model a (c.l.chiu)

Progression Plan for Poems and songs Name: CL Chiu

Group 36 BWC038 Apr May 2008

1

Learning Objectives:

1. Understand the themes of different poems, the mood of the poet and the messages conveyed.

2. Understand the structures of different types of poems, rhymes, rhythms, stanzas (verse),

simile, metaphor and imagery.

3. Teach language items through poetry.

4. Write simple poems to express their ideas, feelings and thoughts.

5. Have fun in reading and writing poems.

6. Cultivate interest in English songs.

7. Explore sources of songs and lyrics of different themes on the internet.

8. Enjoy singing English songs.

9. Understand the themes of different songs.

Assessment:

1. The poem and song journal which has

collection of poems studied for the year

creation of students own poems

their feelings and thoughts on songs and lyrics

2. Group performance

reciting poems

singing songs

3. Oral presentation

present a poem / a song they like best



2

Listening

Listen to and appreciate the

melody of the songs

Watch the music video with

lyrics

Listen to and appreciate the

beauty of the poems recited by

teachers or other members of the

class

Speaking

talk about the music video

sing the songs

recite the poems

discuss in groups

individual oral presentation

Responding

Performance

Turning a song into a

rap

Illustrate the song

(animation or

anything)

Sing or read the

poem with feelings

Identify the mood

and emotions

expressed

Respond to ideas of

other members in

group discussion

Generic Skills

Enhance analytical

and critical

thinking skills

Enhance

collaboration and

communication

skills

Writing

Write a journal to reflect on the

poems and songs

Rewrite lyrics with a theme

Write acrostic poems

Write a ballad

Write a shape poem

Write poems using different

patterns

Reading

Read the song lyrics and appreciate

the expression and features of the

song.

Read the poems and identify the

structures, features, poetic device.

Interpret the mood of the songs and

poems:- who the writers/singers are

and what they are talking about ;

- who they are speaking to; and

- what the themes are.

-

Poems

&

Songs



3

Junior Secondary Poems and Songs

JS1 Introduce simple poems using simple acrostic poems

Write simple acrostic poems on friends.

Read a poem On holiday (Unit 3) and introduce some features

of poem such as stanza/verse, rhyme and mood.

Read a poem - My Little Sister and talk about interpretation of a

poem

Read some shape poems My favourite food and Salmon for

Dinner

Listen to some songs and sing with songs with gesture

Watch music video on YouTube (students choice)

Download lyrics (www.lyricsfreak.com)

Activities

- HK Speech Festival

- Inter-class Poetry Writing competition

- Display students work on the school bulletin board

JS2 - Read Diamantes poems (structure and characteristics of

Diamantes)

- Read Haikus poems (structure and features of Haiku poems)

- Write Diamantes and Haikus poems

- Recite poems with rhythm

- Listen to the theme song of Disney Land (Its a small world)

- Interpret the lyrics (What does a small world imply?)

- Song cloze exercise

Activities




JS3 - Read some poems about teenage life (Hobby poem and Love

poems)

- Write poems about hobbies and love

- Rhyme scheme a-b-b-a (choral reading)

- Sing the song Do they know its Christmas?

- Introduce the background of the song and what the lyrics signify.

- Students are to surf the internet to find out more about the song



4

- Raps or songs of students choice are to be played (music video)

and lyrics are interpreted.

Activities




New Senior Secondary

Introduction

Keeping a poem

and song journal

Interpretation of

poems:

What? Who? To

whom? Why?

How? Your

response? Read a

simple poem

Explore sources of

songs and poems at

the MMLC

YouTube

www.teachit.co.uk

(2 periods)

Reading a poem

Pre- During- and

Post-reading

activities

(2 periods)

Poetic devices and

structures (with

sample poems)

Write an acrostic

poem about Hong

Kong

Create poems with

a framework

Create poems with

a framework

Writing Haikus

poem

Writing a limerick

poem

Theme poems -

love

Read a variety of

poems

Perform the poems Explore songs

revolving teenage

life and problems

Watch the music

video of YMCA (by

Village People)

Pre- During- and

Post-listening

activities

(2 periods)

Watch the music

video of The

Greatest Love of All

(2 periods)

Songs appeal to

girls Avril

Lavignes When

Youre Gone and

other songs

Interpretation of the

lyrics. (2 periods)

Songs about

teenagers searching

for the meaning of

life Bohemian

Rhapsody by

Queens Mercury

Activities on

interpretation of the

lyrics. (2 periods)

Songs of

encouragement

Queens We Will

Rock You and We

are the Champions

(2 periods)

Respond to a song

by writing a letter

of apology to your

lover or friend.

