Bridge to Success Curriculum 2016 / 2017

English Literacy- Grade 4

Course Name: EDU 4203 Course Code: Curriculum Design

Instructor Name: Allan Mutambo

Task Title: Project Output: Integrated syllabus covering ONE month of work.

Detailed lesson plans including assessments for one week

th th
Due Date: December 10 - 2017 Date December 10 - 2017
Submitted:

Student Name: Juwaher Rashed Ali Obaid Alnaqbi

Student ID: H00255210 Section: AE7

EDU 4203 - Curriculum Design

Standards

G4.2.1.1.5 Build upon the ability to compare two things using common regular and irregular adjectives; use the superlative form of
adjectives to compare three or more nouns or express the most extreme degree; use adverbs of manner to modify actions.

G4.3.4.1.4
Describe a character, setting or event in a story

G4.4.4.1.4 Correctly spell high frequency and studied words; use knowledge of word families to spell single and multi-syllable words.

G4.3.4.1.1 Write legibly and begin to transition from printing the English script to producing and understanding cursive script, practicing
and learning to use the four basic handwriting joins (diagonal and horizontal joins with and without ascenders) to form and join
letters correctly.

G4.3.4.1.2
Demonstrate understanding of the main idea and details of the text; explain the text referring to
explicitly stated or inferred information.

G4.3.6.1.3
Connect the information and events in a text or story to life experiences.
EDU 4203 - Curriculum Design

G4.2.1.1.6 Participate in collaborative short conversations with others on grade-appropriate level, making
comments and expressing needs and emotions.

G4.2.1.1.8 Ask and answer questions to clarify information about topics and texts under discussion. Make
comments that contribute to the discussion.

G4.4.3.1.2 Use the language structures of: comparatives and superlatives, regular and irregular.

4SLLC2 listen and respond to the viewpoints of others in a discussion with evidence

G4.3.7.1.1 Build an increasing number of words and phrases through conversations, reading or being read to; understand them when used
by others, and produce these words themselves.
EDU 4203 - Curriculum Design

English core subject - November Term 1- 15 lessons for each unit (one session a day)

Time Standard Learning Specific Skills General skills Assessment Resources

(weeks)
s Outcome for the unit
Content -
Scope and
Sequences
G4.2.1.1.5 1. Describe desert 1. Reading: Learners Book
Week 1: Reading different Word and For all the units:
weather.
Unit 3:
G4.3.4.1.4 kinds of text about: expression: Pre-Assessment: Activity Book
2. Extend students - Desert weather
The UAE G4.4.4.1.4 Desert: KWL Chart. Comment [JRAOA7]: What do I know?
knowledge of - Desert
Desert landscape, Show videos Teachers book which What do I want to know?
animals: What did I learn?
Lesson 1: G4.3.4.1.1 vocabulary related to the topic. includes lesson
camels, jerboa weather, Ask questions plans for each
Desert related to and Oryx.
weather G4.4.3.1.2 animals, before starting the lessons. (Lesson
- Desert plants:
deserts. plants. lesson about the plans includes
Lesson 2: Ghaf tree,
G4.3.4.1.2 last lesson. differentiated Comment [JRAOA8]: To review students prior
Desert palm tree. Adjectives Ask open-ended activities which knowledge and engage them in the new topic.
animals 1 3. Carry out tasks Reading
G4.3.6.1.3 describing questions that employ different
Comment [JRAOA1]: Students may develop visuals
for extensive comprehension. relates to concept. learning styles.)
Lesson 3:
Developing vocab personal to an existing non-visual text, replace the visuals within the
Desert G4.2.1.1.6 listening. text, with new ones and explain reasons or develop visuals
animals 2
through the text qualities. Audio Track in CD with for texts written by students or their peers.
G4.2.1.1.8
Formative teacher book.
Lesson 4: 4. use the
Comment [JRAOA9]: Questions may be directed at
Desert Use of English: assessments:
comparative and PowerPoints that teacher individual learners, groups of learners, or the whole class,
plants and although the teacher needs to make sure the feedback
animals superlative forms Read to take out the
Comparative made it for any
sessions are not dominated by the most confident learners
and - Oral questioning lesson when it is
information to
more appropriate. Comment [JRAOA2]: -This skill ensures the
make a chart. superlative during the session.
confidently. reading text is understood.
Matching questions
and answers.
adjectives Word cards to -This skill can be done by partners which help the
- Short quizzes collaborative learning.
5. Spell weather 2. Writing: Understand be prepared by

