english work plan

8/2/2019 English Work Plan

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Republic of the Philippines

Department of Education

Region IV-A (CALABARZON)

Division of Quezon

PAGBIL AO GRANDE ISLAND NATIONAL HIGH SCHOOLIbabang Polo, Pagbilao, Quezon

WORK PLAN

ENGLISH I-IVS.Y. 2012-2013

Include:

a variety of opportunities to learn and apply the Ways of working throughout every unit. advice about using theEssential Learnings when planning for English:English has five organisers Speaking and listening, Reading and viewing, Writing and designing, Language elements and Literary and

non-literary texts.

Select Knowledge and understanding from at least one of the three mode organisers of the English (Speaking and listening, Reading and viewing, Writing and

designing).

Use together with Knowledge and understanding from Language elements, and Literary and non-literary texts organisers.

The Ways of working English should be used in conjunction with Knowledge and understanding.

information about how this course gratifies for learners in the middle phase of learning, e.g. how this course of study contributes to an engaging, broad andgeneral education, with a continued focus on literacy and, numeracy.


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Year level/s:

Timeallocation

Unit title TargetedEssential Learnings Unit overview topics

Assessable elements

Assessment instrumentsand techniques

Ways of working Knowledge and understanding


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English course of study mapped toEssential Learnings Ways of working

Units of work

Year 8 Year 9

Semester 1 Semester 2 Semester 1 Semester 2

Ways of working

Unittitle

Students are able to:

conduct reading remediation to test reading abilities,speed, and comprehension

demonstrate and analyse the relationship between

audience, subject matter, purpose and text type

identify main ideas and the sequence of events, makeinferences and draw conclusions based on their

understanding of the reliability of ideas andinformation across texts

recognize and select vocabulary and interpret and applyliteral and figurative language

interpret and analyze how language elements and otheraspects of texts position readers/viewers/listeners

construct literary texts by planning and developing

subject matter, and manipulating language elements to

present particular points of viewconstruct non-literary texts by planning and organizing

subject matter according to specific text structure and


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referring to other texts

make judgments and justify opinions about how the

qualities of texts contribute to enjoyment andappreciation

reflect on and analyze how language choices position

readers/viewers/listeners in particular ways fordifferent purposes and can exclude information

reflect on learning, apply new understandings and justify

future applications.


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English course of study mapped toEssential Learnings Knowledge and understanding

Units of work

Year 8 Year 9


Knowledge and understanding

Unittitle

Speaking and listening

Speaking and listening involve using oral, audio and gestural elements to interpret and construct texts that achieve purposes across local, nationaland global contexts.

The purpose of speaking and listening includesexamining issues, evaluating opinions, convincing

others, and managing relationships andcommunications.

Speakers make expectations about listeners to positionand promote a point of view, and to plan and present

subject matter.

Spoken texts have a range of structures and can be

delivered in a number of mediums.

Statements, questions (including rhetorical questions)and commands can be used to identify the main issues

of a topic and sustain a point of view.

Words and phrasing, pronunciation, pause, pace, pitch

and intonation express meaning, establish mood,signal relationships and are monitored by listeners.


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Nonverbal elements, including body language, facialexpressions, gestures and silence, express meaning,establish mood, signal relationships and are monitored

by listeners.

Active listeners monitor responses, clarify andparaphrase meanings, and integrate ideas relevant to a

line of reasoning in their own responses.

In presentations, speakers make meaning clear byorganizing subject matter, and by selecting resourcesthat support the role they have taken as the speaker

and the relationship they wish to establish with theaudience.

Speakers and listeners use a number of strategies to makemeaning, including identifying purpose, activating

prior knowledge, responding, questioning, identifyingmain ideas, monitoring, summarizing and reflecting.

Reading and viewingReading and viewing involve using a range of strategies to interpret, analyse and appreciate written, visual and multimodal texts across local,

national and global contexts.

Purposes for reading and viewing are identified and aresupported by an analysis of texts based on an overview

that includes skimming and scanning titles, visuals,headings and subheadings, font size, tables of

contents, indexes, glossaries, topic sentences andreferences.

Readers and viewers draw on their prior knowledge,

knowledge of language elements, points of view,

beliefs and cultural understandings when engagingwith a text.

Words, groups of words, visual resources and images can


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position an audience by presenting ideas andinformation and portraying people, characters, places,

events and things in particular ways.