Respond to a song

by writing a letter

of appeal (asking

for donation to

charity)

Students

performance

Progression Plan for Short Stories Name: CL Chiu


1

Learning Targets

To develop students ability to:

1. understand the major features of short stories (theme, character, plot)

2. respond and express the ideas and feelings in the stories through oral, written

and performative means.

Learning Objectives

1. to enable students to understand the concepts of narration, setting, character,

theme and symbol, mood, openings, closings and dialogues.

2. to enable students to apply the concepts and techniques they have learned in

their own writing.

3. to cultivate their interest in reading and appreciating short stories of different

genres.

4. to enhance students skills in story telling.

Assessment

1. Reading journal report on stories they have read

2. Worksheets on features of short stories

3. Oral performance presentation, discussion and performance



2

Listening

Listen to the stories told by

teachers and peers (readers theatre)

Listen to the stories on the

internet

Listen to others in group

discussion and presentation

Speaking

Tell the stories with intonation,

feelings and emotions

Perform the stories in readers

theatre

Group discussion

Oral presentation

Responding

Put oneself into the

positions of the

characters and

describe what

emtions and reponse

created.

Sympathy and

empathy on the

characters

Think of solutions or

alternative actions for

the characters.

Performance

Generic Skills

Enhance critical

thinking skills

Enhance

inter-personal skills

Enhance

communication skills

Writing

Write personal reflections on

the stories read in a journal

Draw up character maps of the

stories

Rewrite the ending of the

stories

Rewrite a twist of the stories.

Write dialogues / plays for

readers theatre.

Reading

Read and appreciate the stories

Identify the key features of the short

stories.

Identify the personalities of the main

characters.

Identify the conflicts/problems

between the characters

Read between the lines to track down

the implications of the writers

Short

Stories



3

JS1 Class Reader: Ten Tales with a Message (stories of Aesops Fables)

A reading journal which contains information sheets of stories students have read

such as title, characters, setting, genre and moral.

Pre-reading activities using toy animals, puppets and pictures as motivation;

vocabulary building activities and group miming activities to begin the story.

While-reading activities:

a) some scenes of the story are acted as readers theatre through which students pick

up speaking skills naturally.

b) drawing the characters and completing the characters map enable students to

have an in-depth understanding of the characters.

c) read, enjoy and appreciate the stories and the morals

d) explore a variety of sources on the internet www.aesopfables.com

Post-reading Activities

a) Book-mark Design competition

b) Book cover design competition

c) Model making competition

d) Story-telling competition

e) Best Reader Award

JS2 Class Reader : Ten Inspector Wittys Detective Files

Pre-reading

a) introduce the features of detective stories using cartoon pictures / simple acting

to demonstrate the story.

b) Structure: plot revolving around crime, creating a problem or conflict between

the characters in the middle and ending with solution to the problem /

demonstration of justice.

Identify the key features of a short story (plot, setting, characters, theme, causes

of crime and consequences)

Build up the personality trait of the characters.

Identify the conflict and look for the solution

Retell the story in a small group

Performance act with dialogue or mime some scenes of the story

JS3 Class Reader Ten Cute and Scary Ghost Stories

Introduce scary or ghost stories by using masks or props

Introduce the characteristics of cute / unbelievable / ghost stories

Identify key story features of short stories

Draw a story map with beginning, middle and ending



4

Interpret the themes, characters, problems and conflicts of the stories.

Rewrite the ending of the story in the form of tragedy or comedy.

Group work create a scary story or a tall story. Draw pictures of the

characters and story board to outline the plot of the story.

Explore sources of other interesting stories / introduce stories written by Roald

Dhal and Sherlock Holms.

New Senior Secondary (themes on teenage issues)

Part 1 Reading and appreciating short stories of teenage issues

Introduction:

(1 period)

Keep a reading journal for

recording the stories which

have been read (title, genre,

theme, characters, thoughts

and feelings)

Elements of short stories:

(2 periods)

Pre-reading

- jigsaw reading game in pairs

- The Bible - a story from

Chicken Soup for the Teenage

Soul

- Vocabulary building

While-reading (with

teachers guidance):

(1 period)

- Read and appreciate the

story

- Identify the setting,

characters, conflict /

problem between the

characters, climax and

solution to the problems

- The bible is symbolic of a

fathers wish/expectation

Post-reading (TG)

(2 periods)

- Group discussion for

solution of the problem

- Individual presentation

taking the position of one

of the characters

Post-reading (TG)

(2 periods)

Being one of the characters,

write a letter of apology or

reconciliation

Read and appreciate short

stories

Pre-reading

(2 periods)

Watch a music video

Hurt by Christina Aguilera

Read the lyrics and identify

the mood of the song.

