07a Up Perfect Present
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Children’s Literature in the Primary School (CLiPS)
Unit Plan Unit Overview Unit Title : The Perfect Present Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson
1 2 3 4 5 6 7 8
: : : : : : : :
Getting to know Sam. Dispirited Despair I will do it! Surprise ! Reporting Extension project ( A story book – Outlining and organization ) Extension project ( A story book – Presentation )
Unit Summary Progression •
Pupils will complete reading the story by the fifth lesson. The story will be classified under the structure as followed : Lesson 1 Introduction ( Reviewing the book cover, characterization ) Lesson 2 Complication 1 ( Dispirited by his sister, Molly ) Lesson 3 Complication 2 ( His present did not seem appealing ) Lesson 4 Climax ( Finally Sam decided on the present ) Lesson 5 Ending of the story ( How father valued the present ) Consolidation will be done through extension project ( sixth – eighth lesson )
•
Productions Lesson 1 Discussion tags on the main character, Sam Lesson 2 Collage, word list and phrases based on the theme “Negative acts” Lesson 3 Make an analysis of Sam’s graph of emotion Fill in the blanks with words showing feeling of despair Lesson 4 Sequencing event by drawing a mind map indicating the flow of the story Lesson 5 Expressions that show appreciation Lesson 6 Lesson 7 Lesson 8
•
Extended project – reporting through hot seat approach Extended project - my idea of a perfect present Extended project – A perfect present for our teacher
Aesthetic value imparted Joy of giving and receiving Decision making Self confidence
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 1 of 8
Children’s Literature in the Primary School (CLiPS)
Subject Area Visual arts Grade Level Year 6 ( mixed ability ) Approximate Time Needed 8 hours within 4 months Unit Foundation Targeted Content Standards and Benchmarks Syllabus Specifications:1 Listening2
1.2.2
Listen 1.3.1 1.4.1 1.5.2 1.7.1 1.7.2 1.7.3
to and repeat correctly phrases and expressions Listen and learn key words and phrases heard in stories. Listen to and follow simple instructions on how to complete a given task Listen to simple descriptions and story to give main ideas and supporting details Listen to stories and answer simple questions Listen to stories and give the sequence of events Listen to stories and tell why one likes or dislikes the story
Speaking 2.2.1 2.3.1 2.3.4 2.7.2 2.7.3 2.7.4 2.8.2 2.9.2 2.9.4
Ask questions to seek information Respond to simple questions by identifying persons, things and places Make comparisons Talk about the places in the story Talk about the events in the story Talk about the value in the story Relate the story to one’s life To show appreciation To encourage
Reading 3.5.1 3.8.2 3.6.7 3.9.1 3.9.2 3.9.3 3.9.4 3.10
Read and understand the meaning of words by looking at the context Scan for specific information in texts Use words to show comparison Read and give details about the people in the story Read and talk about the action of people and the sequence of actions Read and tell what happens next Relate the people and events in the story to one’s life Read and tell what one has learned from the story
Writing 4.2.1 Complete simple rhyme or description with the missing words 4.2.2 Complete simple mind maps with information from the texts 4.5.1 Write simple guided descriptions 4.5.2 Write simple descriptions with little or no guidance
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 2 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 3 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 4 of 8
Student Objectives/Learning Outcomes Students will be able to:
Children’s Literature in the Primary School (CLiPS)
•
Recognize story grammar such as plot, characters, setting, theme and genre features
• •
Acquire vocabulary and understand the meaning of words through context. Talk about the characters in the story.
•
Read and understand simple factual texts for main ideas.
• • •
Read and respond to story Write simple phrases by expanding words given Relate words learnt to express feeling
• •
Talk about the people and places ( shift in characterization and setting ) Read and understand the meanings of words through the use of contextual clues.
•
Write simple events / scenes of what one did.
Curriculum-Framing Questions Essential Question
Is it good to be different ?
Unit Questions
What will Sam get for his father if he decided to buy a present instead?
Does receiving bring more joy than giving ?
Chapter 1 1. 2. 3. 4. 5. 9.
What did Sam like to do ? How do you know that Sam can paint well ? What did Sam learn from his teacher ? Why was Molly sneering at Sam’s idea of a present ? Is Molly a kind sister ? Explain. Why did Sam feel sad after talking with Molly?
Chapter 2 Content Questions
1. What did Sam wish for after listening to all his friends ? 2. Was he happier after talking to his friends ? Why ? 3. What is the meaning behind “ a lump formed in the throat” ? Chapter 3 1. 2. 3. 4. 5.
