Grade 6 English HL Term 1-4 Atp 2021

REVISED ANNUAL TEACHING PLAN 2021- 2023
(GRADE 6 - ENGLISH HL - TERM 1 - 4)

GRADE 6 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Listens and retells a Covid-19 related Reads a Covid-19 related story from Writes a personal recount of events Spelling and punctuation
story from an article an article
Uses the dictionary to check spelling
Text from the textbook or Teacher’s • Pre-reading: predicting from title and • Chooses appropriate content for the and meanings of words
Resource File (TRF) pictures topic
• Listens to a Covid-19 related story • Selects from experience Builds on phonic knowledge to spell
• Uses reading strategies, e.g. words, e.g. builds word families based
making predictions, uses phonic and • Stays on the topic on how they sound or look.
• Retells events in correct sequence, contextual clues
using simple past tense • Frame used by struggling learners Builds on knowledge of sight words and
• Discusses new vocabulary from the high frequency words
read text • Uses appropriate grammar, spelling
and punctuation. Working with words and sentences
• Discusses the title and where the
story takes place (setting) • Uses vocabulary related to topic Understands and uses different types of
nouns.
• Expresses simple opinion on the story
Creates/Uses a personal dictionary
WEEK 1
• Uses a dictionary
DAY 1-3
• Labels pages with letters of alphabet Vocabulary in context
Does comprehension activity on the
text (oral or written) • Enters 5 words and meanings Words taken from shared or individually
(drawing/sentence using the word/ read texts
Practises reading explanation of word)
• Reads aloud with appropriate • Or continues to enter words into

pronunciation, fluency, and dictionary created.
expression
1
Standardised Baseline Assessment and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured so that competency is determined
and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.
. Listens to radio or newspaper reports Reads newspaper articles from the Writes a newspaper article Word level work:
and discusses current issues textbook or from the TRF • Uses headline, by-line, lead  Nouns (Include noun types from
• Introductory activities: prediction • Pre-reading activities; prediction paragraph, answers to Who, What, week 3-4): common and abstract
TERM 1 • Listens for specific details in radio and based on title and/or graphics Where, When and Why/How nouns
WEEK 2 television programmes • Identifies and discusses both • Writes a topic sentence and includes  pronouns (personal & demonstrative)
• Identifies how stereotypes are created the intended and hidden cultural relevant information to develop a
• Asks critical questions that challenge messages coherent paragraph Sentence level work:
and seek alternative explanations • Uses different reading strategies in • Selects, classifies and categorises  subject - verb agreement,
• Listens for information in a variety of oral order to understand what is being relevant information from different  Simple Tenses (past, present, future
texts: reports, and summarises main ideas read: skimming, scanning, prediction sources
• Develops a balanced argument on • Discusses how the message can be • Plans, drafts and refines writing, Spelling and punctuation:
relevant and challenging issues manipulated • Reflects on and evaluates writing and word division, dictionary use,
• Expresses an opinion and supports it • Discusses how the techniques used creative work
with solid evidence by writers, graphic designers and • Writes neatly and legibly Punctuation: full stop, comma, colon,
• Listens actively and with sensitivity photographers construct particular semi-colon, question mark, exclamation
• Acknowledges opinions that conflict with views of the world Uses clear structure: mark
own and responds appropriately in the • Invents and describes preferred • Beginning
context results or endings • Middle
• Discusses the validity of information by • Hypothesises and offers alternatives • Ending
comparison with other sources when trying to solve a problem
2
CONVENTIONS
Listens to and discusses a folklore, Reads a folklore, e.g. a myth or a Writes a folklore, e.g. a myth or Word level work:
e.g. a myth or a legend. legend from the textbook or from the legend  Adjectives (descriptive & quantity)
• Introductory activities: prediction Teacher’s Resource File (TRF). • Writes for personal, exploratory,  Degrees of comparison (adjectives)
• Recalls events in the correct • Pre-reading activities e.g. prediction playful, imaginative and creative
sequence and using the correct tense based on title and or graphics purposes Sentence level work:
• Interacts positively during group • Reading strategies: skimming, • Tries to teach a moral lesson  Simple and complex sentences
discussions scanning, prediction, views different • Uses superhuman characters  Sentence types (statements,
• Identifies how stereotypes are created visual texts, in order to interpret • Uses appropriate vocabulary questions, commands)
and their effects on the listener. • Discusses elements of fables, e.g. • Brainstorms ideas for a topic and
• Discusses characters characters and messages develops ideas Word meaning:
• Discusses plot, conflict and setting • Explains interpretation and overall • Expresses ideas clearly and logically Antonyms and synonyms
• Discusses messages in the text response to text • Reflects on and evaluates writing and
TERM 1 • Reflects cultural customs, values and • Invents and describes preferred creative work
WEEK 3-4 beliefs results or endings • Produces a first draft with awareness of
• Reflects on the struggle between • Uses a dictionary for vocabulary the central idea, and appropriate language
good and evil Development and conventions for the specific purpose
 Summarises the text in 5 sentences and audience
Writing process
• Planning/pre-writing
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
FORMAL ASSESSMENT: TASK 1: ORAL

