English Grade 7 Term 3

Grade 7

What are they like:

-more independent than used to be

-quite self-conscious.

-like to talk about issues in the adult world.

-like to think for themselves, although often feel confused

-their opinions are important to them, and want others to respect them.

-friends are more important than ever. To have them to be liked, they sometimes act in ways that adults disapprove of.

-still need reasonable rules set by adults.

-more understanding and cooperative.

Child Development Stages (Grade 7,8 and 9)

Grade 8

Aim High + theme based activities

Reading Text: A flying visit to the park

Using your imagination:Do this activity with the whole class by asking that they are going sky diving. Tell them to imagine the following steps: You're checking your equipment, the plane is taking off, the plane is at 4,500 meters, the door opens, you jump. After each step, ask them how they feel, and reflect ideas in the class. What did feel real? What did you think was not real?

or

Think of ways on how a person can fly to one place to another. Anticipated answers: (Critical Thinking)

Real life: Fantasy world:

-by plane -growing your own wings

-sky diving -riding a flying pony

Movement Toward Independence

• Struggle with sense of identity

• Moodiness

• Improved abilities to use speech to express oneself

• More likely to express feelings by action than by words

• Close friendships gain importance

• Less attention shown to parents, with occasional rudeness

• Realization that parents are not perfect; identification of their faults

• Search for new people to love in addition to parents

• Peer group influences interests and clothing styles

• Greater ability to work

These are some of the common physical, social, emotional, and intellectual (cognitive) characteristics for each age group 7-9. Keep in mind that no two children develop at the same rate or exhibit corresponding characteristics. In addition, for some the transitions will be gradual, for others they will be abrupt, and these too will change depending on the development task at hand. A child may be very responsible and mature one day and noisy and bored the next.

Unit 6: Out and About

Grammar: past simple (be and can) past simple affirmative (regular verbs) adjective order.

-writing an essay about an imaginative world using the past simple tense and adjective order.

for example: I saw an old, big, green antique car.

Skills: reading,listening and talking about past scenarios.

Theme based activities

Grade 9

Some examples of activities:

-students create their own self portrait with a strange shadow (representing their alternate persona) and write 10 sentences about their drawings.

-students choose an animal and describe its' characteristics and what it symbolizes relating from ancient times, history and culture. (reality) Have the class will discuss what animals represent in fantasy stories.

Emotional/Social Changes

-Show more concern about body image, looks, and clothes.

-Focus on themselves; going back and forth between high expectations and lack of confidence.

-Experience more moodiness.

-Show more interest in and influence by peer group.

-Express less affection toward parents; sometimes might seem rude or short-tempered.

-Feel stress from more challenging school work.

-Develop eating problems.

-Feel a lot of sadness or depression, which can lead to poor grades at school, alcohol or drug use, unsafe sex, and other problems.

Thinking and Learning

-Have more ability for complex thought.

-Be better able to express feelings through talking.

-Develop a stronger sense of right and wrong.

Skills and Values

-can critically think of the factors that differentiate reality to fantasy. (comparing and contrasting)

- can appreciate that the power of imagination is limitless and that it leads to being creative.

-broaden their understanding of unfamiliar words.

-explore the possibilities of having several definitions to a word/s.

Theme: Reality vs Fantasy

Project/s

What is real? What is not? The students will explore different worlds of realism and fantasy. The students will be able to critically think of some of the factors that differentiate realism to fantasy. The theme will also stress the importance of family and valuing the people and things we already have.

Reading out loud

-word stress

-intonation

Story Illustrations

-writing a paragraph about an illustration from the book.

Reading Book: Coraline

-Alternate Endings story/movie

Encourage the students to write an alternate ending to the book and to either make a good copy creative story about it or act out a short film, play or musical.

The class will read Coraline by Neil Gaiman. Coraline is a little girl who moved into a new house with her parents. She is constantly bored and unhappy and her parents do not give her the attention she wants. While exploring her new house, Coraline finds a small door that leads to an alternate version of her reality where her parents are fun and attentive and where everything is magical and wonderful.

Role-play/ Story Prediction

Comic book writing

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Theme Values:

-to have a broader understanding of the real and fantasy world; that there are different ideas and possibilities.

-to look deeper into things with more analysis.

-can creatively relate everyday objects to their real life and their fantasies.

Reading Discussions

-comprehension questions

-relating scenarios from the book and real life.

Other related themes:

-Symbolism -Fear

-Family -Identity

-Courage

English Grade 7 Term 3