new ministry of education curriculum & support services · 2018. 8. 31. · ministry of...

Ministry of Education

Curriculum & Support Services

Caenwood Complex, 37 Arnold Road, Kingston 5

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Core Curriculum Unit

variety of purposes, developing an understanding of how language works in different contexts and cultures, using Standard Jamaican English (SJE) and Jamaican Creole (JC) appropriately.

Students understand and are able to apply a wide range of word recognition and decoding strategies

Students read a wide range of texts to understand the self. They read for meaning, fluency and engagement with text and critically respond to literature, the demands of society and other stimuli.

Students apply study skills and search for information using a wide range of texts on paper and on screen

Students will write a wide range of texts on paper and on screen for different purposes and audiences, adapting their writing to create a range of effects and impact.

Students apply knowledge of language structure & language conventions including the use of SJE and JC for meaning and impact.

Students use appropriate spelling, handwriting and presentation skills when writing on paper and on screen

Strand1: Speaking and Listening

Standard 1

Students will

engage in

active

listening and

speaking for a

variety of

purposes,

developing an

understanding

of how

language

works in

different

contexts and

Attainment Targets

Communicate with confidence and competence for different purposes and audiences, using SJE and JC appropriately and creatively

Listen to, recall, understand and respond to speakers’ messages, whether implicit or explicit

Recognise, value and make distinctions between home language and SJE to improve/acquire language and literacy competencies

Explain and comment on speakers’ use of language, including use of SJE and JC, and their use of vocabulary, grammar and other features

Benchmarks

Grade 7 Grade 8 Grade 9

Speak with confidence using either SJE or JC and select SJE expressions and usage appropriate to register, audience and purpose

Demonstrate the ability to code switch and to interpret the social connotations of different codes Use SJE in certain formal situations, e.g. in school functions, one minute hat debates, making speeches etc.

Analyze why and how SJE/JC is being used and identify errors in language usage and recognize their sources Understand and use common idiomatic expressions of SJE and contrast with JC equivalents




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cultures, using

SJE and JC

appropriately

Listen with concentration and appreciation of the ideas of others and comment on what has been heard Identify and summarize the key points or ideas of what is being said and recognize fact and opinion Speak and respond to what has been heard, engaging in discussion and debate about issues as appropriate

Listen with an increasing span of concentration to others and comment on what has been heard Identify the intentions of the speaker and recognize the use of emotional language and its effect on the quality of argument Speak and respond appropriately, expressing opinions and feelings with an awareness of audience, purpose and register

Listen with concentration for specific purposes in order to comment on the points made and evaluate their effectiveness Identify and analyze the underlying themes used by the speaker recognizing implied and explicit meanings Speak and respond to what had been heard, supporting and justifying opinions with evidence and rationale

Evaluate the impact of a speaker, identifying particularly effective techniques and skills with particular reference to context and purpose

Explain how a speaker has created an effect and evaluate the impact on the listener, noting any areas for improvement

Analyze the effectiveness of a speaker and provide constructive feedback, using evidence from the talk to support comments

Plan and deliver speech by structuring the content effectively and selecting appropriate vocabulary, conscious of audience, purpose and register Show an awareness of audience by using a range of verbal and non-verbal techniques to engage and interest the listener

Consider audience, purpose and context when planning and delivering a talk, using the appropriate language register and carefully structured presentation Develop and extend the use of a range of persuasive and other techniques to provoke the interest and engagement of the listener

When planning and delivering speech, consider all aspects of the context, including the appropriate language register, and the intended impact on the listener Use a full range of techniques, verbal and non-verbal to engage and interest listeners and evaluate their impact

Reading Strand 2a: Reading with fluency and recognition

Attainment Targets Automatically recognise words (including basic sight word lists) through repeated exposure

and mnemonic devices




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Reading Strand 2b: Reading for meaning and enjoyment

Standard 3

Students

read a wide

Attainment Targets Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain information

and identify ideas and events Read fluently and with appreciation Use deduction and inference to interpret information and ideas and to predict outcomes Identify and comment on the structure of texts and on the language choices, grammar and

techniques writers use to create an impact Reflect on and critically respond to literature and other texts, on paper and on screen