 Read Aloud (20 marks)
Commence with this task in term 1 and conclude in term 2 when the mark will be recorded.
3
CONVENTIONS
Listens to a persuasive text, e.g. Reads a persuasive text from Writes a persuasive text, e.g. a Word level work:
radio advertisement the textbook or from the Teacher’s speech/ advert  Conjunctions
• Introductory activities: prediction Resource File (TRF). • Evokes emotional responses  Articles
• Asks thought-provoking questions • Pre-reading activities, e.g. prediction • Makes promises
using appropriate language based on title and or graphics • Stirs the audience Sentence level work:
• Identifies opinions which differ from own • Uses different reading strategies in • Plans, drafts and refines writing  Direct and indirect speech
• Contrasts opposing perspectives and order to understand what is being • Brainstorms ideas for a topic and
gives reasons read: skimming, scanning, prediction develops ideas Word meaning:
• Interacts positively during group • Identifies and critically discusses • Reflects on and evaluates writing and  idioms and proverbs
discussions cultural and social values in texts creative work
• Shares ideas and offers opinions • Interprets the writer’s intentional and • Expresses ideas clearly and logically
on challenging topics in a logical, unintentional messages • Shows understanding of style and
coherent and structured way. • Identifies different perspectives within register
• Develops factual and reasonable more complex texts and gives own • Presents work with attention to
arguments to justify opinions. perspectives based on evidence neatness and enhanced presentation
• Contrasts opposing perspectives and within the text • Clearly and appropriately conveys
TERM 1 gives reasons • Discusses the diversity of social and Meaning
WEEK 5-6
• Focuses on description cultural values in texts • Writes a topic sentence and includes
• Uses a dictionary for vocabulary relevant information to develop a
Development coherent paragraph
• Draws conclusions and makes
Reads and understands graphic media recommendations
texts e.g. advertisement and posters • Invents and describes preferred
 Pre-reading: discusses pictures results or endings
 Interprets the information
 Discusses the purpose of the text
 Discusses the language used
 Identifies and discusses design features
such as colour and font
 Discusses the layout
 Compares different texts e.g. poster and
advertisements
FORMAL ASSESSMENT TASK 2: WRITING

