Unit of Work

Subject: English Literature

Level: First Form
Duration: 6 cycles (August 28th – October 19th, 2017)
Topics Concepts Objectives Activities Assessment References
Subtopics Skills/ Attitudes Activities
Materials
Cycle 1: In an icebreaker 1.After listening Guided Teaching Class Orange Walk
Aug. 28 – teacher and student to a motivational   Discussion Technical High
Sept. 4, 2017. share information song, students will Motivational songs:   School English
about themselves in
personally relate The Climb: Miley Cyrus   Literature course
order to get familiar
Lesson One to it in one   outline for first form
with each other.
sentence. A lce-Breaker #1 Reflection
Topic Toilet Paper: paper on the First Day of Classes.
:Familiarizatio 2.During Students imagine that they importance of Retrieved from:
In a course over view
n introductions, are going on a camping trip. expectations http://cft.vanderbilt.e
students are provided
  with a Toro outline of students will Teacher provides students and their du
Subtopic: the work they will be state2-3 with a roll of toilet paper commitment to /teaching-
Ice-breaker expected to do by the characteristics and asks students to take 3-5 the course. guides/prepar
Rules and end of the semester. about tiles of paper for the trip.   ing-to-teach/first-day
Expectations themselves.P Students take toilet paper   of-class/#Rules-
  and count the amount of about-education
Materials: Course expectations After class tiles they took. Students
Toilet paper outline what is discussion, share characteristics about Motivational songs.
roll expected students will be themselves depending on Retrieved from:
able to do the the amount of tiles they took https://www.youtube
Candies in the portion of toilet .com/
Strips following: paper.
containing 3.Restate the Ice Breakers.
scenarios expectations of lce-Breaker #2 Retrieved from:
the course.C Candy Introductions: http://www.icebreak
List of Students will be asked to ers.ws/get-to-know-
expectations 4.Formulate choose one candy from a you
rules/agreements
bag containing three
and consequences
Course outline different types. Depending
for the course. C
on which one they choose,
Motivational students will be asked to
songs share 3-5 characteristics
  about themsel

 Lecture:
Teacher provides a
description of the course
outline, stating major topics
and forms of evaluations.

Class Discussion: teacher

and students discuss rules,
rewards, and consequences,
student’s responsibilities,
teacher’s responsibilities,
and course expectations.
Students are encouraged to
make recommendations.
Robb, L., &
Klemp, R. (2002).
Reading a short
story. In Reader's
handbook: A student
guide for reading
and
learning (pp. 294-
382). Wilmington,
Massachusetts, MS:
Great Source
Education Group.

ELLSA. (2004,
March
22). The five
important
elements of
a story.
Retrieved
Guided Teaching Illustrated from
http://users.a
Lesson Two 1.Using picture Introduction: description.
ber.ac.uk/jp
Cycle one cards, students The teacher will use picture m/ellsa/ellsa
will deduce three cards to illicit from students _elements.ht
the name of the fable Character ml
elements of a
depicted and the elements of
well-known profile.
a story.
children’s fable.
C
Lecture: Oral
2. After the lesson
Conflict, characters and definitions of
on elements of a setting will be explained
story, students the elements.
and elaborated on with the
will be able to use of examples.
define in their
own words what
Closure:
the 3 elements
are. C Students will be called upon
randomly to orally define in
3. Using a fable or their own words the three
fairytale of their elements studied.
Topic:Element own, students will
s of a story write/illustrate on Conclusion
  white sheets
Subtopic: Student will be provided
provided to them
with white sheets after they
Characters two major have paired up with their
Conflict characters, elbow partners and asked to
Setting conflict and identify and illustrate the
  setting of the setting, conflict and two
fable. P main characters of a
Materials:
Text books fable/fairytale of their
choice.
Pictures cards
Notes
White sheets
Charts
Satchwell, D.
(2014). Bertie
bullfrog and his
neighbors. In The
alchemy of
words (8th ed.,
pp. 10-19). Benque
Viejo del Carmen,
Belize: Cubola
Productions.

Young, C. N.
(1997). Bertie
bullfrog and his
neighbors. In Pataki
full (4th ed., pp. 72 -
87). Benque viejo
del carmen, Belize:
Cycle One Graphic Cubola Productions.
Lesson 3 Cooperative Learning organizer.

Introduction: Questions and

1.After analyzing Teacher will place on the answers.
a conflict scenario board a strip containing a
provided to them, conflict scenario. Students Oral
students will will be asked to orally discussion.
volunteer a solution for it.
propose a solution
for it. C
Lecture:
During and after Students will randomly be
reading the short called on to read aloud.
Teacher will pause at
story, students
intervals to ensure that
will be able students are understanding
execute the what is being read.
Topic: following:
Elements of a 2. Read with
A thorough discussion
story- Bertie proper pacing, based on the material read
Bullfrog and enunciation and will take place. Students
His Neighbors pronunciation. P will be encouraged to
express their opinions and
  3. Appraise the
views on the story.
Subtopic: gist of the story in
Characters order to better
Conflict answer oral
Setting questions. C
  4. Complete a
Materials: character profile
Text books for one of the Closure:
Conflict main characters.P Two knowledge-based
scenario questions and one
inferential one from the text
Graphic
will be discussed and
organizer answered orally.

