1 GRADE 4 CONTENT PAGE Acknowledgements 2 Introduction 3 Curriculum Guide Overview 4 Note to the teachers 5 Terms used in Guide General Learning Outcomes for Grade Curriculum themes Success Criteria – Term 1 Term 1 Unit 1- Theme 1 Term 1 Unit 2- Theme 2 Success Criteria – Term Term 2 Unit 1- Theme 3 Term 2 Unit 2- Theme 4 Success Criteria – Term 3 Term 3 Unit 1- Theme 5 Term 3 Unit 2- Theme 6 Appendix 2 ACKNOWLEDGEMENT The Curriculum Development Unit is grateful to the following for their contribution in the development of the New Grade 4 Language Arts Curriculum Guide. Mr. Nicholas Goldberg (SEO Curriculum Measurement & Evaluation Unit) John Bleau (consultant), Mornlight Nanthan & Ernie Jno Finn - Learning Support advisors Members of the Language Arts sub-committee who assisted in the final draft and proofing of the Language Arts Curriculum: Jeanette Carriere - Roosevelt Douglas Primary Sylvia Valerie - Portsmouth Secondary School Cyrilla Anslem -Isaiah Thomas Secondary School Anita Williams -St Martin Primary Joyce Celestine - Roseau Primary Rosemund - Massacre Primary Nadia Prevost - -Wesley primary Rosemund Isamael - Mahaut Primary Jacinta Marcellin - Penville Primary General Editor- Raymond Henderson Secretaries of the unit Shermine Bardouille – Coordinator of the Grade 4 Language Arts Curriculum Guide (2010) 3 INTRODUCTION English as part of Dominica’s Cultural Heritage Historically, English has been the officially recognized spoken and written language of Dominica since its colonial link with Britain, and now as a full member of the British Commonwealth of Nations and it represents the linguistic and cultural lifeblood of that grouping. Dominica plays an important role in this linguistic, cultural and economic world of diversity and therefore, communication, trade and cultural exchange are essential within a global context. Dominica is a founding member of the Caribbean Examinations Council (CXC), the agency charged with the administration of formal examinations at the regional level. With English being the language of instruction, it is also the language of educational assessment. A vast majority of Dominican children speak a dialect or some form of Creole to communicate with others, to express thoughts, feelings and experiences. Such diverse linguistic repertoire, in many ways, poses certain challenges (e.g. grammar and comprehension) for the student the school system. This guide is designed to enable all students to be competent in the use of English at local, regional and international level. The “Thematic Approach” has been incorporated to present the children with structures in meaningful contexts, while integrating language with other subject areas, viz. Social Studies, Science, Visual and Performing Arts etc. In Language Arts, at the Key Stage 1-6 level, students should: • Listen to, read, and view a range of grade-level appropriate oral, print and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences, in a variety of forms, for a variety of purposes and audiences. • Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers, (viewers, and presenters). • Assess their own personal language growth and set goals for future growth. The learning outcomes listed in this curriculum guide describe the specific language knowledge, skills, and strategies that students should develop. These outcomes, through success criteria form a developmental continuum and guide the teacher in planning units, daily instruction, and classroom activities. The success criteria also guide student/teacher assessment and evaluation. 4 Curriculum Guide Overview The English Language Arts (LA) Curriculum emphasizes the role of language in communication and learning. Students need to become confident and competent users of all three language arts strands, with opportunities to listen, speak, read and write. Success criterias are listed to help teachers to meet the requirements of the Learning Outcomes in each strand of the Programme of Study. It is important that unit plans are based and developed on curriculum criteria that address the needs, interests, and strengths of students. The content is so developed in this curriculum to reflect the main action areas: • Attainment Targets • Learning Outcomes • Success Criteria • Suggested Activities • Assessment Strategies 5 A NOTE TO THE TEACHER The proposed National Curriculum suggests that Language Arts be given a minimum of 5 hours of instructional time per week. It also allows the teacher to dedicate at least one hour blocks for the teaching of the subject. Instructional units of study weave language learning and opportunities to use language within specific topics or themes. Relevant units can be planned based on curriculum objectives and a thorough assessment of students' interests and needs. Organizing the school year into manageable blocks of time by using cohesive units provides both a focus and a sense of direction. However, it is important to remain flexible to allow for any necessary changes in either focus or direction, according to individual student interests and needs, as each unit progresses. Opportunities to individualize some activities or instructional and assessment strategies emerge in response to feedback and continuous assessment of students. Each theme is sub-divided into three topics from which sample activities are derived. These activities reflect the integration of the different language strands listening & speaking, reading and writing. The sample activities are intended to give guidance to the teachers but they should not be limited by them. Teachers are therefore encouraged to make necessary changes and/or adjustments to cater to the needs of the pupils. A few resource material were suggested however teachers are encouraged to use additional resources (newspaper, subject text, other informational text, poems etc. ) The assessment procedures are in the form of oral and written product and process and may be used to gather information about students’ progress and assist teachers to adapt their teaching to cater for the individual needs of students. Teachers are advised to refer to the Programme of Study to ensure that success criteria are covered and Learning Outcomes in each strand are achieved. Suggestion to teachers in teaching the units Read through the entire unit Consider students' needs, interests, and abilities: Plan and modify activities/lesson Identify appropriate initial and culminating activities to begin/end each unit Select appropriate success criteria from those stated in the curriculum guide: Choose the instructional and assessment strategies to be used during the course of the unit Identify and gather appropriate resources: Identify possibilities for student reflection: Identify possibilities for teacher reflection: Ensure the desired learning outcomes are achieved 6 TERMS USED IN THE CURRICULUM GUIDE Attainment target includes the knowledge, skills and understanding which students of different abilities and maturities are expected to demonstrate at the end of Key stage 4. Learning Outcomes basic levels that a student should achieve at the end of each grade level and key stage Successes Criteria describes what the learner must know, be able to do, attitude they must display to indicate that they have attained the learning outcome . Skills the capacity to do something well. (technique/ability) They are usually acquired or learned. They are what pupils will be able to do during the unit Strategy is a plan of action designed to achieve a particular goal. Assessment It is used to determine what student know or can do. It measures progress toward established learning outcomes, and provides a basis for reflection, and feedback to improve teaching and learning. Resources anything used by teachers and students to assist in the learning process. e.g. people, equipment, facilities, reading text Key vocabulary & Concepts some of the key terms that will be discussed during the course of the unit and it is hoped they will become part of pupils written and oral vocabulary 7 General Learning Outcomes for Grade 4 Listening and speaking Reading Writing COMMUNICATING PERSONAL IDEAS, MAKING MEANING AT TEXT LEVEL PRODUCE PERSONAL TEXT EXPERIENCES & FEELINGS Use vocabulary and grammar to read view Engaged in writing short stories and Participate with some confidence in and understand the meaning of print and personal text appropriate to the purpose group and class discussion on topics of visual text. and audience at home and abroad. personal and social interest using Focus on report and instruction appropriate conversational skills PRODUCING TEXTS FOR DIFFERENT MAKING MEANING USING CONTEXT PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES PURPOSES & AUDIENCES Use background knowledge and Use sounds, words and grammar of IAE experiences to recognize and begin to Use graphics, grammar and vocabulary to to create and interpret different oral texts analyze social, moral and cultural values in plan, organize, produce and edit texts for selected audiences. Focus on report materials used in grade 4 class, and relate collaboratively and independently. and explanation to own life COMMUNICATING FOR DAILY LIVING MAKING MEANING AT WORD LEVEL TRANSFERRING DATA Ask and respond to questions, listen, Use context clues, phonic and sight Transfer data in written texts, used in respond. And give instructions, recognition skills to read letter combinations Grade 4 from one form into another for messages and explanation in IAE for and Grade 4 sight words including some different purposes and audiences various audiences personally significant and high frequency words DEVELOPING A POSITIVE ATTITUDE TO DEVELOP POSITIVE ATTITUDE TO DEVELOP POSITIVE ATTITUDE TO ORAL LANGUAGE READING WRITING Demonstrate initiative to design and Listen, respond, perform, create and talk Demonstrate enjoyment in selecting, produce a range of texts in a variety of about different oral text from global reading and responding independently or forms and share with others for pleasure cultures that are appropriate to the with others to a variety of texts interest of Grade 4 students LISTENING AND SPEAKING ACROSS READING ACROSS THE CURRICULUM PRODUCING TEXTS ACROSS THE THE CURRICULUM CURRICULUM Read and view Grade 4 text to think, Use vocabulary and grammar of Grade 4 reason, solve problems, process and use Use vocabulary and grammar of Grade 4 subjects to talk, think, solve problems, information for learning across the subjects to talk, think, solve problems, process & use information for learning curriculum. process and use information for writing across the curriculum. across the curriculum 8 GRADE 4 YEAR SUMMARY Term Themes Topic Duration 1 Caribbean Music 6weeks Caribbean Culture Languages spoken in the Caribbean September – December Famous Caribbean Cultural Heroes Who they are Visitors to our Island Why they come 6weeks How do we treat our visitors 2 School friends 6weeks Friendship Demonstrating friendship Special friendship January – March/April Sea creatures Marine Life Preserving our marine life Tales under the sea 6weeks 3 Local stories 6weeks Folktales Familiar folktales Tales from around the world