 Essay (20 marks)
 Narrative or Descriptive
 5 paragraphs
During the term
4
CONVENTIONS
Listens to and discusses a dialogue Reads a simple play or drama from Writes a dialogue Word level work:
• Introductory activities: prediction the textbook, class reader or from the • Reveals characters and motivation  Adverbs (manner, time)
• Listens for information in a variety of Teacher’s Resource File (TRF). • Establishes tone or mood
oral texts in a dialogue • Pre-reading activities: prediction • Creates or adds to existing conflict Spelling and punctuation: quotation
• Summarises main ideas, and notes based on title and or graphics • Produces a first draft with awareness of marks,
TERM 1 specific details • Explains themes, plot, setting, and the central idea
WEEK • Interacts positively during group characterisation • Shows understanding of style and Sentence level work:
7-8 discussions  Summarises the text register  Sentence types (statements,
• Identifies and discusses key features • Discusses author’s point of view. • Reflects on and evaluates writing and questions, commands)
• Discusses context, speaker’s body • Uses a dictionary for vocabulary creative work
language, content, register, and Development • Uses a variety of compound and Word meaning:
choice of words complex sentences  synonyms, antonyms
• Discusses format of the text
FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks)
 Literary/Non- literary text (20 marks)
 Visual text (10 marks)
 Language Structures and Conventions (20 marks)
Activities for this task do not have to be written in one session
CONVENTIONS
Listens to and discusses a poem Reads a simple poem from the Writes a poem Word level work:
• Introductory activities: prediction textbook or from the Teacher’s • Uses alliteration, (consonance and  Prepositions
• Expresses emotions in a sensitive Resource File (TRF). assonance), metaphor, simile  Adverbs (manner, time)
way • Pre-reading activities, e.g. prediction • Uses descriptive language
• Interacts positively during group based on title and or graphics • Plans, drafts and refines writing, Sentence level work:
discussions • Reads aloud with appropriate tempo, • Produces a first draft with awareness of  Reported speech
• Comments on sound and visual clear pronunciation, and proper phrasing the central idea
TERM 1 effects such as rhythm, repetition, • Adjusts the way in which a text is read to • Shows understanding of style and Word meaning:
WEEK alliteration, and comparisons suit the listener register  Elements of poetry
9-10 • Interprets content of poem • Shows understanding of the text, its • Reflects on and evaluates writing and alliteration (consonance and
• Summarises the poem relationship to own life creative work assonance), metaphor, simile,
• Discusses rhythm and rhyme • Identifies and analyses the personification,
• Discusses different forms of poem characteristics of various writing Writing process
• Discusses structures of poems genres or text types, e.g. rhythm, • Planning/pre-writing
rhyme, personification, metaphor • Drafting
• Uses a dictionary for vocabulary • Revising
Development
5
FORMATIVE ASSESSMENT ACTIVITIES
Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
 Variety of Listening and Speaking  Reading Process  Writing Process activities
activities  Reading aloud activities  Paragraphing  Variety of Language Structures and
 Listening and Speaking activities that  Reading Comprehension activities  Transactional Texts Convention activities
comply with the Covid-19 conditions  Literature activities based on the three  Essay
prescribed genres for the semester  Creative Writing
GRADE 6 ENG HL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 1
FORMAL ASSESSMENT TASK 1 ORAL FORMAL ASSESSMENT TASK 2: FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks)
 Read aloud (20 marks) WRITING  Literary/Non- literary text (20 marks)
 Essay (20 marks)  Visual text (10 marks)
Commence with this task in term 1 and Descriptive / narrative (5 paragraphs)  Language Structures and Conventions (20 marks)
conclude in term 2 when the mark will be During the term Activities for this task do not have to be written in one session
recorded.
6
GRADE 6 TERM 2
CONVENTIONS
. Listens to and discusses an Reads a recipe or other instructional Writes an instructional text, e.g. on Word level work:
instructional text, e.g. recipe, text how to make a cup of tea  Pronouns (possessive & reflexive)
directions • Analyses the characteristics of the • Orders logically  stems, prefixes, suffixes
TERM 2 • Introductory activities: prediction text: organisation and conventions of • Lists materials and ingredients
WEEK 1-2 • Recalls procedure instructional texts • Uses dictionaries Sentence level work:
• Identifies the features of instructional text • Orders jumbled instructions • Uses imperatives  subject, object
• Notes key headings • Uses appropriate reading and • Develops a frame for writing
• Gives clear instructions, e.g. on how to comprehension strategies: scanning • Uses linking phrases and Spelling and punctuation: word
make a cup of tea • Shows understanding of the text and organisational methods division, dictionary use
• Makes notes and applies instructions how it functions: literal reading • Defines procedures
read • Recognises and explains the different • Organises words and sentences
• Asks questions to clarify structures, language use and purposes Appropriately
Comments on clarity of instructions • Identifies and evaluates register of a text
• Understands and uses information Uses the writing process
texts appropriately • Planning / pre-writing,
• Compares two different recipes or • Drafting,
Instructions • Revising,
 Interprets visuals/ Answers questions • Editing,
about the visuals • Proofreading, and
• Presenting
FORMAL ASSESSMENT TASK 1: ORAL Read Aloud (20 marks)