Conclusion:
Students will be placed in
collaborative groups of
three and provided with
graphic organizers. They are
to complete the organizers
assigned to them.
Johnson, K. F.
(2006). Reciprocal
questioning. In 60
strategies for
improving reading
comprehension (pp. 
146-148). California,
CA: Corwin Press.
Collaborative Grouping
Satchwell, D.
Oral (2014). Bertie
Introduction: questioning in bullfrog and his
The teacher will ask four lit circle. neighbors. In The
groups to share with the alchemy of
class the information on
*Exit card words (8th ed.,
their graphic organizers.
1.After analyzing activity.* pp. 10-19). Benque
two types of Viejo del Carmen,
questions, Lecture: Belize: Cubola
students will be Students will be asked to sit Productions.
able to classify in a circle. Students and
teacher will exchange the
them as literal or roles of asking and
inferential.C answering questions about Gomez V. (2011).
the text. The teacher will What are literal and
Cycle One 2. Using a lit ensure that all two types of inferential questions.
questions are employed.
Lesson 4 circle, students Retrieved from
and teacher will http://classroom.syn
Topic:Literal analyze the story Closure: onym.com/literal-
and Inferential using the two Randomly, students will be inferential-
Questioning – types of called and asked to define questions-
the two types of questions.
Bertie Bullfrog questioning. C 8405649.html
Others will be called to
and His provide an example for the
Neighbors 3. During types of questions.
  questioning and
Subtopic: discussion of the
Substantiating story, students
Conclusion:
answers will be able to
recognize the Students will be provided
with an index card each.
  input of their
Materials: peers and build on They will be asked to
answer the following
Text books it. A
question:
Dictionary
What did you like or dislike
Index cards
in the story and say why?
Conflict 4. After
analysis discussion and
graphic analysis of the Students need to limit
themselves to only the front
organizer story and using an of the card.
index card,
students will be
able to construct
an appropriate
answer to literal
and inferential
questions. C
Satchwell, D.
(2014). Bertie
bullfrog and his
neighbors. In The
alchemy of
words (8th ed.,
pp. 10-19). Benque
Viejo del Carmen,
Belize: Cubola
Productions.

Robb, L., &
Klemp, R. (2002).
Reading a short
story. In Reader's
handbook: A student
Concept guide for reading
attainment and
Guided Teaching
chart. learning (pp. 394,
449, 458).
1.After reading a Introduction: Distinguishing Wilmington,
short selection,in Teacher will put on her literary devices Massachusetts, MS:
small ‘thinking cap ’and invites within the Great Source
students to ask her questions
collaborative about the short story. short story. Education Group.
groups, students Teacher answers questions
will be able to using the think aloud
Cycle One develop five stategy. Robb, L., &
Lesson 5 potential Klemp, R. (2002).
questions. C Teacher explains that for Reading a short
Questioning this lesson they will story. In Reader's
for 2. Revise and edit exchange roles. Students handbook: A student
will question teacher.
comprehension questions into a guide for reading
/Reciprocal final piece. C In collaborative groups and learning (pp408
students develop questions .
questions - 421). Wilmington,
3 .Direct the five Teacher models an array of Massachusetts, MS:
questions .Students examine
questions to the their questions and revise Great Source
teacher. P them. Education Group
Closure:
4.Identify A spokesperson for each
strategies they group ask two questions to Family Friend
used in the teacher. The teachers Poems. (2013). All
writing/refining answers the questions to types of poems:
reinforce learning. Poetry forms and
questions.
definitions.
Conclusion: Retrieved from
Students identify one https://www.familyfr
strategy they use in writing iendpoems.com/poe
questions. ms/other/

1. Using the
Language
Experience Strips for free Johnson, K. F.
Approach (LEA), verse (2006). Response
students will log. In 60 strategies
create a twelve-
Cycle 2- Guided Teaching Checklist for improving
line free verse
Lesson One reading
poem. C Introduction:
Sept. 5 – Sept. Paraphrasing comprehension (pp. 
The teacher will provide the
13, 2017. 2. During close 149-151). California,
class with a title for a free
reading, students verse poem and a strip for CA: Corwin Press.
Type of Poem will be able to them to write one line for
and identify clues that the poem. They will then  
Previewing a help them arrange them on the board.
understand the
Poem.
meaning and idea
Teacher will proceed to
in the poem.P explain that the ideas and
Materials: feelings expressed in the
3. Using a
strips and arranged on the
Strips preview checklist, board is called a free verse
Markers students will poem and it is talking about
Tape examine the poem a personal experience.
Copies of accurately. C
poem
4. During the 40 Teacher leads a brief
Checklist discussion of feelings an
minute lesson,
Graphic students will be personal experiences found
organizer in poem.
able to respond to
the poem with one
personal Students will use a checklist
experience. A to better examine the poem.
1. Title of poem and name
of the poet.
2. The structure and overall
shape of the poem.
3. Any rhymes and where
they occur.
4. Any words or names that
are repeated or that stand
out.
5. The first and last several
lines.