Benchmarks


Standard 2 Students understand and are able to apply a wide range of word recognition and decoding strategies, as well as understand and use word meaning

Use a range of word recognition clues, re-reading and reading ahead, to identify new words Use advanced phonic skills to decode unfamiliar words Build vocabulary through various strategies

Benchmarks


Acquire and use word recognition skills to decode irregular sounds

Apply a range of word recognition strategies to less commonly occurring expressions

Apply and use knowledge of word structure, origins and meaning to decode commonly occurring pre-fixes, words and foreign language expressions

Use semantic, syntactic and context clues to decode technical/ uncommon multiple meaning words

Use semantic, syntactic clues and chunking to decode technical and uncommon multiple meaning words

Use semantic, syntactic and context clues to decode technical/ uncommon multiple meaning words




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range of

texts to

understand

the self,

reading for

meaning,

fluency and

engagement

with text

and critically

responding

to literature,

the

demands of

society and

other

stimuli.

Read a variety of materials independently for pleasure, for specific information purposes and be able to express facts or preferences by referring to texts Read at acceptable pace without hesitation or repetition to convey meaning Identify and select the main points and relevant information from a text or source using a range of strategies such as skimming and scanning, providing some evidence to support findings

Develop and demonstrate the ability to read for particular purposes e.g. for pleasure, to inform, comment, follow directions and evaluate with reference to text Enunciate smoothly and with clarity to convey meaning, varying reading technique and rate according to purpose and content Retrieve and explain relevant information and main points from texts, distinguishing between fact and opinion where appropriate and relating ideas and opinions to evidence in the text

Develop and demonstrate the ability to read for a wide range of purposes expressing and justifying opinions and preferences by referring to texts Enunciate smoothly and with clarity to convey meaning in a variety of ways varying reading technique and rate according to purpose and content Locate, retrieve and compare information and ideas from a variety of texts commenting on and evaluating ideas and opinions with detailed reference to the texts

Use inference and deduction to recognize implicit meanings at sentence and text level and identify some evidence to support ideas and opinions

Begin to explain inferred meanings drawing on evidence across the text, reading between the lines. .

Make comments that are securely based on textual evidence identifying different layers of meaning, with some attempt to explore these meanings in detail

Explore the variety and range of ways the content of texts can be organized, structured and combined and comment on their use

Comment on how specific structural and organizational choices in texts create particular effects, comparing different types of narrative and information texts and identify how they are structured

Explore and evaluate the writer’s theme or purpose, identifying how a range of features relating to organization at text level contribute to the effects achieved.

Identify and describe how writers use specific literary, rhetorical and grammatical features and comment on their effect on the reader

Identify a variety of features of a writer’s use of language, with some explanation, showing increasing awareness of the effect of the writer’s language choices

Describe, analyze and evaluate how writers use a range of literary, rhetorical and grammatical features to create specific effects on readers




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Be able to articulate and explain their reading preferences, giving reasons for their personal choices and preferred texts Identify some elements of the viewpoint of a text explaining ideas with reference to the text

Develop a wider repertoire of reading, making more adventurous reading choices, showing an understanding of the range of personal choices and options and how those choices are made Identify a writer’s viewpoint and begin to explain it through reference to evidence in the text.

Compare and contrast their own reading with that of others, identify similarities and differences, express informed opinions and make recommendations Clearly identify a writer’s viewpoint and justify opinions through close reference to the text.

Reading Strand 2c: Reading for information

Standard 4 Students apply study skills and search for information using a wide range of texts on paper and on screen

Attainment Targets

Research activities on issues and interests by generating ideas and exploring texts using a range of strategies

Identify and use text features to support navigation of texts, retrieve and synthesize information gained from a range of sources

Benchmarks


Short list questions to guide research from various sources

Devise a clear set of questions that will enable them to select and use appropriate information source and reference books from the class and school library

Plan procedures for conducting interviews and observations

Identify a range of textual features and structures that enable the reader to locate specific information on paper and on screen Summarize and combine information from different sources mindful of purpose and audience

Identify internal and external text features and structures to support efficient navigation, reading for pleasure and to find information, using a range of genres Summarize and combine information from different sources mindful of purpose and audience

Appraise a text quickly, deciding on its value, quality or usefulness in terms of providing required information and use textual features and knowledge of text structure to navigate text Summarize and combine information from different sources mindful of purpose and audience




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Writing Strand 3a: Communication

Standard 5 Students will write a wide range of texts on paper and on screen for different purposes and audiences, adapting their writing to create a range of effects and impact.

