SCHEME OF WORK FOR LITRATURE IN THE LANGUAGE CURRICULUM (FORM 1) WEEK TOPIC LISTENING and SPEAKING 1.1Listen to and understand poetry and prose 1.2Recite poems with correct intonation, stress, rhythm and enunciation 1.3Retell what the text is about in their own words 1.4Retell sequence of events 1.4Discuss and message the theme 3.5Write an informed personal response to the text 3.5-
Original Description:
Original Title
Scheme of Work for Litrature in the Language Curriculum
SCHEME OF WORK FOR LITRATURE IN THE LANGUAGE CURRICULUM (FORM 1) WEEK TOPIC LISTENING and SPEAKING 1.1Listen to and understand poetry and prose 1.2Recite poems with correct intonation, stress, rhythm and enunciation 1.3Retell what the text is about in their own words 1.4Retell sequence of events 1.4Discuss and message the theme 3.5Write an informed personal response to the text 3.5-
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
SCHEME OF WORK FOR LITRATURE IN THE LANGUAGE CURRICULUM (FORM 1) WEEK TOPIC LISTENING and SPEAKING 1.1Listen to and understand poetry and prose 1.2Recite poems with correct intonation, stress, rhythm and enunciation 1.3Retell what the text is about in their own words 1.4Retell sequence of events 1.4Discuss and message the theme 3.5Write an informed personal response to the text 3.5-
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
SCHEME OF WORK FOR LITRATURE IN THE LANGUAGE CURRICULUM (FORM 1)
WEE TOPIC LISTENING & READING WRITING CREATIVE & MORAL
K SPEAKING CRITICAL VALUES THINKING SKILL Introducing the literary components The Dead Crow 1.1 – Listen to and 2.1 – Read aloud poetry 3.1 – Write out the 2. To compare and Appreciate understand and prose with correct sequence of differentiate nature poetry and prose stress, intonation, events in texts ronunciation and 4. To evaluate Being grateful 1.2 – Recite poems with expression 3.3 – Compare and contrast correct characters 5. To identify true or Cleanliness intonation, stress, 2.2 – Read and understand false agreement rhythm & poetry 3.4 – Explain themes and Co-operation enunciation and prose messages in stories and 9. To identify causes poems and 1.3 – Retell what the text is 2.5 – Compare and contrast give reasons about characters 3.6 – Paraphrase poems in their own words 10. To identify and 2.6 – Read and give the 3.7 – Summarize the text predict the outcomes 1.4 – Narrate sequence of meaning briefly events of a poem as they 12. To generalize understand 3.8 – Give a personal 1.5 – Discuss the theme it within context response 17. To solve problems and to the text message 2.7 – Identify themes in stories 1.7 – Compare and contrast and messages in poems characters 2.8 – Relate events, 1.8 – Make inferences and characters, draw values and messages in conclusions about texts theme, to one’s own life message, character and author’s point of view 2.9 – Draw values and lessons 1.9 – Discuss the values from the text explored in the text 2.10 – Make inferences and draw 1.10– Relate events, conclusions about characters, theme, values and messages in message, characters texts and to one’s own life author’s point of view
1.11– Discuss how the 2.11 – Recognise and
author/poet understand uses language to how a poet/author uses achieve a language to achieve a particular purpose particular purpose
1.12- Give an informed
personal response to the text
The Pencil 1.1– Listen to and
understand poetry and prose
1.3 – Retell what the text is
about in their own words
1.4 - Narrate sequence of
events
1.5 – Discuss the theme
and message
1.6 – Discuss plot,
characters, setting and author’s point of view
1.7 - Compare and contrast
characters
1.8 – Make inferences and
draw conclusions about theme, message, character and author’s point of view
1.9 – Discuss the values
explored in the text
1.10– Relate events,
characters, values and messages in texts to one’s own life
1.11Discuss how the
author/poet uses language to achieve a particular purpose
1.12- Give an informed
personal response to the text
1.13 – Dramatize texts and
role-play characters
Lake Isle of 1.1 – Listen to and
Innesfree understand poetry and prose
1.2 – Recite poems with
correct intonation, stress, rhythm & enunciation
1.5 – Discuss the theme
and message
1.8 – Make inferences and
draw conclusions about theme, message, character and author’s point of view
1.9 – Discuss the values
explored in the text
1.10- Relate events,
characters, values and messages in texts to one’s own life
1.11- Dscuss how the
author/poet uses language to achieve a particular purpose
1.12– Give an informed
personal response to the text Of Bunga Telur and 1.3 – Retell what the text is Bally Shoes about in their own words
1.4 Narrate sequence of
events
1.5 – Discuss the theme
and message
1.6 – Discuss plot,
character, setting and author’s point of view
1.7 - Compare and contrast
characters
1.8 - Relate events,
characters, values and messages in texts to one’s own life
1.9 - Discuss the values
explored in the text
1.10- Relate events,
characters, values and messages in texts to one’s own life
1.12- Give an informed
personal response to the text
1.13- Dramatize texts and
role play characters Life’s Brief Candle 1.1 – Listen to and 1.19– Make inferences understand and draw poetry and prose conclusions about theme, 1.2 – Recite poems with message, correct character and intonation, stress, author’s point of rhythm & view enunciation
1.3 – Retell what the text is
about in their own words
1.5 - Discuss the theme and
message
1.7 - Compare and contrast
characters
1.14– Make inferences and
draw conclusions about theme, message, character and author’s point of view
1.15- Discuss the values
explored in the text
1.16- Relate events,
characters, values and messages in texts to one’s own life
1.17- Discuss how the
author/poet uses language to achieve a particular purpose