Curriculum Areas: English

Stage/ Year: ES1

Unit:
Intercultural Understanding

Unit duration: One Term

We want students to (outcomes):

ENe-1A communicates with peers known adults in informal and guided activities demonstrating
emerging skills of group interaction
ENe-2A composes simple texts to convey an idea or message
ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable
texts on familiar topics in different media and technologies
ENe-8B demonstrates emerging skills and knowledge of texts to read and view ,and shows developing
awareness of purpose, audience and subject matter
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when
responding to and composing texts
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of
texts when responding to and composing texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own
experiences
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others learning

Links to Stage Statements

Students will
*Respond to a range of spoken, written and multimodal texts from familiar contexts.
*Demonstrate active listening behaviours to follow simple instructions and ask relevant questions.
*Communicate clearly and purposefully when engaging in pair, class and group discussions.
*Develop reading viewing and comprehension strategies using context, grammar, word usage and
phonics to make meaning from short, predictable printed texts on familiar topics.
*Engage in writing with an increasing awareness of the nature, purpose and conventions of written
language.

What do we want our

students to learn? (Deep
knowledge element)
Must be guided by syllabus
content pages (not indicators)
and foundation/ stage
statements.

This learning matters because:

Appropriate learning experiences make connections with existing language and literacy
development, including language used at home.
Students will become effective communicators
Students will continue to develop a strong sense of identity
Developing these skills will assist the students in becoming confident and involved learners
Students will recognise that they are connected with and contribute to their world.

Why does this learning

matter? (Significance
dimension)

Assessment task outline

*mastery of rhyming words
*use of capital letters for names
*discussing thoughts and feelings
*matching activities

How will students

demonstrate their deep
understanding?

It enables greater
understanding of our world. It
shapes positive attitudes
towards difference (cultural
and other), helps overcome
prejudice.

Design task(s) with authentic

purpose, audience and
communication tools.
Is student direction (content,
process or product) suitable to
the task?
Is there opportunity for
students to demonstrate
learning at an A level?

Key outcomes for assessment

Assessment criteria (Indicators/ Content Descriptors)
Respond to simple questions either verbally or non- verbally
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of
cultures

How well do we expect

students to do it?
How will this information be
communicated to all students
and parents?

Lesson Sequence
Week
1

Content

Outcomes/ Learning Experience

Resources

Assessment

ENe-1A communicates with peers known adults in informal and guided activities
demonstrating emerging skills of group interaction
ENe-2A composes simple texts to convey an idea or message
ENe-4A demonstrates developing skills and strategies to read, view and comprehend
short, predictable texts on familiar topics in different media and technologies

Shoes from Grandpa By Mem Fox

Lesson 1
Read story from book or watch video. Identify the names of all the articles of clothing by
Understand and
Dressing the Body Outline using the whiteboard.
apply knowledge
Play the game Im wearing. Teacher says an item of clothing. The children wearing that
of language forms item stand up. Each child standing says a sentence about that item and the class repeat
and features
it. The teacher writes it on a strip of paper and cuts it up. The students reassemble the
*begin to identify
sentence in the correct order. Alternatively use the whiteboard for sentences.
some language
Retell the story focusing on the last line.
features of familiar
spoken texts in
Lesson 2
classroom
Rhyming words activity.
interactions
Read the book again telling the students to focus on rhyming words. After reading repeat
some of the lines leaving off the final rhyming word. Have the children repeat the missing
Respond to and
word. Ask the children to suggest alternative rhyming words. Record the and compare the
compose texts
words for the students to discover that they all have the same group of letters at the end of
*describe an object the word and that we call them word families or rhymes. (rhyme time or picture rhymes)
to the class.
http://exchange.smarttech.com/search?q=Rhyming%20activities%20for
%20Kindergarten&

Develop and

Lesson 3
Before reading- Today students will identify who gave Jesse which article of clothing.

Involvement
in

apply phonemic
knowledge
*join in rhymes and
chants

During reading -Students read chorally with the teacher. Sequence activity on IWB.
After Reading- Matching Game
Craft lesson
Students could make up a picture of Jessie and then cut out template or draw all the
pieces of clothes and cut them out. Alternatively use this template. As the story is read
they could put the pieces of clothing on their picture. Have them re-tell the story to their
friends using their pictures.
Drama lesson
After the story has been read once ask students to act out all the different bits of clothing
that Jessie puts on. First one piece, then two pieces and then three pieces Students can
guess which item is being put on.
Play a game of bingo.

2
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and
shows developing awareness of purpose, audience and subject matter
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and
vocabulary when responding to and composing texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and
their own experiences

Develop and
apply contextual
knowledge
*show a growing
awareness of
words that enrich
their vocabulary.