Attainment Targets

Develop approaches to the writing process to enable them to organise their ideas into a coherent structure including, layout, sections and paragraphs

Write to narrate, to persuade and for a range of transactional purposes, using SJE and JC appropriately and incorporating multi -media approaches to their writing

Use language and text forms appropriately and with imagination to create vibrant and engaging texts

Write well-constructed paragraphs which have linking sentences within and between them

Benchmarks


Demonstrate awareness of writing as a process, using several strategies to generate and organize ideas on a topic Edit and revise their own writing and that of their peers using a variety of strategies to make improvements for publication

Demonstrate the use of the writing process or other planning strategy to produce writing in narrative, expository or dramatic mode Edit and revise their own writing and that of their peers using a variety of strategies to make improvements or publication

Demonstrate the use of the writing process to establish and sustain a clear and logical viewpoint through the analysis and selection of convincing evidence Evaluate and critique form, content and purpose of writing productions of self and peers

Write longer and more complex narratives and use transactional forms effectively, (letters, reports, receipts, notes labels, menus etc.) for different purpose and audience, on paper and on screen

Write with increasing competence and independence in a variety of forms such as poems, stories, journals or essays for different purpose and audience, on paper and on screen

Write with increasing competence and Independence in a variety of forms such as narrative, poetry, business correspondence, advertisements, anecdotes or resumes for different purpose and audience, on paper and on screen.




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Select and use vocabulary to create specific effects, mindful of the effect on the reader and using some linguistic and literary techniques used by writers Use direct and reported speech, language conventions and language strategies to develop and vary viewpoints

Use a range of vocabulary which is adventurous and appropriate and attempt the use of a wider range of literary and linguistic effects Use direct and reported speech, language conventions and language strategies to develop and vary viewpoints

Select carefully the most appropriate vocabulary and literary techniques for a range of contexts and audience, using a wide repertoire of linguistic and literary features to create specific effects for the reader Use direct and reported speech, language conventions and language strategies to develop and vary viewpoints

Make ideas and purpose clear

by appropriate use of

paragraphs and by choosing

from a range of linking words

and phrases

Use a range of cohesive

devices with audience and

purpose in mind, drawing on

experience of how writers

develop and connect ideas

within and between

paragraphs

Shape and craft text features

and organization to achieve

particular literary,

transactional or rhetorical

effects with purpose and

audience in mind

Writing Strand 3b: Language Structure

Standard 6

Attainment Targets

Use and adapt a range of sentence structures according to context, distinguishing between SJE

Write sentences which are grammatically accurate and correctly punctuated, using SJE appropriately

Use a range of punctuation correctly

Benchmarks





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Students apply knowledge of language structure & language conventions including the use of SJE and JC for meaning and impact.

Use complex sentences with

accuracy and increasing

confidence and for appropriate

purposes, with awareness of the

effect on the text as a whole

Use simple, compound and complex sentences to make ideas clear and regularly use connectives to show the relationship between ideas, adding extra detail and changing the word order of sentences for effect.