the teacher Comment [JRAOA10]: Depend on the lessons and
/animals/plants
Make sentences subject students level, they may include multiple- choice, free
about the - Variety of activities:
pronouns it response, true/false, open-ended/ close ended
questions...etc.)
EDU 4203 - Curriculum Design

words.
camels/Oryx/jerboa and they (worksheets, games, Internet
start with they/it.
within texts. connection
Answer questions peer conversations,
6. Read and write Past simple:
in sentences.
about desert group works, ...etc) Dictation
Create a paragraph regular and
plants and from written notes booklet
animals. irregular Comment [JRAOA11]: At Home: ask students to read a
inside the book. - Discussions in groups
forms Why? book from Reading Time. Based on the reading they did, ask
7. Recognize the
3. Speaking: Writing booklet them to come up with a topic to discuss in class with a group
desert animals. Because If Summative for (discussion groups).
8. Compare things
Ask Why questions
will assessments: summarization
in desert using Comment [JRAOA3]: Students should respond to
Discuss and ask and writing other students points of view as well as think through
comparative and questions about a sentences.
- At the end of each their own point of view. They can exhibit this through
superlative est, story. Phonics / Word questioning others in a constructive way or offering
-er, (largest Retelling a story. unit there are supporting suggestions that may counter the majority
study: opinion.
longest deepest) assessments are Stories from school
9. How are Spelling rules library and there is
provided through the a helpful website
animals/ plants for
Make a My Learning lessons called story
alike? How are comparative jumper.
conversation and
they different? and end-of- unit
active Comment [JRAOA4]: Make conversations active

superlative projects. Pixton program between students, discussing different familiar topics that
adjectives. enhances their use of new words.
10. Write descriptive
4. Listening: Deduce word IPad/ computers
sentences about - Student presentation:
meanings Comment [JRAOA14]: writing scripts for different
Listen and answer rely on the units main stories, speech bubble which enhance the writing skills and
desert. from context. Whiteboard the implementation of the new vocabs.
the questions. Opposites topics.
11. Read, talk about Comment [JRAOA12]: Presentations require students to
A3 paper for creating demonstrate their understanding and application of language
and act out School posters and
stories
5. 21st Century - Self-evaluation Comment [JRAOA13]: Students can do self-
Skills: Subjects: group works.
evaluation to assess their understanding depend on a
Geography: rubric for writing/ speaking/ reading/ listening skills.
learning and - After each unit, there Color markers
innovation. Identify are four exams for each
Communication and deserts on Games depend on the
of these skills: reading, Comment [JRAOA5]:
collaboration
UAE map. lessons such as Learning and innovation skills: introduce learning to
writing, listening and puzzles of develop, implement and
communicate new ideas to others effectively in English.
EDU 4203 - Curriculum Design

Global Maths/Scienc speaking.

animals pictures.

awareness:
e: Understand
use different strategies
temperature - Exams from the MOE to brainstorm
understand and
Science: How at the end of each unit ideas (like
address global diagrams,
living things and the final one at the
issues. adapt to their discussions,
Environmental end of the term. readings).
literacy: habitat
demonstrate Arts and
knowledge and crafts: make
understanding of crafts of
the environment Comment [JRAOA6]: Individually: Students make their
animals and favorite animal mask that lives in the desert then describe it:
and the
circumstances plants. - How does it look like?

and conditions - What does it eat?

