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Unit PlanSubject: English A & B Grade Level: 10 Period: #of weeks: 4 Dates: from January 10 to February 7, 2012 Student-Teacher: Karen Brown Cooperating Teacher(s): Mr. Paul BlackOverview: (approach(es), method(s), theme(s), special needs and interests, area(s) of emphasis, community events which will impact the teaching-learning experience etc.)In this unit the students will develop their understanding and expression skills in relation to grammar and mechanics, as well as expository and creative discourse while focusing on the three main genres of literature. It is my expectation that by facilitating this, I will encourage the continued development of the students’ communicative competence. The Communicative Language teaching approach will be used in this unit along with methods like cooperative learning, inductive teaching, and research.Weekly Allocation of Periods: 10 periods per week – 2 for writing, 2 for comprehension, 2 for prose fiction, 1 for grammar, 1 for vocabulary development, 1 for poetry, 1 for drama TOPICS FOR LANGUAGEComprehensionWeek OneWeek TwoWeek ThreeWeek FourSelected Text & Author“Capturing the Power of Focus” – Omar King“Reaching out to Marginalized Girls” – Sandra Grey“Skin Deep” – Steven Golding“Three Types of Parents” – Dennis SheltonComprehension Skill(s)Inferential level comprehensionCause and effect relationshipsMain and subordinate ideasDenotation and connotationComprehension StrategyKWLAnticipation GuideReciprocal TeachingQuestion answer relationshipLevels of TaxonomyRemembering and understanding Understanding and applyingUnderstanding and evaluatingAnalysing and applyingGeneral ObjectiveBy the end of the unit students should be able to recognize facts stated explicitly and understand the difference between these and implied ideasbe sensitized to cause and effect relationships in comprehension passagesappreciate the connection between main and subordinate ideas and trace their developmentrecognize the difference between denotative and connotative language.Specific Objectives (Measureable)1.Work cooperatively in small groups to identify facts stated explicitly (cognitive and affective)Distinguish between the cause and effect of given situations.(cognitive)Read given paragraphs and identify the main ideas.(cognitive)Explain the difference between denotative and connotative language.(cognitive)Indicate relevant domains: cognitive, affective, psychomotor2.Use their own words to convey facts stated explicitly(cognitive)Comment on the cause and effect relationships in given passages while empathising with selected characters.(cognitive and affective)Select examples of relevant subordinate ideas to match main ideas while listening respectfully to each other’ s responses(cognitive and affective)Answer comprehension questions about the denotation of certain expressions while assessing their parents’ attitudes.(cognitive and affective)3.Use context clues to arrive at implied ideas.(cognitive)Answer CSEC examination questions using complete sentences and assess each other’s responses.(cognitive and affective)Explain the distinction between main and subordinate ideas.(cognitive)Use their general knowledge to give the connotation of certain expressions (cognitive)Writing - Type?: Expository (statistical report)Week One Week TwoWeek ThreeWeek FourSub-topicTerms used to describe trend (increase and decrease)Terms used to describe trend (fluctuation and stability)Interpreting DataOrganization of the ReportLevels of TaxonomyUnderstanding, applying & analyzingApplying and evaluatingAnalyzing, applying & evaluatingApplying and creatingGeneral ObjectiveBy the end of the unit students should understand how to use the terms “increase” and “decrease” to describe trendBecome confident in their use of the terms “fluctuation” and “stability” when describing trendBe cognizant of how to interpret and respond to data presented in tables, histograms, bar graphs, pie charts, line graphs and pictogramsAppreciate appropriate ways of organizing the statistical report.Specific Objectives (measureable)1.Explain what is meant by the term, “trend” in statistical reporting.(cognitive)Use suitable qualitative words to describe fluctuation and stability in relation to a wide range of selected data.