What was dad’s hobby ? Do you think Molly change her attitude when she saw the picture ? Explain. Why did dad take Sam to his office ? Can you describe dad’s office ? Did Sam’s dad like the present ? Explain.
Student Assessment Plan Assessment Summary •
Journal / self reflection of pupil after every lesson
•
Peer evaluation ( informal comment on each other’s portfolio item )
•
Teacher evaluation ( informal using slips of paper attach to pupil’s portfolio item )
•
Self-evaluation ( relating oneself to the event in the story )
•
Log entry ( during process of book making )
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 5 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 6 of 8
Assessment Timeline
Children’s Literature in the Primary School (CLiPS)
Before project work begins
• •
Outline of project Materials collected
Students work on projects and complete tasks •
Log entry on the progress of project
After project work is completed •
Presentation of work
Unit Details Prerequisite Skills •
Pupils have basic knowledge in reading a graph.
•
Pupils can identify themselves with the character in the story ( same age group )
•
Pupils can express themselves through verbal, linguistic or visual arts activities
Instructional Procedures Prior to Instruction Month Month Month Month
1 2 3 4
Lesson Lesson Lesson Lesson
1 3 5 7
& & & &
2 4 6 8
Optional Extension Activity: The Perfect Present ( Story book by the pupils to the teacher ) Accommodations for Mixed Ability Instruction •
May express themselves through visual presentations such as collages and drawings.
•
Encourage active participation when lesson gets kinesthetic.
•
Assistance and guidance in writing by providing necessary vocabulary or sentence patterns
•
May express themselves through visual and guided written presentation such as comics strips or mind maps.
At Risk Student
EFL Student
© 2000-2007 Intel Corporation. All Rights Reserved.
Advanced Student
Page 7 of 8
•
Encourage reading between the lines and fully understanding the text.
•
Paraphrasing a selection from a part of the story
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
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.) Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Supplies Internet Resources
-
Other Resources
-
•
Work sheets
•
Evaluation sheets
•
Book ( The Perfect Present )
•
A4 blank papers
Unit Plan template adapted from the Intel Essentials v10 Programme *Legal Information | Privacy Policy
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 8 of 8
Unit Plan Unit Overview Unit Title : The Perfect Present Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson
1 2 3 4 5 6 7 8
: : : : : : : :
Getting to know Sam. Dispirited Despair I will do it! Surprise ! Reporting Extension project ( A story book – Outlining and organization ) Extension project ( A story book – Presentation )
Unit Summary Progression •
Pupils will complete reading the story by the fifth lesson. The story will be classified under the structure as followed : Lesson 1 Introduction ( Reviewing the book cover, characterization ) Lesson 2 Complication 1 ( Dispirited by his sister, Molly ) Lesson 3 Complication 2 ( His present did not seem appealing ) Lesson 4 Climax ( Finally Sam decided on the present ) Lesson 5 Ending of the story ( How father valued the present ) Consolidation will be done through extension project ( sixth – eighth lesson )
•
Productions Lesson 1 Discussion tags on the main character, Sam Lesson 2 Collage, word list and phrases based on the theme “Negative acts” Lesson 3 Make an analysis of Sam’s graph of emotion Fill in the blanks with words showing feeling of despair Lesson 4 Sequencing event by drawing a mind map indicating the flow of the story Lesson 5 Expressions that show appreciation Lesson 6 Lesson 7 Lesson 8
•
Extended project – reporting through hot seat approach Extended project - my idea of a perfect present Extended project – A perfect present for our teacher
Aesthetic value imparted Joy of giving and receiving Decision making Self confidence
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 1 of 8
Children’s Literature in the Primary School (CLiPS)
Subject Area Visual arts Grade Level Year 6 ( mixed ability ) Approximate Time Needed 8 hours within 4 months Unit Foundation Targeted Content Standards and Benchmarks Syllabus Specifications:1 Listening2
1.2.2
Listen 1.3.1 1.4.1 1.5.2 1.7.1 1.7.2 1.7.3
to and repeat correctly phrases and expressions Listen and learn key words and phrases heard in stories. Listen to and follow simple instructions on how to complete a given task Listen to simple descriptions and story to give main ideas and supporting details Listen to stories and answer simple questions Listen to stories and give the sequence of events Listen to stories and tell why one likes or dislikes the story
Speaking 2.2.1 2.3.1 2.3.4 2.7.2 2.7.3 2.7.4 2.8.2 2.9.2 2.9.4
Ask questions to seek information Respond to simple questions by identifying persons, things and places Make comparisons Talk about the places in the story Talk about the events in the story Talk about the value in the story Relate the story to one’s life To show appreciation To encourage
Reading 3.5.1 3.8.2 3.6.7 3.9.1 3.9.2 3.9.3 3.9.4 3.10
Read and understand the meaning of words by looking at the context Scan for specific information in texts Use words to show comparison Read and give details about the people in the story Read and talk about the action of people and the sequence of actions Read and tell what happens next Relate the people and events in the story to one’s life Read and tell what one has learned from the story
Writing 4.2.1 Complete simple rhyme or description with the missing words 4.2.2 Complete simple mind maps with information from the texts 4.5.1 Write simple guided descriptions 4.5.2 Write simple descriptions with little or no guidance
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 2 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 3 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 4 of 8
Student Objectives/Learning Outcomes Students will be able to:
Children’s Literature in the Primary School (CLiPS)
•
Recognize story grammar such as plot, characters, setting, theme and genre features
• •
Acquire vocabulary and understand the meaning of words through context. Talk about the characters in the story.
