking Semester 2, Traditional Schedule 2016 2017 Guide for Applied Writing and Thinking SUSD Focus Strategies, Activities, and Practices Which Enhance Instruction 1. Use the Six Traits rubric often: Score a passage from the current reading

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

College and Career Readiness Anchor Standards for Reading

College and Career Readiness Anchor Standards for Reading Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking

More information

Digital Life 102. objectives. Essential Question: What is the place of digital media in our lives? Learning Overview and Objectives.

Digital Life 102. objectives. Essential Question: What is the place of digital media in our lives? Learning Overview and Objectives. Estimated time: 45 minutes Essential Question: What is the place of digital media in our lives? Learning Overview and Objectives Overview: Students test their knowledge of digital media and learn some

More information

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8) Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards

More information

Alexander and the Terrible, Horrible, No Good, Very Bad Day

Alexander and the Terrible, Horrible, No Good, Very Bad Day Alexander and the Terrible, Horrible, No Good, Very Bad Day Language Arts Grade 1 Karen Welsh Centreville Elementary School Daily Lesson Plan Lesson One I. Suggested Time 30 45 minutes II. State and County

More information

Unit 3: Understanding the Modes of Narrative Writing Grade Level: 4 Timeframe: 5 Weeks

Unit 3: Understanding the Modes of Narrative Writing Grade Level: 4 Timeframe: 5 Weeks Unit 3: Understanding the Modes of Grade Level: 4 Timeframe: 5 Weeks Unit Overview: Through their reading in this Unit of study, students are given the opportunity to interpret fiction and non-fiction

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Write the key elements of the plot in a story you have read.

Write the key elements of the plot in a story you have read. F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets

More information

Ways we want to be more like Stanley:

Ways we want to be more like Stanley: Version 1 Is Stanley Yelnats a Hero? Heroic actions taken by Stanley: Heroic characteristics Stanley has: Ways we want to be more like Stanley: Version 2 Is Kissin' Kate Barlow a Hero? Heroic actions taken

More information

Oral Language: Lesson Outline - Poetry

Oral Language: Lesson Outline - Poetry Oral Language: Lesson Outline - Poetry LEARNING OUTCOMES To develop children s concepts, dispositions and skills in relation to: Engagement, listening and attention Social conventions and awareness of

More information

Point of view in narration a) omniscient narrator b) unreliable narrator c) third person limited d) first person. Conflict: external and internal

Point of view in narration a) omniscient narrator b) unreliable narrator c) third person limited d) first person. Conflict: external and internal Short Stories and the Art of Storytelling Grade Level or Special Area: 7 th Grade Language Arts Written by: Wendy O'Donovan Phillips, Academy of Charter Schools, Denver, CO Length of Unit: Fifteen lessons

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

PLANNING, ORGANIZING, REVISING, AND EDITING AN ESSAY

PLANNING, ORGANIZING, REVISING, AND EDITING AN ESSAY PLANNING, ORGANIZING, REVISING, AND EDITING AN ESSAY Planning Invention The process of questioning, analyzing, and researching a topic Planning Questioning Have you ever started an essay without a concrete

More information

bibliography - an organized list of resources used to write an article or a report C

bibliography - an organized list of resources used to write an article or a report C 4 th Grade ELA Vocabulary Terms A adage - a statement that contains some kind of truth about human nature adjective - a word that describes a person, place, or thing adverb - a word that describes a verb,

More information

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map TOPIC/UNIT GEORGIA PERFORMANCE STANDARDS RELATED GPS(s) ID TIMELINE ESSENTIAL QUESTIONS 1. The Drama

More information

Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Lesson Plan

Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Lesson Plan Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Grade Level: 9-12 Curriculum Focus: Literature Lesson Duration: Two or more class periods Student Objectives Materials Discover that

More information

Middle School Project: Final Cut Pro This Is Our School

Middle School Project: Final Cut Pro This Is Our School Middle School Project: Final Cut Pro This Is Our School The Unit of Practice Invitation How can students show their community the contributions that their school makes to it? During this project, students

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Mainstream English Language Development (MELD) Unit: 1 Week: 2 Selection: Mr. Putter and Tabby Pour the Tea

Mainstream English Language Development (MELD) Unit: 1 Week: 2 Selection: Mr. Putter and Tabby Pour the Tea The purpose of MELD is reviewed. Students Think-Pair-Share in order to discuss the purposes of MELD. After students talk with their partner, Roll Em is used to share out with the whole group. (DP, PP,

More information

TASK DETAILS. Discuss who you believe is the true villain in the play Macbeth

TASK DETAILS. Discuss who you believe is the true villain in the play Macbeth Student s Name: Teacher s Name: Assessment Task for Stage 5: Year 9 Subject: English* Assessment Task No. 2 Date: Tuesday, 19 th August 2014, Week 6 Term 3 Period 3 Submission Instructions This is an in-class

More information

Writing Sample Project: Admirable People

Writing Sample Project: Admirable People Writing Sample Project: Admirable People Project title Academic content and life skills touched Grade levels Hook/product Driving question or big idea Overview of project Resources State and local standards/

More information

Strategic Lesson/Learning Plans

Strategic Lesson/Learning Plans Strategic Lesson/Learning Plans A Lesson Plan is a Learning Plan when teachers guide students with the gradual release of responsibility across the week. The Teaching/Learning Path Monday Preview Model

More information

Common Core Alignment Overview

Common Core Alignment Overview Junior Great Books Series 5 Common Core Alignment Overview Junior Great Books activities develop students reading, critical thinking, writing, and listening and speaking skills. This document details the

More information

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

More information

Guided Reading Observations Level A Observations

Guided Reading Observations Level A Observations Level A Understands familiar concepts in stories and illustrations Differentiates print from pictures Holds book and turns pages from left to right Begins to match word-byword pointing with 1 finger under

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Though this be madness, yet there is method in t.

Though this be madness, yet there is method in t. 11.1.2 Unit Overview Though this be madness, yet there is method in t. Text Number of Lessons in Unit Hamlet by William Shakespeare 25 Introduction In this unit, students continue to develop skills, practices,

More information

Year group: 8 Spring 1 Title Reading For Meaning Tier (e.g. Level 5-7 or Higher)

Year group: 8 Spring 1 Title Reading For Meaning Tier (e.g. Level 5-7 or Higher) Year group: 8 Spring 1 Title Reading For Meaning Tier (e.g. Level 5-7 or Higher) Length 6 weeks Unit description Use inference and deduction to explore layers of meaning within a text. Respond to a text

More information