Progression Plan for Poems and songs Group 36 BWC038 Apr May 2008

Name: CL Chiu

Learning Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. Understand the themes of different poems, the mood of the poet and the messages conveyed. Understand the structures of different types of poems, rhymes, rhythms, stanzas (verse), simile, metaphor and imagery. Teach language items through poetry. Write simple poems to express their ideas, feelings and thoughts. Have fun in reading and writing poems. Cultivate interest in English songs. Explore sources of songs and lyrics of different themes on the internet. Enjoy singing English songs. Understand the themes of different songs.

Assessment: 1. The poem and song journal which has collection of poems studied for the year creation of students own poems their feelings and thoughts on songs and lyrics 2. Group performance reciting poems 3. singing songs Oral presentation present a poem / a song they like best
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Progression Plan for Poems and songs Group 36 BWC038 Apr May 2008

Name: CL Chiu

Listening Listen to and appreciate the melody of the songs Watch the music video with lyrics Listen to and appreciate the beauty of the poems recited by teachers or other members of the class

Speaking talk about the music video sing the songs recite the poems discuss in groups individual oral presentation

Generic Skills Enhance analytical and critical thinking skills Enhance collaboration and communication skills

Poems & Songs

Responding Performance Turning a song into a rap Illustrate the song (animation or anything) Sing or read the poem with feelings Identify the mood and emotions expressed Respond to ideas of other members in group discussion

Reading Read the song lyrics and appreciate the expression and features of the song. Read the poems and identify the structures, features, poetic device. Interpret the mood of the songs and poems:- who the writers/singers are and what they are talking about ; who they are speaking to; and what the themes are. Writing Write a journal to reflect on the poems and songs Rewrite lyrics with a theme Write acrostic poems Write a ballad Write a shape poem Write poems using different patterns

Progression Plan for Poems and songs Group 36 BWC038 Apr May 2008

Name: CL Chiu

Junior Secondary Poems and Songs JS1 Introduce simple poems using simple acrostic poems Write simple acrostic poems on friends. Read a poem On holiday (Unit 3) and introduce some features of poem such as stanza/verse, rhyme and mood. Read a poem - My Little Sister and talk about interpretation of a poem Read some shape poems My favourite food and Salmon for Dinner Listen to some songs and sing with songs with gesture Watch music video on YouTube (students choice) Download lyrics (www.lyricsfreak.com) Activities - HK Speech Festival - Inter-class Poetry Writing competition - Display students work on the school bulletin board JS2 Read Diamantes poems (structure and characteristics of Diamantes) Read Haikus poems (structure and features of Haiku poems) Write Diamantes and Haikus poems Recite poems with rhythm Listen to the theme song of Disney Land (Its a small world) Interpret the lyrics (What does a small world imply?) Song cloze exercise

Activities - HK Speech Festival - Inter-class Poetry Writing competition - Display students work on the school bulletin board JS3 Read some poems about teenage life (Hobby poem and Love poems) Write poems about hobbies and love Rhyme scheme a-b-b-a (choral reading) Sing the song Do they know its Christmas? Introduce the background of the song and what the lyrics signify. Students are to surf the internet to find out more about the song
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Progression Plan for Poems and songs Group 36 BWC038 Apr May 2008

Name: CL Chiu

Raps or songs of students choice are to be played (music video) and lyrics are interpreted. Activities - HK Speech Festival - Inter-class Poetry Writing competition - Display students work on the school bulletin board -

New Senior Secondary Introduction Interpretation of Keeping a poem poems: and song journal What? Who? To whom? Why? How? Your response? Read a simple poem Poetic devices and Write an acrostic structures (with poem about Hong sample poems) Kong Writing Haikus Writing a limerick poem poem Perform the poems Explore songs revolving teenage life and problems Watch the music video of The Greatest Love of All (2 periods) Songs appeal to girls Avril Lavignes When Youre Gone and other songs Interpretation of the lyrics. (2 periods)

Explore sources of songs and poems at the MMLC YouTube www.teachit.co.uk (2 periods) Create poems with a framework Theme poems love Watch the music video of YMCA (by Village People) Songs about teenagers searching for the meaning of life Bohemian Rhapsody by Queens Mercury Activities on interpretation of the lyrics. (2 periods) Students performance

Reading a poem Pre- During- and Post-reading activities (2 periods)

Create poems with a framework Read a variety of poems Pre- During- and Post-listening activities (2 periods) Songs of encouragement Queens We Will Rock You and We are the Champions (2 periods)

Respond to a song by writing a letter of apology to your lover or friend.