Make appropriate choice of

sentence structures to create

desired effect on the reader,

emphasising meaning and

supporting cohesion across the

text

Use correctly the present, past and future tenses in their simple and continuous forms and , using SJE and JC appropriately Distinguish between the use of the active and passive voices and use in situations where appropriate

Use correctly the present, past and future tenses in their simple and continuous forms, using SJE and JC appropriately Understand and use the passive voice in situations where it is needed

Use correctly the present, past and future tenses in their simple and continuous forms, using SJE and JC appropriately Understand and use the passive voice in situations where it is needed

Use punctuation accurately to

clarify meaning and create

effects in clauses, sentences

and when writing speech

Draw on the full range of

punctuation, including colons

and semicolons, to clarify

meaning, aid cohesion and

create a variety of effects

Deploy appropriately in their

own writing, the range of

punctuation choices made by

writers to enhance and

emphasize meaning, aid

cohesion and create a wide

range of effects

Attainment Target 3: Writing Strand 3c: Spelling and Handwriting

Students use appropriate spelling, handwriting and presentation

Spell words accurately by using knowledge of letter-sound correspondences, morphological knowledge and etymological information

Use a range of approaches to learn and spell irregular words

Develop a clear and fluent handwriting style





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skills when writing on paper and on screen

Automatically recognize words

related to the thematic

contexts and language

concepts

Trace the roots of words and

the etymology of targeted

roots

Review spelling rules and

develop mnemonics to assist

memory

Write neatly and legibly




concepts





concepts


APPENDIX 2

A BALANCED ENGLISH LANGUAGE PROGRAMME

What is a Balanced Language/Literature Programme?

It is a comprehensive programme geared toward the development of proficiency in English language. It

contains all of the components necessary for students to master written and oral

communication/literature. The areas of emphasis include oral language development (listening and

speaking), reading (comprehension & literature) and writing. A balanced English Language programme




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involves

creating a genuine appreciation for good literature.

the development of oral language skills, the teaching of grammar skills, the application of

effective comprehension strategies and the extension of writing skills through a process.

the development of confident language learners

preparation of students for real world activities which involve the use of different language skills

Effectiveness of a Balanced English language programme

A balanced English Language plan is most effective when students are given direct instructional support

and a variety of daily experiences that are needed in the complex process of becoming independent

readers and writers.

What is a balanced English Language Programme?

A balanced English Language Programme includes:

knowing students individually

balancing both direct and indirect instruction

balancing instructional activities including skills emphasis and meaning emphasis.

differentiating instruction to meet a range of students’ abilities and interests

allocation of time for components of the English Language Programme

appropriate scope and sequence of English Language skills for each grade level

methodology that facilitates the following: appropriate structuring of the lesson- direct instruction, modeling, guided practice and

independent practice. differentiated instruction transfer of skill learnt to other contexts

Adapted from A Balanced Reading Programme- Content & Methodology - USAID/Jamaica Basic

Education Project, 2013




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APPENDIX 3

Differentiated Instruction

What is differentiated instruction?

Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking

diverse student factors into account when planning and delivering instruction. Based on this theory,

teachers can structure learning environments that address the variety of learning styles, interests, and

abilities found within a classroom.

What's Different about Differentiated instruction in the English Language/Literature Classrooms?

Traditional Language/Literacy Classrooms

Differentiated Language/Literacy Classrooms

Activities are based on whole-class instruction.

Activities are based on student assessment data.

Differentiated resources are not available.

Students work with multi-level resources.

Students may become bored or frustrated.

Students are engaged in their learning.

Individual levels of support are not part of the classroom design.

Levels of support based on student needs are incorporated into the design of each classroom

Students may select activities that are outside their instructional zone

Students follow a simple coding system to select activities within their instructional zone

One level of response is provided for each activity.

Tiered activities include varied responses for each skill or strategy.




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How Do Differentiated English Language Classrooms Support Teaching? This approach provides opportunities for students to practice skills and strategies at their level and based on their needs. The diagram below illustrates how Differentiated English Language Classrooms can support daily instruction.

A differentiated classroom meets the learners at the point of need on a continuum of English language learning and provides developmentally appropriate learning activities based upon ongoing assessment and an understanding of how our students learn

How does differentiated instruction work?

Differentiated instruction is based upon the belief that students learn best when they make connections

between the curriculum and their diverse interests and experiences, and that the greatest learning

occurs when students are pushed slightly beyond the point where they can work without assistance.

This point differs for students who are working below grade level and for those who are gifted in a given

area.