Pearl Barley and Charlie Parsley By Aaron Blabey

Lesson 1
Learn about adjectives.
Read the story. Identify adjectives that describe the characters. Suggest other adjectives
that can be used to describe the characters.
Discuss and list similarities and differences. Using this venn diagram can also be used to
show similarities and differences between students and a friend.

Engage
personally with
texts

Lesson 2
Re read the story and talk about the various things each character likes to do. Find the

*share responses
to aspects of a text
that relate to their
own lives.
Develop and
apply contextual
knowledge
*understand that
readers/ viewers
may have varied
and individual
responses to texts

correct items which belong to each character activity.

Lesson 3
Discuss how the illustrations have been used to express emotions. Look at the colours
and discuss how colour reflects mood and emotion. Look at artworks which demonstrate
how colour reflects emotions. Create your own artwork.
Lesson 4
Character Reflection. Discuss what the characters may have been thinking or feeling in
different parts of the story. Ask the students to talk to each other about whether they are
like Pearl Barley or Charlie Parsley and who would they like to be like and why.. Draw your
favourite character and write what the character may be thinking or feeling.
Another lesson
Make a friendship tree (class and individual) by writing the word friendship in the trunk of a
tree and adding words to branches. Think of things you do with your friends such as
playing, laughing etc. Add these doing/action words (verbs) to the friendship tree
Drama lesson
With a partner or in a small group act out the hobbies or games you like to play with a
friend or two. Freeze your actions and make a frozen moment (still image) as if you
needed to be still so that someone could photograph you. Prepare a second and third
frozen moment and when the teacher slowly counts to three. Move from your first to your
second to your third frozen moment. Extra (Teacher captures the three moments on a
digital camera and plays them on the IWB.)
Drama lesson
Look carefully at the illustrations that depict the activities of Pearl Barley and Charlie
Parsley. In pairs, freeze as Pearl Barley or Charlie Parsley as they appear in the book.
The rest of the class guesses what the characters are doing

3
ENe-1A communicates with peers known adults in informal and guided activities
demonstrating emerging skills of group interaction
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and
vocabulary when responding to and composing texts
ENe7-B recognises some different purposes for writing and that own texts differ in various
ways

Understand and
apply knowledge
of language forms
and features
*attempt to match
noun to pronoun in
spoken text, eg.
Amelia has a
chicken. It is
brown.
Respond to and
compose texts
*compose texts
using drawings and
other visual media
to create meaning
*identify and use
words around the
classroom and in
books during
writing
*contribute
appropriately to
class discussions

Amelia Ellicots Garden. By Stratford and King

Lesson 1
Show the cover of the book and ask students what the book is about from the image and
title. Suggested questions before and after reading.
After reading the story, discuss Amelia Elicotts life, the positives and the negatives.
Suggest ways in which her life might be improved.
Create a mind map on the IWB
Lesson 2
Brainstorm to cluster and categorise ideas and facts to write a description.
Identify noun groups in texts and discuss the use of adjectives to add meaning to the noun
eg. the sunny day. Sort what is found and what is not found in the garden.
Lesson 3
Plan a garden as a class activity. Discuss the process involved in making a garden. Draw
a plan for a class garden. Predict what may happen. Yates.com virtual garden, design
your own garden online. Can be saved and re-visited. free
Username Miss_mccrudden password: marigold
Another lesson
Brainstorm information about their house and their garden and complete the My Place
worksheet
Garden games online
http://games.co.za/garden

4
ENe7-B recognises some different purposes for writing and that own texts differ in
various ways
Rose Meets Mr Wintergarten By Bob Graham
Lesson 1
*Discuss the significance of the characters names. (Rose Summer and Mr Wintergarten).
Students can suggest other names for the characters.
Lesson 2
*Explore the way colour is used in the story. Create pictures using these colours and talk
about the artworks.
Lesson 3
Describe the changes Mr Wintergarten makes to his house and garden. Discuss how he
might feel about those changes.
PDH lesson
Before Rose went over to Wintergartens,she approached her mother for permission and
advise. Emphasis to the students the importance of getting adult consent before doing
something they are not sure about. Draw a hand outline and on each finger write the
name of someone you can ask for help or someone you can check with before doing
things.
Another lesson
Focus on pictures of Mr. Wintergarden looking lonely and discuss what he might be
feeling.
Have students play circle games where people are chosen / not chosen and ask them to
discuss the feelings of those involved.Play games such as musical chairs where someone
has to miss out. Discuss how this sometimes happens, but it only matters if you feel
victimised, or it others are not sympathetic to your situation.
Fold paper in half and on one side draw or write words about what it looks like when
someone feels left out or lonely. One the other side draw pictures or words about what its
like when someone belongs to a group.