April – July Things I Can Do Creative minds Favourite hobbies Familiar inventions 6weeks 9 Grade Four Language Arts Term 1 Duration: Six Weeks Unit 1 THEME 1: Caribbean Culture Topics Caribbean Music Languages spoken in the Caribbean Famous Caribbean Cultural Heroes Unit 2 THEME 2: Visitors to our Island Duration: Six Weeks Topics Who they are Why they come Where they come from 10 Grade 4 Success Criteria Term 1 By the end of the units pupils will be able to: Reading Writing Vocabulary/Word Study Language Structure Read texts at grade level with Write complete, clear and Use the dictionary to find out the Write complete sentences with fluency, appropriate intonation, coherent sentences. origin and derivation of new / proper capitalization and end expression and pacing to show unfamiliar words encountered in punctuation understanding. Write organized paragraphs that reading. focus on a central idea. Capitalize- proper names, Identify unfamiliar words using geographic names, holidays, syntactic (grammar) semantic Write a short summary of a Determine the roots and affixes special events, names of (meaning )cues selection. (prefixes and suffixes) of words. books, magazines, first words in direct speech etc. Use the blurb to determine its Organize an expository paragraph Use knowledge of roots and usefulness and relevance of the text expressing a proposition in a topic affixes to determine the meaning use the simple present and sentence and presenting of an unknown / unfamiliar word in past tense of regular and Use prior knowledge and information supporting information for the an extract. irregular verbs presented in a text to make topic. predictions Use new words to convey the Use the past continuous tense Use the basic elements of intended meaning in writing. of verbs e.g. They were Read and review information in a text narrative structure in writing feeding the birds when the to confirm predictions made about it. stories. Use a thesaurus to determine fire broke out. words with related or opposite Use features of a reading selection, Write an expository paragraph to meanings. (e.g. synonyms and Use the future tense of verbs e.g., the title, and illustrations to present the cause(s) and effect(s) antonyms) e.g. He will go fishing make predictions about its content. of an incident or event. tomorrow. Identify new words presented in a Identify the speaker or narrator in Write friendly and formal letters oral communication or listening Use appropriate subject/verb fiction and non-fiction text text and determine the meaning, agreement in written and oral Gather information to support using the information and context speech Read grade level text to answer ideas for writing using a variety of given. literal, inferential and evaluative strategies and oral, print, and Write sentences using the questions electronic sources Incorporate new words learned in parts of speech correctly e.g. planned oral presentations. nouns, verbs, adjective and Identify and use information at the Compose effective paragraphs by adverbs etc. a) literacy level e.g. recall details, using basic patterns appropriately make connections between words sequence events (e.g., chronological ordering, with similar spellings; apply Know and use correct b)inferential level e.g. drawing order of importance, compare knowledge of vowel patterns to modifiers. conclusions and contrast, process order new words; c)critical level e.g. making etc.) Use the possessive pronouns judgments “mine, ours, yours, his, hers, its, theirs” to show possession 11 Grade 4 Success Criteria Term 1 Reading Writing Vocabulary/Word Study Language Structure Select and examine opening Write the descriptions of objects, use various sentence patterns sentences that set scenes, capture people, places (within narratives Identify and use blends, (e.g., simple, compound, interest etc. also), using sensory and concrete digraphs, clusters, sight words complex, interrogative, and detail. appropriate to grade exclamatory) Use QAR strategies to locate answers to questions about a Write responses to literature about Use context clues for Combine simple sentences into reading selection. stories read, about characters and vocabulary comprehension compound and complex events comparing stories and sentences for effectiveness and Determine the sequential or characters Understand and use elements clarity of communication chronological order of presentation of structure e.g. Contractions, of information in an expository Write a paragraph explaining a compound words, syllabication, Use the coma passage. simple process inflectional endings. -in complex sentences e.g. When I was ten years old, I had my Use features of expository Write notes of different kinds (e.g., applying basic spelling rules first birthday party. materials e.g. charts and diagrams thank you, apology). (e.g., drop the silent e and add -to divide direct speech from to clarify the meaning of an ing, change y to i and add es) the rest of the sentence e.g. expository text. Use the conventions of Standard “I have finished all my English appropriate to grade level in develop personal word lists of Juice,” said Peter. Distinguish between fact and writing. the following to focus attention -around a phrase for opinion on need for correct spellings: modifying the preceding noun e.g. Use learned strategies to spell Miss Joseph , my class teacher, Identify the topic sentence in a high frequency and familiar words will take us to the zoo next paragraph and locate relevant correctly (e.g., words from their oral words frequently misspelled week. details given to support the topic vocabulary, anchor charts, and in own writing sentence shared-, guided-, and independent new vocabulary reading texts; words used regularly encountered in literature and in various areas of Use the auxiliary verbs “was, Show understanding of terms used in instruction across the curriculum) were, has, have, will, shall” to to describe the elements of story study words from any source that seek information e’g. Were you grammar. Use a dictionary, thesaurus as an doing your chores when we aid in writing. are of personal interest or challenge called? Identify the reason(s) for an action -Has he seen this picture? (or the behavior) of a character in a Respond to print and visual text that -Have you ever been to literary text. they have enjoyed America? -Will she join us after the Reads and respond to narrative, Use a journal/diary for recording meeting? recount and instructional texts personal information Use word reference materials using graphic organizers (e.g., glossary, dictionary, Write fluidly and legibly in cursive or thesaurus) to identify and manuscript leaving margins at the comprehend unknown words. Read instructional text and edges of the paper 12 distinguish between the main Use a variety of media such as print Spell two –syllable words idea/topic sentence from the and electronic, when writing containing double consonants Use the connectives “because, supporting details and understand e.g. bubble, kettle, common since, although, so, so that, the difference between relevant State a main idea, theme or opinion when, while, therefore, first, and irrelevant information and provide supporting details next, then, if, unless, either... or, Use relevant examples, reasons Build from other words with neither... nor” e.g. I’m late Predict the meaning of unfamiliar and explanation to support ideas similar patterns e.g. medical, because I missed the train. words using different types of cues, medicine -Since the rain is so heavy, we including: prefixes, suffixes, base Choose vocabulary that can only stay indoors. words, phrases, sentences, and communicates their messages -Although Jane is tired , she visuals that activate existing clearly and precisely does not sit down . knowledge of oral and written language); Collect information from various sources and present it in one simple Read over writing to revise, edit format e.g. wall chart, labeled and improve it. diagram Make inferences about texts using stated and implied ideas from the texts as evidence Read grade-appropriate texts orally and silently with increasing confidence, fluency, and accuracy Preview text (title, headings, chapters, cover, table of contents) to set a purpose for reading Use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message on packaging for a video game: Identify who produces various media texts and the reason for their production (e.g., GIS 13 Term 1 Theme 1 Caribbean Culture Topics Caribbean Music Languages spoken in the Caribbean Famous Caribbean Cultural Heroes The Caribbean Region is made up of a chain of islands. Though each island is unique in its own way, cultural and linguistic influences forge a common bond which brings them as one. This unit will focus on three aspects of Caribbean culture: Caribbean Music, Languages Spoken in the Caribbean and Famous Caribbean Heroes. Students will be introduced to local as well as regional music artist, appreciate linguistic unity within the Caribbean and identify famous local and regional cultural heroes. Students will also develop positive self-esteem, and pride as a Caribbean national. N.B All activities should be used as a vehicle for developing language skills. 14 Key concepts and vocabulary Standard Reggae Famous Caribbean Cultural Heroes English Rhythm CARIBBEAN CULTURE Creole Calypso Caribbean Music Melody Languages Spoken in the Caribbean Dialect Biography Patois Spanish Lyrics Bouyon Musician Louis French Bennett Music Brian Lara Paul Keens Mighty Douglas Sparrow Jing ping Raymond Artist Calypsonian Dancehall Lawrence Pan music Carnival Heritage Bilingual 15 Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Music Teaching/Learning Skills Listening & Speaking Reading/Viewing Writing/Representing & Strategies Categorize and talk about the Read information about the different Use a graphic organizer to compare Reading /Comprehension: various Caribbean music/artist music researched; Collect and interpret and contrast any 2 genres of music Main idea researched. data, facts and ideas from information KWL strategy Write about any Caribbean music Compare/ contrast e.g. Read aloud about steel pan Compare and contrast any two genres of researched e.g. the origin, the Make judgment music in Keskidee workbook 5 music island it is most popular in, any Use of graphic organizer pg 50 for discussion popular artist who sings it, (gather Analyzing, interpreting Read about the different Caribbean artists and organize ideas and information data Play videos/ tape of recorded and the genre of music they produce to write for an intended audience. Categorizing music and have pupils listen/view and: Identify details, Read aloud to identify the genres, talk about -words associated with theme e.g. jazz, Use graphics/media text to enhance Identify authors’ them and the artists reggae, socca, bouyon etc presentations message, themes Talk about similarities and Focus on comparative adjectives/adverbs State main idea or theme and Language Structure differences in music (negative provide supporting details and positive) Complete KWL chart Adjectives/adverbs Talk about popular