DRAFT
ENGLISH (Grade 6) - Suggested Guidelines
COMPETENCY A: Oral Communication Skills
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessment Conduct a hot seat activity where one student takes the hot seat and assumes the role of a character. Other students ask questions about the character’s motives and feelings at key points in the story. A similar activity can be conducted to do a recap of a topic learnt in class.
Summative Assessment Roleplay: Students can create situations where people interact with each other in a focus group dialogue on a topic of choice. Rules can be set to interpret and critique the speaker’s intention through pace, volume tone, stress, mood/emotion) from the text and body language. Identify the reasons and evidence a speaker provides to support points. A checklist can be used to mark each speaker during the dialogue to show the extent of development of skills. |
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Learning Activities
For Facts and Opinion: The teacher will read aloud a passage for the students which will have both opinions and facts. She will divide the class into two groups. Group A: Opinions.
She will ask the students of Group A to make a note of the opinions in the passage that she is reading and students of Group B to make a note of the facts. After she is finished reading the passage out loud, different members of both groups will tell which sentences were opinions and which were facts. Students will correct each other’s responses if needed.
To talk about fact and opinion, the teacher explains the difference between a fact and an opinion to the students.
Layout a situation for the students, and the students will make a prediction (what will happen?) with reasons based on the information provided to them. This will be an individual assessment and can be done in oral or written form. For example, the teacher will read out the following prompt: Sara and Alia are taking a test. Sara is very honest with her work and was well prepared for the test. Alia was watching the match last night and couldn’t study for the test. Alia and Sara are very good friends. Alia wants to copy Sara’s answers and calls out to her. What will Sara do and why?
The class can be divided into two groups: Those who say Sara will help her cheat will join one group and those who negate it will make another group. Have a debate on this. The group with the most valid points is considered a winner. Criteria for the type of language to be used, body language and roles of each group member will be defined. For example, the group leader makes sure that all members take an active part and contribute positively. The recorder or timekeeper will ensure time is managed justifiably and no one digresses from the topic. The scribe or presenter can present the final work to the whole class. Divide more roles as per need.
Use of prompt cards: Teachers can use prompt cards to help students organise and order their thoughts. Students can write words, phrases, ideas to look at when making a speech or presenting the work. |
Competency A: Oral Communication Skills (Continued)
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes
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Knowledge: Students will: Speak clearly, confidently and with correct meaning as intended. |
Skills: Students will be able to individually or collaboratively…
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Assessments
Formative Assessments
The teacher can do this exercise in groups of three or four. In this assessment, the teacher will show some flashcards to the students. The flashcards will have pictures of people thinking about different problems such as: “My friend is not speaking to me because I yelled at her. What should I do?” “I think it was my mistake as well. What should I do?” “I fought with my brother. Now he is crying. What should I do?” “He told the teacher that I was lying but I was not! What should I do?”
Ask the groups to discuss each situation and come up with advice/suggestions for the people in these flashcards. After the small group discussions have a class discussion to discuss each group's answers.
Students will be assessed based on correctly using the sentence structures you should….., you must….. I think/maybe you should….. etc. to give advice/suggestions.
Summative Assessments
In this assessment, the teacher will assess whether they can back their opinions with proper facts and ideas. She will ask the students to pick one of the two options:
The teacher will give an example: I like indoor classrooms because I have all the chairs and desks here.
She will take a round of the class and ask each student to give their answer. She will question them about their opinion, facts and ideas as they speak. |
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Learning Activities
In this activity, the teacher will ask the students to play a game called ‘Detective Detective’. The students will be divided into pairs or groups of three or four. The teacher will tell the students that they will have to solve the case of a lost laddu. The teacher will draw Man A and Man B on the board. She will tell them that Man A has just returned home from school and is very hungry. Man B has woken up and is craving the laddu. There was a laddu in the house but it isn't there anymore. She will ask the students to form a proper opinion as to who ate the laddu. Their opinion must be backed with facts and ideas.
The teacher will tell the students to think about the following questions:
Each pair/group will get time to discuss the above brainteaser and come up with their opinion backed by ideas/facts. Each pair/group will then give a two-minute presentation to present their opinion to the class.
The teacher will then explain to the students that they have stated their opinions and tried to back it with ideas. She will ask the following questions:
She will conclude the lesson by focusing on the value of listening to everyone’s opinions respectfully.
