Curriculum Development and Planning:

Unit Planning
Developed by
Aalumgir Shah
Reg#1510101
Submitted to
Ms Sadiya Durrani
SZABIST University Karachi,
2016
 Unit Plan of English Language Arts with Pakistani Culture
School Name Unit Title Duration of Unit
Manzil Educational English Language Arts 14-15 Weeks
Academy

Introduction

The Introduction provides general information about English Language Arts of Grade 7, including special features and
requirements. Included in this section are:
• a graphic overview of the curriculum, including the curriculum aim and goals
• a rationale for teaching English Language Arts
• descriptions of the curriculum outcomes– groupings for Prescribed Learning Outcomes that share a common focus
• key concepts, which are a framework of the foundational ideas underlying the Prescribed Learning Outcomes of grade 7
• a suggested timeframe for each curriculum organizer

Unit Aims

The aim of English Language Arts is to provide students with opportunities for personal and intellectual growth through
speaking, listening, reading, viewing, writing, and representing to make meaning of the world and to prepare them to participate
effectively in all aspects of society, cultures and diversities.

Unit Overview/Goals
 comprehend and respond to oral and written language critically, creatively, and articulately
 communicate ideas, information, and feelings critically, creatively, and articulately, using various media
 think critically and creatively, and reflect on and articulate their thinking and learning
 develop a continuously increasing understanding of self and others
 develop a sense of tolerance for all cultural diversities of Pakistan in interaction
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Rational

Language is fundamental to thinking, learning, and communicating in all cultures. The skilled use of language is associated
with many opportunities in life, including further education, work, and social interaction. As students come to understand and
use language more fully, they are able to enjoy the benefits and pleasures of language in all its forms, from reading and writing,
to literature, theatre, public speaking, film, and other media. They also come to understand language as a human system of
communication which is dynamic and evolving, but also systematic and governed by rules.

The English Language Arts Grade7 curriculum provides students with opportunities to experience the power of language by
dealing with a range of texts and with the full range of contexts and purposes associated with the use of language:
• People use language to comprehend a wide range of literary and information communications and to respond knowledgeably
and critically to what they read, view, and hear. Students’ ability to understand and draw conclusions from communications –
whether written, spoken, or displayed visually – and to defend their conclusions rationally is a major goal of education
and the particular focus of the English Language Arts Grade 7 curriculum.
• People use language to communicate their ideas through a variety of print and non-print media. In both academic and business
contexts, students need to be able to communicate with precision, clarity, and artistry; apply the conventions of language;
gather and organize information and ideas; and use communication forms and styles that suit their abilities, specific purposes,
and the needs of the audience.
• People use language as a fundamental part of their personal, work, and social lives – to establish and maintain relationships,
for enjoyment and diversion, and to learn. Learning to interact successfully with others is essential for students’ success in
school, lifelong learning, and maintaining productive, satisfying lives.

SLO’s
After learning English Language Arts, around 60% students will be able to:
SLO’s
 present and respond to ideas, feelings, and knowledge sensitively and creatively
 explore Pakistani literature as a way of knowing, of developing personal values, and of understanding
 learn about Pakistan’s cultural heritage as expressed in language
 use language confidently to understand and respond thoughtfully and critically to factual and imaginative
communications in speech, print, and other media
 develop the reading and writing skills required of informed citizens prepared to face the challenges of further education
and a changing workplace express themselves critically, creatively, and articulately for a variety of personal, social, and
work-related purposes
 use language appropriate to the situation, audience, and purpose and become comfortable with a range of language styles,
from public to personal, and from literary to standard business English

Content Description
Oral Language Reading and Viewing Writing and Representing
 negotiating to achieve consensus  reflecting on and responding to texts  writing a variety of well-developed
 analyzing and evaluating ideas  analyzing, comparing, and texts
 analyzing perspectives and synthesizing ideas in texts  writing to compare, analyze,
considering alternatives  acknowledging and evaluating ideas generalize, and speculate
 incorporating nonverbal elements and alternative viewpoints in texts  developing and applying criteria to
 using techniques and aids to facilitate  constructing and confirming meaning improve writing