music in Read text e.g. Keskidee 5 pg 49 Choose a theme to write a calypso Synonyms Dominica e.g. calypso, bouyon or any genre of choice Punctuation Identify: main idea and details Listen to local and regional -authors message Focus on the message that needs Writing popular calypso and express - vocabulary/spelling words at grade level to be told and the audience Sequencing opinions about them. Talk about Expository writing hidden messages in lyrics Read other popular calypsos and identify Develop a personal voice in writing Reports the theme, hidden messages/rhyming Songs Compare and contrast the words and figurative speech Use written calypsos or other songs Phrases/ sentences lyrics/melody /make judgments as a guide to assist in writing Figurative language Analyze the language of songs & identify Put a tune to the calypso on pg phrase and sentences in local dialect Vocabulary/ Word Study 49 and sing in groups Use figurative language in writing Synonyms Create and use local musical Read local calypsos or any genre of Do procedural writing e.g. how to Rhyming words instruments e.g. used in cultural music composed make a drum/guitar/ etc. Words associated with performances music Identify the theme, message Write lyrics to the tune of any Do presentation in song/dance -correct words/sentences for local dialect popular Caribbean song using any genre and talk about it -Identify synonyms for words used Listening and Speaking Eg: type of music, origin, etc. Write an article critiquing lyrics of Oral presentation Focus on choice of words used to bring song played e.g. on radio Singing Pupils responses to questions out intended meaning Dramatizing judged using a rubric for oral Edit writing for use of correct Giving /following speaking punctuation instructions 16 Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Languages spoken in the Caribbean Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Use background knowledge to Read text e.g. Keskidee Pupils bk. 5 pg. Write jokes using speech bubbles in Reading/Comprehension discuss different dialects used in 33 and 35, pupils book 6 pg, 1-4 their local dialect with emphasis on Identifying details their country. speech marks. Main idea Identify details/main idea Interpreting Ask questions orally about -phrases and sentences Translate dialect sentences to Literary devices information presented and give standard English Retelling opinion Translate sentences to standard English, Inferences vice versa Create word bank in local dialect Facts and opinions Listen to tape recorded or and English translation Summarizing resource person e.g. Felix Translation Henderson tell jokes/stories in Highlight specific words in local dialect Read aloud e.g. patios/cocoy and translate to standard English Write a poem in any known local dialect Language Structure Tell stories/jokes poems in local Speech marks dialect Phrases and sentences Listen to various Caribbean Research information from different From text read, write sentences Auxiliary verbs writers speak in their dialect sources about various dialects spoken in phrases or words written in local Grammatically correct ( tape/video) the Caribbean dialect from any Caribbean country Sentences and rewrite in IAE Quotation marks Present stories, poems ads, reports etc Read orally (decoding) different written in dialect ` e.g. Felix Henderson Build word bank. texts in any Caribbean dialect ads, Writing Attempt to interpret dialect e.g. Jamaican, Create word search puzzle from Poems Focus on tone, diction, etc. Antiguan, Dominican dialect passage. Paragraphs, Jokes Listen to interpret the same Highlight words/sentences from text and Speech bubbles sentence read in 3 different use them to teach correct form in Label objects in dialect form. Labeling dialects Standard English Determine the meaning of unfamiliar Vocabulary/Word Study dialect words from research/Creole Word bank with words dictionary/resource persons, newspapers pertaining to theme Dramatize using aspects of Read script, songs speech or poems Write figurative language in poems Creole words different dialect forms/language. and paragraphs written in local Sing/choral speech using dialect Identify instances of e.g. figurative dialect Listening and speaking form languages, metaphors, personifications, Dramatize alliterations, onomatopoeia from text read Publish items written in class Read aloud Retell story/as in their dialect newspapers. Jokes form (folktale, Creole stories) Answer different levels of questions from Listen to interpret dialect texts 17 Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Cultural Heroes Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Talk about people in the country Research information on a local icon e.g. Write a summary about any local Reading/Comprehension who have contributed to culture. Alwin Bully/Raymond Lawrence. cultural icon Guided reading Making inferences Interview a resource person Read biography texts about any cultural Use resource person’s Drawing conclusion e.g.: cultural elder. hero in Dominica or in the Caribbean – e.g. experiences to stimulate writing Main ideas and Language Tree 5 pg 6 Supporting details Write about the activities of any Fact and fiction Focus on text structure in informational text local icon Facts and opinion -format of the biography text. Interpreting data Use graphics in writing Analyzing text Make inferences and draw conclusions Use effective words in writing Language Structure Identify: descriptive words Proper nouns - the past tense of verbs Use guided writing strategies Relative and possessive View pictures of various cultural Collect and interpret data, facts and ideas Create a poster or scrap book of Pronouns persons/icons in the Caribbean about cultural heroes from library or media different icons local/regional. Past and future tense text etc. Adjectives Talk freely about the area of Antonym culture they have contributed to Read text e.g. Keskidee Reader 5 pg. 58-60 Write simple biography about any or pupil’s bk. 5 pg. 81. Caribbean cultural hero in Writing Give opinions and make valued reference to researched guided writing judgments Identify main idea, supporting details, facts information Biography, and opinions Posters, journals Use a word processor to create Summarizing Focus on adjectives, relative pronouns, a booklet (Cultural Icons) for Creating scrapbooks the past tense of verbs reading Writing process Edit writing for presentation Vocabulary/study skills Talk about any aspect of culture Read about any aspect of Caribbean produce clear, well organized High frequency grade they would like to contribute to culture and the persons who have explanations of any aspect of Level words contributed to e.g. sports, music, culture that they would like to Antonyms Dress like any cultural icon and storytelling, dance etc. contribute to (In essay/paragraph Context clues make oral presentation on form, Dictionary skills character Draw conclusions, make judgments Make journal entry of their future Listening /Speaking Ask questions to cultural icon identify details, facts and fiction, high aspirations Discussing frequency words at grade level, proper Interviewing nouns, adjectives, possessive pronouns Design a mural of outstanding Role-play and the future tense cultural icons 18 Assessment Resources 19 Term 1 Theme 2 Visitors to our Island Topics Who they are they/where do they come from ? Why they come How do we treat our visitors It is not uncommon to see one or more cruise ships in the harbour on a typical day during the tourist season. Every year, thousands of people from all walks of life visit the island. Who are they? Where do they come from? Why do they come and how should we treat them? This unit will help answer these questions. Through various exercises, students will see the need to demonstrate positive attitude towards visitors to the island, develop appreciation for their interest in different aspects of island life and show hospitality towards visitors. 20 Key concepts and vocabulary Tourist Who are they/ where they Entertain come from? Courteous Investors Hotel Guest house International Nationals Tourism Regional Pleasure Attraction site VISITORS TO Leisure OUR ISLAND Hospitality Vacation Business Economy Cruise ship What do they How do we treat do? Entertainment our visitors? Regional Sport tourism 21 Sample Activities Term 1 Unit 2 Theme 2: Visitors to Our Island - Who are they? /where they come from? Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Talk about people who come to our Categorize the persons who come to Design a poster depicting visitors Reading/Comprehension island the island Use appropriate media to assist e.g. Categorizing scan/print pictures, Using text features Use riddles to identify country of origin Read documented information about Interpreting visitors to the island Write paragraphs giving summaries, Locating information identify the visitors and the country reports, and description of persons Facts/opinion from which they originated based on Use text features e.g. graphs, tables, who visit our island Making prediction the flag to understand and interpret information Inferences Write riddles that will identify visitors Use appropriate words to identify or Highlight proper adjectives and to the country to describe visitors. Eg: American, capitalization Language Structure investor, Reggae Star, Cricketer, etc Summarize information presented in Adjectives Locate countries from which visitors graphs/tables Capitalization come from on a map and answer high Adverbs order questions Subject/verb Interview a visitor e.g tourist, business Compile information gathered from Write thank you notes to resource Agreement man, artist etc. using appropriate interview for reading person questions to clarify and obtain information Highlight new vocabulary words and Compile information from interview Writing find meaning using a dictionary in an appropriate form for reading Poster Introduce, welcome, give vote of using correct conventions Summaries thanks to the visitor Identify details; facts and opinion Thank you notes Focus on the use of subject/verb Reports Have visitor talk about where they Identify synonyms/antonyms agreement in writing Riddles come from and what they do Use appropriate vocabulary e.g. use Vocabulary/Word Study other words for overused words Synonyms/antonyms Recite poems created on the theme Present information on a graph about Write word walls with new vocabulary High frequency words persons who come to our island. (e.g. Do choral reading over a two year period ) Create a poem inviting persons to the island Listening/Speaking Interpret information on the graph Choral reading Give facts & opinions based on Make journal entries information on the graph Interview Ask high level questions Riddles Make prediction/inferences Recite poems Focus on adverbs of time and similes 22 Sample Activities Term1 Unit 2 Theme 2: Visitors to Our Island - Why did they come Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Discuss why people come to the Read local brochures and magazines, Write an advertisement in order Reading/Comprehension country giving facts and opinion internet