This task is a continuation from Term 1. It will be completed and recorded in Term 2.
7
CONVENTIONS
Listens to a novel Reads a short novel Writes a book review Word level work:
Text from the textbook or Teacher’s Text from the textbook or Teacher’s • Uses a frame  * verbs (finite, infinitives)
Resource File (TRF) Resource File (TRF) • Pre-writing: listens to extracts from a  * regular and irregular verbs
• Introductory activities: prediction • Pre-reading: predicts from title and read novel
• Listen to extracts from the novel discusses related themes/content • Selects content appropriate for the Sentence level work:
• Listens for specific details • Identifies and explains the central purpose  verb phrases & clauses
• Identifies the main message events • Uses appropriate language and text
• Relates to own life • Identifies and discusses point of view structure Spelling and punctuation:
• Discusses the main ideas and specific • Discusses the characters • Uses the correct format  dictionary use
detail • Identifies and discusses feelings • Organises content logically - uses  Punctuation (exclamation mark,
• Uses information from the text in expressed chronology question mark; full stop)
response • Relates events and characters to own • Uses appropriate grammar, spelling  Spelling rules (plurals)
• Discusses the social, moral and life and punctuation, including subject verb
cultural values in the text • Uses a range of reading strategies concord
• Discusses the structure, language • Uses a dictionary for spelling and
Participates in group discussion use, purpose and audience vocabulary development
• Takes turns to turn • Identifies the difference/s between
• Stays on topic biographies/diaries and stories Uses the writing process
• Asks relevant questions • Uses a dictionary for vocabulary • Planning / pre-writing,
TERM 2 • Maintains discussion Development • Drafting,
WEEK 3-4 • Revising,
Responds to others’ ideas with Reflects on texts read independently • Editing,
empathy and respect • Retells story or main ideas in 3 to 5 • Proofreading, and
sentences (summarizes) • Presenting
• Expresses emotional response to
texts read.
• Relates to own life experiences
• Compares books/texts read
8
CONVENTIONS
Listens to and discusses a story Reads a story from the textbook or Writes a story Word level work:
• Introductory activities: prediction from the Teacher’s Resource File (TRF) or • Creates believable characters  auxiliary verbs
• Identifies themes, asks questions, and class reader. • Shows knowledge of character, plot,  determiners
relates ideas to own life experiences • Pre-reading activities: prediction setting, conflict, climax
• Identifies and discusses how based on title and or graphics • Plots main events using a flow chart Sentence level work:
stereotypes are created • Reads aloud and silently, adjusting – beginning (exposition), middle  present, past, future continuous
• Discusses response to text reading strategies to suit the purpose (rising action, climax) and ending tense
TERM 2 • Links to own life and audience (denouement)
WEEK 5-6 • Discusses social, moral and cultural • Discusses social and cultural values • Orders logically Word meaning: idioms
values in different texts and comments on in texts • Expresses ideas clearly and logically
how these are conveyed in the text, e.g. • Interprets and discusses message • Uses a theme or message
stereotyping. • Shows understanding of the text, its
• Uses presentation skills, e.g. volume, relationship to own life, its purpose
pace, pausing, posture, gesture etc. and how it functions
 Summarises the text in 3 – 5 sentences
FORMAL ASSESSMENT TASK 4:

 Transactional writing: (10 marks)
Written before the controlled test
9
CONVENTIONS
Listens to and discusses an Reads an information text e.g. Writes an information text e.g. a Word level work:
information text e.g. a weather report weather report from newspaper, a weather chart  adjectives (attributive,
Text from the textbook or Teacher’s textbook or Teacher’s Resource File • Selects appropriate visuals and interrogative, demonstrative)
Resource File (TRF) (TRF) content for the purpose
• Introductory activities: prediction • Pre-reading: predicting from title, • Presents information using a map, Sentence level work:
• Listens for specific details headings and pictures chart, graph or diagram.  Noun phrases & clauses
• Discusses usefulness of the • Uses reading strategies: skims to get the
information general idea, scans for specific details Writing process
• Links information to own life • Identifies the way the text is organised • Planning/pre-writing Spelling and punctuation:
• Discusses possible effects on people • Compares differences and similarities in • Drafting  dictionary usage
TERM 2 • Compares conditions in different different places • Revising  Homophones
WEEK 7-8 places, indicates preferred • Reads an information text with visuals • Editing
destinations with reasons e.g. map • Proofreading
• Participates in discussions, justifying • Uses reading strategies, e.g. makes • Presenting
own opinion predictions and uses textual and
• Identifies features of weather reports: contextual clues
register and the nature of language used • Interprets visuals
• Uses interaction strategies to • Uses a dictionary for vocabulary
communicate effectively in group development
situations
• Interprets and discusses more
complex visual texts
FORMAL ASSESSMENT TASK 5: CONTROLLED TEST

RESPONSE TO TEXTS (50 MARKS)
 Question 1: Literary/Non- literary text (20 marks)
 Question 2: Visual text (10 marks)
WEEK  Question 3: Summary writing (5 marks)
9 - 10  Question 4: Language Structures and Conventions (15 marks)
10
 Listening and Speaking activities  Reading Comprehension activities  Transactional Texts Convention activities
that comply with the Covid-19  Literature activities based on the  Essay
conditions three prescribed genres for the  Creative Writing
semester

FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 4: WRITING FORMAL ASSESSMENT TASK 5: CONTROLLED TEST (50 marks)
 Read Aloud (20 marks)  Transactional writing: (10 marks) RESPONSE TO TEXTS
This task is a continuation from Term 1. It will  Question 1: Literary / non-literary text comprehension (20 marks)
be completed and recorded in Term 2. Written before the controlled test  Question 2: Visual text comprehension (10 marks)
 Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions in context (15
marks)
11
GRADE 6 TERM 3
CONVENTIONS
Discusses a novel Reads a novel Writes a book review Word level work:
Text from the textbook or Teacher’s Text from the textbook or Teacher’s • Uses a frame  interrogative, demonstrative,
Resource File (TRF) Resource File (TRF) • Pre-writing: listens to extracts from a indefinite pronouns
. • Introductory activities: prediction • Pre-reading: predicts from title and read novel
• Listening to read novel extract discusses related themes/content • Selects content appropriate for the Sentence level work:
• Predicts what is going to happen • Identifies and explains the central purpose  simple present, past, future tense
TERM 3 • Explains author and reader’s point of idea • Uses appropriate language and text
WEEK 1-2 view • Discusses the characters structure Spelling and punctuation:
• Stays on topic • Identifies and discusses feelings • Uses the correct format  dictionary usage, word division
• Explains logically expressed • Organises content logically - uses  synonyms & antonyms
• Discusses main ideas and specific • Discusses suspense and twist chronology
details • Relates events and characters to • Uses appropriate grammar, spelling
• Asks relevant questions and responds own life and punctuation, including subject verb
appropriately • Uses a range of reading strategies concord
• Discusses the structure, language • Uses a dictionary for spelling and
use, purpose and audience vocabulary development
• Uses a dictionary for vocabulary
development Uses the writing process
• Planning / pre-writing,
Reflects on texts read independently • Drafting,
• Retells story or main ideas in 3 to 5 • Revising,
sentences • Editing,
• Expresses emotional response to • Proofreading, and
texts read. • Presenting
• Relates to own life
• Compares books/texts read
12
CONVENTIONS
Listens to and discusses a folklore, Reads a folklore, e.g. a myth or a Writes a character sketch Word level work:
e.g. a myth or a legend, legend from the textbook or from the • Thinks about characterisation  Adjectives (builds on use of
• Introductory activities: prediction Teacher’s Resource File (TRF). • Uses descriptive words to compare adjectives)
• Recalls events in the correct • Pre-reading activities e.g. prediction characters  verbs (gerunds)
sequence and using the correct tense based on title and or graphics • Plans, drafts and refines writing,
• Interacts positively during group • Uses reading strategies: skimming, focusing on improving spelling, tenses and Sentence level work:
discussions scanning, prediction, views visuals in linking sentences into cohesive  Active & passive voice
• Listening: order to interpret paragraphs  Negative form
• Identifies how stereotypes are created • Discusses elements of fables, e.g. • Shows understanding of setting, plot,
TERM 3
and their effects on the listener. characters and messages conflict and theme. Spelling and punctuation:
WEEK 3-4
• Discusses characters • Explains interpretation and overall • Correct use of tenses  Punctuation (contractions)
• Discusses plot, conflict and setting response to text
• Discusses messages in the text • Invents and describes preferred Uses the writing process
• Reflects cultural customs, values and results or endings • Planning / pre-writing,
beliefs  Summarises the text in 3 - 5 sentences • Drafting,
• Reflects on the struggle between • Revising,
good and evil • Editing,
• Proofreading, and
• Presenting
CONVENTIONS
Listens to a short story Reads a short story from the textbook, Writes a friendly letter/A diary entry Word level work:
• Introductory activities: prediction class reader or from the Teacher’s • Uses correct layout  connecting words
• Recalls events in the correct Resource File (TRF). • Shows awareness of audience and Word meaning:
sequence and using the correct tense • Pre-reading activities: prediction style  ambiguity, multiple meaning
• Interacts positively during group based on title and or graphics • Uses appropriate tone
discussions • Examines the text for hidden • Plans, drafts and refines writing, Sentence level work: past perfect
• Identifies how stereotypes are created messages and summarizes the main focusing on improving language, tense; future perfect tense
and their effects on the listener. and supporting ideas spelling, tenses and linking sentences
TERM 3
• Discusses characters • Explains how the writer manipulates into cohesive paragraphs Spelling and punctuation:
WEEK 5-6
• Discusses plot, conflict and setting the reader’s perceptions: the • Uses connecting words, e.g.  word division (syllables)
• Discusses messages in the text techniques used, characterisation ‘however’, synonyms and antonyms  Homophones
• Critically discusses cultural and social to link sentences into cohesive
values in text paragraphs
• Discusses plot, theme, setting and • Uses correct spelling and punctuation
characterisation
• Uses a dictionary for vocabulary
Development
13
CONVENTIONS
Listens or view audio/visual /read Reads a cartoon / comic strips from Writes a cartoon / comic script Word level work: verbs (participle),
text: cartoon / comic strips the textbook or from the Teacher’s • Uses a frame moods, adverbs, adjectives
• Introductory activities: prediction Resource File (TRF). • Defines the concept
• Views and discusses content and • Follows short printed instructions • Outlines the script Sentence level work: active voice,
messages of the text and interprets them and explains • Uses correct format passive voice, direct and indirect
• Discusses appropriateness of the simple visual text: graphs, diagrams, • Uses interesting main and supporting speech
graphics to the text graphics characters
• Discusses the effectiveness of the • Examines the text for hidden • Uses effective plot and conflict Spelling and punctuation: dictionary
graphics and music messages and summarises the main • Writes and designs visual texts using use, word division
• Shares ideas on the title and the text and supporting ideas language, pictures and sound effects
TERM 3 • Discusses any new words vital to the • Explains how the writer manipulates the creatively, e.g. an advertisement for
WEEK 7-8 understanding of the programme reader’s perceptions: the techniques used, television
• Discusses main characters and the characterisation
underlying message • Critically discusses cultural and social Uses the Writing process:
• Identifies and discusses how values in text • Planning/pre-writing
perceptions are influenced by the • Identifies different perspectives and • Drafting
content, choice of words and the gives own perspective based on • Revising
speaker’s body language evidence in the text • Editing
• Interprets and analyses details in • Proofreading
graphical texts • Presenting
• Transfers detail from one form to
Another
14
GRADE 6 TERM 3
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS
WEEK 4-8 Project based on any ONE of the literature genres studied: poems / folktales / short stories / drama / novel. Note: There must be a variation of genres across the grades.
Planning / Preparation/ Research/ Investigation of oral presentation and creative writing of project.
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT (40 MARKS) FORMAL ASSESSMENT TASK 7: CREATIVE WRITING PROJECT (20 MARKS)
Stage 1: Research (Learners do research on their project) Stage 3: Oral presentation (Learners do the Oral presentation of their project)
(10 marks) (20 marks)
Week 4 - 5 Oral presentation:
 Uses appropriate structure: introduction, body and conclusion
Stage 2: Writing (Learners engage in the write-up of their project)  Presents central idea and supporting details
(30 marks)  Shows evidence of research/ investigation
 Planning/pre-writing of the creative writing project  Uses appropriate body language and presentation skills, e.g. makes eye contact,
 Drafting volume
 Revising  Participates in a discussion
 Editing  Gives constructive feedback
 Proofreading  Maintains discussion
 Presenting  Shows sensitivity to the rights and feelings of others
Week 6
Commence with the oral task in term 3 and conclude in term 4 when the mark will be
recorded.
CONVENTIONS
Listens to and discusses drama Reads reviews of play/drama Writes a dialogue / a short play script Word level work:
• Introductory activities: prediction • Pre-reading activities, e.g. prediction • Uses characterisation  stems, prefixes, suffixes
• Discusses key feature of the text. based on title and or graphics • Uses correct layout
• Identifies how stereotypes are created • Uses different reading strategies e.g. • Establishes tone or mood Sentence level work:
and how this affects the listener skimming, scanning to identify main and • Shows an understanding of style and  active voice, passive voice
• Identifies themes, asks questions supporting ideas register  interrogative form
TERM 3 • Identifies and discusses values in the • Critically discusses cultural and social
WEEK 9-10 text values in text Uses the writing process Spelling and punctuation:
• Links content and messages in the • Identifies different perspectives and • Planning/pre-writing  colon, semi-colon
text to own life gives own perspective based on • Drafting
• Gives critical comment on messages evidence in the text • Revising
in the text • Editing
• Proofreading
• Presenting
15
activities  Reading aloud activities  Paragraphing  Variety of Language Structures
 Listening and Speaking activities  Reading Comprehension activities  Transactional Texts and Convention activities
that comply with the Covid-19  Literature activities based on the  Essay
conditions three prescribed genres for the  Creative Writing
semester

