Professional Documents
Culture Documents
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.
Curriculum-Framing Questions
Essential What are some of the most important values in life?
Question
What make people behave in such manner?
What is important in life?
What do parents want for us?
Unit Who do you think we hurt?
Questions 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 Who taught him to control his temper?
Questions 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?
Assessment Timeline
Before project work begins Students work on projects After project work is
and complete tasks completed
• Script Writing
Advanced Student
• Dramatizing the scene from the 3 stories
• Costumes
Supplies
• Props
• Look up on websites for the meaning of words for ‘characters’ in the
stories.
Internet Resources
• Look up on how to create a Character and event quilt
• Parents
Other Resources
• Other teachers
Unit Plan template adapted from the Intel Essentials v10 Programme
*Legal Information | Privacy Policy