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 audience understanding of text, using types and features

Suggested Timeframe for English Language Arts Grades 7

Curriculum Organizer Suggested Time Allocation (average)
Oral Language (Speaking and Listening) 20 - 30%
Reading and Viewing 35 - 50%
Writing and Representing 30 - 45%
Materials/Required Resources
Teachers can use either The teacher can also use the authentic materials about
• provincially recommended resources OR Pakistani culture, and heritage. The articles can be selected
• resources that have been evaluated through from various magazines of Pakistan.
a local, board-approved process
Teaching and learning Supportive learning environment
Useful Teaching Practices Adjustments for needs of Resources
learners
 Reading Aloud
 Classroom Reading Time
 Teacher-Led Whole Class Discussion of Literature
 Student-Led Small Group Reading and Discussion
 Memorization
 Dramatization
 Response through the Arts
 Using School-Wide and Community Resources

Classroom Assessment and Evaluation

Describe the assessment Assessment date

Assessment is the systematic gathering of information about what students know, are Specify when assessment will occur
able to do, and are working toward. Assessment evidence can be collected using a
wide variety of methods, such as:
o observation
o student self-assessments and peer assessments
o quizzes and tests (written, oral, practical)
o samples of student work
o projects and presentations
o oral and written reports
o journals and learning logs
o performance reviews
o portfolio assessments

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Use feedback
Ways to monitor Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all
learning and learners in each unit.
assessment
Teachers create opportunities for discussion about levels of achievement to develop shared
understandings; co-mark or cross mark at key points to ensure consistency of judgments; and
participate in moderating samples of student work at school or cluster level to reach consensus and
consistency.
Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and
informal) and encouragement to children on their strengths and areas for improvement.
Children reflect on and discuss with their teachers or peers what they can do well and what they need
to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and
provide multiple opportunities for children to experience, practise and improve.
Reflection on the unit Identify what worked well during and at the end of the unit, including:
plan
• activities that worked well and why
• activities that could be improved and how
• assessment that worked well and why
• assessment that could be improved and how
• common student misconceptions that need, or needed, to be clarified.
 Lesson Plan#01
Grade 7: Oral Language
Classroom Debate Following Persuasive Writing
Objectives:
At the end of the lesson, 70% students will be able to:
– discuss and analyse ideas and opinions (e.g., debating)
– discuss concerns and resolve problems
– negotiate consensus or agree to differ

Previous Learning Experiences

Students have had practice in identifying implications of actions and choices, structuring an argument or debate, interviewing
skills (e.g., developing focussed questions), and with consensus building.

Context
The class had been working on persuasive essay writing skills. As part of the presentation of their essays, the students will
present and defend their positions in the form of a debate.

Description
The teacher will begin by discussing the purpose of a persuasive essay. Three sample essays will be provided for the students to
work with in small group format. The student groups then will take their sample essays and create criteria to help guide them
through the process. Once the class will agree on all the criteria for the essay, the teacher will model how to take a topic and
create a persuasive essay. Students will then give the choice of two different topics to write about.

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Once each student will have completed a final draft of the essay, the teacher will explain that not everyone will have the same
opinion about their selected topic. To share their opinions, students will need to debate the main points expressed in their essays.
Using sample debate prompts, the teacher will guide the students through preparing their debate:
1. Students first will have to identify their own opinions as “for” or “against”
2. Based on their opinions on each of the two topics, students will meet in groups with others sharing the same opinion
3. Each group will prepare a summary of its position, stating the facts that would persuade the audience to agree
4. The group then will prepared a response that considered the alternative group’s position
5. Each group will elect a speaker
6. Each speaker then will rehearse the debate, and using questions from the group will be able to expand on any responses that
need development while students will work on preparing their debate positions, the teacher will conduct interviews with each
group to discuss their proposals and the oral language strategies they will be using while interacting with others.
Before each group will present its position, the teacher reviewed the criteria for oral language using the checklist, and explained
that students in the audience would also assess their peers as presenters using a peer assessment checklist.
At the end of the debate, a student panel will be invited to ask questions or provide comments. The panel will then vote on the
most persuasive argument.
Following the debates, all students will complete individual self-assessment and reflection activities.
 Lesson Plan#02
Grade 7: Reading and Viewing
Note-taking and Picture Sort

