05f_up06noble
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Children’s Literature in the Primary School (CLiPS)
Unit Plan : NOBLE TALES UNTOLD Unit Overview Unit Title Noble Tales Untold (Values in Life) 1. The Caring Tree 2. Holes in the Fence 3. True Wealth Unit Summary By the end of the fourth month, pupils should be able to understand and talk about characters, setting, theme, plot and point of view of the 3 short stories, produce a Character Quilt, Make a new Book Jacket and Dramatize a scene ( choose from the 3 stories) to be presented at the year-end concert. Subject Area Literature + Art + Moral Grade Level Primary 6 Approximate Time Needed 4 months (16 x 30 minutes) Unit Foundation Targeted Content Standards and Benchmarks Syllabus Specifications:
world
1.3.1 Listen to key words and phrases in stories, recounts, and descriptions heard. 1.3.3 Listen to and understand phrases in stories, recounts and descriptions heard. 1.5.2
Listen to simple descriptions, recounts, news reports and factual texts and give the main ideas and supporting details.
1.7.1
Listen to stories, fables and legends and give the names of people, animals and places.
1.7.2
Listen to stories, fables and legends and give details.
1.7.3
Listen to stories, fables and legends and give the sequence of events.
1.7.4
Listen to stories, fables and legends and predict outcomes.
1.7.5
Listen to stories, fables and legends and talk about the moral of the story or fable and of the lesson learnt.
1.7.6
Listen to stories, fables and legends and share feelings about the stories, fables and legends heard.
2.6.2
Continuing a story being told.
2.6.3
Tell what happens next
2.6.6
Tell simple stories.
2.7.1
Name the good and bad characters and tell why they are good or bad.
2.7.2
Talk about the place in a story.
2.7.3
Talk about the events in a story.
2.7.4
Talk about the values explored in the stories.
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 1 of 6
Children’s Literature in the Primary School (CLiPS) 2.8.1
State whether one likes or does not like the story and give reasons.
2.8.2
Relate the story to one’s life.
3.4.3
Read aloud poems and stories clearly and expressively
3.9.1
Read and give details about the place in the story.
3.9.2
Read and give details about the people and animals in the story.
3.9.3
Read and talk about the actions of people and animals in a story read.
3.9.4
Read and tell and write why a person or animal in a story is good or bad.
3.9.5
Relate the people and events in the story to one’s life.
4.2.3
Complete mind-maps, diagrams with information from the text
4.2.2
Write words and phrases in clear and legible writing.
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 2 of 6
Children’s Literature in the Primary School (CLiPS)
Student Objectives/Learning Outcomes Students will be able to: •
Understand the text’s characters, setting, theme, plot and point of view of the short stories through discussions, exercises and presentations.
•
Produce a Character and event Quilt, Make a new Book Jacket and Dramatizing a scene from the 3 stories as extension activities.
Curriculum-Framing Questions Essential Question
What are some of the most important values in life? What make people behave in such manner? What is important in life? What do parents want for us?
Unit Questions
Who do you think we hurt? What does doings mean? What will happen to a person who shows anger? Can being selfish hurt anyone? What does wealth mean to you? Why did the man cut the branch? Why did the man chop down the trunk? Why did the man go back to the tree? Why was the boy crying? Who made the boy decide to change? What did the father ask him to do?
Content Questions
Who taught him to control his temper? Do we need to work hard for money? Does nature give us joy? What is the difference between town and village? Do you like to take advantage on people? Do you care about others? What respect mean to you?
Student Assessment Plan Assessment Summary 1. Worksheets
2. Peer Evaluation Form for Peers (Quilt) and (Book Jacket) 3. Mind Maps
4. Character and Event Quilt
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 3 of 6
Children’s Literature in the Primary School (CLiPS)
Assessment Timeline Before project work begins
Week 1 – 5
Week 6-8
•Workdsheets •Drawing pictures of a boy and a tree
•Completing the second story (Holes in the Fence) •Questioning •Designing a Book Jacket.
•Creating a
character and event quilt
Students work on projects and complete tasks Week 9-11 •
•
Completing the third story (True Wealth) Presentation of Character and event Quilt, and evaluation by peers
Week 12-13 • •
Preparing the script Completion of script for Dramatizing a scene.
After project work is completed Week 14-15
•
Rehearsal on dramatizi ng a scene from 3 short stories.
16
•
Dramatizing the scenes from 3 stories.