Rather than simply "teaching to the middle" by providing a single avenue for learning for all students in

Determine student needs in English

Language /Literature by using on-

going assessment

Model and guide student practice in whole

group and differentiated small –group

contexts

Incorporate differentiated English

Language centres to support

independent application of skills and

strategies




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a class, teachers using differentiated instruction match tasks, activities, and assessments with their

students' interests, abilities, and learning preferences.

What Differentiated Instruction Means for Teachers

Teachers DO Teachers DON'T

provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills.

develop a separate lesson plan for each student in a classroom.

provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.

"water down" the curriculum for some students.

Laying the Foundation for Differentiated Instruction Differentiated instruction does not happen by accident. It requires planning, commitment, and acknowledgment of the fact that diverse abilities, experiences, and interests have a tremendous impact on student learning. Strategies for Successfully Implementing Differentiated Instruction Instruction can be differentiated based on three general areas. These areas include:

the content of instruction the processes and techniques used to help make sense of a given topic the products produced by students that demonstrate their learning

The chart below shows general strategies that can be applied in most classrooms. After studying the chart, review the subject-specific articles to find how differentiated instruction can be applied in your specific subject area.




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Strategies for Differentiating Instruction

Based on Content

Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.

Encourage thinking at various levels of Bloom's taxonomy. Use a variety of instructional delivery methods to address different learning

styles. Break assignments into smaller, more manageable parts that include structured

directions for each part. Choose broad instructional concepts and skills that lend themselves to

understanding at various levels of complexity.

Based on Process

Provide access to a variety of materials which target different learning preferences and reading abilities.

Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Create activities that vary in level of complexity and degree of abstract thinking

required. Use flexible grouping to group and regroup students based on factors including

content, ability, and assessment results.

Based on Product

Use a variety of assessment strategies, including performance-based and open-ended assessment.

Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and

interests. Make assessment an ongoing, interactive process.

Retrieved and adapted on June 3, 2014 from

www.katerinasfolio.com/uploads/1/7/2/1/.../_what_is_differentiated_instruction.docx

http://www.katerinasfolio.com/uploads/1/7/2/1/.../_what_is_differentiated_instruction.docx




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APPENDIX 4

CASE STUDY

In a meeting with the English Language Department of Leaders High School, the principal, Mr. Noble

raised concerns about some aspects of the English Language programme that he felt were being

neglected in the teaching and learning process. He noted that this problem was evident from the results

of school-based, as well as regional examinations. The teachers complained that English Language was

so multifaceted that it was difficult, given their limited contact time, to cover all areas or components of

the subject with any degree of adequacy. They also indicated that they should not be blamed for

students who were either lazy, uninterested or lacked the basic foundation skills. The Grade nine

teachers were very vocal about the matter of the large number of students who could barely read or

comprehend simple texts. They wanted to know what the teachers at the lower grades were doing

about this.

After a heated discussion, the decision was taken to use a Balanced English Language Programme to

improve the teaching/learning process and the performance of both the lower and upper school

students. The Department Head was asked to ensure that teachers’ weekly/daily plans reflected all the

necessary components of such a programme. Students were instructed using the whole group approach

and were sometimes randomly placed in groups to work on assigned tasks.

At the end of the first Semester the Head of Department processed the results which revealed that

there was little or no improvement in the English language /Literature performance of most of the

students. Mr. Noble was extremely disappointed. He asked that the teachers do more to raise the

standard of performance as he would not accept those results in the following semester. The

department members exchanged stares.




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Questions

1. What are your reactions to the principal’s concerns as they relate to the teaching of English

Language/literature?

2. Why do you think the Balanced English Language Programme did not meaningfully impact the

students’ English Language performance?

3. What advice would you give Mr. Noble and his staff?

APPENDIX 5

ENGLISH LANGUAGE/LITERATURE TEACHING & THE THEMATIC APPROACH

The Jamaican Context

It has been widely accepted that a bilingual language situation exists in Jamaica – the two dominant

language forms being Standard Jamaican English and Jamaican Creole or Jamaican (Language Policy

2001). While the two languages share much of the vocabulary, there are distinct differences in

phonology (sound system/pronunciation), syntax (structures) and morphology (word formation). This

being the case, explicit teaching of language skills should be done even within the context of a thematic

approach.