sites telling why visitors come to persuade someone to come to Locate information to the island your island Make judgments e.g. business, sports, sight seeing, Draw conclusion Locate specific information and answers Design a brochure (Use pictures Categorizing/classifying to questions QAR listen to a visitor e.g. peace corps talk Write accounts giving reasons Author’s purpose about purpose of being in the country Identify reasons relating to why why people come to the island persons come the island Make judgments and draw conclusions Pretend to be a visitor. Write a Language Structure composition giving reasons for Prepositional phrase Use dictionary/thesaurus to find your visit Preposition meaning of new words Past participle of verbs View a documentary about the island Read text e.g. pg.79 Language Tree 5 Write a newspaper article to and discuss observations promote the island as a place Writing Classify/categorize information from text where visitors need to come Advertisement Develop composition Focus on synonyms, preposition and Write an essay persuading by Giving reason Describe places on interest on the positional phrase someone to come to your island Persuasive essay island Invitation letter Generate vocabulary words through Songs/poems Dramatize a scene e.g. a tourist coming discussion Pretend to be a tourist. Write Email to the island for a specific purpose about your experience in the lsland Vocabulary/Word Study Sing local songs , recite poems about Read text e.g. pg 1 Reading & Writing Write a letter of invitation /email to Dictionary skills the island Everyday- gr. 4 a specific person inviting them to Words from text do something in the island Synonyms Sing/ recite the song “O Island in the Identify the authors’ purpose Sun” Create songs/poems telling why Use QAR strategy to answer questions Listening/Speaking your island is a place people need about the text Drama to visit Song Focus on the past participle of verbs Poetry Highlight new vocabulary words 23 Sample Activities Term 1 Unit 2 Theme 2: Visitors to Our Island- How do we treat our visitors Teaching/Learning Skills Listening & Speaking Reading/Viewing Writing/Representing & Strategies View film, documentary or Read text Keskidee pupil’s bk. 5 pg. 33. Write a composition e.g. telling Reading/Comprehension advertisement on how visitors to the Draw conclusion, make inferences about the treatment you have Draw conclusion island need to be treated identify and irrelevant information received as a visitor to the Make inferences country Author’s purpose Identify the authors purpose for writing Making connection Role play situation where visitors are the text Edit writing focusing on irrelevant Details treated badly/well details, proper use of writing Cause and effect Make connection to self conventions, Compare & contrast Discuss literal and figurative use of Summarize language Convert words/sentences from dialect to International Accepted English, and Draw cartoons, write speech Main idea from direct to indirect speech bubbles and dialogue using Story elements information from text read Listen to a resource person e.g. from Read newspaper clippings, magazines, Write cause and effect Language Structure tourism office, taxi operator etc. talk etc about service to visitors to the paragraphs Direct/indirect speech about how to treat visitors island Past tense of verbs Write recommendations to service Speech marks Ask questions to resource person to Identify details, cause and effect providers clarify ideas or to obtain information relationship Writing Write formal letters of complaints Writing conventions Listen to excerpt from radio programme Use dictionary/suffixes an prefixes to and apologies Draw cartoon “To Serve With Love” find the meaning of new words Editing Dialogue/speech marks Give personal opinions Formal letters Read text e.g. “Boundless Grace” Write a response to the story e.g. Story email Listen to the story e.g. . “Boundless Summarize the main idea in the story summarize main points, write a Journal Grace” to critique, emphasize and give thank you letter to Grace’s father, opinion Compare and contrast information write an email to the family after Vocabulary/Word Study the visit etc. Compound words Make personal connection Spelling patterns Make predictions before during and Write a story fiction/non-fiction Contractions after reading Identify elements in the story about an experience visiting a Dialect word relative in another country Suffix/prefix Focus on: past tense of verbs, -contractions Illustrate parts of the story and -compound words write sentences about it Listening/Speaking -spelling patterns Role play Make journal entry Giving opinion 24 Assessment Resources 25 LANGUAGE ARTS GRADE Four Term 2 Duration: Six Weeks Unit 1 THEME 3: Friendship Topics: School friends Demonstrating friendship Special friendship UNIT 2 Duration: Six Weeks THEME 4 Marine Life Topic Sea creatures Preserving our marine life Tales under the sea 26 Grade 4 Success Criteria Term 2 By the end of the units pupils will be able to : Reading Writing Vocabulary/Word Study Language Structure Identify the point of view presented Produce imaginative stories and Add a range of suffixes to Use the general determiners in a text, citing supporting evidence personal narratives that show nouns and verbs to make “a few, a little, both, each, from the text, and suggest some insight, development, organization, adjectives e.g. wash washable, enough, several, too many, possible alternative perspectives and effective language hope hopeful, child like, shock too much, plenty of” to (e.g., identify words or phrases that shocking show quantities e.g. A few reveal the point of view presented; Use resources such as personal boys in my class wear experiences and themes from the Spell words by analogy with glasses. Extend understanding of texts by text to stimulate own writing other known words e.g. light, I found a little jam in the connecting the ideas in them to fright refrigerator. their own knowledge, experience, and insights, to other familiar texts, Respond critically to literature and Distinguish between the spelling Use the present perfect tense to and to the world around them other stimuli (oral language and and meaning of common relate past events to the present reading) homophones e.g. to/two, e.g. I have done my exercise read appropriate texts at a They’re/their/there, piece/peace already. sufficient rate and with sufficient Paul hasn’t sent the present expression to convey the sense of generate, gather, and organize yet. the text readily to the reader and ideas and information to write for an Use knowledge of roots and an audience intended purpose and audience; affixes to determine the Use the future tense to meaning of a complex word. talk about future events, Read instructional text and discuss Write a composition of more than actions and processes e.g. the organization, language one paragraph which has: Use knowledge of synonyms He will go fishing tomorrow. structure and punctuation of the An introduction that indicates and antonyms to determine the It is going to rain. text the topics. meaning of words and phrases Supporting paragraphs in which in a passage. Use the plural forms of nouns express opinions about the ideas sufficient information is provided with ‘y’ changed to ‘I’ and ‘f’ to and information in texts and cite to support the topic. ‘v’ before adding ‘es’ evidence from the text to support Concluding paragraph that Identify words that have more their opinions summarizes main idea than one meaning and interpret Use plural and possessive their use in a passage. forms of nouns and pronouns Express opinions about ideas, recognize and use, when issues, and/or experiences appropriate, figures of speech and presented in media texts, and give figurative language (e.g., similes, Use basic sentence types evidence from the texts to support metaphors, personification, idioms,) including negative and their opinions (e.g., “I think this Choose words carefully to interrogative form e.g. has, documentary about my country is present information clearly and hasn’t, do, don’t, does, one-sided” accurately in planned oral doesn’t presentations. 27 Grade 4 Success Criteria Term 2 Reading Writing Vocabulary/Word Study Language Structure Identify / recognize and sound out Write a story based on an imagined Decode multi-syllable words Identify noun types e.g. complex letter clusters, and read or real experience. using knowledge of common collective, masculine/feminine, accurately the words in which they roots derived from Greek and proper/common and use nouns occur. Use dialogue in a story Latin and affixes e.g. inter-, as subject words in sentences intra-, un-, re-, pre-, bi-, and use Distinguish between common Maintain a portfolio that includes this knowledge to analyze the Use noun substitutes ‘he’, ‘she’, forms of literature e.g., poetry, written analysis and evaluation as a meaning of complex words e.g. ‘it’, ‘your’, ‘mine’, ‘theirs’ drama, fiction, non-fiction method of reviewing work nation, nationality, international, thermometer Use parts of speech Generate questions about the text Use regular and irregular verbs appropriately to communicate based on prior knowledge and the correctly in sentences. their meaning clearly, with a information given. Identify and use words that focus on the use of: common Use coordination conjunctions double the final consonant and proper nouns; verbs in the Compare and contrast information correctly in writing. before adding ending e.g. simple present, past, and future derived from several sources on a “stopping’, ‘planning’ tenses selected topic. Revise writing to correct mistakes in Identify and use words that drop word order and sentence formation. the final ‘e’ before ending e.g. Use quotation marks to denote Use part of a book to locate ‘coming’ direct speech e.g. “How was specific information e.g. the table of Use inverted commas to indicate your first day at work?” asked content chapter headings, direct quotations. Mrs. Chan glossary, illustrations, captions, apply knowledge of letter and index Use the apostrophe appropriately in patterns and rules for forming Use the apostrophe to indicate writing regular and irregular plurals and the possessive case in nouns Identify, discuss, and compare possessive contractions; identify e.g. to refer to a point in time story structure including Use quotation marks to indicate the roots in related words: explore, I have to hand in the project characters, setting, plot and theme titles of articles, poems, stories. explorer, exploration; in a week’s time. and determine character’s traits and motivations by what the say identify and respond to distinctive and do and how the author features of oral language e.g. Recognize and spell words with portrays them songs, stories, poems common prefixes and suffixes Extend sentences using e.g. (dis, in, mis, anti, non, com, conjunctions adjectives and Identify the main events of the plot, identify the topic, purpose, and con, pre, sub, tri, post, de, pro, adverbs their causes, and the influence of audience for a variety of writing ex), (-ship, -hood, -ness, - ment) each