Objective:
At the end of the lesson, 70% students will be able to:
Select and use various strategies during reading and viewing to construct, monitor, and confirm meaning, including
 predicting
 making connections
 visualizing
 using ‘text features’
 self-monitoring and self-correcting
 figuring out unknown words
 reading selectively
 determining the importance of ideas/events
 summarizing and synthesizing

Previous Learning Experiences

Students have experience in note-taking, putting notes into an outline, co-operative learning skills, discussing ‘text features’,
restating in own words, and rephrasing ideas in own words.

Context

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Students will use a variety of sources in their study of early humans, including the Internet, videos, reference books, and their
social studies textbook. The teacher will model how to use text features such as headings, sidebars, illustrations, and captions to
clarify ideas and locate information. The teacher will use a variety of resources to guide students’ practice of reading and viewing
strategies, including skimming, scanning, rereading, using information from pictures and captions, looking for key sentences or
phrases, and reading headings to make logical predictions. The teacher will introduce students to several note-taking formats to
record information.

Description
Before reading
Students will meet in small groups to brainstorm what they already know about early humans. Then, they will preview the text to
determine its structure and organization and to decide on a note-taking format to use (e.g., webs, charts).

During reading
The teacher will provide students with an article composed of several sections on early humans, and will remind students how to
use conventions such as context clues, word structure, illustrations, and dictionaries to help them identify unknown words. After
reading each section, the groups will identify unfamiliar words and use the text features and resources to help them unlock their
meanings. Then, again in their small groups, students will identify the main ideas of each section and will record what they will
determine the important information into the graphic organizer they had chosen.

After reading
Students will create categories to use in gathering information that will show the progression of early Balochi culture. They will
independently “re-view” the text, using text features to locate the needed information. In order to demonstrate comprehension
gained during their note-taking, students will relate 12 pictures to their notes. The picture sort and notes will be combined and
will then be used to assess student understanding based on selected criteria.
 Lesson Plan#01
Grade 7: Writing and Representing
Writing Myths
At the end of the lesson, 70% students will be able to:
Write a variety of imaginative writing for a range of purposes and audiences, including short stories, passages, and poems
modelled from literature, featuring
 well-developed ideas that lead to an imaginative or interesting conclusion

Previous Learning Experiences

Students have exposure to the genre of myths. They have a clear understanding of the elements of a myth, and they have studied
models of good writing. They know the stages of the writing process, understand paragraphing techniques, and are familiar with
tools used during the writing process, such as references for word choice and spelling.

Context
Students will be studying a unit on mythology. They will read and analysed a variety of myths from different Pakistani cultures.
They will identify the elements of a myth, such as the physical or natural phenomenon it explained, the magic or mysterious
people and events it included. Students will review basic story elements such as setting, character, plot, conflict, and resolution.

Description
Before writing
Students will record what they will observe about the myths they will be reading, including similarities, differences, and key
elements. They will meet in small groups and will discuss their favourite myths, identifying features they thought will make a
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good piece of writing. Then the class will summarize the important qualities and features, and will establish criteria for their own
writing.
Students will work in small groups to brainstorm and make a web of questions about the natural world that can become the basis
of a myth.
They used a story map to describe the setting, characters, and story problem for their myths.
Each student then met with a partner to discuss their choices and plans for their myths. Partners asked one another clarifying
questions and provided feedback.

During writing
Students will draft their own myths, considering the features and criteria they will have identified, and their audience and
purpose. They will experiment with language and made deliberate choices to incorporate descriptive language, creative ideas, and
imaginative images. The teacher will remind them to use paragraphing to help make the writing clear.

After writing
Students will reread their original myths, again considering the features and criteria for powerful myths and good writing. They
will combine and rearrange sentences to create specific effects. Students will read each other’s myths and will provide further
suggestions, such as where to include description and add imaginative images. They will consult the thesaurus for more precise
language. They then will revise and proofread their stories, including checking their spelling for accuracy.