Speech: Teacher should share rules of speech delivery: skills to be developed from the SLO. Each student should be given a chance to speak on a topic of choice in front of the audience, initially in class in front of class fellows then school assembly. Participate in interschool competitions. |
Competency B: Reading And Critical Thinking Skills
Standard 1: Use knowledge, skills, and strategies related to word identification/decoding and fluency to discover and comprehend meaning from a variety of informational and literary texts, develop a positive attitude towards reading for fluency, meaning, detail and enjoyment. |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to…
silent letters e.g.
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Assessments
Formative Assessments
Summative Assessments
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Learning Activities
(This is a sample text which may be used by the teacher or she may select one of her own choices) Rejection I sat by my bedroom window watching the raindrops tip off the broken window shade that was yet to be rebuilt. Father was too busy with his work, while my mother was helping my little sister with her homework. It was a gloomy day today which reminded me of the gloomy day from a week ago. I walked away from the window, reverting to my sleepy and sluggish mode. I was in no mood to talk to anyone. One week ago, I was untouchable. I was unstoppable. My confidence was resounding. I returned home from the cricket trial matches for the school team. I thought I had played an excellent game, but the coach must have seen something else. The following day, I read and reread the final names for the team. I was nowhere on the list. I had been rejected. Unfortunately, there were no further trials. The selection was final. There would be no retracting of the list that was posted. “Hassan, dinner is ready. We are waiting for you” my mother called to me; something she’d been repeatedly doing for a few days. She knew how sad I had been for being rejected on the school team. She had been trying to calm me down, listen to my complaints and wipe away my tears. bringing me up reheated food after the family would eat. Today, I decided to go downstairs. My little sister was reciting her math tables. “7x8 is 46,” she retorted confidently. “Sana, that’s not the answer!” I responded immediately. Then, I walked over to help her review her answer. Maybe it was the way I explained it or my polite attitude or the sense of accomplishment I got from helping her. She quickly learnt it and thanked me. I suddenly felt rejuvenated. I felt relieved and happy. This feeling of reinvigoration came over me.
I could join the peer tutoring club at school in place of cricket! How did Hassan change from the beginning to the end of this story?
Sample activity:
Sort the words below based on their part of speech.
Word Bank: reduce, recede, retract, redemption, revert Nouns (people, places, things, ideas) Verbs (actions or states of being)
Pick one word from above and explain why you placed it where you did:
Make a sentence using the word. |
Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (expository, persuasive, procedural, and functional texts). |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to… Pre-Reading
While-Reading
Post-Reading
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Assessments
Formative Assessments Divide the class into small groups. Assign a part of the text to each group to identify the character development, storyline, problem and resolution as relevant to that piece of text. Each group checks each others’ work and helps improve their own work. This task will be completed in notebooks as a class test.
Summative Assessments Write a story or a piece of text of your own choice of the genre with proper paragraphs that have a topic sentence and supporting details.
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Learning Activities
Word meaning synonym antonym
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Competency C: Vocabulary And Grammar
Standard 1: Use vocabulary and structures accurately and appropriately in context to communicate meaning in familiar and unfamiliar settings. |
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Student Learning Outcomes Find out the meaning of words using dictionary and thesaurus. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments Teachers can assess students’ understanding, skill and ability gained through the concept taught in learning activities. Teachers can check the students’ learning and correct their misconceptions.
Formative Assessments Teachers can provide the students with a list of words to pick meaning from the dictionary. Take dictation of words. Spelling Bee competition at a class, school or inter-school level can be held.
Summative Assessments Teachers can test the students’ use of the dictionary by asking them questions about the technique of finding words in a dictionary, synonyms and antonyms in the thesaurus.
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Learning Activities
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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes
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Knowledge: Students will…
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Skills: Students will be able to…
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Assessments Teachers can assess if the students can recall the use of nouns by presenting the students with wrong sentences and asking them if it is correct or not. They can be engaged in self and peer assessment of the work completed.
Formative Assessments Teachers ask the students to come to the front of the class and talk about a day spent in school doing different activities. They should use a variety of nouns, their plural forms and plural nouns represented s singular. They must also use gender nouns in their speech. The focus is to use nouns correctly.