•
Read and understand simple factual texts for main ideas.
• • •
Read and respond to story Write simple phrases by expanding words given Relate words learnt to express feeling
• •
Talk about the people and places ( shift in characterization and setting ) Read and understand the meanings of words through the use of contextual clues.
•
Write simple events / scenes of what one did.
Curriculum-Framing Questions Essential Question
Is it good to be different ?
Unit Questions
What will Sam get for his father if he decided to buy a present instead?
Does receiving bring more joy than giving ?
Chapter 1 1. 2. 3. 4. 5. 9.
What did Sam like to do ? How do you know that Sam can paint well ? What did Sam learn from his teacher ? Why was Molly sneering at Sam’s idea of a present ? Is Molly a kind sister ? Explain. Why did Sam feel sad after talking with Molly?
Chapter 2 Content Questions
1. What did Sam wish for after listening to all his friends ? 2. Was he happier after talking to his friends ? Why ? 3. What is the meaning behind “ a lump formed in the throat” ? Chapter 3 1. 2. 3. 4. 5.
What was dad’s hobby ? Do you think Molly change her attitude when she saw the picture ? Explain. Why did dad take Sam to his office ? Can you describe dad’s office ? Did Sam’s dad like the present ? Explain.
Student Assessment Plan Assessment Summary •
Journal / self reflection of pupil after every lesson
•
Peer evaluation ( informal comment on each other’s portfolio item )
•
Teacher evaluation ( informal using slips of paper attach to pupil’s portfolio item )
•
Self-evaluation ( relating oneself to the event in the story )
•
Log entry ( during process of book making )
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 5 of 8
Children’s Literature in the Primary School (CLiPS)
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 6 of 8
Assessment Timeline
Children’s Literature in the Primary School (CLiPS)
Before project work begins
• •
Outline of project Materials collected
Students work on projects and complete tasks •
Log entry on the progress of project
After project work is completed •
Presentation of work
Unit Details Prerequisite Skills •
Pupils have basic knowledge in reading a graph.
•
Pupils can identify themselves with the character in the story ( same age group )
•
Pupils can express themselves through verbal, linguistic or visual arts activities
Instructional Procedures Prior to Instruction Month Month Month Month
1 2 3 4
Lesson Lesson Lesson Lesson
1 3 5 7
& & & &
2 4 6 8
Optional Extension Activity: The Perfect Present ( Story book by the pupils to the teacher ) Accommodations for Mixed Ability Instruction •
May express themselves through visual presentations such as collages and drawings.
•
Encourage active participation when lesson gets kinesthetic.
•
Assistance and guidance in writing by providing necessary vocabulary or sentence patterns
•
May express themselves through visual and guided written presentation such as comics strips or mind maps.
At Risk Student
EFL Student
© 2000-2007 Intel Corporation. All Rights Reserved.
Advanced Student
Page 7 of 8
•
Encourage reading between the lines and fully understanding the text.
•
Paraphrasing a selection from a part of the story
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
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.) Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Supplies Internet Resources
-
Other Resources
-
•
Work sheets
•
Evaluation sheets
•
Book ( The Perfect Present )
•
A4 blank papers
Unit Plan template adapted from the Intel Essentials v10 Programme *Legal Information | Privacy Policy
© 2000-2007 Intel Corporation. All Rights Reserved.
Page 8 of 8
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