Closure:
Students orally review the
elements of a free verse
poem.
Conclusion
Individually, students
examine the poem “ Child
Eating Mango” using the
preview checklist.
.After whole class
and small group Emoji wheel
discussion, Prudchenko, K.
students will be Illustration and (2016). Tone vs.
able to:
Lesson 2 explanation. Mood poems.
Cycle 2 1. Express the Retrieved from
Collaborative Grouping
Topic: Poetry idea of emotive Response log. http://penandthepad.
Introduction:
  words in the com/tone-vs-mood-
Subtopic: poem. ( A ) The calls out different poems-1883.html
personal experiences and
Vocabulary
2. Identify students respond
Development accordingly using their
synonym for
Emotive words emotive words. emoji sticks. Then teacher
  shares a personal experience
( C) using emotive words.
Materials:
Word cards Lecture:
3. Arrange words
small paper in emoji wheel 1. Students will read the
plates, poem and explore how they
according to
felt after read the poem and
crayons, bristol assigned words are listed.
board strips, experience. ( P )
2. Students extracts words
emoji. from the poem that triggers
strong emotional response
and write them on post it.
3. In small groups students
will brainstorm synonyms
for words extracted.

Closure: Students
paraphrase the meaning of
the poem.
Conclusion: Students work
on an emoji wheel using ten
feeling words to describe a
gratifying experience.
After viewing
short role playing Response log
and discussing the Prudchenko, K.
poem, students
Lesson 3 Oral summary. (2016). Tone vs.
will:
Cycle 2 Mood poems.
Guided Discovery
Topic: 1. Register their Retrieved from
Introduction:
Poetry “Child feelings and http://penandthepad.
Eating Mango” experience in a 1. Teacher will recite com/tone-vs-mood-
response log. ( A ) and act out some
(Sound and poems-1883.html
lines of her own
structure) version of the poem.
2. Illustrate their
  ideas and thought 2. She elicits actions
Subtopic: and words that
of the poem. ( P )
showed her
Organizations,
enjoyment.
Repeated 3. Students read poem
Sounds, again and draw two
Rhyme, Stanza pictures about it.
4. Students will explain
using two or three
  sentences, the reason
Materials: why they choose the
illustrations.
Textbooks, Closure:
pencils, folder Students will summarize
sheets, what sound and structure in
Response log poetry are.
template apple. Conclusion:
Students will be provided
with prompters and asked to
complete the ideas. They
will elaborate on them.
1. I like the poem because…
2. I notice…
3. I wonder…
4. I felt ______ because…
5. I think…
6. This poem made me think
of…
7. I wish…
8. If I were ____ I would…
9. When I…
10. I was surprised by…
After discussing
mood and tone of Double entry
the poem students journal.
will:
Lesson 4 Lecture Discussion
Cycle 2 1.Differentiate Identifying
Introduction:
Topic: Poetry between mood words of mood
1. Two students will read a
  and tone. ( C ) and tone.
short poem. They read it
Subtopic: practicing pacing,
2.Determine
Mood and enunciation and expression.
mood and tone.
Tone Other students express their
  (P) feeling about the poem.
Materials:
3.Respond to a
Text books Lecture:
poem in an entry
Post its/sticky journal. ( A ) 1.Teacher explains the
notes mood and tone of the poem.
Poem samples She emphasizes on the
features of each element.
2. She reads poem “Eating
Mango” and asks students
to listen attentively
3.Teacher employs
questioning to clarify
concept.
4.In pairs students read and
identify words that
determine mood and tone.
5.Students write their
thoughts in a double entry
journal.
Hawkins, S. (2012,
March 14). “The
cold within” by
James Patrick
Kinney: Poem.
Purpose. Progress.
Retrieved from
http://www.allthings
if.org/archives/1405
Leaf Group

Education. (2017).
Types of themes in
poems. Retrieved
from
http://penandthepad.
com/types-themes-
poems-19471.html
1. After observing Journal entry.
some items Johnson, K. F.
brought in by Suggesting a (2006). Literacy
teacher, students
Lesson 5 Teacher bring in surprise theme with quilt. In 60
will be able to
Cycle 2 bad with items that focus on evidence. strategies for
predict the theme.
Topic:Poetry nationalism. improving reading
(C)
  Students are asked to comprehension (pp. 
Subtopic: 2.After listening predict. 91-93). California,
Theme in a to a few Students are called to read CA: Corwin Press.
Poem summaries of summaries of “Child Eating
  “Child Eating Mango” and students are
Mango” students asked to determine the
Materials: theme of this poem in one
determine the
statement.
overall theme of
Textbook, exit Closure:
the poem.
slip, surprise
Students share their themes
box with 3.After reading and explain how they arrive
items; and discussing the at that particular theme.
Belizean Flag, poem “What
Conclusion:
bead chains of Color Is A Man”,
students will In small groups students
national will be read “What Color is
suggest one theme
colours, Map A Man”, suggest a theme
providing extra and support their answer
of Belize,
evidence. with textual evidence.
bristol board
Provided.
heart and # 1
card.
1.After Literacy quilt
discussion and design. Johnson, K. F.
revision of poetry (2006). Literacy
elements ,students
Cycle 3: Cooperative Grouping Literacy quilt quilt. In 60
will be able to:
Sept. 14 – finalized. strategies for
Sept. 22, 2017. 1.Determine the improving reading
Introduction:
important comprehension (pp. 
elements in the Teacher will present 91-93). California,
Cycle 3-lesson poem students with a sample of
CA: Corwin Press.
literacy quilt and elaborate
1 “Turbulence”
what needs to be included.
(C)
Development: Students
Topic:Poetry
2.Design a work read poem “Turbulence”
  plan to create their from their textbook. They
Subtopic: own quilt.(P) discuss and determine the
Connotation/ important elements
3.Present report studied.
Connection…
Continued on their plan for Students organize ideas to
the group. create their own quilt.They
 
submit a written plan.
Materials:
Teacher explains and
Colored discuss rubric.
squares
Glue
Poem
Scissors Closure
Literacy quilt A spokesperson from each
samples group give an oral report
of their plan.
Pencils
Markers
Bristol Board Conclusion: Individually,
students write a brief
summary of what they
learnt.