Summative Assessments Teachers can provide a passage with wrong nouns (singular form, plural forms, gender) written. The students will read the passage thoroughly and point out the corrections (edit) and then re-write the correction version. |
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Learning Activities Focusing on the usage of nouns, activities such as the one given below can be used by the teachers.
This activity can also be done without the cards. Students will have to make their own sentences and share correct ideas to complete the narrative. |
Competency D: Writing Skills
Standard 1: Create grade-level pieces of writing which are focused, purposeful and show an insight into the writing process; expressing increased fluency, coherence and cohesion, correct grammar and legibility, grade-level vocabulary, punctuation and spelling, for a variety of purposes. |
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Student Learning Outcomes
• Write a clear topic sentence using specific words, vivid verbs, modifiers, etc. • Add adequate supporting details to complete the idea. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments
Summative Assessments
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Learning Activities
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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes
Write informative/explanatory text like a book blurb, poster to examine a topic and convey ideas and information.
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments Quiz students on how they can generate ideas before writing. Students prepare a mindmap and design posters or book blurbs for competition.
Summative Assessments Exams and term tests. Writing competitions. Specific questions of brainstorming may be given. Before every writing assignment, students are to be assessed on whether they did any idea generation or not using any method. Assess whether students have followed guidelines when using a graphic organizer, whether they have used the brainstorming to bring structure to their work (like separating it into paragraphs).
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Learning Activities
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SNC - ENGLISH (Grade 7) - Suggested Guidelines
Competency A: Oral Communication Skills
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes:
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Knowledge: Students will:
b. determine/identify key ideas or details from the text orally
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Skills: Students will be able to…
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Assessments
Formative Assessments Assign a text or situation to students which is a mix of perspectives, facts, opinions and requires students to think critically and share their own viewpoint. After the students have discussed the text and questions in their small groups, two groups will share ideas with another group. Students will discuss each question and have an exchange of ideas/answers. They will be required to ask questions to get more information from the other group (for example, they have mentioned a statistic, where did they get it from?) and students will respectfully answer questions or address comments. After a ten-to-fifteen-minute discussion amongst groups, one or more members from each group will review and state the findings/conclusions of the other group including any difference in ideas and perspectives that were discussed. At the end, the members can also give positive and constructive feedback to the other group on the quality of their comments made, anything that stood out, group dynamics, or negotiation skills etc.
The groups will be assessed on:
Clearly expressing their own point and the difference of ideas/perspective of the other group. Quality of feedback/suggestions for the other group. Listening critically and distinguishing fact from opinion.
Summative Assessments For the summative assessment, the students will be divided into groups of three or four and will be exposed to on a new listening text/video: The video/text will be played/read two times (this could be once before the questions are introduced and once after the questions are introduced).
The students will discuss these questions within their group and write down the answers on a sheet of paper. The teacher will award points based on correct answers and collaboration standards (followed rules, of discussion, taking turns, etc.).
Note: The teacher will not deduct marks based on spelling errors or grammatical errors. Since this is not a writing assignment, the students will not be assessed on the technical aspects of writing. |
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Learning Activities
Theme: Digital Citizenship/Racial Discrimination
In this activity, the students can be exposed to a video in which a student who looks different than everyone else is being bullied/made fun of online. The video also shows how you can uplift someone online or through digital means if they are a victim of cyberbullying. For this activity, the teachers can use the following UNICEF video: https://www.youtube.com/watch?v=asTti6y39xI or create a passage based on this video and read it out loud to the students. The teacher will have a small class discussion with and ask the following questions:
The students should discuss the questions posed above as a class and eventually identify the two broad themes covered in the text: Racial Discrimination and Cyberbullying. The teacher can provide guiding questions/hints to help students identify these themes.
She will then ask the students what these two terms mean? The students will define the terms in their own words and contribute further to the class discussion. The teacher will then define the two terms for the students.
Then the class will be divided into groups of three and four and the students will engage with the text using the following questions:
The activity does not conclude here and dives into the formative assessment mentioned above. |
Competency A: Oral Communication Skills (Continued)
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes
Present knowledge/ideas and interact with others using a variety of speaking skills and incorporating essential components of speech delivery |
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Knowledge: Students will: Identify purpose and audience of any speaking and listening activity and speak accordingly using appropriate vocabulary, logic and rules of speech delivery.
