PLANIFICACIN DE INGLS

CURSO: 1 A y B AO: 2012

PROJECT SUMMARY

TOPIC: ANIMALS IN LITERATURE

OUTCOME: Students will write a poem on their pets routine

INTERMEDIATE TASKS:

reading poems and other literary genres based on animals

analyzing features of the genre poem
interviewing classmates on their routine and on their pets

FINAL PRODUCTIONS MADE PUBLIC: Students will share their poems on a board/ poster in the
school hall, and the poems will also be presented in a booklet form -an anthology- which will also
include texts in Spanish by Argentine authors (selected by the students with the guide of the
Prcticas del Lenguaje teacher)

TIME: 4 two-hour classes + home assignments

MORE DETAILED PLAN

AIMS

To present the content of the Project.

To build students knowledge on the use of animals in literature based on their prior
knowledge
To sensitize students on the role of literature as a way to learn and to convey meanings

LEARNING OUTCOMES
By the end of these two project, learners will be able to

Demonstrate understanding of the literary genre poem

Describe, through poetry, their pets routine
Describe, through poetry, their routines
Use language creatively
Identify and interpret other cultures through texts

1
 TEACHING OBJECTIVES
CONTENT (content dimension)
Introduction to the topic
Poems as a genre
Animals in poetry and in other literary
genres of folklore (stories, myths,
legends, fables)
COGNITION (focus on lower-order processing)
(learning dimension)
Recalling tasks and content from the
(previous class)
Understanding the poems: interpreting,
inferring, explaining, comparing.
Applying knowledge of the genre
(poem) to write students own poems.

CULTURE (cultura dimension)

Appreciate poetry and how different authors use animals in poetry

Develop interest in discovering other cultural perspectives and compare similarities and
differences among own and foreign cultures
Develop positive attitudes towards foreign literature and compare and contrast with
works of literature by Argentine authors (to be discussed also with the Prcticas del
Lenguaje teacher) and texts of the Argentine folklore (e.g. legends from different
provinces)
Develop students ability to empathize.

COMMUNICATION (language dimension)

Language of learning Language for learning Language through learning

Key vocabulary related to Language related to: Anticipated emerging language

animals, routines and feelings. reading strategies Vocabulary to describe
(scan, skim, key animals (pets)
(Revision) of simple present words, cognates) Vocabulary to describe
tense. the writing process students pets
(plan, draft, revise, routines (verbs mainly)
edit)
the genre poem Dictionary work (if necessary)
(title, lines, stanza,
paratext, use of
repetition) List poem.

Questioning

What does mean?

How do you say in English?

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 ASSESSMENT
Assessment of learning, for learning, and through learning

Teacher assessment through

-planned observation (work in class and specially during the writing process of the final
production poem)
-assessment of students poems (focusing on the achievement of genre knowledge structuring
the poem accordingly- and the use of linguistic exponent to convey overall meaning)

Peer assessment: students will assess and comment on each others poems.

Self-assessment: students will write a journal entry at the end of each class reflecting on class
tasks and content, and an entry at the end of the project.

MATERIAL
Poems:
A day in the life of Danny the cat by B. Zephaniah
Zebra question by S. Silverstein

Fables:
The dog and the bone
A Quechuan fable (Why do dogs bark)