(cognitive)Identify important elements of statistical presentations in tables, histograms, bar graphs, pie charts, line graphs, and pictograms(cognitive)Work cooperatively to create a set of guidelines for writing a statistical report(cognitive and affective)Indicate relevant domains: cognitive, affective, psychomotor2.Work cooperatively in pairs to identify the four major trends based on selected statistics.(cognitive and affective)Work cooperatively to organize and present statistics related to trends in the class, school, community and country.(cognitive and psychomotor)Compare the trends in selected data presentations while making connections between these and their own experiences.(cognitive and affective)Create a vocabulary list of the jargon of statistical reports and critique each other’s lists(cognitive and affective)3.Use qualitative words to describe increase and decrease in relation to a wide range of selected data.(cognitive)Accurately identify fluctuation and stability in their statistical presentations.(cognitive)Work cooperatively to write appropriate interpretive statements about selected data.(cognitive and affective)Write a statistical report, paying attention to the organization of ideas.(cognitive)Grammar- Aspect?: Concord (Subject-Verb & Pronoun-Antecedent)Week OneWeek TwoWeek ThreeWeek FourSub-topicIntervening PhrasesIndefinite PronounsEither-Or and Neither-Nor ConstructionsPronoun-Antecedent AgreementLevels of Taxonomyremembering & understandingUnderstanding, applying, & evaluatinganalysing & applyinganalysing & evaluatingGeneral ObjectiveBy the end of the unit students shouldExplore the concept of agreement or concord in sentences as it relates to subjects and verbs (focusing on intervening phrases)Explore the concept of agreement or concord in sentences as it relates to subjects and verbs (focusing on indefinite pronouns) Explore the concept of agreement or concord in sentences as it relates to subjects and verbs (focusing on “either-or” and “neither-nor” constructionsExplore the concept of agreement or concord in sentences as it relates to pronouns and antecedentsSpecific Objectives(measureable)1.Explain the basic rule governing subject-verb agreement(cognitive)Respond respectfully to each other’s classification of the indefinite pronouns according to rules of concord while evaluating the accuracy of these classifications(affective and cognitive)Read a variety of sentences containing “either-or” and “neither-nor” constructions and deduce the rules for concord based on emerging patterns.(cognitive)Distinguish between pronouns and antecedents.(cognitive)Indicate relevant domains: affective, cognitive, psychomotor2.Identify intervening phrases and distinguish between these and the subject of the sentence(cognitive)Work cooperatively to correct paragraphs containing subject-verb agreement errors related to indefinite pronouns.(affective and cognitive)Work cooperatively to correct paragraphs containing subject-verb agreement errors related to “either-or” and “neither-nor” constructions.(cognitive and affective)Proof read and edit passages containing pronoun-antecedent agreement errors and comment on the values and attitudes of the writers as depicted in the subject matter.(cognitive and affective)3.Work cooperatively to write sentences (using the present tense) demonstrating their knowledge of subject-verb agreement in relation to intervening phrases.(cognitive & affective)Formulate sentences showing their competence in using indefinite pronouns accurately with regard to concord.(cognitive)Write sentences using “either-or” and “neither-nor” constructions showing their knowledge of subject-verb agreement.(cognitive)Use concord of pronouns and antecedents orally and in writing.(cognitive)Vocabulary DevelopmentWeek OneWeek TwoWeek ThreeWeek FourSub-topicWords Easily ConfusedSynonymsAntonymsIdiomsLevels of TaxonomyUnderstanding and analysingAnalysing and evaluatingUnderstanding and evaluatingUnderstanding and analysingGeneral ObjectiveBy the end of the unit students should Appreciate the need to distinguish between words easily confused.Understand how to select appropriate synonyms in given contextsUnderstand how to select appropriate antonyms in given contextsBe sensitized to the use of a range of idiomatic expressions in English.Specific Objectives(measureable)1.Read newspaper and magazine articles and select vocabulary items which are easily confused with others.(cognitive)Use their dictionaries and thesauruses to select appropriate synonyms used in certain contexts.