Respond to a song by writing a letter of appeal (asking for donation to charity)

Progression Plan for Short Stories

Name: CL Chiu Group 36 BWC038 Apr May 2008

Learning Targets To develop students ability to: 1. understand the major features of short stories (theme, character, plot) 2. respond and express the ideas and feelings in the stories through oral, written and performative means. Learning Objectives 1. to enable students to understand the concepts of narration, setting, character, theme and symbol, mood, openings, closings and dialogues. 2. to enable students to apply the concepts and techniques they have learned in their own writing. 3. to cultivate their interest in reading and appreciating short stories of different genres. 4. to enhance students skills in story telling. Assessment 1. Reading journal report on stories they have read 2. Worksheets on features of short stories 3. Oral performance presentation, discussion and performance

Progression Plan for Short Stories

Name: CL Chiu Group 36 BWC038 Apr May 2008

Listening Listen to the stories told by teachers and peers (reader s theatre) Listen to the stories on the internet Listen to others in group discussion and presentation

Speaking Tell the stories with intonation, feelings and emotions Perform the stories in reader s theatre Group discussion Oral presentation

Short
Generic Skills Enhance critical thinking skills Enhance inter-personal skills Enhance communication skills

Responding Put oneself into the positions of the characters and describe what emtions and reponse created. Sympathy and empathy on the characters Think of solutions or alternative actions for the characters. Performance

Stories

Reading Read and appreciate the stories Identify the key features of the short stories. Identify the personalities of the main characters. Identify the conflicts/problems between the characters Read between the lines to track down the implications of the writers

Writing Write personal reflections on the stories read in a journal Draw up character maps of the stories Rewrite the ending of the stories Rewrite a twist of the stories. Write dialogues / plays for reader s theatre.

Progression Plan for Short Stories

Name: CL Chiu Group 36 BWC038 Apr May 2008

JS1

Class Reader: Ten Tales with a Message (stories of Aesops Fables) A reading journal which contains information sheets of stories students have read such as title, characters, setting, genre and moral. Pre-reading activities using toy animals, puppets and pictures as motivation; vocabulary building activities and group miming activities to begin the story. While-reading activities: a) some scenes of the story are acted as reader s theatre through which students pick up speaking skills naturally. b) drawing the characters and completing the character s map enable students to have an in-depth understanding of the characters. c) read, enjoy and appreciate the stories and the morals d) explore a variety of sources on the internet www.aesopfables.com Post-reading Activities a) Book-mark Design competition b) Book cover design competition c) Model making competition d) Story-telling competition e) Best Reader Award

JS2

Class Reader : Ten Inspector Wittys Detective Files Pre-reading a) introduce the features of detective stories using cartoon pictures / simple acting to demonstrate the story. b) Structure: plot revolving around crime, creating a problem or conflict between the characters in the middle and ending with solution to the problem / demonstration of justice. Identify the key features of a short story (plot, setting, characters, theme, causes of crime and consequences) Build up the personality trait of the characters. Identify the conflict and look for the solution Retell the story in a small group Performance act with dialogue or mime some scenes of the story

JS3

Class Reader Ten Cute and Scary Ghost Stories Introduce scary or ghost stories by using masks or props Introduce the characteristics of cute / unbelievable / ghost stories Identify key story features of short stories Draw a story map with beginning, middle and ending
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Progression Plan for Short Stories