affecting it, - What does it have that protect him in the desert?
particularly as
relates to air,
climate, land,
food, energy, Each student makes his/her vocabulary notebook (write the
water and new words, with drawing pictures, and writing sentences)
ecosystems.
Comment [JRAOA15]: Teach students to:
G4.2.1.1.5 1. Reading: - notice important information while reading
Week 2: To describe animals. - reread in order to search for and use information
Reading - search for and find specific facts and additional information
Lesson 5: within a text
My
G4.3.4.1.4 To discuss a moral different
- use readers tools (glossary, table of contents, heading)
learning issue as a class; to Stories: to clarify or add information)
Lesson 6: G4.4.4.1.4 tell and recount a Arabian
Friendship wolves; - think about how the text content relates to their own life
story in the past; to
Lesson 7: G4.3.4.1.1 friends; The - relate background knowledge to reading
Arabian describe a picture. - think about how the text content relates to what is known
Wolves 1
Boy and the about the world
G4.4.3.1.2 Wolf. - think about how the text content is like or different from
To listen to a story. other texts.
EDU 4203 - Curriculum Design

Lesson 8: G4.3.4.1.2 Read, talk about

Arabian
Wolves 2 and act out stories 2. Writing:
G4.3.6.1.3 Make sentences
Lesson 9:
if wolves To read a story and about the
lives in G4.2.1.1.6 wolves
guess the meaning
desert Answer
of words from
Lesson 10: G4.2.1.1.8 questions in
the boy context. sentences.
and wolf 1
Create a
To read a scientific
paragraph from
text and extract key written notes
information. inside the book. Comment [JRAOA16]: This strategy is very beneficial
in order of helping students start writing a paragraph.
To read and
summarize a text; to
work out the 3. Speaking: Comment [JRAOA17]: Students should come to
meaning of words Ask Why questions class discussions prepared, having read or studied the
Discuss and ask required material. Students should provide evidence and
from context. reasons from readings, oral presentations or from
questions about a
background knowledge.
story.
To respond to Retelling a story.
comprehension
questions in written
4. Listening:
form.

Listen and
To write questions
answer the
and answers. questions.
To write questions
in the past simple; to
punctuate a short
EDU 4203 - Curriculum Design

text; to conclude a
short story.

Week 3:
G4.2.1.1.5 To listen to a 5. Reading:
description of a Reading texts:
Lesson 11:
the boy
G4.3.4.1.4 to retell the
picture and respond
and wolf 2 story. Comment [JRAOA18]: Work with a partner and re-tell
by drawing it. the story. Did you like the story? Why? Why not? That will
Lesson 12: G4.4.4.1.4
enhance the use of new vocabulary and understand the text.
My 6. Writing:
learning To re-read text for
G4.3.4.1.1 Make sentences
Lesson 13: in-depth
about the
Review understanding.
G4.4.3.1.2 wolves
Lesson 14-
Answer
15: Chose To re-tell a story; to
and G4.3.4.1.2 questions in
present a
practice intonation.
sentences.
project Summarize text Comment [JRAOA19]: At Home: ask students to read an
G4.3.6.1.3 To complete a text. explanatory text/book and then summarize it using first,
next, then finally strategy
G4.2.1.1.6 To write the past
(The lessons
7. Speaking:
are coherent simple of some
G4.2.1.1.8 Orally describe
and
regular and irregular
verbs; to complete a words for your
sequential,
paragraph. partner to guess
they are
Comment [JRAOA20]: This skill helps to use the
talking To listen to and them. language by talking and identifying new words by
Discuss and ask describe them.
about the check a completed questions about a
desert paragraph. story.
Retelling a story.
elements

such as the
To act out a
dialogue with
weather, 8. Listening:
EDU 4203 - Curriculum Design

animals, and correct intonation.

Listen and
human
To read and order a answer the
relationship questions.
dialogue.
with desert) Listen to a
description
and response
to by
answering.