Cooperative Grouping

Introduction: Teacher
reviews the mood,tone,and
1.After observing theme of a poem.A matrix
a literacy quilt is also presented for
students to confirm their
created by the
answers and to guide them
teacher, students in their project.
will be able to
appraise its
content. C Development:
Students will be placed in
2. In small groups. They will
collaborative manipulate material in
groups, students cutting ,pasting ,organizing, Outlining of
will determine the and writing to create their
contributions
theme, mood and literacy quilt on given
poem.Teacher monitors and
tone of their given
Cycle 3 records observations. Illustrations
poem. C
September26,
2017 3. After engaging Closure:
in discussions,
Students will submit their
students will use
quilts
their ideas to
create a design for
their literacy quilt. Conclusion:
P Students will share two
statements about their
After using a Awe Dr., J. (2010).
quilts.
K.W.L. chart to The Maya of Belize.
Topic:Mayas list several Retrieved from
of Belize characteristics Lecture Discussion https://www.belize.c
  about the Maya om/belize-maya
Subtopic: Civilization,stude Introduction: Students list
Beliefs and nts will be able at least 7 characteristics Fry, J. (2013, July
to: they know about the Mayan
Superstitions 3). Life among the
Civilization. They also
  1.Complete formulate 3 questions about Maya of Belize.
Materials: K.W.L chart what they want to know. Retrieved from
Visuals of with at least 3 Teacher explains they will https://mayabelize.w
important statements of complete the last column at ordpress.com/
what they learnt. the conclusion of lesson.
Maya
information (P) McManus, L. (2014,
White sheets Development: February 17).
Pencils Presentation of jade Category archives:
necklace and associating it
Crayons 2.Appreciate the Mayan superstition
with the Maya superstitions.
impact of Mayan and beliefs.
Teacher uses sentence stips
Superstitions in Retrieved from
to explain and elaborate
our culture.(A) about the importance of the http://www.mayanor
jade in the life of the Maya. iginals.com/category
3summarize
In small groups ,students /mayan-superstition-
information in a
summarize information. and-beliefs/
topic sentence
with 3
supporting Student randomly share
details.(C) information.
Students complete
K.W.L.chart with what they
learnt.
Introduction: Temporary
amnesia
Teacher will enter the class
and inform them that she
fell off her bed the previous
night and she has very little
idea of what the concept of
the previous lesson was. She
will inform them that all she
remembers are the words
‘literacy quilt’.
Students will explain to the
teacher what it is and update
her on what their project is.

Creation of project:
Students will receive a copy
1.After creating
of the rubric which the
the design for teacher has explained in
their literacy quilt detail.
and delegating
work and
Students will regroup and
materials, students
begin constructing the
will engage in the literacy quilt tasked to them.
constructing the
literacy quilt.
Closure:
The teacher will walk to
every group and observe
them momentarily to ensure
they are and remain on task.

Conclusion:
The students will exhibit
their quilts and have one
member explain it in 2 to 3
statements only.

Inquiry Based Learning

Introduction:
The teacher will bring in to
class five visual depicting
Mayan architecture, belief,
clothing, superstition and
calendar. These she will
place on the board one by
one and have the students,
in an orderly fashion,
predict which group of
people they belong to.

Lecture:
The students and teacher
will hold a detailed
discussion on the Mayas in
Belize. The Mayan beliefs
and superstitions along with
their influence on Belizean
culture will be explored.
1.After viewing a
couple visuals,
students will be
able to identify
the ethnic group
to be discussed in
the lesson. C Closure:
After the lesson Students will describe the
on the Mayans Mayas and list five major
contributions to Belizean
and their
society.
superstitions,
students will be
able to perform Conclusion:
the following: Students will be asked to
individually illustrate one of
2. Define who the the five Mayan
Mayans were and contributions to Belize.
develop a better
understanding of
the Mayan
civilization. C

3. Know the
significance of the
Mayan impact in
Belize by
outlining 5 key
contributions. P

4. Recognize
Mayan beliefs,
contributions and
architecture that
has remained in
Belize. A
Story map.

Day 3 Literary Terms.

(n.d.). Plot:
Topic:Element Definition and
s of a story – examples. Retrieved
The Third from
Wish https://literaryterms.
  net/Plot/
Subtopic:
Characters Robb, L., &
Conflict Klemp, R. (2002).
Setting Focus on Plot.
Plot In Reader's
  handbook: A student
Materials: guide for reading
Text books and learning (pp368
Graphic - 375). Wilmington,
organizer Massachusetts, MS:
Notes Great Source
Charts Education Group
Group
questioning.

T-chart.

Organizers.