Name: CL Chiu Group 36 BWC038 Apr May 2008

Interpret the themes, characters, problems and conflicts of the stories. Rewrite the ending of the story in the form of tragedy or comedy. Group work create a scary story or a tall story. Draw pictures of the characters and story board to outline the plot of the story. Explore sources of other interesting stories / introduce stories written by Roald Dhal and Sherlock Holms. New Senior Secondary (themes on teenage issues) Part 1 Reading and appreciating short stories of teenage issues Introduction: (1 period) Keep a reading journal for recording the stories which have been read (title, genre, theme, characters, thoughts and feelings) Elements of short stories: (2 periods) Pre-reading - jigsaw reading game in pairs - The Bible - a story from Chicken Soup for the Teenage Soul - Vocabulary building While-reading (with teacher s guidance): (1 period) - Read and appreciate the story - Identify the setting, characters, conflict / problem between the characters, climax and solution to the problems - The bible is symbolic of a father s wish/expectation Read and appreciate short stories Pre-reading (2 periods) Watch a music video Hurt by Christina Aguilera Read the lyrics and identify the mood of the song. While-reading (1 period) - draw character maps to compare and contrast the two characters - identify the problems - find the solution Post-reading (2 periods) - group discussion : what would you do to help your friend solve her problems - group oral presentation

Post-reading (TG) (2 periods) - Group discussion for solution of the problem - Individual presentation taking the position of one of the characters Pre-reading (1 period) - think about how to help a fiend who is very sad for being hurt. - Jigsaw reading game Always Return Your Call

Post-reading (TG) (2 periods) Being one of the characters, write a letter of apology or reconciliation

Progression Plan for Short Stories

Name: CL Chiu Group 36 BWC038 Apr May 2008

Post-reading (2 periods) Write a letter to comfort your friend and enclose a CD with it. Choose songs to enliven her spirit (eg. You raise me up / We are the champions)

Explore sources of short stories in the MMLC room (2 periods)

Read and appreciate stories of students own choice. (4 periods) - application of skills and techniques to interpret their stories in the journal. - share of reflections / insights in group discussion - individual oral presentation

Pre-reading (2 periods) Show the trailer of the movie to introduce the book High School Musical - identify the setting, the theme and the characters Write a story outline of High School Musical Write a twist of the story of students own choice

While-reading (1 period) - describe the main characters and their personalities

While-reading (2 periods) - watch the film clips of musical of the book - discuss in groups : teenage dreams, outlook of life and values of love

Part 2 Writing / Rewriting short stories Create a setting and characters Write the dialogue of a short scene of the story Write the whole story for story-telling purpose Redraft the dialogues for a reader s theatre performance Part 3 Telling and performing the story Story sharing in small groups (2 periods) Perform some scenes of the story in the form of reader s theatre (4 periods) Compile a list of stories shared by students and display them in the form of character s map or posters

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Learning Targets To develop students ability to: 1. Understand a variety of written and spoken texts related to popular culture such as reviews, newspaper/magazine columns, photo captions, advertisements and commercials 2. analyse popular culture texts to understand the typical features, language and structures. 3. respond to popular culture with personal reflections

Learning Objectives 1. to enable students to understand and interpret ideas, information, facts, opinions and intentions presented in various texts related to popular culture. 2. to enable students to enrich the vocabulary, language, format and styles used in various texts of popular culture. 3. to enable students to apply the skills and experience in creating and appreciation of popular culture texts. Assessment 1. Understand and interpret ideas and information in different popular culture texts. 2. Identify the purpose and intended audience for different popular culture texts. 3. Produce the following popular culture texts: film reviews, columns, captions and comic strips. 4. Conduct group discussions and individual presentation.
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Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Listening Listen to thematic songs Listen to radio or TV advertisements/commercials Listen and respond in discussion Listen and appreciate characters of films

Speaking Disscussio Oral presentation Expression of feelings and thoughts

Responding

Popular
Generic Skills Enhance communication skills Enhance analytical and critical thinking skills

Culture

Respond to visaual images Respond to different popular culture texts Respond to ideas presented by other members of the group

Reading Read and interpret different texts of popular culture Read to identify the goal and the target audience Read toidentify the selling points of the products Read to evaluate the truth or hidden fallacy of advertisements/ commercials Read to raise awareness on global popular cultures

Writing Write personal reflections on different forms of pouplar culture. Write articles for different columns Write letters of seeking-for-advice and giving-out advice