Unit Details Prerequisite Skills •
Drawing and painting ability
•
Writing ability
•
Pupils can identify themselves with the character in the story.
•
Pupils can express themselves through verbal, linguistic or visual art activities.
Instructional Procedures Prior to Instruction Month 1 In this month students will be able to show their understanding of the text by completing mind maps, exercises in worksheets, answering questions orally and drawing pictures. Month 2 Here the students will be able to complete a Character Quilt, talk about it during group presentation and evaluate peers’ work through justification. Month 3 In this month students will be able to put the production group together, complete the script for the skit ( one short story for each group ) Month 4 In this final month the students will be able go through rehearsals for the skit including full-dress rehearsals and perform at the year – end concert and also show-case their final product of the Character and event Quilt. Extension Activities:
•
Character and event Quilt
•
Dramatizing a Scene
•
Making a Book Jacket
Accommodations for Mixed Ability Instruction
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 4 of 6
Children’s Literature in the Primary School (CLiPS)
At Risk Student
EFL Student
Advanced Student
•
Guidance to make a new Book Jacket
•
Take part in the skit/dramatizing with guidance
•
Creating Character and event Quilt
•
Reading out the parts of the characters
•
Reading out the sentences
•
Script Writing
•
Dramatizing the scene from the 3 stories
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 5 of 6
Children’s Literature in the Primary School (CLiPS)
Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) ✘
Camera
Laser Disk
VCR
✘
Computer(s)
✘
Printer
✘
Digital Camera
✘
Projection System
Video Conferencing Equip.
✘
DVD Player
✘
Scanner
Other
✘
Internet Connection
✘
Television
✘
Video Camera
Technology – Software (Click boxes of all software needed.) Database/Spreadsheet
✘
Desktop Publishing
Image Processing Internet Web Browser
E-mail Software
✘
Multimedia
Web Page Development ✘
Word Processing Other
Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
Other Resources
•
The book ‘Noble Tales Untold’
•
Worksheets
•
Pictures (of characters, setting, events)
•
Sentence and word cards
•
Costumes
•
Props
•
Look up on websites for the meaning of words for ‘characters’ in the stories.
•
Look up on how to create a Character and event quilt
•
Parents
•
Other teachers
Unit Plan template adapted from the Intel Essentials v10 Programme *Legal Information | Privacy Policy
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 6 of 6
Unit Plan : NOBLE TALES UNTOLD Unit Overview Unit Title Noble Tales Untold (Values in Life) 1. The Caring Tree 2. Holes in the Fence 3. True Wealth Unit Summary By the end of the fourth month, pupils should be able to understand and talk about characters, setting, theme, plot and point of view of the 3 short stories, produce a Character Quilt, Make a new Book Jacket and Dramatize a scene ( choose from the 3 stories) to be presented at the year-end concert. Subject Area Literature + Art + Moral Grade Level Primary 6 Approximate Time Needed 4 months (16 x 30 minutes) Unit Foundation Targeted Content Standards and Benchmarks Syllabus Specifications:
world
1.3.1 Listen to key words and phrases in stories, recounts, and descriptions heard. 1.3.3 Listen to and understand phrases in stories, recounts and descriptions heard. 1.5.2
Listen to simple descriptions, recounts, news reports and factual texts and give the main ideas and supporting details.
1.7.1
Listen to stories, fables and legends and give the names of people, animals and places.
1.7.2
Listen to stories, fables and legends and give details.
1.7.3
Listen to stories, fables and legends and give the sequence of events.
1.7.4
Listen to stories, fables and legends and predict outcomes.
1.7.5
Listen to stories, fables and legends and talk about the moral of the story or fable and of the lesson learnt.
1.7.6
Listen to stories, fables and legends and share feelings about the stories, fables and legends heard.
2.6.2
Continuing a story being told.
2.6.3
Tell what happens next
2.6.6
Tell simple stories.
2.7.1
Name the good and bad characters and tell why they are good or bad.
2.7.2
Talk about the place in a story.
2.7.3
Talk about the events in a story.
2.7.4
Talk about the values explored in the stories.
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 1 of 6
Children’s Literature in the Primary School (CLiPS) 2.8.1
State whether one likes or does not like the story and give reasons.
2.8.2
Relate the story to one’s life.
3.4.3
Read aloud poems and stories clearly and expressively
3.9.1
Read and give details about the place in the story.
3.9.2
Read and give details about the people and animals in the story.
3.9.3
Read and talk about the actions of people and animals in a story read.
3.9.4
Read and tell and write why a person or animal in a story is good or bad.