Day 4 Robb, L., &

Klemp, R. (2002).
Topic:Compre Reading Tools.
hension In Reader's
  handbook: A student
Subtopic: guide for reading
Literal & and
Inferential learning (pp671-
Questioning 672; pp337).
  Direct Teaching Wilmington,
Materials: Introduction: Massachusetts, MS:
Graphic Students will listen to a Great Source
organizer 5 W fictitious short story Education Group
and Fiction narrated by the teacher.
organizer) They will be asked to
identify the setting, conflict
Handout and the main characters.
Newsprint
Markers Lecture:
The teacher will introduce
the topic for the day’s
lesson: plot. This will be
thoroughly discussed and
examples provided.
Students will then form a lit
circle and together with the
teacher, the story of The
Third Wish will be read.
Students will identify the
setting, main characters and
conflict in the story.
After the lesson (Exposition)
on Plot, using the
short story The
Third Wish,
students will be
able to do the
following:

1.Review the Closure:

characteristics of
Students will discuss among
a plot line. C themselves and identify the
main ideas/points in the
2. Demonstrate an story The Third Wish.
understanding of
plot line/structure.
P Conclusion:
In collaborative groups, the
3. Complete a
students will be provided
story map with a story map in which
accurately in they will write in the
collaborative information discussed in
groups. C their collaborative groups.

4. Defend the
information
presented on the
story map. A

 
 
 Bio-poem.

Day 5 Johnson, K. F.
(2006). Bio Poem.
Topic:Connect In 60 strategies for
ion improving reading
  Inquiry Based Learning comprehension (pp. 
Subtopic: 7-10). California,
Making CA: Corwin Press.
Introduction:
connection
Teacher will present the
with central
fiction organizer and discuss
characters  its features. Using the story
The Third Wish, this will be
Materials: completed as a class.
Bio-poem
template Lecture:
Colored Teacher will review and
pencils elaborate on the definition
White sheets of literal and inferential
questions.

Closure:
Using a T-chart and in
collaborative groups, the
students will be assigned to
briefly explain the
difference between literal
and inferential questions.

Conclusion:
Students will then be
requested to complete the 5
W organizer provided to
them using the handout
1.After discussing containing questions.
the features of a
fiction organizer,
1. What was Jim’s
students will occupation? (Literal)
complete it
2. Old Mr. Hilton replaced
accurately. C the jade stone with what
object? (Literal)
2. After a lecture
discussion, 3. Why did old Mr. Hilton’s
students will be conscience bother him?
(Inferential)
able to
differentiate 4. What do you think was
between literal the old man’s third wish?
Definition of
and inferential Give a reason? (Inferential) prediction.
questions. C 5. Why was Jim’s mother
slowly pining away? Story
3. In small (Inferential)
collaborative prediction
groups, students chart.
will use
background
knowledge on the
short story The
Third Wish and
complete a 5 W
organizer.P
Cycle 4: Smith, W. P. (2014).
Sept. 25 – Oct. Guided reading
2, 2017. activities – making
predictions.
Retrieved from
Day 1 http://www.k12reade
r.com/guided-
Topic:Compre reading-activities-
hension %E2%80%93-
  making-predictions/
Subtopic:
Making
Predictions Johnson, K. F.
  (2006). Story
Materials: Prediction Guide.
Story In 60 strategies for
prediction improving reading
chart comprehension (pp. 
Text books 180-183). California,
Unusual object CA: Corwin Press.

Collaborative Grouping
Introduction:
Teacher introduces a literary
character to the students.
They brainstorm their
knowledge on characters
and write one word on
colored strip which are then
clustered around the visual.

Lecture:
Teacher distributes a
handout with bio-poem
template. This and the role
of word choice are to be Plot pyramid
explained in detail. activity.
Teacher leads the class in
constructing the whole class Plot review
bio-poem using the word
organizer.
list they created.

Plot line.
Closure:
Using the whole class bio-
poem, teacher and students
will review the concepts in
the lesson.
Day 2 Read Write Think.
Conclusion:
(2017). Plot
Students will choose a
Topic:Element diagrams. Retrieved
fairytale character and
s of a story create their personal bio- from
  poem using the template http://www.readwrit
Subtopic: provided. ethink.org/classroom
Plot line -resources/student-
1.After viewing
  Line 1: Character’s first interactives/plot-
and briefly
Materials: discussing a name diagram-30040.html
Text Books literary character, Line 2: Title given to the
Graphic students will character
Organizer select words that Line 3: Four descriptive Johnson, K. F.
(plotting) accurately words for the character (2006). Story Plot
Graphic describe the Line 4: Lover of…(three profile. In 60
organizer character. C things or ideas) strategies for
(reviewing Line 5: Who believed…(one improving reading
2. Having
plot) idea or concept) comprehension (pp. 
discussed the Line 6: Who wanted… 121-123). California,
importance of a (three things)
CA: Corwin Press.
central character Line 7: Who used…(three
in The Third things)
Wish, students Line 8: Who gave…(three
will employ word things)
list to create a Line 9: Who said…(direct
whole class bio- quote)
poem.P
Line 10: Character’s last
3. Provided with a name or synonym that
describes him/her.
bio-poem
template, students Introduction:
will select a Teacher will show students
character from a an unusual object and ask
fairytale they are them to predict what it
familiar with to could be used for and how it
works.  While showing the
create a bio-poem.
object, she will point out
C structures or components
that could be clues as to
4. Having
what it is without actually
received explaining how it works.
instructions for
the bio-poem,
students will Lecture:
demonstrate Teacher will distribute the
willingness to text books to the students
participate in the and ask that they open to
completion of the page 88. Looking at the
cover art and the title, they
activity. A are to make predictions as to
what the story is all about.
Teacher will write the
definition of predication on
the board.
The teacher and students
will proceed to reading and
discussing of the short story
Sugar.
Mid way of reading, the
teacher will pause and ask
students to predict what will
be San Riveroll’s action
towards Tio Diego.