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Skills: Students will be able to individually and collaboratively…
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Assessments
Formative Assessments The teacher will dedicate a class for this and two pairs of students will work together. Students will be expected to come prepared with their role play script to do a rehearsal for the other group/pair. Each group will be expected to carefully listen and pay attention to the performance of the other group. They will then be asked to give feedback based on the following criteria (these are examples, the teacher can tweak them around based on their requirements for the class):
The group that will be performing will take notes of the feedback provided and discuss by making comments or asking questions. This exercise will be repeated between both pairs where each will get a chance to give feedback.
The teacher will then ask each group to present the feedback that was provided to them and how they plan to make changes based on the feedback that was provided. They will be assessed on the following basis:
Summative Assessments Each pair will perform their role play in front of the class and will be evaluated by the teacher on the following points (these are just examples and the teacher can include and exclude these based on their discretion:
The teacher will also allow the class to gain points based on the questions asked in the Q and A session after each performance. A student can gain additional points if they ask a question or make a comment after a performance (this is to ensure that students pay attention when other students are performing). |
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Learning Activities
Students will be asked to prepare for a role play activity where one person will play someone being bullied/harassed online or in school and they have come to the other person for advice to handle this situation: Students will work in pairs to create a script which will contain the conversation the two characters will have and should focus on the following areas (these are only examples and the teacher can include and exclude these based on their discretion):
Students can also put in any additional information they want to incorporate. Students will also be at liberty to choose the nature of the relationship between the two characters and approach their script accordingly (two friends, two colleagues, a parent and a child, a sister and a brother, a therapist and patient, etc.). |
Competency B: Reading And Critical Thinking Skills
Standard I: Use knowledge, skills, and strategies related to word identification/decoding and fluency to discover and comprehend meaning from a variety of informational and literary texts, develop a positive attitude towards reading for fluency, meaning, detail and enjoyment. |
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Student Learning Outcomes Apply strategies to comprehend questions by marking keywords, verbs, figurative language and tenses in a variety of literal/ textual/ factual questions that require interpretation and personal response. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments Assign pieces of texts to groups to answer questions with implicit and explicit meaning.
Summative Assessments Reading comprehension test |
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Learning Activities
Sample Text-Dependent Questions
Discussion Questions Questions can be set to talk about the various aspects of text put in real life. Students give their opinions and prove their viewpoint. |
Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (expository, persuasive, procedural, and functional texts). |
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Student Learning Outcomes Read and identify relevant points, collate, synthesise and summarise ideas from different parts of the text to understand contextual meaning of language. Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources. |
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Knowledge: Students will:
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Skills: Students will be able to… • Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources: # Personal recounts (e.g., diary entries, biographies) Narratives (e.g., fables, historical fiction, scientific fiction) Procedures (e.g., recipes, directions, instruction manuals) Information reports (e.g., project reports, fact sheets) Interpersonal/transactional texts (e.g. informal and formal letter, notices, email, advertisement, interviews) Factual recounts (e.g., eye-witness accounts, newspaper article) Drama (play scripts) Explanations (e.g., how something works) Expositions (e.g., book, movie reviews, arguments) |
Assessments
Formative Assessments Exit ticket, sorting and matching activities, warm-ups, think-pair-share, turn-and-talk, pre/free-writing, response boards, homework, total physical response, sentence starters and graphic organizers, journals, know–want to know–learned (K-W-L), role-play, etc. Traffic light (Red, yellow, green to indicate agreement or understanding). Self- Assessment and peer assessment Writing competitions in groups.
Summative Assessments Class test |
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Learning Activities
Students will be able to write a script and create a short video about the challenges to and benefits of access to clean water around the world. They will be able to:
Focus of the video: Goal—Raise awareness of the global clean water access problem. Role—Advocate for clean water access. Audience—School community on World Water Day (March 22) with an optional fundraising component. Situation—You have been asked to present the challenges to and solutions for those in countries without access to clean water in a PSA. Product performance and purpose—You are writing, appearing in, and designing a PSA to raise awareness in the school community about the world clean water crisis. Reflection can be given as Yes/no question checklist Teacher can divide class into different groups and allocate one text type to each group to analyse and prepare answers to given questions. Teacher may use a template to summarise a text with key words/ideas picked from each paragraph to collate the ideas and summarise them in own words. |
Competency C: Vocabulary and Grammar
Standard 1: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes
SVO- Subject-Verb (transitive)-Object (direct) SVOO – Subject-Verb-Object (indirect)-Object (direct) SVOC- Subject-Verb-Object (direct)-Complement
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessment Formative Assessments Use the strategy Write, pair, share. Ask students to do the task individually, then pair up with a partner to correct it and share with whole class as a presentation/poster.