Pre-reading

(1 period)

- think about how to help a

fiend who is very sad for

being hurt.

- Jigsaw reading game

Always Return Your Call

While-reading

(1 period)

- draw character maps to

compare and contrast the two

characters

- identify the problems

- find the solution

Post-reading

(2 periods)

- group discussion : what

would you do to help your

friend solve her problems

- group oral presentation



5

Post-reading

(2 periods)

Write a letter to comfort

your friend and enclose a

CD with it.

Choose songs to enliven

her spirit (eg. You raise

me up / We are the

champions)

Explore sources of short

stories in the MMLC

room

(2 periods)

Read and appreciate

stories of students own

choice.

(4 periods)

- application of skills and

techniques to interpret

their stories in the journal.

- share of reflections /

insights in group

discussion

- individual oral

presentation

Pre-reading

(2 periods)

Show the trailer of the

movie to introduce the

book High School

Musical

- identify the setting, the

theme and the characters

While-reading

(1 period)

- describe the main

characters and their

personalities

While-reading

(2 periods)

- watch the film clips of

musical of the book

- discuss in groups :

teenage dreams, outlook

of life and values of love

Part 2 Writing / Rewriting short stories

Write a story outline of

High School Musical

Create a setting and

characters

Write the whole story for

story-telling purpose

Write a twist of the story

of students own choice

Write the dialogue of a

short scene of the story

Redraft the dialogues for a

readers theatre

performance

Part 3 Telling and performing the story

Story sharing in small

groups

(2 periods)

Perform some scenes of

the story in the form of

readers theatre

(4 periods)

Compile a list of stories

shared by students and

display them in the form

of characters map or

posters

Progression Plan for Pop Culture Name: CL Chiu


1

Learning Targets

To develop students ability to:

1. Understand a variety of written and spoken texts related to popular culture such as

reviews, newspaper/magazine columns, photo captions, advertisements and

commercials

2. analyse popular culture texts to understand the typical features, language and

structures.

3. respond to popular culture with personal reflections

Learning Objectives

1. to enable students to understand and interpret ideas, information, facts, opinions

and intentions presented in various texts related to popular culture.

2. to enable students to enrich the vocabulary, language, format and styles used in

various texts of popular culture.

3. to enable students to apply the skills and experience in creating and appreciation

of popular culture texts.

Assessment

1. Understand and interpret ideas and information in different popular culture texts.

2. Identify the purpose and intended audience for different popular culture texts.

3. Produce the following popular culture texts: film reviews, columns, captions and

comic strips.

4. Conduct group discussions and individual presentation.



2

Listening

Listen to thematic songs

Listen to radio or TV

advertisements/commercials

Listen and respond in discussion

Listen and appreciate characters

of films

Speaking

Disscussio

Oral presentation

Expression of feelings and thoughts

Responding

Respond to visaual

images

Respond to

different popular

culture texts

Respond to ideas

presented by other

members of the

group

Generic Skills

Enhance communication

skills

Enhance analytical and

critical thinking skills

Writing

Write personal reflections on

different forms of pouplar

culture.

Write articles for different

columns

Write letters of

seeking-for-advice and

giving-out advice

Reading

Read and interpret different texts of

popular culture

Read to identify the goal and the

target audience

Read toidentify the selling points of

the products

Read to evaluate the truth or hidden

fallacy of advertisements/

commercials

Read to raise awareness on global

popular cultures

Popular

Culture



3

Junior Secondary

JS1 Photo captions

Theme On holiday (Unit 3)

Make a poster of photos taken on holiday with captions

Reviews

Write a simple review of a film they have watched.

Advertisements / commercials

Read and identify the intended audience and target of related

commercials travel agency, theme park, restaurants and sports shoes

Read sports chants for school sports day

JS2 Photo captions

Theme Role Models (Unit 4)

Write photo captions on pop idols / teenage role model (watch the film

clips of Terry Fox)

Reviews

Write a simple song review Its a small world

Column

Write a column on protecting the environment after watching the film

clips of Inconvenient Truth

Advertisement

Theme parks Ocean Park / Disneyland

JS3 Photo captions

Theme charity (unit 4)

Write captions for photos / pictures issued by charitable organizations

Reviews

Write a song review Do they know its Christmas? (Unit 4)

Column

Write a letter of appeal to the Young Post - South China Morning Post

drawing readers attention to caring for the needy



4

Senior Secondary Progression Plan

Part 1 Module Introduction

What is pop culture?