Closure:
Students will be asked to
write in their own words the
definition of prediction as
discussed in the lesson.

1.Provided with Conclusion:

the text books, Teacher will provide the
students will be students with a story
able to make prediction chart and ask that
initial predictions they complete it.
about the story's
plot based upon
the title and cover
art.C

2. During reading
and through
discussion,
students will be
able to predict
what a character
will do or an
important event Collaborative Grouping
that may take
place in the
Introduction:
story.C
The teacher will place on
3. Upon the board an illustration of a
completion of the plot pyramid. At random,
lesson, students students will be given strips
will be able to, in containing elements of plot
and the descriptions. They
their own words,
will be asked to place them
define prediction. correctly on the illustration.
C

4. Having read Lecture:

and discussed,
Teacher and students will
students will be review both plot and the
able to accurately short story Sugar
complete a story collaboratively.
prediction chart. In small collaborative
P groups, students will
complete the graphic Hypothesis
organizer for reviewing with examples
plot.
Display

Closure:

Day 3 Each group will choose one

group member to share one
Robb, L., &
section of the plot review
Topic:Element organizer. Klemp, R. (2002).
s of a story Conclusion: Reading Tools.
  In Reader's
In the same collaborative
Subtopic: group, students will be handbook: A student
Characterizatio asked to complete a plot line guide for reading
n using the short story Sugar. and learning (pp
  313; pp 345-346).
Materials: Wilmington,
Handout with Massachusetts, MS:
After reviewing
graphic Great Source
what plot is and
organizer Education Group
using the short
Character map story Sugar,
Pencils students will be
Crayons able to do the
following:
1. Recognize plot
elements in short
stories and
analyze
characters. C

2. Complete a
story map/plot
line accurately in
collaborative
groups. P

3. Defend the
information
presented on the
story map. A
Storyboards
Sharing of
information on
storyboards

Concept Attainment
Day 4 Introduction:
Students will get into
Topic:Element groups of four using Johnson, K. F.
s of a story creative grouping strategies. (2006). Storyboard.
They will be assigned a
  character in the story. They In 60 strategies for
Subtopic: brain storm and discuss and improving reading
Storyboard list three traits of the comprehension (pp. 
practice character. 169-171). California,
  A spoke person for each CA: Corwin Press.
Materials: group presents.
Storyboard
template Lecture:
Pencil Teacher will place a chart Scholastic
Text books on the board and will also Education. (2017,
place three key questions February). What are
one at a time and probe storyboards?
students to hypothesize the
possible concept. Retrieved from
https://www.scholast
ic.com/teachers/artic
Closure: les/teaching-
Students generate their content/what-are-
hypothesis and provide two storyboards/
examples.

Conclusion: Students will

create a display to shoe the
impact of one character in
the story.

After using
discussion and
questioning
techniques,
students will be
able to: Storyboards
1.Compare two
characters in the
story. C

2. Identify the
character traits of
the three
characters in the
Day 5 story. P

3. Analyze
Topic:Element characters
s of a story behavior using Johnson, K. F.
  extensive textual (2006). Storyboard.
Subtopic: examples. C In 60 strategies for
Storyboard improving reading
project 4. Display an comprehension (pp. 
understanding of
  169-171). California,
the character’s
Materials: CA: Corwin Press.
impact on the
Storyboard
plot. A
template
Markers
Crayons Scholastic
Pencil Education. (2017,
Text books February). What are
Colored sheets storyboards?
Foam boards Retrieved from
https://www.scholast
ic.com/teachers/artic
les/teaching-
content/what-are-
storyboards/

Cooperative Learning
Introduction:
Teacher will ask students to
recap the story read. She
will call on individual
students at random and have
him/her share with the class
one point.

Lecture:
The teacher will place
students in collaborative
groups of three and ask that
they complete a storyboard
template that will be
provided to them. They will
need to discuss among
themselves and identify the
main points they will use on
their storyboard and place
them in sequential order.
Strips with
Closure: definitions and
Students will choose one examples
group member to
present/explain their story
board.

Cycle 5: Conclusion:
Oct. 3 – Oct. The teacher and students
10, 2017. will create a list of the main
points of the story using the
points presented by students
on their storyboards. Satchwell, D.
Day 1 (2014). Nottin’.
In The alchemy of
Topic:Poetry – words (8th ed.,
Nothin’ by pp. 92-94). Benque
Evan X Hyde Viejo del Carmen,
  Belize: Cubola
Subtopic: Productions.
Social issues
and Cultural
practices
  1.Having read and
Materials: discussed the
Text books story Sugar,
Strips students will
containing review the short
issues, story studied. P
definitions and 2. In small
examples collaborative
groupsof three,
students will
discuss and
choose the main
points of the short Cooperative Learning
story and
Introduction:
complete a
storyboard The teacher will place on
the board the list of main
template provided
points generated by the
to them. C class in the previous lesson.
3. Upon
completing the Lecture:
template provided
Students will once again
to them, students form the collaborative group
will share their they worked in on the first
storyboard with storyboard.
the class. P They will discuss and plan
how to best work on and
4. At the end of
complete the second
the lesson, storyboard.
students will
Using the strategy they
develop a sense of
choose, they will commence
accomplishment their storyboards using the
having completed materials they brought in or
the task at hand. were provided with.
A
Closure:
Teacher will walk from
group to group to get
acquainted with the work in
progress of each group.
Students will explain to the
teacher their method and
strategy for producing the
story board.