Summative Assessments
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Learning Activities
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Competency C: Vocabulary and Grammar (Continued)
Standard 1: Use vocabulary and structures accurately and appropriately in context to communicate meaning in familiar and unfamiliar settings. |
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Student Learning Outcomes Use prefixes and suffixes to build words that express abstract concepts. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments The teacher can assess students by calling some volunteers to the front of the class and asking them to describe their previous day or the current day or any activity by using the news words learnt. Teachers can handout a newspaper article to the students or a short story from a magazine and ask them to circle the words with prefixes/suffixes.
Summative Assessments Class test of words and their meaning and dictation |
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Competency D: Writing Skills
Standard 1: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes Write a descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments Essay competition Summative Assessments
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Learning Activities
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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes Compose texts to express ideas on a variety of genres. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments Writing improves when teachers...
Formative Assessments Groups of students check work the of their peer group and give feedback for improvement.
Summative Assessments Term Tests, Quizzes, Exams
Teachers to use assessment rubrics/checklists to assess each writing type. Correct use of vocabulary, grammar, sentence structure, spelling, punctuation and capitalization, organization, coherence may be included in assessments.
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Learning Activities
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SNC - ENGLISH (Grade 8) - Suggested Guidelines
Competency A: Listening and Speaking Skills
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes
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Knowledge: Students will:
b. determine/identify main idea/key ideas or details from the text
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Skills: Students will be able to…
individual roles as needed
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Assessments
Formative Assessments
Students will be exposed to an audio/video about a social issue. Students will be expected to discuss in groups and determine the different kinds of causes (social, political, economic, cultural, religious etc.) and the effects/repercussions this has (emotional, financial, physical, etc.) on the individual and society as a whole.
Note: This activity assumes the students know and understand these different parameters. If they do not, the teacher should ensure that students understand how a social phenomenon can have different kinds of causes and different kinds of effects/repercussions. Further the students should also know what the different kinds of causes/effects entail/mean. If the teacher expects them to identify different kinds of causes (e.g. social, political, economic etc.) and effects (emotional, financial etc.) they should have the knowledge to identify those from the text. Go over these definitions before the assessment/or in the previous lesson. Teacher can ask students to discuss some of these issues and concerns with family at home to develop a perspective and they may be able to come up with some ideas to class.
If the students do not have this prior knowledge or cannot discuss with family then she can just ask them to outline the different types of causes and effects as given in the listening text in the book. Summative Assessments Students will listen to an audio/watch a video (conversation, advertisement, story etc.) and answer multiple choice questions (factual, inferential and evaluative) or true/false/doesn’t say questions about key ideas/supporting details, facts, opinions, claims etc. mentioned in the text. This will be an individual exercise, however the teacher can change it to a group exercise based on their discretion. |
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Learning Activities In this activity, the teacher will play a video/audio in which the students will listen/see a conversation two people are talking about a new invention (e.g. a car that runs on electricity/water, a new digital gadget or a new smartphone etc.). The two people will talk about what the new invention is and share their opinions and views on the invention (e.g. utility, cost, pros and cons, whether this invention is better than its older version or is the old one preferred). The students will work in pairs or groups to analyze and discuss the text keeping the following features in mind (these are only examples and the teacher can feel free to include/exclude these questions as deemed fit with the object of the lesson. The teacher can also add her own questions as required:
The students will be instructed to take notes while the audio is being played for better recall. To aid this process, the teacher can provide the questions to the students beforehand. If needed, the teacher can provide the guiding sheet to students which gives an outline of the main plot (not a lot of details), so students have something to visually refer to for better recall after the recording has ended.
The students will discuss these questions in pairs/groups of three to four for some time. The teacher will then discuss these questions as a class with them. |
Competency A: Listening and Speaking Skills (Continued)
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
Student Learning Outcomes
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Knowledge: Students will: Speak confidently, appropriately with proper ettiquette, mood and effect. |
Skills: Students will be able to individually and collaboratively…
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Assessments
Formative Assessments The formative assessment is based on the learning activity mentioned in the template below.