Week 4:
G4.2.1.1.5 To read and follow 1. Reading
instructions. To different
Unit 4: G4.3.4.1.4 kinds of
Look listen and match
again text: Comment [JRAOA21]: This activity requires more
definitions.
G4.4.4.1.4 - Informatio practice to help students recognize the sound of words
Lesson 1: and get familiar with the pronunciation.
Optical To discuss optical n
illusions G4.3.4.1.1 - texts: Comment [JRAOA22]: To consolidate and practice topic
illusions
Hidden lexis.
Lesson 2:
Thats G4.4.3.1.2 - animals
To read about an
impossible
! impossible picture. Reading
G4.3.4.1.2 comprehension
Lesson 3:
Word play To talk about animal .
G4.3.6.1.3 characteristics and 2. Writing:
Lesson 4:
Very impossible Write
strange! G4.2.1.1.6
situations. sentences to
Lesson 5:
Hidden
answer
G4.2.1.1.8
pictures To write simple questions.
notes. Comment [JRAOA23]: Promote the students
comprehension by let them taking notes.
EDU 4203 - Curriculum Design

Write a
description of
a picture Comment [JRAOA24]: To apply the new vocab the
description is the best way to do.
Complete a
paragraph.
Write
sentences in
the past simple
tense.
Write a simple
poem.

3. Speaking:
Describe
where things
and people are.
Discuss results
of experiments
Predict what a
text is about
Give
Instructions
4. Listening:
Follow oral
instructions.
To listen and
assess
descriptions
EDU 4203 - Curriculum Design

of peoples
personalities. Comment [JRAOA25]: Strengthen the listening skills
by let students listen to descriptions and assess them.

5. 21st
Century
Skills:
Critical
Thinking Comment [JRAOA26]: This skill was applied where
the students have exposed to different questions and
tasks that required to think and give reasons.
EDU 4203 - Curriculum Design

Justification

Planning sequential lesson plans for a week was very beneficial in order of drawing my attention to several teaching

aspects should be under consideration:

Sequencing lessons:

Firstly, according to the curriculum mapping that I created it, I noticed how the lessons were organized and sequential.

The contents were started from general and easy lessons to gradually get specific and complex one. For instance, for unit

3, it starts giving general information about the weather, animals, plants in the desert. Then they chose two animals to

focus on and write/listen/read/talk about, after that they also get to focus on one plant which was ghaf tree and develop

students skills on it. Moreover, the curriculum provided real experience examples such as the boy and the wolf story that

basically related to the learners environment. That facilitates the process of learning and understanding. As it also gives

opportunities to pupils to share their own experience. As one efficient approach is to make the content relevant and

meaningful within the framework of a students social, emotional, and physical improvement which enhance the learning

for young learners (Pettey, n,d).

EDU 4203 - Curriculum Design

Literacy skills:

The lesson plans have been built upon the curriculum outcomes. The outcomes are what the students will be able to

accomplish at the end of the lessons. So the objectives were established in order to fit the curriculum requirements. As

the lesson plans ensure the involvement of variety of activities and the application of the Learners Book. Further, the

Activity Book has been applied to ensure the time of practicing and the audio tracks were implemented to develop the

listening skills by emphasis on students looking for specific information. Moreover, they are extensively concentrate on

promoting the other literacy skills: writing, reading, and speaking. As focusing on improving that skills are valuable and

needs hard efforts to elicit the emergent literacy interventions, particularly for meeting the needs of children at low levels

(Justice & Paige, 2003). Therefore, the searching for the appropriate activities was challenging to find scaffolding

activities that entirely support students abilities and improve their skills. As it is important that creating lesson plan

depending on the students prior knowledge. For example, prior skills could be used to refresh students comprehending

at the beginning of the lesson (Linse, Boylan, Medwell, & Schottman, 2016). As the lack of coherence and consistency in

the curriculum traced back to the lack of understanding the importance of students prior knowledge as a major

contributory factor. As Bayrhuber (2000) stated that according to Ausubel, (1968) If I had to reduce all of educational

psychology to just one principle, I would say this: the most important single factor influencing learning is what the

learner already knows. As he adds we wanted to bridge this gap between what the learner already knows and new

subject matter by developing lessons that are based prior knowledge of pupils. P.9.
EDU 4203 - Curriculum Design

Vocabulary:

Moreover, building a large and robust vocabulary is a cornerstone to success in both conversational and academic English

(Linse, Boylan, Medwell, & Schottman, 2016). Bridge to Success exposes learners to a wide range of vocabulary.