(1 period)

- newspaper

- magazine

- advertisement

- reviews of films

and songs

What students can do:

(2 periods)

- conduct a survey

- discuss the strategies of

various texts of pop culture

- apply critical thinking

skills on pop culture text

(e.g. captions, advice

columns, advertisements /

commercials, reviews)

What is a time capsule?

(1 period)

- a collection of things to

reflect the popular culture

of a particular moment and

serve as a memory of

students lives.

- suggest items to be

collected

Part 2 Examining and producing popular culture texts

Photo captions 1

(1 period)

Examine a collection of

pictures with captions

Photo captions 2

(2 periods)

Theme Role models for

teens (pop stars, heroes:

Martin Luther King, Obama,

Hillary Clinton)

Identify the content,

language and features of

captions

Photo captions 3

(3 periods) at MMLC

Group work decide on

the theme and collect

pictures on the internet,

newspapers and magazines

Write and edit the

captions.

Presentation.

Comic strips 1

(1 period)

Examine some comic strips

Comic strips 2

(2 periods)

Series Charlie Brown

Identify the content,

language and features of

comic strips

Identify the characters and

their personalities

Comic strips 3

(2 periods)

Collect and select comic

strips and rewrite the

speech bubbles/narration

to create a new story.

Presentation and feedback.

Columns 1

(2 periods)

Examine a variety of text

such as advice, horoscope,

fashion, etc.

Columns 2

(2 periods)

Decide a theme in groups

Discuss teens issues,

analyse and seek solution.

Columns 3

(2 periods)

Read and write

advice-seeking or

advice-giving letters



5

Advertisement 1

(1 period)

Study some

advertisements and

interpret the content,

features and language

Advertisement 2

(2 periods)

Present the findings

Advertisement 3

(2 periods)

Produce an advertisement.

Presentation and

performance

Reviews 1

(4 periods)

Music: watch music video

and study the lyrics.

Examples:

Love problems: Avril

Lavignes When Youre

Gone

Seeking oneself:

Mercury of Queens

Bohemian Rhapsody

Write and present their

review

Reviews 2

(4 periods)

Movies: watch some film

clips

Extract the themes

Oral presentation and

discussion.

Write and present their

review.

Reviews 3

(2 periods)

Gadgets / video games

Students choose gadgets or

video games of their

choice.

Study the manual.

Write a review

Peer evaluation



1

Lesson Plan

Level: S1, S4 and S6 students

Theme: On holiday

Duration: 8 periods

Objectives:

1. To enable students to travel to four English speaking countries in the world

through a virtue English Day Tour.

2. To enhance students awareness of different cultures.

3. To interview celebrity in English.

4. To get an in-depth understanding of the countries (people, economy, animals,

landscape and icons)

5. To communicate in English in the setting of a caf.

Pre-camp Activities

1. Introduction to the activity.

2. Filling in Passport.

3. Pre-teach

(a)My International Holiday Book.

(b) Knowing the countries

Interview skills

(d) dialogues in caf

3. Thirty S6 students act as custom officers, celebrity and tour guides. A pre-

training session was conducted.

While- Camp Activities

1. The school hall entrance is decorated with a custom office at the entrance and the

four corners are decorated with the themes of four English speaking countries in

the world The UK, the USA, Canada and Australia.

2. Colourful posters and banners are put up.

3. S6 students dress up as the celebrity of the countries. Some dress up as the

iconic animals (kangaroo).



2

4. Some S6 students art as tour guide, each of whom are taking 6 to 7 S1 students to

tour around these countries.

5. The tourists (S1 students) have to visit the different landmarks and interview

people of these countries using English. The tour guides (S6 students) and

teachers will help along the way.

Post-camp Activities

1. Those students who successfully completed all the tasks will be invited to go up

to the stage which is decorated like a caf.

2. Some S4 students will act as waiters and waitress at the caf.

3. The tourists (S1 students) have to make an order and speak to the waiter in

English.

Poems and songs.pdfshort stories.pdfPopular Culture.pdfPopCul2.pdf

model a (c.l.chiu)

Documents

simple poems

shape poems

collection of poems

poems songs progression

themes of different

simple acrostic poems

diamantes poems structure

features of haiku poems