ACTION PLAN

Ms. Saira MajeedThe City School

EnglishJr.lll

LONG TERM GOALSAdopt 21st century’s teaching approaches to develop students’ understanding of the language skills.To groom the students in the most appropriate way to face the real world challenges.To inculcate the habit of collaborative skills.To develop students’ and self IT skills.To sharpen the process of critical thinking.

OBJECTIVES

By the end of the term students will be able to;

Understand the given text and comprehend them accordingly.

Learn and use new vocabulary words in their sentences.

Use various concepts of grammar.

Compose different types of creative writing on the given topics.

BLOOM’S TAXONOMY Bloom’s Taxonomy

provides a guideline for creating different assignments, questions, discussions and assessments that addresses the kinds of skills that students must develop to become critical thinker and learners. Teachers often spend most of their time on first 2 steps, but the last four steps are where critical thinking is developed.

BLOOM IN CLASSROOMKnowing

Comprehending

Applying

Analyzing

Evaluating

Creating

Learning, quizzes, competitions

Reading, answering questions, debates, skimming.

Practical, formatting sentences, solving worksheets

Investigating, summarizing.

Debates, reports and conclusion

Projects, Newspaper, Poem

GENRES OF ENGLISHComprehension

Language

Grammar

Spelling

Composition

Syllabus BreakupUnit Reading/

Understanding

Language Grammar

Listening

Spelling Class Writing

10 Pictures Adjectives, Opposites, adverbs of manner

Past Continuous

Sequencing “Ph” words Describing actions in a photograph

11 The diving lesson Verbs of sound and movement, complete sentences

Past Continuous with ‘while’

Listening for detail

Compound nouns

A story with a strong setting

12 Coral Reefs Nouns, Comparative adjectives

‘Can’ and ‘Could’

Identifying activities

Adding ‘ful’ Descriptive information

13 Millie’s London Diary

Descriptive Phrases , personal pronouns

‘Some' and ‘any’

Listening for detail

Opposites with ‘un’

Description of a person

14 The Romans Opposites, adding ‘ed’ to verbs ending in ‘y’

Countable and uncountable nouns with How many and How much

Logic puzzles, following sequence of actions

Adding ‘dis’ for opposites

Labeled pictures and factual description

15 Delicious Ice Cream

Rhyming word, ‘a’ and ‘an’

Definite and indefinite articles

Following a recipe sequencing

Soft ‘c’ Completing a rhyming poem

16 Glass Glass objects, conjunctions Adverbs of frequency

Listening for detail

Adding ‘er’ Instructions

17 Eddie, the Emerald Island Detective

Similar meanings, superlative adjectives

Asking for permission with ‘can’

Following Directions

Syllables A strip cartoon story

18 The selfish giant Verbs and adverbs, speech marks

Comparison of adverbs

Listening for detail

‘ch’ sounds A descriptive story

TimelineJanuary Unit 10 Unit 11 Unit 12

February Unit 13 Unit 14

March Unit 15 Unit 16 Unit 17

April Unit 18 Revision

May Revision

Instructional StrategiesUnit No.

Skills Approaches Techniques Resources

10 •Communication skills •Collaboration•Creativity

•Questioning, •Listening and speaking•Encouraging•Intervening

•Read aloud•Evaluation•Group Task

•Text Books•Worksheets•Posters•Picture•CD

11 •Creativity and intellectual curiosity•Self Direction•Critical thinking and system thinking

•Monitoring•Intervening•Encouraging•Listening and speaking

•Story telling• Questioning and answering among peers

•Text Books•Library books•Worksheets•Flashcards•CD

12 •Communication skills•Information Skills• Media literacy skills•Self direction skills

•Encouraging •Listening and speaking•Monitoring•Questioning & Observing

•Model reading•Survey•Research work•Word Game

•Text Book•Internet•Dictionary•CD

13 •Information skills•Self direction skills•Interpersonal skills•Creativity

•Monitoring•Questioning•Listening•Speaking

•Model Reading•Sample of writing diary•Solving puzzles and worksheets

•Sample Diary•Text Books•Flash Cards•Posters•CD

14 •Communication Skills•Critical thinking

•Questioning•Listening and Speaking•Intervening•Monitoring

•Read aloud•Group Task•Choosing the best answer•Quick search for ‘dis’ words•Showing and labeling picture

•Text Book•Posters•Worksheets•CD•Internet

Instructional Strategies(Contd)Unit No.

Skills Approaches Techniques Resources

15 •Creativity•Intellectual curiosity•Critical thinking and system thinking•Information skills

•Monitoring•Observing•Listening•Speaking

•Read aloud•Peer Work•Evaluation•Writing acrostic poem on Friend

•Text Book•Dictionary•Flash cards•Posters•Young world magazine•CD

16 •Information skills•Critical thinking•Collaboration skills•Creativity•Interpersonal skills

•Observing•Questioning•Listening and speaking•Encouraging •Intervening

•Shared reading•Assembly presentation•Writing instructions of making necklace by showing the different steps in the class•Search for ‘er’words

•Text Book•Beads and string•Worksheet•Internet•CD

17 •Critical thinking•Collaboration•Self direction skills•Accountability•creativity

•Monitoring•Questioning•Listening and speaking•Encouraging

•Story telling•Evaluation•Peer work•Listing words having one or two syllables

•Text Book•Library books•Young world magazine•Flash cards•CD

18 •Creativity•Critical thinking•Information skills•Intellectual curiosity

•Questioning•Listening and speaking•Intervening•observing

•Group Task•Evaluation•Writing descriptive story•Search for words having soft and hard ‘ch’sounds•Solving questions and worksheets

•Text Book•Worksheet•Flash cards•Posters•Movie•CD

Changing challenges into opportunities“We must open the doors of opportunity. But we must also equip our people to walk through those doors.”

Lyndon B. Johnson

Challenges Opportunities Availability of resources on time.

Discipline Problems during group task.

Students feel shy to raise questions

Students feel hesitance in conversing English

Student may not read enough Provision of lab to students for

introduction of complicated concepts

Unscheduled power failure

Informing the head for resources prior through effective planning.

Motivate groups by giving extrinsic rewards

Encourage them by prompting to create a question

Encourage them by giving certificates

Motivational certificates will help. Involving lab in charge for the

availability of lab resources. Uninterrupted power supply or a back

up plan.

Acknowledgement

I would highly appreciate the support of;•The Intel trainers•ICT Teacher•The Head Mistress & The Senior Mistress•Administration and Colleagues

Conclusion:The term is full of diverse dealing with genres of English, making it easier for a child to explore as mush as possible with better planning and execution, gradually shifting from 20th century’s learning style to the new ways of learning and creativity…..

Aristotle Says:

What we have to learn to do, we learn by doing…….

Thank You!!