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English Language Arts (Form 2) (2020-2021) Scheme of Work (Sept. – Dec.; Term 1)AssessmentsArgumentative Writing Backfire QuizGrammar & VocabularyNarrative Elements Inferential comprehension Week FocusLearning ObjectivesTarget Skill/Knowledge RequiredStudent Activities/WorkTeaching ResourcesAssessments (Formative/Summative)1Introduction to students. Discussion of expectations. Argumentative WritingReview the purpose and structure of the argumentative essay.Explore the concepts of ‘hasty generalization’ and ‘faulty reasoning’. Explore the concept of fact vs. opinion.Writing SkillsClass discussions about the essay structure and concepts. Differentiate between statements that are factual and those which are opinions.Purpose and Structure of the Argumentative Essay.The Argumentative Essay Structure.pngHasty Generalization - Reasoning - Fact vs. OpinionEFA Bk. 2 pg. 90Grammar (Subject-verb agreement)Review rules that govern SVA.Related grammar and spellingIdentify the correct form of the verb in a given sentence. EFA – pgs. 9-102Argumentative Writing Cont’dDiscuss the use of transitional words. (Give students the list provided).Practice writing the argumentative essay. Writing SkillsPlan a sentence outline and write an essay for the topic “Corporal punishment should be reinstituted in schools.’ Argue for or against.Transitional Words/Phrases and practice – - (The simple sentence)Examine the structure of the simple sentence.Identify simple sentences.Create simple sentences.Related grammar and spellingCreate simple sentencesIdentify parts of a simple sentence in writing. EFA bk. 2 pg. 20Own resources3Comprehension Skills (The main idea)Define ‘the main idea’.Explain the difference between the main idea and supporting details.Identify the main idea and supporting details in a piece of writing.Reading SkillsPractice using the semantic map for extracting the main idea from given pieces of writing. EFA bk. 2 pgs. 57-58EFA bk. 2 pgs. 41-42(Pull out main idea)Backfire (Horace’s Luck)Theme and CharacterizationDiscussion points:Direct and indirect characterization. (Horace)Define ‘superstition’ and discuss various superstitious beliefs.Discuss the concept of irony. (Horace believing the number was good luck when in fact it was not).Discuss Trinidadian culture of gambling (legally and illegally) – (Games like Wappee vs National Lottery) Literary AppreciationCharacter sketch of Horace.Backfire pg. 344Comprehension Skills (Making Inferences)Define the term ‘inference’. Explore the difference between a random guess and an educated guess.Make inferences from given pieces of writing/images.Reading SkillsRead passages/view images and make inferences. EFA bk. 2 pgs. 114-115Comprehension practice – EFA bk. 2 pgs. 13-14 ex. 1.1Assessment#1 – Arg. WritingBackfire (The Hustlers)Theme and CharacterizationDiscussion pointsCharacterization of Mr. Grasper and Mr. Grabbit. Discuss the significance of their names.Discuss the themes of greed and deception and how they are related and the theme of superstition. What was the lesson being taught to the two men and why?Literary AppreciationCompare how the theme of superstition is brought out in Horace’s Luck and The Hustlers.Backfire pg. 585Grammar(Compound and complex sentences)Explain the structure of the two sentence types.Identify the sentence types in given pieces of writing. Create examples of sentence types. Related grammar and spellingIdentify and explain compound and complex sentences. EFA bk. 2 pgs. 21-22EFA bk. 2 pg. 34Assessment #2 – Backfire QuizVocabularyWords in ContextReading SkillsUse context clues to find the meanings of words. CEC bk. 2 pgs. 7-8, 172, 251-2526Narrative ElementsDefine ‘plot’. Discuss elements of plot.Define ‘setting’. Discuss elements of setting.Writing SkillsRead ‘The Burning of the Rice Fields’ and discuss plot and setting.EFA bk. 2 pg. 73PlotEFA bk. 2 pg. 74SettingEFA bk. 2 pg. 76Assessment #3 – Grammar and VocabularyGrammar – (Past simple/continuous)Revise the rules that govern simple past/ continuous.Discuss the fact that these tenses