However, many new vocabulary and the time of course doesnt help to cover all of them. Thus, the teacher will have no

time to practice students on the other skills and achieve her goals.

21 st century skills:

The interesting part is that there is my learning section at the end of each four lessons that let the students examine their

knowledge. As the 21 st century skills are developed through the lessons activities and the content itself. Therefore, they

built on collaborative works, problem solving and creative thinking which are For example, in unit 3 there is a question

asks how can we protect desert animals? And Create your animal then name it, after that acts out with your partner that

your animal is talking to classmates animal. Those activities enhance the speaking skills, think critically, and also give

opportunity to students to communicate their ideas with others.

Assessment:

The assessments are the measuring tools of students development through the course. Thus, there are uncountable ways to assess

students progress that could be divided into three basic sections. The first one is the pre-assessment which can be provided by the
EDU 4203 - Curriculum Design

teacher or the MOE to test students level. Second one is the formative assessment which evaluates the unit progress that can be

extremely valuable for certifying that the unit is accomplishing its objectives. As it considers as a reference explaining about what we

know about the way learning occurs (Hall & Burke, 2004). The last one is the summative assessments which used at the end of the

units or term and are given periodically to determine at a particular point in time what students know and do not know (Garrison&

Ehringhaus,2007). So my planning for a week may more concentrated on the pre and formative assessments while the summative is

not less important but it will be applied at the end of the unit.

Timeline:

Throughout my planning I can tell that the lessons are very rich of information and skills and they are beneficial.

Therefore, I do not recommend to remove any lesson, rather, I strongly commend to extend the time of classes from 40

minutes to be two hours at least for two days a week.

Reflection

It was really helpful planning consecutive lesson plans, which teach me how to make progressive lessons ensuring the

implementation and the training of students skills. Helping to look at variety of aspects such as the teaching strategies,

the importance of prior knowledge, the way of scaffolding students proficiencies, the importance of practicing. However,

teaching world always is renewed and always need to learn about it.
EDU 4203 - Curriculum Design

References:

Bayrhuber, H. (2000). Empirical research on environmental education in Europe. Mnster: ] Waxmann.

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.

Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid /1120/Default.aspx

Hall, K., & Burke, W. (2004). Making Formative Assessment Work. Maidenhead: McGraw-Hill

International (UK) Ltd.

Justice, L., & Paige, C. (2003). Promising Interventions for Promoting Emergent Literacy skills.

Sage journals. 23 (3), 99 113.

Kesha, K. (2017). English Pacing Chart Grade 4 Term 1 2017_2018.docx - Microsoft Word Online. Retrieved 3 December

2017, from

https://onedrive.live.com/view.aspx?cid=354a73bef7ec3b06&page=view&resid=354A73BEF7EC3B06!7224&parId=354A73

BEF7EC3B06!7201&authke

Linse, C., Boylan, G., Medwell, C., & Schottman, E. (2016). Bridge to Success: English Learner

book. United Kingdom: Cambridge University Press

Linse, C., Boylan, G., Medwell, C., & Schottman, E. (2016). Bridge to Success: Teachers guide.
EDU 4203 - Curriculum Design

United Kingdom: Cambridge University Press

Pettey, S. Classroom Connections to Real Life Experiences. Teachersnetwork.org. Retrieved 5

December 2017, from http://teachersnetwork.org/ntol/howto/implement/connect.htm