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  Rationale This unit is a clear, in depth and step by step discussion on Stage 4 learners following the English K-10 syllabus and the manner in which I have designed and approached their learning abilities as well as the manner in which I am to use various teaching and learning techniques to improve their learning, critical thinking, imaginative expressions and understanding capabilities. The text to be used is Michael Bauer’s  Don’t Call Me Ishmael. This fictional text has a recurring theme of bullying, identity crisis, friendship, acceptance, etc. Children of school going age are more vulnerable to bullying and other such negative experiences (Al-Raqqad, Al-bourini, Talahin & Aranki, 2017). With the growing issues of bullying in schools, teachers have started incorporating techniques to address the matters in ways to not only help learners understand why bullying is wrong and how it harms the confidence another student may have  but also teaches learners on how to approach bullies head-on and the type of attitude to have while dealing with them or when/if they find themselves in situations where they may be  bullied (Lesley university, n.d.). In this unit, while my focus will be on language use, language techniques, language styles and to make students think imaginatively, creatively, interpretively and critically about novel. I will also be covering underlying messages the story of Ishmael, is trying to teach us. In this module, I aim to develop students’ knowledge of understanding a text and teach them ways in which a text may be interpreted. Also, through close studying and personal responses, students will develop their understanding of key characters and other ideas the characters may represent such as culture, ethnicity, religion, etc. This understanding will be formed after detailed study of each main character and their stylistic features. This unit will allow students the opportunity to examine and understand the complex concepts of bullying, identity crisis, cultures, etc. Since there are so many chapters in the book, one may easily lose track of the plot, therefore, I will be giving overviews and  summaries of each chapter before starting with it. This will help learners know in which direction to interpret the text while reading. I will also, as we move along, be reflecting of  previous chapters in order to remind learners on what he have already read so far in the book. In order to manage this better, I will also be giving out assessment task, where students debate on the topic related to the novel related to the novel, and to know how much they know about the text so far. Also, after each lesson, I will be asking them brief questions just to refresh their memory and check their understanding thus far and depending on their answers I will move faster or slower with the book. While trying to teach them about the cultural and religious aspects of the novel, I will be putting up slides to demonstrate cultural dresses and religious signs so that they can understand better and visually seeing images have  proven to aid understanding in not just children but people of all age groups. Furthermore, I will ask children from different religious backgrounds to stand up and share what they know about each other’s religions –   this will not only help them learn about different religious groups but also create a bond of friendship. In order to increase understanding, I will also be creating intertextual links to  Moby Dick (Omnibus Books, n.d.) . Creating such links and drawing parallels between books and characters adds to the relatability of characters and situations and students understand better and faster with this method of teaching. This referencing is especially important because of the mention of  Moby D ick inside the book. I will be introducing  Moby Dick   in the beginning of the lesson so that learners know about it before beginning with  Don’t Call Me Ishmael in order for the class to not be interrupted in-between and a random reference to another text may confuse the learners hence, it is better to introduce foreign elements before even starting with the text.  Don’t Call Me Ishmael will be used to also introduce and teach learners about language techniques and language structures such as hyperbole, metaphor, similes oxymoron, etc  (Weebly, n.d.). This will enable students to gain a new perspective on language understanding and language use and view language analyses from a different viewpoint.  UNIT OUTLINE Subject: English   Course: Don’t call me Ishmael  Unit title:  Close   study of literature  Key Concepts/ Big Ideas The importance of this learning    Bullying      Self-confidence    Friendship    Addressing and talking about bully with students at school level is especially very important as the  problem of bullying in schools is prevalent across the globe and it sometimes leaves student with lifelong scars.    It is crucial to a child’s growth to teach him/her how to love him/herself. Confidence and self-love are two very key personality traits that need to be inculcated from early childhood.      Friendship is an integral part of human interaction and so highlighting and promoting this relationship in children makes way for meaningful and healthy human relations therefore it is a teacher’s responsibility to nurture this trait in the growing years of a child. Unit context within Scope and Sequence/Purpose Syllabus Outcomes    Perspective      Representation      Theme      Language      Character       context   EN4‑1A , EN4‑2A , EN4‑3B , EN4‑4B , EN4‑5C , EN4‑6C EN4‑7D , EN4‑8D , EN4‑9E . Literacy Focus Numeracy Focus ICT Focus Differentiation Interpret Syllabus content Websites    curriculum compacting
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