Unit 10 (Is the Wise Owl Wise?)

Ang Mo Kio Primary School Level: Primary 2 Always keep to 1 page Term 2 Topic: Unit 6 (Magnetic Max), Unit 7 (Life in a Shell), Unit 8 (Billy McBrown), Unit 9 (What will the weather be like today?), Unit 10 (Is the Wise Owl Wise?)

Comprehension Resources for trigger Pictures strategies activities: (SBA / KWL) Determiners This, that, some, most. several Pronouns You, it (for weather), I, me, us, we Nouns Countable: keys, iron bolts Non-count: weather, rain Irregular: sky/skies, fish/fish Regular: frog, lizard, cockatoo, mole, duck, bee Irregular plurals: beach(es), body(ies) Verbs Non action: become(s), begins(s), be/will be, (is/are), like(s), know(s), look (it looks nice…), think, wait, begin Special: dress up Irregular past: dreamt, hid, began, slept, found, kept, told, dried, shut, flew, felt, ran, had, came Opposites: open/shut Grammar Simple present of information text: do, does, does not components Adverbs Carefully (how) Contractions Doesn’t, It’s, What’s, There’s, Won’t, What’s the matter, Don’t worry Prepositions In, under, to, up, into, off, on, inside, outside Adjectives Odd, most, amazing, enormous, new Empty, its, their (poss) From nouns: cloudy, windy, steamy, sun(ny), rain(y), snow(y), frost(y), storm(y), warm, dry, hot, wet, cold, cool After the verb: It was wise, clever, warm, happy Punctuation Comma after time phrases Comma after When ……, Capital for names Question mark for questions Open and close inverted commas for direct speech Sentence Phrases of time sequence One morning, Then, Later that morning, From that day on…, manipulation One day, In the day, At night, One summer, In the autumn

1 Conjunctions Then, when, but, and, or, so Sentence structure One morning, (noun) was (verb+ing) (prep phrase). Simple present to describe (Noun+s) have/do not have (nouns). When there is …, the (noun) (verb+s). I/We/He can (verb) like a (noun). (Name) put a (noun) on his (noun) and (verbed) down the (noun). “What/ How will (noun/pronoun) (verb) (noun/pronoun)?” say/says the (noun). Will it be (adjective)? What should we do? We think we should…

2 Creation of resources:

Component Type of resource Done by:

 STELLAR resources  All EL teachers All Grammar items  Mdm Julaiha  Powerpoint slides (based on Grammar Smart 2)  Ms Goh Cheng Ying  Mrs Lily Seah  Mrs Rena Lee Written expression  Powerpoint slides with scaffolding questions  Mdm Azlyna

 Comprehension Practices  Mrs Elfi Mamli Comprehension  Additional questions (based on new format)  Ms Michelle Wong

 

3 Ang Mo Kio Primary School Writing Packages

LO 6: Produce a variety of texts for creative, personal, academic and functional purposes, using an appropriate register and tone

1) Narratives – stories about characters in various situations

Checklist:  Description of setting  Development of plot (complication, climax, resolution)  First-person or third-person pronouns  Literary techniques for characterization (e.g. direct speech)  Description of characters with elaboration o Feelings and thoughts o Physical appearance o Action

2) Personal recounts – describing and reflecting on self, experiences or past events

Retell experience or past events by:  Describing with selected factual / sensory details – the setting, experiences or series of events  Describing in the first person – the character’s feelings and thoughts

4 LO 3: Generate and select ideas for writing and representing for a variety of purposes, audiences, contexts and cultures Checklist for the selection of questions:

Suggestions for selection of questions: personal or familiar topics

Suggestions for writing activities:

 Studying ideas in models of good writing  Brainstorming and describing emotions  Using visual techniques (storyboard / concept map)

LO 4: Develop, organize and express ideas coherently and cohesively in writing and representing for a variety of purposes, audiences, contexts and culture

 Develop the plot in a narrative (series of events building towards the complication and resolution)  Express feelings and thoughts through freewriting on self-selected topics, using selected emotive / sensory details  Elaborate on, explain the main idea of a paragraph by providing relevant factual, descriptive, emotive or sensory details  Use appropriate cohesive devices (connectors, pronouns, repetition of vocabulary or grammatical structures)

LO 5: Review, revise, proofread and edit to improve writing and representation

 Review and revise drafts to enhance relevance, focus and clarity in expression of meaning  Simple corrections (spelling, punctuation and grammatical errors)  Language features (expression errors)

5 Level: Primary 2 Questions to consider:

 What is the objective of the lesson?

Term Focus (Teaching of content) Themes

MLEA – Hobbies (Bubble Trouble) 1 Brainstorming of ideas Helping a friend in need MLEA – Underwater World learning journey 2 Brainstorming of ideas A family picnic Late for school 3 Development of relevant details

Activities Objectives

Class discussion (using scaffolding questions) To consolidate various ideas for writing Content Class writing To model an ideal piece of writing for pupils to follow To activate pupils’ schema Trigger Class discussion (using pictures) To get them to link their prior knowledge and the CW pictures shown in order to generate ideas for content activities Editing To point out grammatical errors and correct the Grammar Teacher-student conferencing mistakes

Vocabulary Vocabulary word book To build pupils’ vocabulary

6 Creation of resources:

 How does the lesson engage the pupils?  What are the scaffolding questions to help pupils in their thinking process / idea generation?

Delegation of work:

Term 2

Names of teachers Task(s)

Mrs Rena Lee & Mdm Azlyna Powerpoint slides with scaffolding questions

All teachers Compilation of class writings