event on future actions. forms Identify the cause of a particular Write an expository paragraph, Use knowledge of the origin and Read to identify author’s purpose using comparison and contrast to derivation of a word to or underlying theme in fiction and organize the information. determine its meaning in a non-fiction and support with details particular context. from text 28 Respond in writing to prompts that follow the reading of literary and Use adverbs or adverb phrases Identify structural patterns found in informational text to: informational texts e.g. compare -express degree e.g. Don’t and contrast, cause and effect, Compare and contrast ideas and make so much noise. sequential or chronological order, information from two sources The uniform is too small for proposition and support me. Use technology as a tool to gather, -express frequency e.g. Susan Evaluate texts by identify: organize, and present information. always goes to school by car. -the author purpose My teacher often visits us. -whether events , actions, Use appropriate literary terms to My sisters sometimes go characters and /or settings are refer to elements of narratives in camping realistic writing about them. -Important/unimportant details Use comparative and -statement of fact, opinion and superlative adjectives or exaggeration with assistance Write a report e.g. about school adjective phrases to events or incidents from a story make comparisons e.g. -include headlines John’s hair is longer than -use IT to draft and lay out report Tom’s. Identify whose point of view is -organize writing into paragraphs This dress is more beautiful presented or reflected in a media than that one. text, citing supporting evidence Present point of view in writing e.g. John is the tallest boy in the from the text, and suggest how the in the form of letter , report, scripts class. text might change if a different etc. linking points persuasively and point of view were used (e.g., in an selecting style and vocabulary advertisement appropriate to the reader Use the indefinite pronouns e.g. someone, anyone, everyone, no one, somebody, Write formal letters including anybody, everybody, nobody, recognize the format and language address, date, salutation, body, something, anything, everything, features of a variety of text types, closing and signature nothing” to refer to people, e.g. journals, letters, menus, events and objects in a general reports Identify an appropriate form to suit and indefinite way e.g. the specific purpose and audience -Somebody has left a green for a media text they plan to create umbrella in the room. (e.g., a poster advertising a school -There’s no one outside. science fair; a flyer to encourage -Is there anything in that box? students to participate in the fair) 29 Term 2 Unit 1 THEME 3: Friendship Topics: School friends Demonstrating friendship Special friendship In this unit, students explore the concept of friendship with peers as well as with animals. They share their thoughts and feelings about having and being a friend. This unit provides a familiar context in which the students learn to develop personal responsibility in their everyday dealing with their friends. The classroom experience suggested in the unit should help develop qualities such as loyalty, trustworthiness and dependability. Pupils should also understand that special friendships need to be treasured since they can play a part in nurturing the kind of persons they become. 30 Key concepts and vocabulary Faithful Responsible Honesty Caring Togetherness School friends Confide Acquaintance Demonstrating friendship Dependable Special Honest FRIENDS HIP Quarrel Apology Loyal Special friendship Considerate Friendship Trustworthy Tolerate Pen friend 31 Sample Activities Term 2 Unit 1 Theme 3: Friendship - School Friends Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies View and discuss films/stories Read text e.g. Keskidee Reader 5 pg27 Draw and write descriptions of their Reading/Comprehension about friendships friends Make Make predictions/inferences based on prediction/inferences Express opinion about situation information form text Write about how they make friends at Context clues in the text giving evidence from school. Making connection text Identify use of exclamation marks, Story elements Use pre-writing strategies e.g. Draw conclusion Use dictionary and context clues to semantic webs, to organize ideas and Discuss the term ‘friendship’ identify unknown words. plan for writing Form new words from root words e.g. Draw pictures depicting friendships Language Structure sympathy- sympathetic and write sentences. Contractions Quotation marks Focus on the use of contractions Make journal entries Adverbs Talk about relationships with Read poem about friendship e.g. Swing Write a poem about your best friend Adjective friends at school into English 3 pg 35 at school – (acrostic/ cinquain etc.) Writing Identify the author, tone, mood, the theme Draw cartoons showing friendships Drawing Do chorally reading of poem and use speech bubbles to write Journal Form new words by adding suffix e.g. dialogue Speech bubbles -able, -ment, -ness etc Paragraph-descriptive, Write friendship pie/recipe expository Identify words with vowel diagraph ea and Friendship pie/recipe high frequency words at grade level. Write a paragraph about what true Dialogue friendship means Focus on dialogue and conversation and Vocabulary/Word Study the use of quotation mark High frequency words Suffix-able –ment Read friendship pie/recipe (see appendix) -ness Share their feelings about their Read play e.g. Language Tree 4 pg. 66 Write play/skit/story Inflectional endings best friends and discuss things Make personal connections to the text friends do together Use dialogue to create short play. Identify character, setting, moral, values, Participate in a play – Language and draw conclusions Write journal entries. Listening/Speaking Tree 4 pg. 66 Share feelings Focus on comparative/superlative Choral reading Speak with expression, volume, adverbs e.g. later than, more slowly than Express opinions pace and appropriate gestures to bring out intended message Identify high frequency words at grade level 32 Sample Activities Term 2 Unit 1 Theme3: Friendship - Making and keeping friends Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies ‘Friendship is a two-way street’ Read text e.g. pg 56 New Caribbean Junior Write an account from the point of Reading/Comprehension Explain the saying in your own English 3 view of any character from the story words. Give personal e.g. Martin. Question strategy experiences about such Use questioning strategy make meaning Compare and contrast situations. Write a letter of apology Make judgments Focus on the use of synonyms/antonyms Evaluate for other words/phrases Write an alternate ending to the story. Analyze Story elements Compare / contrast behavior of characters Text structure Write compositions with friendship Make judgments based on text themes Language Structure Identify connectives in sentences Connectives Talk about friends who have Read text e.g. Language Tree bk.4 pg 70. Write text, email, letters, poems Phrase and sentence moved away. Discuss feelings Evaluate the content of the different texts. Past tense of verbs Write for specific purpose and talk about ways by which friends Use comprehension strategy before during audience Writing can keep in touch with each and after reading Story other near and far e.g. letter and Letter of apology email, text, signs etc, Identify the purpose and audience Pretend that a good friend has gone Text messages away and would like to hear from you. Email Compare and contrast different text type Write your friend a letter/email about Report why you miss him/her and the good poems Communicate to a friend e.g. Focus on: words, phrases and sentences times you used to have together. via Skype, telephone etc. and the proper format Vocabulary/Word Study -the format of letter, email, text messages Write responses to texts read Synonyms/antonyms Character words Identify character words Connectives Role play a situation where a Read text e.g. New Boy - Language Tree 4 Write a different plot for the story new kid try to gain acceptance pg. 116 Listening/Speaking into a friendship group Write a response to the story e.g Identify literary elements e.g. setting, , rewrite the story telling what Discussion- Share Discuss how it felt to be the character, plot happened personal stories new kid and how it felt to Role play become part of the group." Analyze ideas based on prior knowledge Write letters to any character in the and personal experience story etc. share similar personal stories Focus on the past tense of verbs Conduct research and write a report about peer pressure or values in friendship 33 Sample Activities Term 2 Unit 1 Theme 3: Friendship - Special Friendship Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Discuss the saying ‘Dog is Read stories about special friends. Give Choose an animal as a best friend Reading/Comprehension man’s best friend.’ their opinions and make judgments about and write a real or imaginative story Making connections stories read. Fiction/non-fiction Talk about special e.g. Androcles and the Lion, David and Focus on writing summaries and Literary devices animal/human friends. Jonathan, Lion and the Mouse different endings to stories Critique Main ideas/details Listen to and discuss stories Identify author’s purpose, morals, values in Use the writing process to write an about special friendship. stories essay “Dog is Man’s Best Friend.” Discuss this scenario: Make personal connection and inferences Give personal point of view in Language Structure “Suppose you were invited to a writing Adjectives birthday party but your best Identify fiction/nonfiction text Relative pronouns friend was deliberately left out. -vocabulary words pertaining to friendships. Write an essay “To have good What would you do? Why? friends you must be a ‘good friend” Writing Read cartoons and poems and Read poems/view DVDs about special Write cartoons, jingles, poems Narratives choral read written poems friendship ( see poems and friendship pie about special friendships. Essay based on special friendship in appendix) Cartoons Complete sentences e.g A friend Poems/jingles/slogans Discuss friends in pictures doing Identify literary devices e.g. simile, doesn’t have to be ………….. Journal something special metaphor, personification My friend isn’t perfect because…… Collage We are friends because …………. Letters Role play friends arguing or Scrap book getting angry and making up Focus on adjectives Write journals. later Vocabulary/Word Study Write their own friendship pie using Make friendship bracelet and qualities of a friend Words relating to theme talk about it High frequency words Sing a song e.g. That’s what Make a collage of friendship at grade level friends are for. pictures and write sentences, slogans or mottos to describe them Share/relate their experiences Read letters from pen friends Write a letter inviting a pen friend to Listening/Speaking about being a special friend. visit you Discussion Read text e.g. Language Tree’ 3 pg. 96 Singing Discuss “To have good friends, Write about your experiences in Role play you must be a good friend." Critique information from text visiting a pen friend Poems Read aloud Give reasons for either Identify the main idea and details, Do a scrap book on your pen agreeing or disagreeing with it friends Focus on the use of relative pronouns e.g. Discuss the term “pen friend or whom, whose, whomever etc. 34 pen pal’ and what makes these -letter format/ parts of a letter Pretend a classmate is a pen friend friendship special -capitalization, use of comma in another country. Write letters to him/her. (do not reveal your identity) Assessment Resources 35 Term 2 Unit 1 THEME 4 Marine Life Topic Sea creatures Preserving our marine life Tales Under the Sea The seas and oceans are teeming with a variety of life forms from minute organisms to the great whale. Underwater scenes have fascinated marine life experts as well as amateurs. In this unit, students will explore various aspects of marine life and appreciate the need to preserve such heritage. Tales associated with marine life should stimulate interest in the subject. N.B Teachers should view all activities as vehicles for developing language skills. 