Teacher’s PlannerFiona Kirwan Edel O’Donovan

Dive In! … to Junior Cycle First Year English

Extract from final draft

Contents This Booklet Navigate Your Knowledge .............................................................................................................. 3 Test the Waters .............................................................................................................................. 3 Chart Your Progress Student Journal.............................................................................................. 3 Sample from a yearly plan (genre-based): Take a Dip! .................................................................. 4 Sample from a yearly plan (thematic): Coming of Age .................................................................... 6 Sample photocopiable ‘Navigate Your Knowledge’ page for thematic module: Coming of Age ....... 7

Teacher’s Planner Dive In! and Junior Cycle English .................................................................................................... 1

Introduction ..................................................................................................................................... 2

How the yearly plans work .............................................................................................................. 4

General planning pointers ............................................................................................................... 6

Establishing ongoing learning outcomes R 5 and R 10 ................................................................... 7 Detailed yearly plans ....................................................................................................................... 8

Photocopiable ‘Navigate Your Knowledge’ pages for thematic modules ....................................... 40

Books! Books! Books! sustained reading ...................................................................................... 46

Prompts for Personal Response Journal ....................................................................................... 47

Photocopiable templates ............................................................................................................ 49

Short story template ...................................................................................................................... 49

Template for planning a newspaper article .................................................................................... 50

Template for analysing film techniques ......................................................................................... 51

Student reflection sheet ................................................................................................................ 54

Drama resources ......................................................................................................................... 55

Grammar resources .................................................................................................................... 58

Note: Teacher feedback templates for Test the Waters are available on FolensHIVE.ie

TEACHER’S PLANNER

3

Navigate Your Knowledge This section comes at the end of every chapter or thematic module. It is designed to explicitly develop the Managing Myself key skill and directs the student to reflect on their learning.

Test the Waters Each chapter of the textbook ends with a Test the Waters section, which is referenced in the corresponding plans that feature in this Planner. This is a set of optional tasks that are designed to prepare the student for the classroom-based assessments (CBAs) in Second and Third Year.

These are intended as summative assessment following a body of work to consolidate the learning.

There are three different types of task: ● An individual piece of writing or analysis ● A collaborative task, sometimes with a written or spoken component ● A task with an emphasis on oral language

These tasks have been integrated with the Chart Your Progress Student Journal.

Chart Your Progress Student Journal The Chart Your Progress Student Journal is intended to function like a ‘good copy’. It contains: ● Planning templates to help the student with their drafting and

editing in advance of writing ● Pages for the written product ● Success criteria and task-specific feedback pages for every

assignment

DIVE IN!

4

Sam

ple

from

a y

early

pla

n (g

enre

-bas

ed):

Take

a D

ip!

(Non

-lite

rary

text

s: P

erso

nal w

ritin

g)

● Th

e pr

iorit

ised

lear

ning

out

com

es fo

r eac

h ex

tract

are

hig

hlig

hted

in re

d.

● Tw

o to

four

cla

sses

per

ext

ract

are

env

isag

ed d

epen

ding

on

your

ow

n ch

oice

s.

● Th

is c

hapt

er c

an ta

ke th

ree

to s

ix w

eeks

to c

ompl

ete

depe

ndin

g on

the

activ

ities

and

ass

essm

ents

und

erta

ken.

●

A su

gges

ted

num

ber o

f cla

sses

for e

ach

extra

ct is

incl

uded

in th

e pl

ans.

Thi

s is

in n

o w

ay p

resc

riptiv

e an

d sh

ould

be

used

sim

ply

to h

elp

with

tim

ing.

●

If yo

u ch

oose

to te

ach

a gr

amm

ar c

ompo

nent

whe

re w

e ha

ve s

ugge

sted

it, t

his

will

take

a fu

ll 40

min

utes

if y

ou d

o th

e re

late

d ac

tiviti

es.

● A

broa

d ra

nge

of a

sses

smen

t typ

es is

pro

vide

d he

re –

you

sho

uld

sele

ct a

nd v

ary

thes

e to

sui

t the

lear

ning

out

com

es y

ou c

hoos

e to

em

phas

ise.

Pers

onal

writ

ing:

N

on-li

tera

ry te

xts

Lear

ning

out

com

es to

be

ach

ieve

d in

: Le

arni

ng o

utco

mes

to

be a

chie

ved

in:

Lear

ning

out

com

es to

be

ach

ieve

d in

: Fo

rmat

ive

asse

ssm

ent

Mat

eria

l for

use

O

ral l

angu

age

R

eadi

ng

Writ

ing

Opt

ions

for a

sses

smen

t

Aut

obio

grap

hy

Get

ting

Addi

cted

by

Cor

a St

aunt

on (p

. 2)

Lear

ning

focu

s

OL

1, O

L 4

O

ptio

n to

do

W 1

1: N

ouns

(p. 3

)

