Grade 6 English Language and Literature Report

by Namrah Jalil and Fatima Ali

English Language

Execution Report

1. Overview:
The Grade 6 English Language curriculum was designed to support students transitioning from primary to
middle school by enhancing their reading, writing, speaking, and listening skills. The curriculum focused on
building a strong foundation in writing formal and informal texts, grammar, vocabulary, and comprehension
while fostering critical thinking, text analysis and effective communication. The Scheme of Work (S.O.W)
was comprehensively completed, ensuring that all planned skill development areas were covered through
diverse teaching methodologies, literary texts, structured writing exercises, and interactive speaking and
listening activities.
2. Key Components Covered:
Grammar and Syntax; Vocabulary building
Reading Comprehension: Analysis of various texts including fiction, non-fiction, extracts from different
prose, poetry, and plays.
Answering Techniques: Use of analysis techniques such as PEEL/PEAL,OREO, PEEZL ``
Writing Skills: Descriptive, Narrative, Opinion and Persuasive writing assignments.
Speaking and Listening: Oral presentations, group discussions,discursive literature circles and listening
exercises.
3. Teaching Methodologies:
The Grade 6 English Language curriculum utilized the following teaching methodologies:

 Interactive Lessons: Multimedia presentations, educational videos, and interactive whiteboards.

 Collaborative Learning: Group projects, peer reviews, and classroom discussions.

 Individual Assignments: Creative writing tasks and play-script writing.

 Assessment Techniques: Regular quizzes, monthly assessments, mid-term and final exams, and
formative assessments through class participation and homework.

 Discursive Circles: Promoted critical thinking and effective articulation in group settings.

 Project-Based Learning: Applied knowledge and skills to real-world scenarios, enhancing

understanding and problem-solving abilities.
4. Student Engagement and Participation
 High Engagement: Students showed enthusiasm in multimedia-integrated lessons and interactive
activities.
 Moderate Participation: While most students actively participated, a few were hesitant, particularly
in oral activities.
5.Performance Analysis:
Grade 6 English Language curriculum reveals significant growth in students' writing features, structures,
and the ability to express their ideas effectively through writing. At the beginning of the academic year,
students were introduced to foundational writing skills, including sentence structure, paragraph
organization, and basic narrative techniques. Throughout the year, they progressed to more complex
writing tasks, such as crafting detailed descriptions, developing characters, and creating engaging story
plots. For example, students initially struggled with organizing their ideas coherently in essays and
narratives. However, through structured lessons and practice, they learned how to use transition words
effectively to connect ideas and create a logical flow in their writing. By the end of the year, students
demonstrated their understanding and mastery of these skills by publishing their own stories, showcasing
improved clarity, creativity, and expression. This performance analysis underscores the effectiveness of
the curriculum in fostering writing proficiency and empowering students to communicate their thoughts
and emotions effectively through written expression.
6. Suggestions:
The improvements in Grade 5 laid a solid foundation that will benefit Grade 6 students as they continue
to develop their writing skills. Introducing the Freytag pyramid narrative writing method in Grade 5 will
equip students with a structured approach to story writing, which they can build upon in Grade 6. This
method will help students understand the essential elements of narrative writing, such as exposition,
rising action, climax, falling action, and resolution, thus enabling them to create more cohesive and
engaging narratives.

The focus on enhancing descriptive features before writing descriptions will improve students' ability to
use sensory details, vivid imagery, and figurative language effectively. This skill will be invaluable as
they tackle more complex writing tasks in Grade 6, enabling them to create more vivid and immersive
writing pieces.

The practice of answering 'what', 'why', and 'how' questions in Grade 5 will strengthened students'
critical thinking and analytical skills. This will continue to support them in Grade 6 as they delve deeper
into analyzing texts and crafting well-supported arguments in their writing. Overall, the foundational
improvements made in Grade 5 will provide Grade 6 students with the necessary skills and tools to
further develop their writing proficiency and excel in their academic journey.
English Literature:

Execution Report
1. Overview: Throughout the curriculum, emphasis was placed on honing reading comprehension skills,
with a focus on identifying implicit details, answering analytical questions, and making inferences. Students
are encouraged to make connections between texts and their own experiences, fostering a deeper
understanding of themes presented in both prose and poetry. Comparative analysis of characters allowed
students to explore the nuances of characterization and narrative development, enhancing their ability to
critically engage with literature prose and poetry.

2. Key Components Covered:

Section A: Prose
First Term: Bridge to Terabethia
Second Term: Wrinkle in Time
Section B: Seen Poetry
Section C: Unseen Poetry

3. Teaching Methodologies
 Close Reading: Intensive examination of texts to uncover deeper meanings and themes.
 Discussion and Debate: Class discussions and debates to encourage critical thinking and diverse
perspectives.
 Creative Projects: Artistic and creative assignments such as dramatizations, storyboards, and
character infographics.
 Comparative Analysis: Comparing and contrasting different texts to highlight common themes and
unique elements.
4. Student Engagement and Participation
 High Engagement: Students were particularly engaged in creative projects and dramatizations.
 Moderate Participation: Most students participated actively in discussions, although some were
more reserved during analytical exercises.
5. Performance Analysis
 Strengths: Students showed strong interpretative skills and creativity in their projects and
presentations.
 Areas for Improvement: Analytical statements need better structuring of arguments and deeper
textual analysis. Understanding of historical context and its influence on literature was limited for
some students.
6.Suggestions:

In considering the literature curriculum for Grade 6 students, it's important to reassess the inclusion of
"Bridge to Terabithia" as a prose selection. While undoubtedly a thought-provoking novel, its themes of loss
and grief may present emotional challenges for students at this developmental stage. In considering the
suitability of "Bridge to Terabithia" for Grade 6 students, it's essential to note that the novel contains
elements that may not align with their emotional and cognitive development. Specifically, the subplot
involving Jesse's crush on his teacher and his examination of his sister's figure, deeming it unattractive, may
introduce complex and potentially confusing themes for students of this age.Therefore, while "Bridge to
Terabithia" is undoubtedly a literary classic with its exploration of friendship, loss, and imagination, its
inclusion in the Grade 6 curriculum may warrant reconsideration due to these age-inappropriate themes.
Instead, "A Wrinkle in Time" emerges as a compelling alternative, offering a rich tapestry of themes and
layers ripe for analysis. Dividing this book into two terms not only allows for a more thorough exploration
of its intricate plot and multifaceted characters but also affords students the opportunity to delve deeper into
its thought-provoking themes. Importantly, shared reading and discussion play a vital role in the classroom,
fostering critical thinking skills, encouraging empathy, and enabling students to explore diverse
perspectives. By collectively analyzing literature, students not only deepen their comprehension but also
enhance their communication and collaboration abilities.
Thus, while "Bridge to Terabithia" remains a valuable literary work, its removal in favor of "A Wrinkle in
Time" ensures a more developmentally appropriate and thematically rich experience for Grade 6 students,
with extended study periods preserving the essence of literature exploration and analysis while fostering a
deeper understanding of the text.