FORMAL ASSESSMENT TASK 6 FORMAL ASSESSMENT TASK 7 Oral
 Creative Writing (10+30=40 marks)  Oral presentation of project (20 marks)
Project based on any ONE of the literature genres studied: poems / Note: There must be a variation of genres across the grades.
folktales / short stories / drama / novel.
Commence with the oral task in term 3 and conclude in term 4 when the mark will be
recorded.)
16
GRADE 6 TERM 4
CONVENTIONS
Listens to and discusses an Reads an instructional text e.g. Writes an instructional text Word level work: adverbs of manner,
instructional text, e.g. recipe, recipe, direction • Orders logically time, place, degree, duration and
directions • Analyses the characteristics of the • Lists materials and ingredients frequency
• Introductory activities: prediction text: organisation and conventions of • Uses dictionaries
• Recalls procedure instructional texts • Uses imperatives Sentence level work: compound
• Identifies the features of instructional text • Orders jumbled instructions • Develops a frame for writing sentences, complex sentences
• Notes key headings • Uses appropriate reading and • Uses linking phrases and
comprehension strategies: scanning organisational methods
TERM 4
Gives clear instructions, e.g. on how • Shows understanding of the text and • Defines procedures
WEEK 1-2
to make a cup of tea how it functions: literal reading • Organises words and sentences
• Makes notes and applies instructions • Recognises and explains the different appropriately
read structures, language use and purposes
• Asks questions to clarify • Identifies and evaluates register of a text
• Comments on clarity of instructions • Understands and uses information
texts appropriately
• Compares two different recipes or
Instructions
 Oral Presentation (20 marks)
This task is a continuation from Term 3. It will be completed and recorded in Term 4.
17
CONVENTIONS
Listens to a Story Reads a Story Writes a short summary Sentence level work: noun phrases
• Introductory activities: prediction • Pre-reading activities, e.g. prediction • Writes a short summary and clauses
• Responds critically by identifying the key based on title and or graphics • Plots main events using a flow chart
elements of a book review • Uses different reading strategies e.g. • Orders logically Sentence level work: verb phrases
• Recalls main ideas and details from skimming, scanning • Expresses ideas clearly and logically and clauses
a text • Identifies main and supporting ideas • Reflects on emotional response
• Interprets and discusses message • Makes recommendations Word meaning: pun, understatement,
Role play interview in class • Comments on storyline multiple meaning, ambiguity
TERM 4 • Makes an oral presentation facing the • Comments on response to the text Use the writing process
WEEK 3-4 audience • Comments on values • Planning/pre-writing Spelling and punctuation: colon,
• Shows an awareness of different • Comments on messages in the text • Drafting semi-colon, contraction, question mark
audiences • Invents and describes preferred • Revising
• Varies the volume, tone and tempo of results or endings • Editing
voice • Proofreading
• Reflects on own, and others’ • Presenting
presentations and skills, sensitively
• Gives balanced and constructive
feedback
CONVENTIONS
Listens to and discusses poems Reads a poem Writes a poem Sentence level work: subject; object
• Introductory activities: prediction • Uses alliteration, metaphor,
• Listens for information and • Pre-reading activities, e.g. prediction onomatopoeia, simile, symbol, theme Word meaning: similes, metaphors,
summarises main ideas, and notes based on title and or graphics • Reflects on and evaluates writing and personification, simile, onomatopoeia,
specific details • Uses different reading strategies e.g. creative work symbol
• Discusses social, moral and cultural skimming, scanning • Develops and organises ideas
values in the text • Responds critically to poems through a writing process direct and indirect speech
TERM 4
• Comments on how values and • Comments on the use of alliteration,
WEEK 5-6
messages are conveyed in the text repetition, simile and onomatopoeia Use the writing process
• Sensitively gives balanced and • Reads and responds critically to • Planning/pre-writing Spelling and punctuation:
constructive feedback poetry • Drafting Parentheses
• Interprets and discusses message • Revising
• Shows understanding of the poem • Editing
and its relationship to own life • Proofreading
• Presenting
 Transactional writing: (10 marks)
Written before the controlled test
18
CONVENTIONS
TERM 1 Revision Revision Revision Revision
WEEK
7-8
WEEK FORMAL ASSESSMENT TASK 9: CONTROLLED TEST