Conclusion:
The students will present to
the class the final product.

1.Having created
a storyboard
already and
having generated
a list of main
points, students
will use the
knowledge to
create a second
more thorough
storyboard. P

2. Through
Discussion
discussion,
students will Introduction:
develop a strategy The teacher will ask
that will allow students to take five minutes
them to complete to reflect on the following:
the task at hand in If you were to sit quietly on
the time allotted. your steps (front of the
C house) trying to clear your
mind, what sounds, images
and activities would
interrupt you from doing
so? Write down one
interruption for each.

Lecture:

A detailed discussion lesson

will be held on social issues
and cultural practices in
Belize – the melting pot of
races.
Questions and
class
discussion

Closure:

Day 2 Students who were provided

with strips will be asked to
Topic:Poetry – write on the strips provided
Nothin’ by what are social issues and
cultural practices. Others
Evan X Hyde Satchwell, D.
will write examples of both
  (2014). Nottin’.
in Belize.
Subtopic: In The alchemy of
Social issues words (8th ed.,
and Cultural pp. 92-94). Benque
Conclusion:
practices Viejo del Carmen,
  Students will be asked to Belize: Cubola
Materials: take time to carefully read Productions.
Text books the poem in its entirety.

After learning of
social issues and
reading the poem,
students will be
able to:

1. Identify the
social issues in
Belize and those
presented by the
poet. C

2. Familiarize
themselves with
the format and
style of the poet in
presenting the
social issues
which are a
serious matter. C

3. Use the
information
gathered from the
discussion to
create a poster
identifying one of
the social issues
and offering a
possible realistic
solution. P

4. Gain more
knowledge on
social issues and
appreciate
possible solutions
as offered by their
classmates. A
Discussion
Introduction:
The teacher will ask
students to share their
interpretations of the poem.
They will also be asked to
review what is a social issue
and cultural practice.

Lecture:

The students will be asked

to read the poem once
again. The teacher will call
on students to read out loud.

The teacher will then

proceed to read the poem
herself ensuring that she
emphasizes on emotions and
tone to help the students
better understand it.
Finding
realistic and
relevant
solutions
A detailed discussion lesson
will be held on the poem. Translation of
Each stanza will be poem in
analyzed meticulously.
Day 3 English
Teacher and students will
Topic:Poetry – look at literal and inferential
Nothin’ by questioning.
Evan X Hyde Satchwell, D.
  (2014). Nottin’.
Subtopic: Closure: In The alchemy of
Social issues words (8th ed.,
and Cultural Students will be asked to
pp. 92-94). Benque
practices identify three social issues
Viejo del Carmen,
and two cultural practices in
  Belize: Cubola
the poem. This will be
Materials: Productions.
shared orally.
Text books
Conclusion:

The teacher will have the

After learning of students answer questions 1,
social issues and 3 and 4 of the ‘during
reading the poem, reading’ section. These will
students will be be answered immediately
able to: after.
1. Identify the
social issues in
Belize and those
presented by the
poet. C

2. Familiarize
themselves with
the format and
style of the poet in
presenting the
social issues
which are a
serious matter. C

3. Use the
information
gathered from the
discussion to
create a poster
identifying one of
the social issues
and offering a
possible realistic
solution. P

4. Gain more
knowledge on
social issues and
appreciate
possible solutions
as offered by their Recitation of
classmates. A poem by
groups

Day 4 & 5

Topic:Poetry –
Nothin’ by
Evan X Hyde Satchwell, D.
  (2014). Nottin’.
Subtopic: In The alchemy of
Recitations words (8th ed.,
  pp. 92-94). Benque
Materials: Viejo del Carmen,
Text books Belize: Cubola
Rubric Productions.
Direct Instruction

Introduction:
Students will be asked to
translate three English
sentences into Creole.

1. Morning everyone. How

are you this morning?

2. I told him to go sit in the

front seat of the class.

3. My mother-in-law is a
really nice person.

Lecture:

The students will be asked

to peer with their elbow
partner and find a
reasonable and realistic
solution to the social issues
identified in the poem.
Closure:

Students will be asked to

share their solutions. They
are to identify the problem
and share the solution
discussed with their elbow
partner.

Conclusion:

Students will be given one

stanza of the poem and
together with their elbow
partner, they will translate it
to English.

After learning of
social issues,
cultural practice
and reading and
analyzing the
poem, students
will be able to:
1. Classify the
social issues
presented by the
poet. C Teacher Directed
2. Use the Introduction:
information
Students will be given 15
gathered from the
minutes to finalize
discussion to
preparations/rehearsals
create a list of the
before the groups are called
social issues and
up to recite.
offering a possible
realistic solution
for each. P
Lecture:
3.Gain
appreciation for The teacher will go over the
the Creole rubric one last time and
language in inform the class the order of
Belize. A presentations.

