Planificacin Anual/Yearly Lesson Planning

Espacio curricular: ENGLISH

Expectativas de Logro / Attainment Targets: By the end of the year the student will demonstrate: ability to engage in independent textual criticism revealing an honest personal response; ability to express and identify ideas with effectively in both written and oral communication using appropriate register and style; ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing; wide ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader; capacity to reflect on and evaluate their personal learning experience and develop action plans to make it more effective; commitment to participate in class constructively and cooperatively showing respect and tolerance for others.

Docentes a cargo: CCO / IEH /SCE

Curso/Class: YR 1 ES

Ao/Year: 2011

Tiempo Time

Unidades Units 1 A Lifes Story

Contenidos/ Contents Biography and Autobiography Reading and researching Note- Making Fact and Opinion Gathering Evidence Preparing an Essay Language: Nouns and verbs, Punctuation marks, Sequencing The Past Tense, Adverbs

Actividades Activities Reading: Use a range of reading strategies Deduce, infer or interpret information, events or ideas from texts Use skimming and scanning to find information in a text Identify and understand the main ideas in a text Distinguish between fact and opinion Identify features of a recount text Comment on writers use of language, purposes and viewpoint Writing: Produce texts appropriate to task, reader and purpose Organise and present whole texts effectively Construct paragraphs and use cohesion within and between paragraphs Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation. Select appropriate and effective vocabulary Use correct spelling Use tables and diagrams to complete research tasks Use timelines to organize events chronologically

Evaluation Assessment Oral and written biographies and autobiographies

5 weeks

2 City of Ember

3 Gothic Tales

Plot Characterization Point of View Theme Setting Figurative language Commenting on theme, plot, characterization and point of view Giving a personal response to literature by an ability to: express feelings and personal ideas begin to comment on an authors intentions and techniques Features of Gothic Stories Plot Beginnings and endings Setting and Atmosphere Character and Suspense

Analysis of literary text Produce creative imaginary and narrative pieces Oral presentations Discussion Role Play Written Analysis

Literary Analysis Role Play Creative responses Personal Responses Diary entry

Reading Understand the ways in which texts can reflect literary traditions Identify and describe the effect of a writers use of language Comment on how writers choices and techniques have an effect on

Write a horror story Tell a story

2/7

Dialogue Narrative devices Developing Character Attention to detail Language for effect Language: Suffixes, Adjectives, Speech Punctuation Simple, complex and compound sentences

readers Identify main features of Gothic stories Identify a writers technique to appeal to his audiences curiosity and sense of excitement Identify an effective setting and atmosphere Identify writers techniques to create tension and suspense Writing: Write imaginative, interesting and thoughtful texts Produce texts appropriate to task, reader and purpose Organise and present whole texts effectively Construct paragraphs and use cohesion within and between paragraphs Make the ending of a story relate to its beginning Use clues at the beginning of a story to predict its end Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation. Select appropriate and effective vocabulary Use correct spelling Speaking and Listening: Talk in purposeful ways to explore ideas and feelings, using non-verbal features for clarity and effect Adapt and vary structure and vocabulary according to purpose, listeners and what is spoken about, including, selecting and using features of spoken standard English effectively Make a range of contributions when working in groups, shaping meanings through suggestions, comments and questions and drawing ideas together Successful discussion by listening and responding to the ideas of others Presentation of a talk in which the structure and vocabulary make your ideas clear Reading: Use a range of reading strategies Describe, select or retrieve information and use quotation and reference Deduce, infer or interpret information, events or ideas from texts Identify and comment on the structure and organization of texts Comment on writers use of language, purposes and viewpoints Relate texts to social, cultural and historical contexts Writing: Write imaginative, interesting and thoughtful texts Produce texts appropriate to task, reader and purpose

4 Our World

Features of texts from different cultures Identifying main ideas Narrative point of view Setting and Character Reviewing a text Language: Parts of a sentence, auxiliary verbs, subject verb agreement, the subject complement, pronouns, connectives.

Informal letter writing

3/7

Organise and present whole texts effectively Construct paragraphs and use cohesion within and between paragraphs Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation. Select appropriate and effective vocabulary Speaking and Listening: Talk in purposeful ways to explore ideas and feelings, using non-verbal features for clarity and effect Listen and respond to others, identifying main ideas, implicit meanings and viewpoints and how these are presented Adapt and vary structure and vocabulary according to purpose, listeners and what is spoken about, including, selecting and using features o f spoken standard English effectively Make a range of contributions when working in groups, shaping meanings through suggestions, comments and questions and drawing ideas together Create and sustain different roles, adapting techniques in a range of dramatic activities to explore texts, ideas and issues Analysis of literary text Comment on theme, plot, characterization and point of view Produce creative pieces, imaginary, narrative and descriptive Oral presentations Discussion Role Play Written Analysis Reading: Read and analyse poetry Describe, select or retrieve information and use quotation and reference Deduce, infer or interpret information, events or ideas from texts Identify and comment on the structure and organization of texts Comment on writers use of language, purposes and viewpoints Writing: Write different types of poems Produce texts appropriate to task, reader and purpose Organise and present whole texts effectively Construct paragraphs and use cohesion within and between paragraphs Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation. Select appropriate and effective vocabulary

5 Face

Plot Characterization Point of View Theme Setting Figurative language Poetic form Structure Rhyme and repetition Active reading Techniques Audience Point of view Writing about poetry Language Use: Plurals, identifying common errors

Literary Analysis Role Play Creative responses Personal Responses Diary entry Poetry analysis Informal letter writing

6 Pen Rhythm

4/7

Speaking and listening: Listen and respond to others, identifying main ideas, implicit meanings and viewpoints and how these are presented Adapt and vary structure and vocabulary according to purpose, listeners and what is spoken about, including, selecting and using features o f spoken standard English effectively Make a range of contributions when working in groups, shaping meanings through suggestions, comments and questions and drawing ideas together

5/7

ONGOING

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Inquiry Developing a spirit of inquiry and beginning to show some ability to : discuss personal, societal and global issues consider different viewpoints use research skills TOK Examining and answering the following questions: What different functions does language perform? In what ways does written and spoken language differ? Is it reasonable to argue for the preservation of grammar, spelling, syntax, meaning or use? What is the role of language in sustaining relationships of authority? Does the professional authority speak in the same way as the person seeking opinion or advice? Can control of written language create or reinforce power? How is the meaning of what is said affected by silences and omissions, pace, tone of voice and bodily movement? How might these factors be influenced in turn by the social or cultural context? How does the capacity to communicate personal experiences and thoughts through language affect knowledge? To what extent does knowledge actually depend on language? How do the words we use to describe an idea affect our understanding of the world? Does it matter which words we use? How does the language used to describe an event / phenomenon / behaviour change our perception of it? How important are technical terms? Is their correct use a necessary or sufficient indicator of understanding? AFL Developing the ability to evaluate self and peers through: identifying mistakes and reflecting on their performance using marking schemes to self-correct and self-evaluate their performance before formal teacher assessment focusing on their learning process

Discuss personal, societal and some global themes Assess and consider different viewpoints Carry out research

Research Ability to give and support opinions Ability to consider and value different viewpoints Continuous formal and informal discussion

ONGOING

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Discuss answers to the questions posed Assess and consider different viewpoints Explain facts, opinions and beliefs Use specific vocabulary accurately

ONGOING

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Analyse and discuss rubrics Answer reflection and self-evaluation questionnaires Use marking schemes for self and peer evaluation Draft, revise, check teachers comments and redraft

Writing rubrics Oral presentation rubrics Formal and informal continuous assessment

6/7

7/7