36 Key concepts and vocabulary Soufriere Marine Myths Reserve Voyage Corals Aquarium Mermaid Whaling Sea creatures Legend Preserving our marine life MARINE LI FE Algae Tales under the sea Aquatic Fisheries See weed Marine Biologist Conservation Sea moss 37 Sample Activities Term 2 Unit 2 Theme 4: Marine Life - Sea Creatures – (plants/animals) Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Talk about the various types of View video/film to gather information on Write descriptive/expository Reading/Comprehension plants found under the sea animals and plants under the sea paragraphs about specific plants and using back ground & research animals found under the sea. Research information Identify unfamiliar words/terms using a Categorize dictionary State a main idea and support it with Main idea/details Compare and contrast species details Literary devices of plants/animals Categorize marine plants/animals Write at least 3 paragraphs essay Language Structure Talk about strange creatures Focus on adjectives, nouns Singular/plural under the sea (singular/plural/collective ) Make a word wall of marine terms Collective nouns Listen to a marine official give a Read poem “The Diver” pg. 16 – Imagine you are a tourist exploring the talk about using the home of Keskidee Pupil’s book 6 marine under world. Write about your Adjectives marine plants/animals experience. Verbs Identify verbs, simile, metaphor, Ask questions to clarify and rhyming words, the author, tone etc. obtain information Draw picture of marine plants/animals Writing Ask different levels of questions about and label parts Expository-descriptive Talk about the different ways the poem Writing from the underwater is used e.g. Choose any sea creature and write a experience tourist attraction poem ( haiku , acrostic, cinquain Poems Research meaning of unknown terms Summary Read poem aloud used in the poem Poster Scrap book Observe corals and ask and View documentary based on corals. Write a summary on corals answer questions about them Find meaning of new vocabulary words Vocabulary/Word Study (use of the five ws: what, when, appropriate to grade. Write a poem about corals Word relating to theme why, where, who) Syllabication Read the text e.g. Our Planet Home Create and labeled scene under the Compound words Visit a coral reef e.g. in (Read Awhile) “The Coral Reef” sea and write about it High frequency words Soufriere and talk about the experience Identify details, compound words Make and label a scrap book of Focus on syllabication to identify new Listening/Speaking creatures under the sea words Asking questions Discussion Use dictionary/thesaurus to find Read aloud poetry meaning of words 38 Sample Activities Term 2 Unit 4 Theme 4: Marine Life - Protecting our marine life Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Take a field trip to the Using available resources, locate Write a cause and effect Reading/Comprehension beach/marine reserve information about different rules for paragraph on protecting our Research protecting our marine life marine life Facts and opinion Listen to a resource person talk Cause and effects about rules governing marine life Read the text e.g. Our Planet Home Write about the importance of Facts and opinion in the country (Read Awhile) “Caring for Coral Reef” marine life to us Critique Main idea/details Discuss the rules giving Identify facts/opinions, cause & effects Focus on traits of writing e.g. opinions Themes voice, sentence fluency, word Ask and answer different levels of choice and conventions Talk about fairness in rules questions to make meaning of text Write a list of marine rules on a Language Structure Use a dictionary to find meaning of large poster to publish Verbs unfamiliar words Adjectives Talk about different ways in Read newspaper clips/ reports/magazines Write a report, article, persuasive which marine life can be on debris in the marine environment and essay on protecting our marine damaged or destroyed use information at the critical level. life Writing Traits of writing Detect bias in text Write to government officials, Poster Read aloud poem, newspaper community persons, friends Expository article, reports Spell words using spelling strategy Cause and effect Write responses to texts read by paragraph Read samples of persuasive reports to giving personal opinions and Songs/jingles/poems assist in writing supporting details. Advertisement Publish work on the internet e.g. Vocabulary/Word Study you tube or web page Suitable spelling Sing songs, raps jingles, read Read advertisement, brochures, posters Write poems, songs, jingles about strategy poems composed locally made to protect out marine life marine life Words relating to theme Identify the main idea, details, theme, of Create a poster/advertisement to Listen to advertisement from Dictionary skills poster/advertisement or brochures protect out marine life radio/TV Focus on vivid verbs, adjective used Dramatize advertisement using produce an advertisement for Listening/Speaking correct tone, fluency radio/TV Drama Songs Rap Use available technology to Read aloud publish work 39 Sample Activities Term 2 Unit 2 Theme 4: Marine Life - Tales of the sea Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies View a movie e.g The Little Identify literary elements in the movie such Complete story frame based on Reading/Comprehension Mermaid or ‘Finding Nemo’) and as setting, plot and character with film viewed. Literary elements sing the songs “Under the Sea” assistance. Make etc. Write an imaginative story as a predictions/inferences Identify details, make inferences, sea creature e.g. write about your Main idea/details Respond orally to questions predictions life Story elements based the details of the movie. Visualize Highlight unknown words and use a Use checklist to edit written work Draw conclusion dictionary to find meaning Morals Write a story pretending you are a Focus on the past tense and past mermaid. Write an account being participle of the verbs captured - adjectives/adverbs Language Structure Publish written work Adverbs/adjectives View pictures of under the sea Read the text e.g. “Peeta of the Deep Sequence parts of a story. Past tense/past Discuss the dangers of under Sea” New Caribbean Junior English 3 or participle, past the sea the text ‘Big AL” – Andrew Clements continuous tense Yoshi Write a response to the story read Retell the story Sequence activities in the story Rewrite the story from the point of Use QAR strategy to answer questions view of any character in the story Writing Focus on the past and past continuous tense of verbs Vocabulary/Word Study Focus on preposition Synonyms Identify vocabulary words in context and find suitable synonyms or phrase giving meaning Listening/Speaking Dramatize a story that took Read story e.g. Reading & Writing Pretend you are Ted’ write the place on the sea, using Everyday 4 pg. 77 story in your own words appropriate tone and making proper use of IAE Identify story elements Identify audience for writing Visualize events in the story Write a similar adventure story. Identify details, draw conclusions make Make it exciting 40 inferences Focus on adverbs, synonyms Find meaning of words in context and phrases Identify the lesson learnt Assessment Resources Reading and writing everyday pg. 77 Sea Adventure 41 LANGUAGE ARTS GRADE Four Term 3 Duration: Six Weeks Unit 1 THEME 5: Folktales Topic Local stories Familiar folktales Tales from around the world UNIT 2 Duration: Six Weeks THEME 2 Things I Can Do Topics: 42 Grade 4 Success Criteria Term 3 By the end of the units pupils will be able to : Reading Writing Vocabulary/Word Study Language Structure Read automatically high frequency write more complex texts using a Decode multi-syllable words Use commas in dates, locations words and irregularly spelled variety of forms (e.g., a storyboard using knowledge of common and addresses, items in a content words and words of using captions and photographs or roots derived from Greek and series, apposition and in joining personal interest or significance in drawings to recount a significant Latin and affixes e.g. -ology, -er, sentences with coordinating a variety of reading contexts (e.g., event in their life -est, -ful and use this knowledge conjunction to form compound words from grade level texts; to analyze the meaning of sentences and in direct Write with a focus on using words complex words quotation Read and respond to themes and and stylistic elements that convey a topics taught in order subjects specific mood such as amusement Use knowledge of homophones, Use the conventions of homographs and idioms to Standard English appropriate to Distinguish between the plot Use process strategies for: determine meaning of words grade level structure of different types of prewriting, drafting, revising and and phrases narrative, such as fables, folk tales, editing to produce an acceptable use punctuation appropriately to fairy tales, myths and legends. composition. Confirm spellings and word help communicate their meanings or word choice using intended meaning Read and use illustrations, titles Use a journal/diary for recording different types of resources topics sentences, important words, personal information appropriate for the purpose e.g. Write complete, coherent and and foreshadowing clues to identify locate words in online and print well-formed sentences and discuss social, moral and Write personal greetings, messages, dictionaries using alphabetical cultural values in different texts friendly letters to family and friends order, entry words, guide words, Use quotation marks for titles or pronunciation, articles, poems, short stories, Identify a variety of purposes for draft and revise their writing, using a songs, and chapters in books reading and choose reading variety of informational, literary, and Vary use of words in writing to materials appropriate for those graphic forms and stylistic elements present informative narrative Use the reflexive pronouns purposes (e.g., magazine or appropriate for the purpose and and other literary material in an “myself, ourselves, yourself, newspaper articles to research a audience; interesting and lively way and yourselves, himself, herself, current issue, instructions or with clarity. itself, oneself, themselves” e.g. information about how to play a use editing, proofreading, and -The boy cut himself when he computer game) publishing skills and strategies, and spell unfamiliar words using a was preparing dinner. knowledge of language variety of strategies that involve -You must finish the work Predict the meaning of unfamiliar conventions, to correct errors, refine understanding sound-symbol yourself by Thursday. words using different types of cues, expression, and present their work relationships, word structures, including: word order; language effectively; word meanings, and Use prepositions or patterns such as those for regular generalizations about spelling prepositional phrases e.g. and irregular plurals, possessives, Use a variety of strategies to - Miss Lee lives in the house and contractions; punctuation); prepare for writing e.g. with the red door. brainstorming, making list, mapping, -Walk along this street and Read for meaning, fluency and outlining, grouping, related ideas, you will find a fast food shop. enjoyment using graphic organizers, diagram, - I have put the key on the top charts etc, of the shelf. 