Professional Documents
Culture Documents
i, Mr. Alberto, Mr.. Raymound Subject group and discipline English Language and Literature
Communication Context, Genre, Purpose, Theme, Setting, Style Personal and cultural
expression
Statement of inquiry
Poetry, like any type or genre of writing, uses several techniques that both readers and writers need to be aware of.
Inquiry questions
Conceptual Debatable
Factual
What are the forms of poetry? Why do we create poetry?
How does the form of a poem affect its
content?
How does the use of literary convections
affect poetry?
Objective A: Analyzing
Communication-Students are encouraged to use their creativity to write their own poems and they will use their book to present their poetry to
the class.
Some of the learning experiences which are gained by the students during this unit:
Grammar:
Understanding and recognizing own, and characters identities
Adjectives describing appearance
Comparing and contrasting alternatives to make a decision.
SV agreement Defending choices in a logical manner
is/are + adj Teaching Methods:
has/have + noun/adj noun - Class Participation
order of modifiers - Group Work
vocabulary development: good/bad adjectives - Group Discussion
forming verb/ adverb/adjective/ noun from common - Think, Pair, Share
stem - Lecture with discussion
- Brainstorming
Grammar: - Class Discussion
Conjunctions - Audio-visual materials
Ways to start sentences - Case Studies
Dependent clauses in first position - Report-Back Sessions
Punctuation conventions - Independent research
Developing vocabulary - Overview
- Inquiry
Understand and comment on the language, content, - Independent Work
structure, meaning and significance of familiar pieces of - Initiative
writing. - Use of Information
Use language to narrate, describe, analyse, explain, argue,
persuade, inform, entertain and express feelings. Students will use rubric to evaluate their progress with the project and be
Express an informed personal response to literary texts and encouraged to improve their work.
demonstrates the ability to approach works Students with reading difficulties or who have a low competence level in English
will have poems read to them orally and copies of directions to write specific types
Middle Years Programme Unit planer
independently. of poems and figurative language/sound effect vocabulary definitions.
Teacher will see students’ progress throughout the unit with careful monitoring of
Express ideas with clarity and coherence in both oral and all steps students must complete to complete the unit successfully. Feedback will be
written communication. provided on written tasks by teacher and/or peers.
Structure ideas, arguments both orally and in writing in a
sustained and logical way, and support them with relevant
examples.
Formative assessments
Distinguish main ideas in a text from the secondary ideas. Formative Assessment:
- Summaries and Reflections
Use and understand an appropriate and varied range of - Visual Representations of Information
vocabulary and idiom - Collaborative Activities
Use correct grammar with appropriate and varied sentence - Criteria and goal setting
structure - Observations
Show awareness of
Be able to learn how to analyze a text into its main literary
elements Differentiation
Differentiated Instruction
Be able to use, understand and apply new vocabulary related - Identifying and correcting misconceptions
to the story
- One-on-one clarifications
• Be able to understand character development - Offer open-ended activities to enhance creativity
- Offering choice in unit project – students will decide their topic and support for
• Be able to understand and use the literary elements of their essay Integrating Technology; integrating interactive technology
cause & effect - Collaborative Learning
- Narrowing or broadening the topic
• Be able to understand the desert biome, its topography,
animal and plant life
Students with language difficulties are given the opportunity to discuss the text
Skills: in small groups with students of different language levels. They are also
Skimming and scanning directed to express their understanding in a visual way through stage direction.
Inference Exemplars are given for each stage of the assessment.
Discussion
Referencing
Elaborating
Resources
Middle Years Programme Unit planer
Middle Years Programme Unit planer
Action: Teaching and learning through inquiry
Prior to teaching the unit During teaching After teaching the unit