Children’s Literature in the Primary School (CLiPS)

Unit Plan
Unit Overview
Unit Title : The Perfect Present

Lesson 1 : Getting to know Sam.

Lesson 2 : Dispirited
Lesson 3 : Despair
Lesson 4 : I will do it!
Lesson 5 : Surprise !
Lesson 6 : Reporting
Lesson 7 : Extension project ( A story book – Outlining and organization )
Lesson 8 : Extension project ( A story book – Presentation )

Unit Summary

Progression
• Pupils will complete reading the story by the fifth lesson.
The story will be classified under the structure as followed :

Lesson 1 Introduction ( Reviewing the book cover, characterization )

Lesson 2 Complication 1 ( Dispirited by his sister, Molly )
Lesson 3 Complication 2 ( His present did not seem appealing )
Lesson 4 Climax ( Finally Sam decided on the present )
Lesson 5 Ending of the story ( How father valued the present )
Consolidation will be done through extension project ( sixth – eighth lesson )

• Productions
Lesson 1 Discussion tags on the main character, Sam
Lesson 2 Collage, word list and phrases based on the theme “Negative acts”
Lesson 3 Make an analysis of Sam’s graph of emotion
Fill in the blanks with words showing feeling of despair
Lesson 4 Sequencing event by drawing a mind map indicating the flow of the story
Lesson 5 Expressions that show appreciation

Lesson 6 Extended project – reporting through hot seat approach

Lesson 7 Extended project - my idea of a perfect present
Lesson 8 Extended project – A perfect present for our teacher

• Aesthetic value imparted

Joy of giving and receiving
Decision making
Self confidence

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 Children’s Literature in the Primary School (CLiPS)

Subject Area
Visual arts
Grade Level
Year 6 ( mixed ability )
Approximate Time Needed
8 hours within 4 months
Unit Foundation
Targeted Content Standards and Benchmarks
Syllabus Specifications:1

Listening2
1.2.2 Listen to and repeat correctly phrases and expressions
1.3.1 Listen and learn key words and phrases heard in stories.
1.4.1 Listen to and follow simple instructions on how to complete a given task
1.5.2 Listen to simple descriptions and story to give main ideas and supporting details
1.7.1 Listen to stories and answer simple questions
1.7.2 Listen to stories and give the sequence of events
1.7.3 Listen to stories and tell why one likes or dislikes the story

Speaking
2.2.1 Ask questions to seek information
2.3.1 Respond to simple questions by identifying persons, things and places
2.3.4 Make comparisons
2.7.2 Talk about the places in the story
2.7.3 Talk about the events in the story
2.7.4 Talk about the value in the story
2.8.2 Relate the story to one’s life
2.9.2 To show appreciation
2.9.4 To encourage

Reading
3.5.1 Read and understand the meaning of words by looking at the context
3.8.2 Scan for specific information in texts
3.6.7 Use words to show comparison
3.9.1 Read and give details about the people in the story
3.9.2 Read and talk about the action of people and the sequence of actions
3.9.3 Read and tell what happens next
3.9.4 Relate the people and events in the story to one’s life
3.10 Read and tell what one has learned from the story

Writing
4.2.1 Complete simple rhyme or description with the missing words
4.2.2 Complete simple mind maps with information from the texts
4.5.1 Write simple guided descriptions
4.5.2 Write simple descriptions with little or no guidance

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 Children’s Literature in the Primary School (CLiPS)

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 Children’s Literature in the Primary School (CLiPS)

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 Student Objectives/Learning Outcomes
Students will be able to:

Children’s Literature in the Primary School (CLiPS)

• Recognize story grammar such as plot, characters, setting, theme and genre features
• Acquire vocabulary and understand the meaning of words through context.
• Talk about the characters in the story.
• Read and understand simple factual texts for main ideas.
• Read and respond to story
• Write simple phrases by expanding words given
• Relate words learnt to express feeling
• Talk about the people and places ( shift in characterization and setting )
• Read and understand the meanings of words through the use of contextual clues.
• Write simple events / scenes of what one did.

Curriculum-Framing Questions

Essential Is it good to be different ?

Question Does receiving bring more joy than giving ?

Unit What will Sam get for his father if he decided to buy a
Questions present instead?

Chapter 1
1. What did Sam like to do ?
2. How do you know that Sam can paint well ?
3. What did Sam learn from his teacher ?
4. Why was Molly sneering at Sam’s idea of a present ?
5. Is Molly a kind sister ? Explain.
9. Why did Sam feel sad after talking with Molly?

Chapter 2
Content 1. What did Sam wish for after listening to all his friends ?
Questions 2. Was he happier after talking to his friends ? Why ?
3. What is the meaning behind “ a lump formed in the throat” ?

Chapter 3
1. What was dad’s hobby ?
2. Do you think Molly change her attitude when she saw the picture ? Explain.
3. Why did dad take Sam to his office ?
4. Can you describe dad’s office ?
5. Did Sam’s dad like the present ? Explain.

Student Assessment Plan

Assessment Summary
• Journal / self reflection of pupil after every lesson
• Peer evaluation ( informal comment on each other’s portfolio item )
• Teacher evaluation ( informal using slips of paper attach to pupil’s portfolio item )
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• Self-evaluation ( relating oneself to the event in the story )
• Log entry ( during process of book making )
 Children’s Literature in the Primary School (CLiPS)

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 Assessment Timeline Children’s Literature in the Primary School (CLiPS)

Before project work begins Students work on projects After project work is
and complete tasks completed

• Presentation of work
• Outline of project • Log entry on the
• Materials collected progress of project

Unit Details
Prerequisite Skills

• Pupils have basic knowledge in reading a graph.

• Pupils can identify themselves with the character in the story ( same age group )
• Pupils can express themselves through verbal, linguistic or visual arts activities

Instructional Procedures
Prior to Instruction

Month 1 Lesson 1 & 2

Month 2 Lesson 3 & 4
Month 3 Lesson 5 & 6
Month 4 Lesson 7 & 8

Optional Extension Activity:

The Perfect Present ( Story book by the pupils to the teacher )

Accommodations for Mixed Ability Instruction

• May express themselves through visual presentations such as

At Risk Student collages and drawings.
• Encourage active participation when lesson gets kinesthetic.

• Assistance and guidance in writing by providing necessary vocabulary

or sentence patterns
EFL Student
• May express themselves through visual and guided written
presentation such as comics strips or mind maps.

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• Encourage reading between the lines and fully understanding the text.
Advanced Student
• Paraphrasing a selection from a part of the story
 Children’s Literature in the Primary School (CLiPS)

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other
Encyclopedia on CD-ROM

• Work sheets
Printed Materials • Evaluation sheets
• Book ( The Perfect Present )

Supplies • A4 blank papers

Internet Resources -

Other Resources -

Unit Plan template adapted from the Intel Essentials v10 Programme
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