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Junior Secondary JS1 Photo captions Theme On holiday (Unit 3) Make a poster of photos taken on holiday with captions Reviews Write a simple review of a film they have watched. Advertisements / commercials Read and identify the intended audience and target of related commercials travel agency, theme park, restaurants and sports shoes Read sports chants for school sports day JS2 Photo captions Theme Role Models (Unit 4) Write photo captions on pop idols / teenage role model (watch the film clips of Terry Fox) Reviews Write a simple song review Its a small world Column Write a column on protecting the environment after watching the film clips of Inconvenient Truth Advertisement Theme parks Ocean Park / Disneyland JS3 Photo captions Theme charity (unit 4) Write captions for photos / pictures issued by charitable organizations Reviews Write a song review Do they know its Christmas? (Unit 4) Column Write a letter of appeal to the Young Post - South China Morning Post drawing readers attention to caring for the needy

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Senior Secondary Progression Plan Part 1 Module Introduction What is pop culture? (1 period) - newspaper - magazine - advertisement reviews of films and songs What students can do: (2 periods) - conduct a survey - discuss the strategies of various texts of pop culture - apply critical thinking skills on pop culture text (e.g. captions, advice columns, advertisements / commercials, reviews) Photo captions 2 (2 periods) Theme Role models for teens (pop stars, heroes: Martin Luther King, Obama, Hillary Clinton) Identify the content, language and features of captions Comic strips 2 (2 periods) Identify the content, language and features of comic strips Identify the characters and their personalities Columns 1 (2 periods) Examine a variety of text such as advice, horoscope, fashion, etc. Columns 2 (2 periods) Decide a theme in groups Discuss teens issues, analyse and seek solution. What is a time capsule? (1 period) - a collection of things to reflect the popular culture of a particular moment and serve as a memory of students lives. - suggest items to be collected

Part 2 Examining and producing popular culture texts Photo captions 1 (1 period) Examine a collection of pictures with captions Photo captions 3 (3 periods) at MMLC Group work decide on the theme and collect pictures on the internet, newspapers and magazines Write and edit the captions. Presentation. Comic strips 3 (2 periods) Collect and select comic strips and rewrite the speech bubbles/narration to create a new story. Presentation and feedback. Columns 3 (2 periods) Read and write advice-seeking or advice-giving letters
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Comic strips 1 (1 period)

Examine some comic strips Series Charlie Brown

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Advertisement 1 (1 period) Study some advertisements and interpret the content, features and language Reviews 1 (4 periods) Music: watch music video and study the lyrics. Examples: Love problems: Avril Lavignes When Youre Gone Seeking oneself: Mercury of Queens Bohemian Rhapsody Write and present their review

Advertisement 2 (2 periods) Present the findings

Advertisement 3 (2 periods) Produce an advertisement. Presentation and performance Reviews 3 (2 periods) Gadgets / video games Students choose gadgets or video games of their choice. Study the manual. Write a review Peer evaluation

Reviews 2 (4 periods) Movies: watch some film clips Extract the themes Oral presentation and discussion. Write and present their review.

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

Lesson Plan Level: S1, S4 and S6 students Theme: On holiday Duration: 8 periods Objectives: 1. To enable students to travel to four English speaking countries in the world through a virtue English Day Tour. 2. To enhance students awareness of different cultures. 3. To interview celebrity in English. 4. To get an in-depth understanding of the countries (people, economy, animals, landscape and icons) 5. To communicate in English in the setting of a caf. Pre-camp Activities 1. Introduction to the activity. 2. Filling in Passport. 3. Pre-teach (a)My International Holiday Book. (b) Knowing the countries Interview skills (d) dialogues in caf 3. Thirty S6 students act as custom officers, celebrity and tour guides. A pretraining session was conducted. While- Camp Activities 1. The school hall entrance is decorated with a custom office at the entrance and the four corners are decorated with the themes of four English speaking countries in the world The UK, the USA, Canada and Australia. 2. Colourful posters and banners are put up. 3. S6 students dress up as the celebrity of the countries. Some dress up as the iconic animals (kangaroo).

Progression Plan for Pop Culture

Name: CL Chiu Group 36 BWC038 Apr May 2008

4. Some S6 students art as tour guide, each of whom are taking 6 to 7 S1 students to tour around these countries. 5. The tourists (S1 students) have to visit the different landmarks and interview people of these countries using English. The tour guides (S6 students) and teachers will help along the way. Post-camp Activities 1. Those students who successfully completed all the tasks will be invited to go up to the stage which is decorated like a caf. 2. Some S4 students will act as waiters and waitress at the caf. 3. The tourists (S1 students) have to make an order and speak to the waiter in English.