General Points

There is growing acceptance that language teaching, as in the case of other disciplines, is best done

within the context of a theme or through some form of integration. This approach fosters a more

meaningful context and allows students to make more useful connections in the learning process.




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However, caution should be exercised that content area disciplines are not the main focus in language

teaching and learning. English Language/Literature skills should be the main target from the outset of a

lesson and should remain the focus throughout.

Maintaining Language Focus

There are ways to avoid the pitfalls of focusing on content disciplines while instructing students in

language skills. The following are some measures which teachers can employ to ensure that their

language teaching is on target within the context of a thematic approach:

Select a specific strand of Language Arts to lend a specific focus to the lesson

Have a topic which is specific to language/literature, usually a skill.

Specify objectives that address language skills and not the content disciplines.

Ensure that the entire lesson follows on with the teaching of the language skills/objectives specified through the medium of activities, which may reflect the context of the theme. For example, if students are learning about the past perfect tense, they could be reading a passage on Weather which is aligned to the theme of the language unit.




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Development of Language/Literature Lesson

Developed by the Language Section, Core Curriculum Unit, January 10, 2014

LANGUAGE

STRAND

LANGUAGE

/LITERATURE

TOPIC

CONTENT THEME

LANGUAGE

/LITERAURE

OBJECTIVES

LANGUAGE/LITERATURE

–SPECIFIC TEACHING &

LEARNING TASKS




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Appendix 6 – Lesson Plan Development & Evaluation

Grade 7

UNIT PLAN

RECOGNISING & USING MAIN IDEAS MAIN IDEAS




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LESSON PLANS

DAY 1

Unit Title: Our Personal Identity

Grade: 7

Lesson Duration: 1 hour

Date: July 25, 2014

Focus Area: Comprehension

Topic: Identifying & Using Main ideas

Learning Objectives: By the end of the lesson, students will be able to:

Identify the main ideas communicated in a speech , presentation or broadcast on aspects of personal identity

Extract main ideas and supporting details in prose, poetry and excerpts from printed media

on aspects of personal identity

Describe the steps involved in extracting main ideas

Read specialized content area vocabulary in context

Demonstrate the use of appropriate nonverbal indicators of active listening, including maintaining eye contact, and nodding as they engage in discussions about main ideas

Demonstrate respect for the views of others as they engage in activities related to the identification and use of main ideas




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Prior Learning

Students have already been exposed at the primary level to the skill of extracting main ideas (explicit

and implied) from speech and writing. They are now expected to revise and extend this skill by

interacting with more complex texts.

Activity Highlights

Engagement

In small groups, students respond to a short clip or an audio presentation on teenage growth and

development by extracting the main points or ideas.

Exploration

Students review definition of a main idea

Students will be provided with texts at their different reading levels which address aspects of

teenage development.

They read these texts and use graphic organizers to help them extract main ideas.

Teacher observes their use of previewing, text features, topic sentences, and re-reading to help

them identify main ideas.

MAIN IDEA

The overall idea of a paragraph,

or section of a text

The most important or big points

which are communicated in a

speech




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Where skills/strategies are not modelled by students, teacher guides students in the use of

these skills/strategies.

In small groups, students develop and simulate radio programmes, advertisements etc. about teenage growth and development and career paths while classmates listen to presentations and note main ideas. Demonstrate non-verbal indicators of active listening while their classmates present their pieces.

Explanation

Using Power Points or bulleted points on flip chart paper, students share the main ideas

extracted from presentations with classmates.

Students share ideas with class on the steps they employed in extracting the main ideas

Extension/Elaboration

Students compile hand-outs to be used by other students on how main ideas may be extracted from

speech and written pieces. Consider hand-outs to be a commercial product and therefore use text

features and design skills to make hand-outs user-friendly and appealing.

Evaluation

Students and teacher assess demonstration of students’ knowledge, skills, using observation and

students’ responses to the following:

Definition/Understanding of a paragraph, topic sentence, explicit main idea, and implied main

idea

Steps involved in extracting main idea

Additionally, they assess students’ demonstrated respect for the views of others in regard to the kind of

tone and responses given and the body language communicated.

