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1 2 ACKNOWLEDGEMENT Thelma Racule– Fiji Latter Day Saints College– for writing the content 2015 English work group members Venina Inoke, Lyjane Bulisovasova and Bhupendra Singh– Cur- riculum Development Unit Roshni Devi– Executive Support Unit 3 TABLE OF CONTENTS UNIT THEME PAGES 1. LITERACY 2 2. MEDIA 52 3, SOCIETY 109 4. THE ENVIRONMENT 153 4 LITERACY Unit One 5 A. Use oral language accurately and logically to communicate ideas and experiences effectively. B. Read and view a variety of texts with understanding to demonstrate accuracy, appropriate rate and expression. C. Write and present for a wide range of purposes and audiences with understanding a variety of texts and visuals to identify and interpret useful information available. 12 Plan and write a conversa- tion or dialogue. 1. Think –pair-share on definition of literacy. 13. Plan and write an obituary. 2. Word study and acquisition of new vocabulary. 14. Plan , write and present a eulogy. 3. Discussion on the attributes of novels. 15. Discuss case studies. 4. Creating graphic organisers after reading extracts. 16. Review parts of speech. 5. Discussion about the beginnings of literacy. 17. Word study : find synonyms. 6. Reading comprehension using the SQ3R 18. Plan and write a diary entry. strategy. 19. Review of the Language of Religion. 7. Identify features of a narrative . 20. Write responses to quotations. 8 Write a narrative, using the writing process. 21. Identify the features of a book review. 9 Use a variety of sentences in writing. 22. Plan and write a book review 10. Discuss the merits of a good novel. 23. Critical viewing of a film. 11. Close reading of a novel: 24. Analysing an answer to an examination A. background question. B. author 25. Plan and write an answer to an examination question. C. questions D. vocabulary E. elements of a novel F. making predictions. G. making connections H writing reflections NOTE : Some ideas for the study of “ I Heard The Owl Call My Name “ were taken from Teacher Created Materials Inc. 1999. 6 Read the following definition of literacy, according to Wikipedia Literacy is traditionally understood as the ability to read and write.The term's meaning has been expanded to include the ability to use language, numbers, images and other means to understand and use the dominant symbol systems of a culture. The concept of literacy is expanding in OECD countries to include skills to access knowledge through technology and ability to assess complex contexts. Literacy represents the lifelong, intellectual process of gaining meaning from a critical interpretation of written or printed text. The key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired, the reader can attain full language literacy, which includes the abilities to apply to printed material critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The inability to do so is called illiteracy or analphabetism. THINK-PAIR-SHARE : With another student, and using your own words, describe 3 things you have learnt, about literacy, 2 things you would like to know more about literacy and one action you will take because of what you have learnt from this reading. 7 ALL ABOUT WORDS The word “literacy “ is a noun. Its opposite, or antonym, is “ illiteracy “ . How many word forms of the word “ literacy” can you find ? Make a class list using the following table as a guide : NOUN (S) ADJECTIVE (S) VERB ( S) ADVERB (S) literacy literate Use some of the words you have listed to fill in the gaps in the following sentences. 1. In Fiji, all students are tested in basic _____________________. 2. There are different ways of acquiring _____________________. 3. The financial_________________ campaign was launched yesterday. 4. If you are ____________________, you will have to “sign” with your thumbprint. 5. If you are _____________________, your signature will validate this document. THE BEGINNINGS OF LITERACY * What are YOUR first memories of literacy ? * How old were you when you first began to make connections between symbols and ideas ? * How did you develop your first literacy skills ? Below is a teenager’s literacy development timeline. The numbers represent the teenager’s age in years. 0___________________2_______________________4__________________5 Began watching TV and making connections Able to recognise pictures and Recognise letters and numbers, began to write signs like McDonalds., drawing 6___________________9____________________________________16 Able to read simple stories, count, write Developed a reading habit, reading 2—3 books a week ; also developed mathematical and computing skills.. 8 Think back and CREATE your OWN literacy timeline. Remember to add any events or situations that you regard as signposts along your path towards literacy. Share your timeline with another student. Be prepared to write about one of those significant events after reading the following extract from “ Black Boy “ by Richard Wright. To help support the household my grandmother boarded a colored schoolteacher, Ella, a young woman with so remote and dreamy and silent a manner that I was as much afraid of her as I was attract- ed to her. I had long wanted to ask her to tell me about the books that she was always reading, but I could never quite summon enough courage to do so. One afternoon I found her sitting alone upon the front porch, reading. “Ella,” I begged, “please tell me what you are reading.” “It’s just a book,” she said evasively, looking about with apprehension. “But what’s it about?” I asked. “Your grandmother wouldn’t like it if I talked to you about novels,” she told me. I detected a note of sympathy in her voice. “I don’t care,” I said loudly and bravely. “Shhh — You mustn’t say things like that,” she said. “But I want to know.” “When you grow up, you’ll read books and know what’s in them,” she explained. “But I want to know now.” She thought a while, then closed the book. “Come here,” she said. I sat at her feet and lifted my face to hers. “Once upon a time there was an old, old man named Bluebeard,” she began in a low voice. She whispered to me a story of Bluebeard and His Seven Wives and I ceased to see the porch, the sun- shine, her face, everything. As her words fell upon my new ears, I endowed them with a reality that welled up from somewhere within me. She told how Bluebeard had duped and married his seven wives, how he had loved and slain them, how he had hanged them up by their hair in a dark closet. The tale made the world around me be, throb, live. As she spoke, reality changed, the look of things altered, and the world became peopled with magical presences. My sense of life deepened and the feel of things was different somehow. Enchanted and enthralled, I stopped her constantly to ask for details. My imagina- tion blazed. The sensations the story aroused in me were never to leave me. When she was about to fin- ish, when my interest was keenest, when I was lost to the world around me, Granny stepped briskly on- to the porch. “You stop that, you evil gal!” she shouted. “I want none of that Devil stuff in my house!” 9 . Her voice jarred me so that I gasped. For a moment I did not know what was happening. “I’m sorry, Mrs. Wilson,” Ella stammered, rising. “But he asked me—” “He’s just a foolish child and you know it!” Granny blazed. Ella bowed her head and went into the house. “But, Granny, she didn’t finish,” I protested, knowing that I should have kept quiet. She bared her teeth and slapped me across my mouth with the back of her hand. “You shut your mouth,” she hissed. “You don’t know what you’re talking about!” “But I want to hear what happened!” I wailed, dodging another blow that I thought was coming. “That’s the Devil’s work!” she shouted. “But I liked the story,” I told her. “You’re going to burn in hell,” she said with such furious conviction that for a moment I believed her. Not to know the end of the tale filled me with a sense of emptiness, loss. I hungered for the sharp, frightening, breath taking, almost painful excitement that the story had given me, and I vowed that as soon as I was old enough I would buy all the novels there were and read them to feed that thirst for vio- lence that was in me, for intrigue, for plotting, for secrecy, for bloody murders. So profoundly responsive a chord had the tale struck in me that the threats of my mother and grandmother had no effect whatso- ever. They read my insistence as mere obstinacy, as foolishness, something that would quickly pass; and they had no notion how desperately serious the tale had made me. They could not have known that Ella’s whispered story of deception and murder had been the first experience in my life that had elicited from me a total emotional response. No words or punishment could have possibly made me doubt. I had tasted what to me was life, and I would have more of it, somehow, someway.

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