Week 6 Assignment

Subject: English

Level(s): 9th grade

Title: Unit-planning

Introduction

This unit plan is expected to guide the students to understand the basics usage of definite and indefinite articles

Values highlighted in this unit

How students will be encouraged to develop the selected value or values during the unit

Excellence – aiming high, persevering 

Utilization of articles at beginning and end of sentences

Ability to develop their own sentences and ask questions on what they do not understand

Seek to show equivalents in Canadian English and UK English

Acceptance of usage in Canadian and UK English as correct provided there is consistency

Choosing English version that is used by most students

Allowing students to exchange ideas on their level of comprehension

Constructing environmental friendly sentences

Giving time to students from different diversities represented in the class

Innovation, enquiry and curiosity 

Diversity – culture, language, heritage 

Respect – for themselves and others 

Equity – fairness and social justice 

Community and participation for the common good 

Care for the environment 

Integrity – accountability, honesty, acting ethically 

Key competencies highlighted

in this unit

How students will be encouraged to develop the selected competency or competencies during the unit

Managing self

Students will be allowed to set personal goals in order to create sense of self importance. The class will be guided by course targets which shall help in maintaining character

The students will be required to listen actively, recognise in order to understand different points of view. They will also negotiate and share ideas.

During contributions the teacher will balance rights, roles and responsibilities, and respond appropriately to enhance teamplay

Relating to others

Participating and contributing

Thinking – using creative, critical, metacognitive and reflective processes, drawing on personal knowledge and intuitions. 

Using language, symbols, and texts – interpreting language and symbols, using ICT, recognising how choices of language and symbol affect people’s understanding. 

ASSESSMENT

Note: “Assessment” is not synonymous with formal testing

Diagnostic

What do they know?

What can they do?

Formative

Individual and group feedback & feedforward -

What are they learning?

What do they need to learn?

Summative

What have they learned?

Can the students explain how they learned it? (Opportunities for metacognition and student evaluation of activities.)

- they know different sentence construction methods

- they know usage of vocabulary

- the know vowels and consonants

- the group stage is intended at enhancing authoritative use of definite and indefinite articles impromptu

- ability to use new skills together with knowledge from previous lessons correctly impromptu

- by the end of lesson the students will know that an is used before a word starting with a vowel while a is used before a word starting with a consonant

- They will also learn that definite article the is used before a specifying noun whether it starts with a vowel or a consonant

- they will learn difference between definite article the and indefinite articles a and an

Further support provided for the following students:

Readings from reference books

Support provided:

Support from articles which have passed grammatical tests