RESPONSE TO TEXTS (50 marks)
9- 10  Question 1: Literary/Non- literary text (20 marks)
 Question 2: Visual text (10 marks)
 Question 4: Language Structures and Conventions (15 marks)
FORMATIVE ASSESSSMENT ACTIVITIES

 Listening and Speaking activities that  Reading Comprehension activities  Transactional Texts Convention activities
comply with the Covid-19 conditions  Literature activities based on the three  Essay
prescribed genres for the semester  Creative Writing
FORMAL ASSESSMENT TASK 7: FORMAL ASSESSMENT TASK 8: FORMAL ASSESSMENT TASK 9: CONTROLLED TEST
 Oral Presentation (20 marks)  Transactional writing: (10 marks) RESPONSE TO TEXTS (50 MARKS)
This task is a continuation from Term 3. It Written before the controlled test  Question 1: Literary/Non- literary text (20 marks)
will be completed and recorded in Term 4.  Question 2: Visual text (10 marks)
 Question 4: Language Structures and Conventions (15 marks)
19

Grade 6 English HL Term 1-4 Atp 2021

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REVISED ANNUAL TEACHING PLAN 2021- 2023

(GRADE 6 - ENGLISH HL - TERM 1 - 4)

• Reads aloud with appropriate • Or continues to enter words into

FORMAL ASSESSMENT: TASK 1: ORAL

FORMAL ASSESSMENT TASK 2: WRITING

FORMAL ASSESSMENT TASK 1: ORAL Read Aloud (20 marks)

FORMAL ASSESSMENT TASK 4:

FORMAL ASSESSMENT TASK 5: CONTROLLED TEST

GRADE 6 ENG HL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 2

GRADE 6 ENG HL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 3

WEEK FORMAL ASSESSMENT TASK 9: CONTROLLED TEST

FORMATIVE ASSESSSMENT ACTIVITIES

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