The two groups of nine

members each will be the
first to present since they
are at an advantage.

Closure:

Three students will be asked

to volunteer constructive Role play
criticism to the presenters.

Conclusion: Double entry

journal
Students who presented will
be given a post it and asked
to describe their experience
Cycle 6:
in three words.
Oct. 11 – Oct.
19, 2017.

Robb, L., &
Day 1 Klemp, R. (2002).
Reading Tools.
Topic:Poetry – In Reader's
Nothin’ by handbook: A student
Evan X Hyde guide for reading
  and learning (pp
Subtopic: 449; pp 671).
Exaggeration Wilmington,
(Hyperbole) Massachusetts, MS:
  Great Source
Materials: After one or two Education Group
Text books days of learning
Sentence strips the lines of poetry
containing assigned to them Johnson, K. F.
examples and practicing as a (2006). Double entry
Scenario Cards group, students journals. In 60
Double entry will be able to: strategies for
journal 1. Recall their improving reading
templates lines of poetry.C comprehension (pp. 
46-49). California,
2.Use CA: Corwin Press.
collaborative
effort in order to
recite the poem
and have it flow
smoothly from
one student to the
other. C

3.Deliver the
poem to the class
as effortlessly as
possible. P

4. Cooperate with
each other in
carrying through
and completing
the task at hand.
C

Matrix
Illustrations

Day 2 & 3

Topic:Poetry –
Nothin’ by
Evan X Hyde
  Robb, L., &
Subtopic: Klemp, R. (2002).
Imagery Reading Tools.
  In Reader's
Materials: handbook: A student
Matrix guide for reading
template and learning (pp
White sheets 453). Wilmington,
Pencil crayons/ Massachusetts, MS:
crayons Great Source
Markers Education Group
Video
Guided Inquiry

Introduction:
Teacher will role play a
scenario displaying
exaggeration.

Lecture:

Students will identify the

element used and explain it
briefly in their own words.

Teacher will place four

examples on the chalk board
and have students identify
what is being exaggerated
and the probable reason it is
being done.

Closure:

Students are given a

scenario to role play to
Discussions
display exaggeration. and design
Conclusion:
Final project
Students will skim through
the poem and extract a line
that shows exaggeration.
They will organize the
Day 4 & 5
answer in a double entry
journal justifying their
Topic:Poetry –
answer.
Nothin’ by
Evan X Hyde Satchwell, D.
  (2014). Nottin’.
Subtopic: In The alchemy of
Project on words (8th ed.,
social issues pp. 92-94). Benque
  Viejo del Carmen,
Materials: Belize: Cubola
Shop paper, Productions.
markers
text books
Bristol board Robb, L., &
Pencil Klemp, R. (2002).
Reading Tools.
After viewing a
In Reader's
scenario and
handbook: A student
discussing in
collaborative guide for reading
groups, students and learning (pp
will be able to: 461). Wilmington,
1.Identify and Massachusetts, MS:
explain what an Integrative Method Great Source
exaggeration is. Introduction: Education Group
C Teacher presents a short
2. Role play a video on a scene that depicts
short scenario imagery.
showing
exaggeration. P
Lecture:
3. Extract a line
from the poem Students will “think. Pair.
depicting Share” to list at least three
exaggeration and to four points identified in
justify their the video and share it with
choice. C the class.

Teacher takes note of it and

writes them on strips.

One student reads a verse

from the poem. Students are
then chosen at random to
explain the impact of
imagery on the poem.
Closure:

Teacher will place a matrix

on the board and ask
students in their respective
groups to identify and
explain the differences
between the five types of
imagery.

Conclusion:

Students will illustrate one

of the stanzas in the poem.

**Students will complete

the illustration on day 2 and
present their illustration.

After viewing a
short video and
discussing in
small
collaborative
groups, students
will be able to: Project Based
1.Define imagery Introduction:
in their own Teacher will recite the first
words. C stanza of the poem. Students
will then proceed to review
2. Differentiate
the poem and what are
among the types
social issues.
of imagery. C

3. Assess the
impact of imagery Lecture:
in a poem. C
Students will be asked to
4. Appreciate the listen attentively and write
role of imagery in down instructions as the
a poem. A teacher explains the project
and the rubric.

Neatness and Legibility of

writing - 20
Content (realistic solution)
- 20
Delivery of content
- 20
Participation of all members
- 10
Borders - 10
Eye contact - 10
Voice projection
- 10
The teacher will then ask
students to partner with two
more students of their
choice to do the project as
explained.

2. Students will be
provided with shop paper
and any other art material as
needed.

Closure:

Teacher will walk around

approaching each group and
listen to their designs.

Conclusion:

Students will proceed to the

creation of the ‘Big Book’.

**Students will complete

the illustrations/big book on
day 2 and present their
illustration.
After having
studied, reread
and reviewed
social issues in the
poem, students
will be able to:

1.Identify 1 social
issue in the poem
and formulate a
doable solution
for it. C

2. Create a design
incorporating as
best as possible
creativity and
originality. P

3. Illustrate the
social issue and
possible solution.
P

4. Present before
the class and
persuasively sell
the solution to the
social issue
chosen. P

5. Appreciate the
role of each group
member. A