(cognitive)Use thesauruses to select suitable antonyms for given words in context.(cognitive)Read newspaper and magazine articles and identify idiomatic expressions.(cognitive)Indicate relevant domains: cognitive, affective, psychomotor2.Distinguish between selected pairs of words easily confused and use them in sentences.(cognitive)Listen respectfully to speeches about topical issues and replace selected words with appropriate synonyms.(affective and cognitive)Work cooperatively in to justify their choice of antonyms from groups of words(affective and cognitive)Explain the meanings of selected idiomatic expressions while expressing how they feel about the subject matters.(cognitive and affective)3.Correct errors in paragraphs containing words easily confused while reflecting on how the subject matters affect their personal aspirations.(Affective and cognitive)Justify their choice of synonyms for words used in certain contexts.(cognitive)Provide appropriate antonyms by responding to given contextualized clues(cognitive)Use idiomatic expressions appropriately in sentences.(cognitive)Topics for LiteraturePoetryWeek oneWeek TwoWeek ThreeWeek FourPoem & Poet“This is the Dark Time My Love” Martin Carter“Dulce et Decorum Est” Wilfred Owen“Dreaming Black Boy”James Berry“The Woman Speaks to the Man Who Has Employed Her Son”Lorna GoodisonDominant ElementsSymbolismImageryFigures of SpeechTone, Mood and AtmosphereLevels of TaxonomyAnalyzing and evaluatingApplying and evaluatingApplying and evaluatingAnalyzing and creatingGeneral ObjectiveBy the end of the unit students shouldAppreciate the poet’s use of symbolism.Understand the effect of imageryAppreciate the poet’s use of figurative language.Respond to the tone, mood and atmosphere of the poem.Specific Objectives (measureable)1.Identify and comment on symbolism in the poem.(cognitive)Classify the types of imagery in the poem.(cognitive)Identify and comment on the effectiveness of figurative expressions in the poem.(cognitive)Describe and comment on the tone of the poem after engaging in a dramatic rendition of it.(cognitive, affective and psychomotor)Indicate relevant domains: cognitive, affective, psychomotor2.Explain why certain expressions may be seen as symbolic after engaging in dramatic reading of the poem.(cognitive and psychomotor)Comment on the appeal of imagery in the poem.(cognitive)Work cooperatively to compare the impact of different figures of speech on their understanding of the poem.(affective and cognitive)Describe and comment on the mood and atmosphere of the poem.(cognitive)ment on how symbolism affects their understanding of the poem and on how the poem makes them feel.(affective and cognitive)Discuss the impact of imagery on their appreciation of the poem.(affective and cognitive)Write adequate and accurate answers to CSEC examination-type questions on figures of speech in the poem.(cognitive)Explain how tone, mood and atmosphere contribute to the appeal of the poem.(cognitive)Prose Week OneWeek TwoWeek ThreeWeek FourNovel/Short Story & AuthorChapter/PagesThe Wine of AstonishmentEarl Lovelace – chapter 1Chapter 2Chapter 3Chapter 4Dominant ElementssettingPlot and stylecharacterizationthemesLevels of TaxonomyUnderstanding and applyingAnalysing and evaluatingUnderstanding and evaluatingapplyingGeneral ObjectiveBy the end of the unit students shouldExplore the impact of setting on characterization and plot in the first chapter of the novel.Appreciate the author’s style of writing.Understand the differences and similarities between certain charactersExamine the thematic concerns in the first four chapters of the novel.Specific Objectives(measureable)1.Describe the time, place and atmosphere presented in the first chapter of the novel.(cognitive)Describe and comment on the author’s style of writing after dramatizing an outline of the plot in the first two chapters.(cognitive and psychomotor)Compare Bee and Eva, Bee and Ivan Morton, and Buntin and Bolo(cognitive)Identify and discuss the thematic concerns in the first four chapters of the novel.(cognitive)Indicate relevant domain: cognitive, affective, psychomotor2.Work cooperatively to comment on the impact of the historical setting on Bee and the other members of the Shouter Baptist Church.(affective and cognitive)Discuss the effect of the author’s use of symbolism, dialogue, figurative language, Trinidadian Creole and contrast, while expressing how these make them feel.