are commonly used when writing narrative essays.Related grammar and spellingText exercises.Own resources.EFA bk. 2 pg. 82-83/93-94EFA -bk. 2 pgs. 107-1087Narrative Elements Cont’dDefine ‘characterization’.Dynamic versus flat charactersDirect vs. indirect characterizationWriting SkillsActivity: characterization in ‘Escape’ pgs. 69-70Use Horace’s Luck and The Hustlers as references.EFA bk. 2 pg. 75CharcterDevelopment-CharacterTypes.pptDirect vs Indirect characterization (Past perfect)Discuss the rules which govern the past perfect tense. Discuss the fact that this tense is commonly used when writing narrative essays. Related grammar and spellingText exercisesEFA bk. 2 pg. 838Narrative Elements (Conflict)Define ‘conflict’.Discuss types of conflict.Writing SkillsCreate a story map for ‘The Burning of the Rice Fields’.EFA bk. 2 pgs. 72-73Conflict: (End marks/The comma)Discuss the rules which govern the:Full stopQuestion markExclamation markCommaRelated grammar and spellingText exercises.EFA bk. 2 – pgs. 11-12EFA bk. 2 pg. 239Comprehension Skills (Describing a process)Identify the stages of a process in piece of writing.Reading SkillsRead the passages and identify the stages in the process.EFA bk. 2 pgs. 28-29Comprehension Practice EFA bk. 2 pgs. 25-26Assessment #4 – Narrative ElementsBackfire (After the Game)Plot/ConflictDiscuss the elements of plot within the story focusing on main problem of the story. Literary AppreciationCreate plot outline of story using graphic organizer.Backfire pg. 7810Comprehension Skills (Skimming and scanning)Develop the ability to identify general vs. specific information in a passage.Reading SkillsSkim and scan pieces of writing. EFA bk. 2 pgs. 16-17Comprehension PracticePractice answering literal and figurative questioning.Reading SkillsText exercisesEFA bk. 2 pgs. 53-54Backfire (Tantie Gertrude)Plot/ConflictDiscuss the elements of plot within the story focusing on main problem of the story.Literary AppreciationCreate plot outline of story using graphic organizer. Backfire pg. 9211Aesop’s FablesIntroduction to Aesop’s FablesDefine the term fable.Discuss Aesop – the man.Discuss the purpose of Aesop’s fables.Define anthropomorphism.Discuss the difference between anthropomorphism and personification. Literary AppreciationWhat is a fable? Sample Aesop’s Fables for children. Who is Aesop? Assessment#5 – Inferential ComprehensionAesop’s Fables: A Case for Patience pg. 1Friend or Foe pg. 2Sour Grapes pg. 3Characterization: Why choose the fox for these lessons? Discuss the nature of the fox. What are the lessons learnt in each story and what role does the character of the fox play in each? Discuss similarities.Literary AppreciationStories to be provided.Grammar (Countable and uncountable nouns)Identify when to use ‘how much’ or how many’.Identify which quantifiers to use for countable vs uncountable nouns. Related grammar and spellingText exercisesEFA bk. 2 – pgs. 50-5112Aesop’s Fables:The pot calls the kettle black pg. 30 A voice and nothing more. Pg. 45A clumsy liar pg. 51Define the term satire and discuss its use/purpose.How is satire used in each story?Discuss the themes of greed, consequences of deceptionLiterary AppreciationStories to be provided.Graphic comprehensionExtract information from a graphic stimulus.Reading SkillsText exercises.EFA bk. 2 pgs. 208-210Grammar (Prefixes)Define the term ‘prefixes’.Identify different prefixes and the words they can be added to. Related grammar and spelling.Text exercises.EFA bk. 2 pg. 5113Aesop’s Fables:Traitor’s Death pg. 92Cherishing a Viper pg. 93Metamorphasis pg.Theme: TreacheryDiscuss the theme of treachery and how each theme is shown in each story. How do the characters develop this theme?Literary AppreciationStories to be provided.Graphic ComprehensionExtract information from a graphic stimulus.Reading SkillsWorksheet to be sent.Grammar (Colon/Dash)Discuss the use of the colon and dash. Practice using the colon and dash. Related grammar and spelling.Text exercises.EFA bk. 2 pg. 6714Revision/Exams ................
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