3.9.5
Relate the people and events in the story to one’s life.
4.2.3
Complete mind-maps, diagrams with information from the text
4.2.2
Write words and phrases in clear and legible writing.
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 2 of 6
Children’s Literature in the Primary School (CLiPS)
Student Objectives/Learning Outcomes Students will be able to: •
Understand the text’s characters, setting, theme, plot and point of view of the short stories through discussions, exercises and presentations.
•
Produce a Character and event Quilt, Make a new Book Jacket and Dramatizing a scene from the 3 stories as extension activities.
Curriculum-Framing Questions Essential Question
What are some of the most important values in life? What make people behave in such manner? What is important in life? What do parents want for us?
Unit Questions
Who do you think we hurt? What does doings mean? What will happen to a person who shows anger? Can being selfish hurt anyone? What does wealth mean to you? Why did the man cut the branch? Why did the man chop down the trunk? Why did the man go back to the tree? Why was the boy crying? Who made the boy decide to change? What did the father ask him to do?
Content Questions
Who taught him to control his temper? Do we need to work hard for money? Does nature give us joy? What is the difference between town and village? Do you like to take advantage on people? Do you care about others? What respect mean to you?
Student Assessment Plan Assessment Summary 1. Worksheets
2. Peer Evaluation Form for Peers (Quilt) and (Book Jacket) 3. Mind Maps
4. Character and Event Quilt
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 3 of 6
Children’s Literature in the Primary School (CLiPS)
Assessment Timeline Before project work begins
Week 1 – 5
Week 6-8
•Workdsheets •Drawing pictures of a boy and a tree
•Completing the second story (Holes in the Fence) •Questioning •Designing a Book Jacket.
•Creating a
character and event quilt
Students work on projects and complete tasks Week 9-11 •
•
Completing the third story (True Wealth) Presentation of Character and event Quilt, and evaluation by peers
Week 12-13 • •
Preparing the script Completion of script for Dramatizing a scene.
After project work is completed Week 14-15
•
Rehearsal on dramatizi ng a scene from 3 short stories.
16
•
Dramatizing the scenes from 3 stories.
Unit Details Prerequisite Skills •
Drawing and painting ability
•
Writing ability
•
Pupils can identify themselves with the character in the story.
•
Pupils can express themselves through verbal, linguistic or visual art activities.
Instructional Procedures Prior to Instruction Month 1 In this month students will be able to show their understanding of the text by completing mind maps, exercises in worksheets, answering questions orally and drawing pictures. Month 2 Here the students will be able to complete a Character Quilt, talk about it during group presentation and evaluate peers’ work through justification. Month 3 In this month students will be able to put the production group together, complete the script for the skit ( one short story for each group ) Month 4 In this final month the students will be able go through rehearsals for the skit including full-dress rehearsals and perform at the year – end concert and also show-case their final product of the Character and event Quilt. Extension Activities:
•
Character and event Quilt
•
Dramatizing a Scene
•
Making a Book Jacket
Accommodations for Mixed Ability Instruction
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 4 of 6
Children’s Literature in the Primary School (CLiPS)
At Risk Student
EFL Student
Advanced Student
•
Guidance to make a new Book Jacket
•
Take part in the skit/dramatizing with guidance
•
Creating Character and event Quilt
•
Reading out the parts of the characters
•
Reading out the sentences
•
Script Writing
•
Dramatizing the scene from the 3 stories
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 5 of 6
Children’s Literature in the Primary School (CLiPS)
Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) ✘
Camera
Laser Disk
VCR
✘
Computer(s)
✘
Printer
✘
Digital Camera
✘
Projection System
Video Conferencing Equip.
✘
DVD Player
✘
Scanner
Other
✘
Internet Connection
✘
Television
✘
Video Camera
Technology – Software (Click boxes of all software needed.) Database/Spreadsheet
✘
Desktop Publishing
Image Processing Internet Web Browser
E-mail Software
✘
Multimedia
Web Page Development ✘
Word Processing Other
Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
Other Resources
•
The book ‘Noble Tales Untold’
•
Worksheets
•
Pictures (of characters, setting, events)
•
Sentence and word cards
•
Costumes
•
Props
•
Look up on websites for the meaning of words for ‘characters’ in the stories.
•
Look up on how to create a Character and event quilt
•
Parents
•
Other teachers
Unit Plan template adapted from the Intel Essentials v10 Programme *Legal Information | Privacy Policy
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 6 of 6
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