43 Grade 4 Success Criteria Term 3 Reading Writing Vocabulary/Word Study Language Structure Use reference text e.g. dictionary, Use available technology and self Recognize common suffixes Use “-ing” adjectives to atlas, thesaurus as resources for instructional programs to improve (e.g., ness, ment, able, ish, ant), describe effects that finding information writing in different subjects something has/had on one’s Use alternative word and feelings e.g. Identify various comprehension Write labels, and captions for expressions which are more This storybook is interesting. strategies and use them graphics to convey information with accurate or interesting than The football match was appropriately before, during, and assistance common choices e.g. nice, good exciting. after reading to understand texts (e.g., activate prior knowledge Design an advertisement/poster, Spell words with common letter Use “-ed” adjectives to through brainstorming; ask write jingles making use of linguistic strings but different describe feelings that questions to focus or clarify and other features learnt form pronunciation e,g, tough, someone has/had about reading; use visualization to clarify reading examples through, plough, hour, something e.g. details make and confirm journey, could, route All of us are interested in the predictions based on evidence Identify their point of view and other game. from the text; synthesize ideas possible points of view on the topic, Classify words with common The children were excited during reading to generate a new and determine whether their roots e.g. phone, telephone, about the trip. understanding of a text) information sufficiently supports invent, prevent, press, their own view pressure Identify various elements of style Use the relative pronouns including alliteration, descriptive Identify elements of their writing that “which, who, that, whose, adjectives and adverbs, and need improvement, using feedback where” to” sentences of different types, from the teacher and peers, with a link ideas or add information lengths, and structures – and focus on specific features (e.g., to a noun or noun phrase explain how they help logical organization, depth of e.g.The boy who usually communicate meaning (e.g., content) waters the plants is called alliteration and rhythm can help John. convey a mood or sensory gather information to support ideas impression) for writing using a variety of strategies and print, and electronic Compare and contrast stories and sources (e.g., identify key words to story themes from diverse cultures help narrow their searches; cluster and tell why they are similar tales ideas; develop a plan for locating in diverse cultures information; scan texts for specific information, Identify the common punctuation marks including commas, semi- Choose the form of writing that best colon, colons, dashes, hyphens, suits the intended purpose and speech marks, and to respond to audience for whom it is intended. them appropriately when reading e.g. personal letter, poem, report, Analyze texts and explain how narrative etc. specific elements in them 44 contribute to meaning (e.g., Use some appropriate elements of narrative: characters, setting, main effective presentation in the finished idea, problem/challenge and product, including print, script, resolution, plot development; different fonts, graphics, and layout review: statement of opinion, (e.g., use legible printing and some reasons for opinion, concluding cursive writing; statement) Use a variety of font sizes and colours to distinguish headings and subheadings from the body of the recognize a variety of text; organizational patterns in texts of different types and explain how the Supply detailed labels for diagrams patterns help readers understand in a report; include graphs such as the texts (e.g., comparison in an a bar graph or a pie graph) advertisement; cause and effect in a magazine or newspaper article) Produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (e.g., flyers, Make oral and written advertisement (produce presentations using visual aids with electronically), pictures on a an awareness of purpose and newspaper article etc. audience. Write multiple paragraphs in compositions with inviting introductory paragraph that establishes and supports a central idea with a topic sentence supporting paragraph with simple supporting facts and details presenting ideas in sequential or chronological order, provides details and transition to link paragraph and concludes with a paragraph that summarizes the main point ( approx. 250 words in length 45 Term 3 Unit 1 THEME 5: Folktales Topic Local stories Familiar folktales Tales from around the world Storytelling is a tradition transmitted from one generation to the next. Each story comes with added flavour and adaptations from the story tellers. In this unit, pupils are given the opportunity to read, tell and listen to familiar and unfamiliar folktales from various parts of the world. The activities in this unit should give pupils a wider understanding of different genres of folktales and the structure of them, the human beliefs, cultures, concerns and the fantasies transcended. Pupils should also develop their comprehension of narratives and writing skills. 46 Key concepts and vocabulary Anancy Soucoyant stories Myth Aesop fables Suspense Mood Legend Author Mystery Adventure Local stories Morals Beliefs Values Familiar folktales FOLKTAL ES Traditional Make stories belief Theme Tales from around the world Magical Powers Tales Zombie Folktale Climax Fairytale Character Conflict Tradition 47 Sample Activities Term 3 Unit 1 Theme 5: Folktales - Local Stories Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Pupils re- tell stories they have Read local story e.g. ‘Snake King’ Write a character sketch Reading/Comprehension heard from parents/grandparents describing their favorite character, in local dialect Identify and describe characters and the villain/hero Language Structure role they play. Read local story e.g. ‘Snake King’ Make journal entry in first person Writing Identify the setting, characters, in the making association with the text Read text at a sufficient rate with story Vocabulary/Word Study expression to convey sense of text. Identify specific words and phrases used Listening/Speaking to create an intended impression (e.g. Write their favorite part of the Other pupils question pupils about comparative adjective such as scarier, story and give reasons why they stories gloomiest) chose that part Use context clues to identify synonyms for Write an imaginary story new words Listen to story by professional Visualize and Illustrate the story told by storyteller/resource person. resource person to show understanding Write sentences to illustrate elements of the story using strong Analyze and critique story e.g. Show elements of the story from verbs and vivid adjectives/adverbs characters, tone, theme, mood illustrations Ensure proper use of grammar in Listen to stories on tape Read sentences written sentences Identify words from speaker needing Write a story from a particular clarification e.g. duppy, zombie, soucoyant character point of view talk about/share favourite local Read local stories written by pupils. Rewrite familiar story in the past story tense Dramatize using props and Read to identify story elements costumes to tell a particular story. Use punctuation appropriately to Identify most dramatic character Use story checklist to determine help communicate their intended (group/whole class) and give effectiveness of story meaning etc quotation marks to reasons E.g. Have they included dialogue? Or used indicate direct speech- exciting verb? Sequence events in the story Use a thesaurus to find synonyms Complete cloze exercise to practice spelling and use of high frequency words mentioned in story 48 Sample Activities Term 3 Unit 1 Theme 5: Folktales - Familiar Folk tales Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Retell familiar stories in their own Read familiar folktales e.g. Anancy story, Draw and write a character sketch Reading/Comprehension words Little Red Riding Hood etc and make describing their favorite folktale Make puppets of familiar folktale personal connections character Language Structure characters to use in retelling Discuss character traits Rewrite any familiar folktale to Writing Share similar personal reflect what they would like it to be experiences to characters’ Identify literary elements using a graphic Vocabulary/Word Study experience in the stories organizer Write different endings to familiar stories Listening/Speaking Express personal views/opinions Use a thesaurus to find synonyms to traits Complete reading log about situation in the stories with that are common to characters in the reasons story. Write notes/letters to characters Listen to each other read parts of Read e.g. story pg. 20 Reading & Rewrite and illustrate similar story the story (Read aloud) Writing Everyday 4 and answer Paying attention to paragraphs, and inferential and higher order questions conventions of writing Focus on fluency, tone, diction, expression Use any suitable comprehension strategy Use checklist to edit writing and to make meaning of text before, during publish writing for classmates to Discuss values and morals in the and after reading read story Focus on: Create a large group poster for -proverbs and the meanings display depicting favourite folktale -adjectives/adverbs/preposition characters -past tense of regular/irregular verbs -words with double consonant Complete cloze passages using new vocabulary words Find meaning of unknown words in context Have impromptu speeches on Read favourite folktales Use a variety of