KEY

Green – Unit Title from curriculum




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Purple- Objectives from curriculum(may be modified )

Blue – Curriculum Activities (may be adjusted in some way)

Grey -STEM integration -

Day 2 -

Date: July 25, 2014

Duration: 1 hour (Plus out of -class time)

Focus Strand: Communication (Writing)

Topic: Using Main Ideas/Topic Sentences to Construct Paragraphs

Prior Learning:

Students are already familiar with the business letter format and other conventions associated with this

type of letter.

Objectives

By the end of the lesson, students should be able to:

Construct suitable paragraphs around main ideas on aspects of personal identity

Use linking /transitional words to signal transition in their writing

Commence first drafts of business letters as a means of giving attention to appropriate paragraph development

Apply appropriate conventions of the business letter

Give meaningful feedback to peers in a respectful manner

Engagement

Do news presentation titled ‘Last Week’s Big story’ in which four (4) student reporters representing

different groups, recap the lessons learnt/reviewed about the extraction of main ideas on Day 1 in




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two minute slots. Students may use capturing (electronic) devices to record themselves for the

presentation.

Exploration

In pairs, students review the use of main ideas to develop paragraphs.

Using the topic of the article –In a Teenager’s World – students explore the topic sentence extracted

from one of the paragraphs from the article-

Present students with the topic of an article – In a Teenager’s World’, then have them examine

the topic sentence of a related paragraph - ‘Many teenagers do not love themselves.’

As a whole class, use concept map to generate sentences/details to support this main idea.

Discuss how the generated details support the topic sentence or main idea to create a

paragraph

Students examine and discuss how the details support the main idea in the paragraph below:

In a Teenager’s World

Topic sentence/Main Idea

Many teens do not love themselves. They are either too skinny or too fat .They have pimpled faces. They

are not as popular as the girl on the track team or the boy that plays on the school band. Their siblings

get far more attention than they do. Nobody likes them. To make matters worse, teachers pick on them

every day and parents are constantly pointing out their failures.




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In groups, develop one paragraph each with a clear topic sentence and supporting details on the

topic ‘Loving Myself’.

Teacher provides support to groups who need assistance in generating ideas and linking these ideas

meaningfully together.

Share paragraphs among the groups and provide feedback.

Explanation

Review with students, the idea that not all paragraphs have a topic sentence.

Examine and discuss the following paragraph:

NO TOPIC SENTENCE

We can know what is the main idea of a paragraph

by reading all the details and asking ourselves what

is mainly about.

A paragraph without a topic sentence usually has

an implied main idea.




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What is the entire paragraph about? (Main Idea)

Look at the details

It is not just that teenagers are pathetic losers. One researcher, Edmond 2014, thinks that a teenager’s

brain has not been fully developed to process information and make the right choices. According to

Edmond, scientists believe that the prefrontal cortex of the brain, which is the section that controls

judgments and emotions, is not fully developed in teenagers. Are teenagers therefore seeing the world

through the wrong lenses?


Using an annotated sample letter of apology as a guide, students begin to develop a first draft of a letter

of apology to a principal. In this letter they apologize for unacceptable behaviour displayed at a school

function based on a misunderstanding about something an adult did or said.

Guidelines

Remember to use the steps in the writing process to write your letter

Develop at least three (3) paragraphs in the letter.

At least one paragraph should not have a topic sentence. However, remember that all the

details should be linked to one unwritten idea which is the implied main idea.

Ensure that there is smooth transition from one paragraph to the next- use transitional

words/phrases

Remember to use the business letter format/conventions – two addresses, formal greeting,

and closing, formal tone

Use the concept map below to help you come up with some ideas for your paragraphs.




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Why this behaviour?

What effect What behaviour?

did my behaviour

have on others? What words and phrases can I use

to show that I am sorry?

What will I do in the future?

Out of Class Assignment

Complete the first draft of the letter, revise and edit for presentation.