Reading fluency is supported through monitoring

vocabulary and its meaning across different contexts.

Comprehension involves drawing on knowledge of thesubject matter, and contextual cues to interpret, infer

from and evaluate texts in local, national or globalcontexts.

Words and their meanings are decoded by using the

cueing systems together (grapho-phonic, semantic,syntactic), and by using word origins.

Readers and viewers use a number of active

comprehension strategies to interpret texts, includingactivating prior knowledge, predicting, questioning,

identifying main ideas, inferring, monitoring,

summarizing and reflecting.

Writing and designing

Writing and designing involve using language elements to construct literary and non-literary texts for audiences across local, national and global

contexts.

The purpose of writing and designing includes satirizing,

analysing and arguing.

Writers and designers establish and maintain roles andrelationships by recognizing the beliefs and cultural

background of their audience, and by making specificlanguage choices.

Words and phrases, symbols, images and audio affectmeaning and establish and maintain roles andrelationships to influence an audience.


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Text users make choices about grammar and punctuation,

to affect meaning.

Writers and designers draw on their knowledge of word

origins, sound and visual patterns, syntax andsemantics to spell.

Writers and designers refer to convincing sources anduse a number of active writing strategies, includingplanning, drafting, revising, editing, proofreading,

publishing and reflecting.

Language elements

Interpreting and constructing texts involve manipulating grammar, punctuation, vocabulary, audio and visual elements, in print-based,electronic and face-to-face modes (speaking and listening, reading and viewing, writing and designing) across local, national and global contexts.

Paragraphs build and sustain cohesion and develop acentral idea.

Active voice and passive voice change the subject and

the focus in a sentence.

Relationships between ideas in texts are signalled by

connectives to sequence and contrast ideas, showcause and effect, and clarify or add information.

Adjectives and adverbs are used to express attitudes andmake judgments and/or evoke emotions.

Modal auxiliary verbs are selected to convey degrees of

certainty, probability or obligation to suit the text type.

Nominalisation (turning verbs into nouns) can be used to

compress ideas and information, and to add formality

to a text.

Figurative language, including onomatopoeia and

alliteration, and emotive, evocative, formal and


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informal language, creates tone, mood andatmosphere.

Punctuation, including colons and semicolons, signalsmeaning.

Vocabulary is chosen to establish roles and relationshipswith an audience, including the demonstration ofpersonal authority and credibility.

Auditory, spoken, visual and nonverbal elements,

including the use of sound fades, dissolves, cuts,hyperlinks, camera angles and shot types, can be

combined to position an audience.


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Literary and non-literary texts

Manipulating literary and non-literary texts involves analysing the purpose, audience, subject matter and text structure.

Audiences can be positioned to view characters and ideas

in particular ways and these views can be questioned.

Texts can reflect an authors point of view, beliefs and

cultural understandings.

An authors point of view about their cultural knowledge

of, and their relationships with Aboriginal peoples andTorres Strait Islander peoples can be reflected in texts.

Literary texts entertain, evoke emotion, create suspense,

parody and develop themes.

Young adult novels (contemporary and classic), shortstories, plays and television scripts, and poetry are

types of literary texts.

Themes are explored through the interplay of setting, plot

and character, and the actions, speech, thoughts andfeelings of characters.

Comparison, contrast, exaggeration and juxtaposition are

used to create emotional responses.

Time order, the expansion and compression of time, and

a consistent narrative point of view can be used toconstruct a plot.

Flashbacks and other time variants work together toestablish the context of a narrative.

Dialogue constructs relationships between characters and

furthers a narrative.

Non-literary texts analyse, inform, argue and persuade.


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Feature articles, current affairs and news reports, formal

letters, editorials, radio programs, film documentaries,reviews, biographies, advertisements, letters to the

editor, expositions, formal meetings and debates, andextended presentations are types of non-literary texts.

Non-literary texts can focus on a major point that is

supported by elaboration.

Reasoning, points of view and judgments are supportedby evidence that can refer to authoritative sources.

Non-literary texts can conclude with recommendations,

restating the main arguments or summarising aposition.


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English course of study mapped toEssential Learning Assessable elements

Units of work

Year 8 Year 9


Assessable elements

Unittitle

Knowledge and understanding

Interpreting texts

Constructing texts

Appreciating texts

Reflecting

Prepared by:

MARISSA S. LADEZA

English Teacher Noted by:

JENNIFER E. AYAPANAPrincipal II

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