strategies to favorite folktale characters. prepare for writing e.g. outlining, Identify: mapping, graphic organizers Sing songs/jingles about favorite bias in stories folktale character quotation marks and dialogue Write an original folktale Sing along with tape recorder Explore the use of possessive nouns and Write a letter of invitation inviting Dramatize folktales using scripts the apostrophe your favorite folktale character to your birthday party Focus on punctuation marks e.g. Create a scrap book of any semicolon, hyphen, favourite folktale. Use computer to assist 49 Sample Activities Term 3 Unit 1 Theme 5: Folktales - Tales from Around the World Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Conduct research on folktales. Compare and contrast two stories (read Write a composition comparing and Reading/Comprehension or viewed) e.g. country of origin, contrasting 2 stories from a different Talk about the countries of origin characters, morals etc, country Language Structure and other information about the stories Identify social, moral and cultural values, Draw characters from folktales and Writing plot, theme, write descriptive sentences about Perform readers theatre using them . Vocabulary/Word Study tales e.g. Cinderella, Thumbelina, Highlight interesting words phrases and Ariel sentences in stories Listening/Speaking Create a word bank of interesting View movie e.g. frog princess etc. Examine and discuss titles, illustration, words used to describe characters discuss character plot, theme, captions, and other visuals and how they values help bring out meaning Listen to individual pupils read Read story of choice Recreate an original tale by Story using correct tone, fluency changing the end/beginning of the etc. Identify antonyms/synonyms in story. sentences. Question other pupils about story Creating their own version of an Make predictions before, during and after original tale( use illustration and Retell tales using the “Authors reading interesting words) chair” Identify/spell words with spelling patterns Spell unfamiliar words correctly in Participate in shared retelling of their writing. story Identify: the moral in the story high frequency words in Listen to a tale on audio cassette Read along with tape Write stories placing special or tape to recount events in story Use knowledge of idioms to determine the emphasis on use of conjunction, meaning of words in stories. relative pronouns Discuss and sequence events in Distinguish and interpret words with Rewrite tales in cartoon form and the story multiple meanings using context clues using speech bubbles Discuss these terms and Identify dialogue, relative pronouns and Compile and publish a book of differentiate between them e.g. connectives in sentences in the story folktales fables, folktales, fairy tales, myths and legends. Differentiate between fables, folktales, Use different media fairy tales, myths and legends. 50 Assessment Resource 51 Term 3 THEME 6: Things I Can Do Topics: Creative minds Favourite hobbies Familiar inventions 52 Key concepts and vocabulary Favourite Create Recreate Invention Talents Inventory Artistic Hobbies Skilled Creative Minds Creativity Thing s I Possible Can D o Invent Skillful Favourite Hobbies Innovative Familiar Inventions Creative Problem solving Discovery Ability Talented Gifted 53 Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Creative minds Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Discuss a problem situation e.g. View pictures, videos newspaper Write about a crime problem in a Reading/Comprehension how to solve a crime problem in clippings depict criminal acts community - use vivid words the community Language Structure Read text e.g. Riot Area pg. 114 Write solutions to the problem Share opinions and ideas in Swing Into English 4 Writing groups Create posters, slogans, signs to Make inferences assist in solution Vocabulary/Word Study Make valued judgments Express opinions Listening/Speaking Give solution Use adjectives, adverbs nouns Talk about anything interesting a Read any text from book or or media Encourage the use of creativity to classmate or anyone has made text on how to make any item. eg. create any item of choice that has made an impression Language Tree bk 4 pg. 86-87 Do procedural writing to explain how Focus on sequencing/steps in text the item was made Distribute items e.g. plain paper, an egg, an empty box etc. Focus on part of the text or media e.g. Focus on sequencing captions, illustration and other visual to understand and interpret information Write a report about your experience Talk about the items created in in making the item sequence Focus on connectives and the past tense of verbs in text Write a journal entry Keep a portfolio Read the story “Anansi does the Read the story e.g. “Anansi does the Write steps in creating items made Impossible” Impossible” Explain how item will be used Discuss messages/values in the Identify, main idea, Label parts of the items made story Write feelings about items made Make inferences and personal Do show and tell activity connection to events in the text Write a similar story Talk freely about anything they based on information in text can do well or anything they have Design a book cover for published created Use questioning strategy to assist in writing understanding text Ask and answer questions 54 Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Favourite Hobbies Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Talk about favourite hobbies Read text e.g. “ The kite Competition” Write about favourite hobbies Reading/Comprehension – (Read Awhile) Use illustrations where possible Language Structure Have a resource person e.g. Use any comprehension strategy to Focus on writing traits grandparents, talk about make meaning of text Writing hobbies e.g. making baskets Summarize information from View other persons doing things they resource person Vocabulary/Word Study Questions resource person love e.g. playing football, dancing, skydiving swimming etc. Write facts and opinions about Listening/Speaking Talk about persons viewed other person’s hobbies doing things they love Summarize and make conclusions about information viewed Give opinions, make critical judgments Compare and contrast favourite Read text about other person’s Create pie/bar/pictorial graph to hobbies hobbies show information Read aloud story “Amazing Interpret information on bar or pie Write to explain to your friend Grace” charts depicting various hobbies about your favourite hobby Compare and contrast hobbies Use comparative adjectives Write journals on favourite hobby Use personal pronouns Dress to depict hobbies e.g. Read pupil’s created text, journal, Do a scrap book on a favourite cricketer, footballer, artist etc. portfolio on favourite hobby hobby and talk about it Make judgments, draw conclusions Create a booklet with illustrations or pictures from internet Identify facts and opinions Use internet font to present work Keep a journal and write a portfolio on best pieces of writing on favourite hobbies 55 Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Familiar Inventions Listening & Speaking Reading/Viewing Writing/Representing Teaching/Learning Skills & Strategies Talk about researched Read text e.g. “Reading and Writing Write about the usefulness of any Reading/Comprehension information on familiar things Everyday Bk. 4 ” pg. 33 invention in a report form that were invented e.g. the cell Language Structure phone, light bulb etc. Identify details/analyze information to Use the writing process to create find supporting evidence, draw an essay on any invention stating Writing conclusion and make judgments how it was invented Vocabulary/Word Study Use KWL strategy to extract Use the process approach in information writing Listening/Speaking use context clues to identify unfamiliar words Begin a scrap book on any Identify words with similar patterns invention(s) e.g. invent, invention, create, creativity Share ideas on how any Read about any invention researched Write a letter to an inventor telling invention can be made better about the invention and how it Identify details and cause and effect could be improved Talk about something that you relationship would like to invent in the future using illustration Read own writing on future inventions Write a report on something you would like to invent in the future Focus on the future tense giving reasons Read aloud a poem on any Read about your inventions Write about something that was invention invented e.g. how it was done and Draw conclusions, make judgments the feelings doing it Talk about an item invented during a mini exhibition Highlight specific vocabulary words Write steps to making the item that help to bring out meaning Use Standard English when Write a poem on any invention speaking Read poems on any invention Complete scrap book on inventions 56 Assessment Resources Reading and Writing Everyday 4 pg. 33 57 Appendix Friendship poem FRIENDSHIP PIE 1 cup courtesy A friend is like a flower, 1/2 cup patience a rose to be exact, 1/4 cup forgiveness Or maybe like a brand new gate 2 cups understanding that never comes unlatched. 1 cup friendly words A friend is like an owl, a pinch of praise both beautiful and wise. a dash of wit and humor Or perhaps a friend is like a ghost, No baking, steaming or stewing needed whose spirit never dies. Season with the spice of life, serve A friend is like a heart that goes in generous portions topped with kindness, love, respect strong until the end. and loyalty. Where would we be in this world if we didn't have a friend. - By Adrianne S RECIPE FOR LOVE Gliding 2 Hearts Full of Love 2 Heaping Cups of Kindness 2 Armfuls of Gentleness 2 Cups of Friendship Gliding 2 Cups of Joy Swiftly floating 2 Big Hearts Full of Forgiveness Deep down in calm oceans 1 Lifetime of Togetherness Where we meet colorful beings 2 Minds Full of Tenderness Observing our every move with interest, Stir daily with Happiness, Humor and Patience. We least expect irksome events Serve with Warmth and Compassion, Respect and Loyalty. Where I would want to be Being a fish, Gliding 58 Hello world I am powerful masterful I am focused and clear Dan coppersmith life beams brighter because I am here I’m amazing incredible me I am blazing amazing I can’t be contained celebrating the being I choose to be I’m a glorious fabulous radiant flame I am uniquely spectacular I am one of a kind I choose to exclude all this and much more creativity oozes from my heart and mind my wings are spread watch me soar I’m stupendous, tremendous I stand out from the crowd I do things that aren’t allowed I am inspired, desired I am wonderfully weird I am unbridled passion I am highly revered I am outrageous courageous I am daring and bold I am honoured and cherished I’m a treasure to hold I am gifted uplifted I am endlessly blessed I am sought out for the skills I possess I’m delightful insightful I am loved and adored I live a charmed life I’m renewed and restored I am grateful elated I am centered and wise I’m wealthy and worthy I am god in disguised I declare my brilliance it won’t be denied the world cries out for what I provide