(cognitive and affective)Discuss the portrayal of the main characters, commenting on how their values and attitudes compare with those of the students.(affective and cognitive)Analyse the contributing factors to certain thematic concerns.(cognitive)pare the setting with the current Jamaican society as it relates to independence and religious freedom while expressing their feelings about these.(affective and cognitive)Work cooperatively to give examples of the author’s use of selected stylistic devices and to illustrate how these contribute to the development of the plot.(affective and cognitive)Distinguish between main and minor characters after conducting role plays of selected characters during which students get an opportunity to empathize with these characters.(cognitive, affective & psychomotor)Work cooperatively to find evidence to support ideas about themes(affective and cognitive)DramaWeek OneWeek TwoWeek ThreeWeek FourPlay & PlaywrightAct & SceneA Midsummer Night’s DreamWilliam ShakespeareAct I, Scene IAct I, Scene IIAct II, Scene IAct II, Scene IIDominant ElementsSettingDramatic irony and contrastThemesFeatures of comedyLevels of TaxonomyUnderstanding and evaluatingAnalysing and applyingUnderstanding & applyingApplying and evaluatingGeneral ObjectiveBy the end of the unit students shouldUnderstand the impact of setting on charactersAppreciate the use of dramatic irony and contrastExplore the thematic concerns in the first three scenes of the playExplore the elements of a Shakespearean comedy evident in the first four scenes of the playSpecific Objectives(measureable)1.Distinguish between major and minor characters in the first scene of the play(cognitive)Define dramatic irony and compare it with situational and verbal irony(cognitive)Explain the plot development in the first three scenes of the play(cognitive)Identify the features of a Shakespearean comedy(cognitive)Indicate relevant domains: cognitive, affective, ment on the impact of setting on the characters after engaging in improvised dramatizations(cognitive, affective & psychomotor)Work cooperatively to comment on the use of dramatic irony(affective and cognitive)Discuss the emerging thematic concerns, highlighting literary elements which contribute to these themes(cognitive)Discuss the effectiveness of these features after re-enacting some of them in small groups(affective, psychomotor, and cognitive)pare male and female, authoritative and subordinate characters(cognitive)Discuss the dramatic effect of contrast in the scene(cognitive)Compare the portrayal of themes with what obtains in the Jamaican context while commenting on their feelings about both contexts(affective and cognitive)Use evidence from the play to support comments on how the elements of comedy affect the portrayal of the emerging themes(cognitive)Instructional ActivitiesAssessment ExercisesInstructional Material (visual, aural and tactile- used in class with students)Resource Material (Websites, text books etc. informing teacher’s delivery) Participating in discussionsWriting sentencesPictures and postersCXC CSEC Examiners’ Reports Conducting research and making presentationsWriting statistical reportsCharts for grammar and vocabulary developmentEvergreen: A Guide to Writings with Readings by Susan FawcettEngaging in dramatic exercisesAnswering CSEC type comprehension questions orally and in writing Realia Writing in English by Hazel Simmons-McDonald, Linda Fields and Peter RobertsCompleting graphic organizersWriting paragraphsPower point presentations Proof reading and editing paragraphsCreating outlines for essaysA World of Poetry for CXC edited by Mark McWatt and Hazel Simmons-McDonaldRole playingwriting essaysCSEC Past Papers: English A General Proficiency compiled by CXC in panel discussionsGiving oral presentationsThe Wine of Astonishment by Earl LovelaceBridging English by Joseph O’ Beirne Milner and Lucy Floyd Morcock MilnerUsing music to enhance poetry appreciationEngaging in dramatic presentationsA Midsummer Night’s Dream by William ShakespeareThe Effective Teaching of Language Arts by Donna NortonCreating Venn DiagramsCompleting multiple-choice exercisesvideo clipsWebster’s Reference Library Students’ Companion Listening and responding to speeches, viewing and responding to video presentationsResponding to short answer questions on poetrymusicShakespeare by Henri Fluchere ................
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