Students will do a small presentation before their final debate to present their debate preparation plan/process to the teacher. This exercise can be done in the initial stage of their preparation time, for example, a day or two after the topic is announced or closer to the final presentation. If done in the initial stages, the students will tell the teacher what steps they expect to follow/have planned. If done near the final stages, the students will tell what they have done to prepare.
In this presentation they will be assessed on the following parameters (the following are only examples, and the teacher can feel free to include, exclude or add questions based on their discretion):
Summative Assessments This summative assessment is based on the learning activity mentioned below.
Students will present their debate in front of the whole class or a larger audience. They will be assessed on the following parameters (the following are only examples, and the teacher can feel free to include, exclude or add questions based on their discretion):
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Learning Activities
Students will work in groups of three or four to prepare a debate on a given topic (e.g. Social media has helped improve human contact/communication). One group will be for, and the other group will be against for the given topic. To make the class more interesting the teacher can also assign two to three different topics so each for and against group is working on a different topic for the debate. To prepare for the debate, students will be expected to (the following are only examples, and the teacher can feel free to include, exclude or add questions based on their discretion):
NEWSROOM A mock newsroom can be created in the class where groups of students interact in the form of a talk show on a certain topic or current issue. This can be in the same pattern as talk shows aired on Television. However rules of spoken discourse will be followed to ensure that the skills mentioned with the SLO are achieved.
Alternatively they can prepare a reality show and practice it to air in front of large audience in school. |
Competency B: Reading And Critical Thinking Skills
Standard 1: Use knowledge, skills, and strategies related to word identification/decoding and fluency to discover and comprehend meaning from a variety of informational and literary texts, develop a positive attitude towards reading for fluency, meaning, detail and enjoyment. |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments Role play
Summative Assessments Written task: students can be asked to change the conclusion/ending of the text with sufficient detail and impact. |
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Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (expository, persuasive, procedural, and functional texts). |
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Student Learning Outcomes Analyse larger paragraphs with abstract concepts to identify sentences that support the main idea through: • evidence, • cause and effect, and/or • comparison and contrast. |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments
Summative Assessments Class test |
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Learning Activities
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Competency C: Vocabulary And Grammar
Standard 1: Use vocabulary and structures accurately and appropriately in context to communicate meaning in familiar and unfamiliar settings. |
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Student Learning Outcomes Understand and utilize similes, metaphors, personification, imagery, hyperbole, oxymoron, mood, meter, rhyme scheme, alliteration: assonance and consonance given in the text. Use these devices in writing tasks also. |
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Knowledge: Students will:
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Skills:
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Assessments
Formative Assessments
Summative Assessments
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Learning Activities
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Competency D: Writing Skills
Standard 1: Create grade-level pieces of writing which are focused, purposeful and show an insight into the writing process; expressing increased fluency, coherence and cohesion, correct grammar and legibility, grade-level vocabulary, punctuation and spelling, for a variety of purposes. |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments Students punctuate a larger piece of continuous writing to punctuate it correctly. They correct partners’ work also for peer assessment. Summative Assessments
The bookstore specializes in three subjects art, architecture and graphic design. Asiya has all the ingredients he needs to make biryani rice food colour potatoes meat water spices tomatoes and onions. Teacher should make similar activities as short texts to assess punctuation. |
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Learning Activities
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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selecting relevant content. |
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Knowledge:
Students will: Follow techniques of pre-writing and writing strategies to create informative text. |
Skills: Students will be able to…
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Assessments
Formative Assessments Quiz students on how they can generate ideas before writing.
Summative Assessments Exams and term tests. Writing competitions. Before every writing assignment, students are to be assessed on whether they did any idea generation or not using any method. Assess whether students have followed guidelines when using a graphic organizer, whether they have used the brainstorming to bring structure to their work (like separating it into paragraphs). |
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Learning Activities
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Standard 2 (continued): Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes Review and revise written work. |
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Knowledge:
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Skills: Students will be able to…
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Assessments
Formative Assessments Students to do a self-check using a writing checklist at the end of their work. The teacher can observe and double-check if they are identifying errors correctly.
Summative Assessments Students to be marked on whether they have used a checklist to review their work and edit it after review. Marks to be given on the use of this checklist, and whether the use was correct or not. |
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Learning Activities After brainstorming and writing a first draft, students to use a simple writing checklist to review their work. Write a second draft after review. |