In class Follow-up

Post letters on-line or display in classroom. Give feedback to peers on how main ideas are reflected in

the paragraphs.

Evaluation

Assess students’ knowledge, skills, using observation and students’ responses and to the following:

Definition/Understanding of a paragraph, topic sentence, explicit main idea, and implied main

idea

Use of transitional words & phrases

Steps involved in using main ideas to compose well-developed paragraphs

Application of conventions of the business letter

Ability to provide meaningful feedback in respectful manner

APOLOGY




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Overall Evaluation of the Lesson

Day 3 –

Date: July 26, 2014

Time: 40 mins.

Focus Strand:

Topic:

Objectives:

Students should be able to:

Engagement:

Elaboration





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Evaluation

Overall Evauation

GRADE 8

DAY 1

LESSON PLAN

Subject: English Literature

Unit: Term 1- Unit 1

Theme: Health & Nutrition

Grade: 8

Time: 1 hour

Focus Strand/Sub-strand: Reading for Meaning and Enjoyment (Literature)

Topic: Elements of Literature

Sub-topic: Point of View & Characterization




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Attainment Target:

Recognize and comment on the elements of literature in its different genres

Objectives

By the end of the lesson, students should be able to: 1. Review different types of point of view through movement strategy 2. Infer point of view by exploring and analyzing prose

3. Explain how point- of view impacts characterization

4. Work collaboratively with peers to analyze, share and respond to information on point of view

and characterization

Previous Knowledge: Students already know the definition of Point View, as well as types of Point of

View

Resources: ball, short passage Point of View Power Point, Short Story “The Luncheon” by William

Somerset Maugham, flip chart paper, sticky note paper, markers, taped music

Engagement

Activity- Pass the Ball

Review point of view by playing Pass the Ball game. Each group is given a snippet of a narrative on a

sheet to read for three minutes. The ball will be thrown randomly to different students within the

groups who will be required to read aloud the extract and say from which point of view it is written. The

targeted student should throw the ball back to the facilitator after answering or failing to answer.

Exploration

In groups (which include leader/coordinator, reader, recorder and other participant (s)), students will




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read the short story - the Luncheon by William Somerset Maugham and do the following:

Decide on the point of view used in the narrative

Identify the main characters in the story

Discuss how the point of view helps them to learn about the main character(s)

Identify some of what is revealed about the main character(s)

Discuss the level of objectivity which is reflected through this point of view

Discuss how the main characters may have been portrayed differently had the point of view

been different

Teacher will work with directly with groups that need step by step support, as well as assist those who

request assistance throughout this segment of the lesson.

Explanation

Record responses to the task under the Exploration segment on flip chart paper and post around

classroom in designated corners. Do Gallery Walk and respond to the ideas posted by peers on

the story read. Leave a quick written feedback on each presentation - a commendation or query

in the form of sticky notes.

Extension

View Power point to clarify knowledge about Point of View and characterization

Participate in whole group discussion of same and extract notes as necessary.

Make journal entries about the link between point of view and characterization that was

garnered in this lesson

Explanation

Activity -Tell Someone

Students move around room to music being played. They may walk, dance, run or skip. When the music




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stops, each student should face the person closest to him/her to form a pair. If a student is left without

a partner, he/she must partner with the teacher. The pairs will explain to each other what they learnt

about point of view and characterization.

Out of Class Assignment

Read poem- the Ballad of the Glutton by Norman Roland Gale

o identify point of view and to say how the character is revealed through the point of view

and comment on the objectivity of the perspective

o Compare/Contrast how point of view impacts characterization in the short story – The

Luncheon (narrative) and the poem (poetry) by using Venn Diagram Strategy

Short Story (Prose) Poem (Poetry)

Evaluation (Assessment)

Students and teacher will evaluate the following elements as lesson progresses:

Accurate concept of point of view communicated throughout activities

Accurate and adequate understanding of types of Point of View

Adequate understanding of how Point of View may determine portrayal of characters

Ability to work cooperatively with peers in analyzing and sharing information

Ability to provide meaningful feedback to peers

Overall Evaluation of Lesson:

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