OL

1 In

form

ing

and

expl

aini

ng

abou

t the

mse

lves

O

L 4

Activ

e lis

teni

ng to

oth

er

stud

ents

’ wor

k

R 3

Rea

ding

to a

sk q

uest

ions

an

d to

retri

eve

info

rmat

ion

W

3 In

form

and

exp

lore

W

11

Nou

ns

Cre

atin

g a

pers

onal

pro

file

(W 3

) 3

clas

ses

4

clas

ses

(1 w

eek)

Mem

oirs

A

Pla

te o

f Pea

s (p

. 4)

Lear

ning

focu

s

OL

8, R

10

O

ptio

n to

do

W 1

1: C

apita

l let

ters

and

fu

ll st

ops

(p. 7

)

OL

8 Ac

tive

liste

ning

to o

ther

st

uden

ts’ w

ork

OL

10 C

olla

bora

te to

ana

lyse

sp

oken

text

R 3

To

ques

tion

and

to li

nk

mai

n id

eas

R

10

Usi

ng a

thes

auru

s

W 3

To

narra

te

W 6

Sel

ect v

ocab

ular

y

W 1

1 C

apita

l let

ters

and

full

stop

s

Nar

rate

ow

n m

emor

ies

(R 1

0, W

3)

2 cl

asse

s 3

clas

ses

Ane

cdot

es

Rou

nd Ir

elan

d w

ith a

Frid

ge (p

. 8)

Lear

ning

focu

s

R 3

, W 5

O

ptio

n to

do

W 1

1: C

omm

as (p

. 12)

OL

5 D

eliv

erin

g a

shor

t ora

l te

xt in

col

labo

ratio

n

OL

11 P

leas

urab

le a

nd

purp

osef

ul a

ctiv

ity

R 3

PQ

E co

mpr

ehen

sion

st

rate

gy fo

r und

erst

andi

ng, t

o an

alys

e an

d ev

alua

te

R 1

3 Ap

prec

iate

how

syn

tax

and

wor

d ch

oice

cre

ate

the

appr

opria

te re

gist

er fo

r an

ecdo

tal w

ritin

g

W 3

Nar

rate

, eng

age,

am

use

W

5 L

earn

ing

from

mod

el to

en

rich

own

wor

k

W 1

1 C

omm

as

• W

rite

an a

necd

ote

•

Del

iver

ane

cdot

e to

gro

up/c

lass

•

Perfo

rm s

hort

colla

bora

tive

oral

ta

sk (p

iece

of i

mpr

ovis

ed

dial

ogue

) 2

clas

ses

3 cl

asse

s

TEACHER’S PLANNER

5

Pers

onal

writ

ing:

N

on-li

tera

ry te

xts

Lear

ning

out

com

es to

be

ach

ieve

d in

: Le

arni

ng o

utco

mes

to

be a

chie

ved

in:

Lear

ning

out

com

es to

be

ach

ieve

d in

: Fo

rmat

ive

asse

ssm

ent

Mat

eria

l for

use

O

ral l

angu

age

R

eadi

ng

Writ

ing

Opt

ions

for a

sses

smen

t

Dia

ries

Dia

ry o

f a M

usic

Fan

(p. 1

3)

Blo

g/vl

og

(mul

ti-m

odal

opt

ions

) (pp

. 15–

16)

Lear

ning

focu

s

OL

5, O

L 7,

OL

11, R

3, W

5

Opt

ion

to d

o W

11:

Sen

tenc

es (p

. 15)

OL

8 Li

sten

ing

activ

ely

to

eval

uate

effe

ctiv

enes

s of

med

ia

broa

dcas

t O

L 5,

OL

11 D

eliv

erin

g a

shor

t or

al te

xt (v

log)

as

a pl

easu

rabl

e an

d pu

rpos

eful

act

ivity

R 3

Ret

rieve

info

rmat

ion

from

di

gita

l tex

t to

sum

mar

ise

and

anal

yse

W 5

Lea

rnin

g fro

m m

odel

to

enric

h ow

n w

ork

W 1

1 Pa

ragr

aphs

, sen

tenc

e st

ruct

ure

• W

rite

own

blog

/dia

ry (W

5)

• C

reat

e an

d pe

rform

a v

log

(OL

5, O

L 7)

4

clas

ses

4

clas

ses

Bio

grap

hy

Ice

Man

– T

om C

rean

(p. 1

7)

Lear

ning

focu

s

OL

5, O

L 11

, R 1

0, W

3

Opt

ion

to d

o W

11:

Ver

bs a

nd a

dver

bs

(p. 2

0)

OL

5 D

eliv

er a

sho

rt or

al te

xt

for c

hose

n pu

rpos

e O

L 11

Ora

l lan

guag

e as

pl

easu

rabl

e an

d pu

rpos

eful

ac

tivity

R 3

Mon

itor,

anal

yse

and

eval

uate

R

10

Usi

ng d

ictio

nary

/ th

esau

rus

W 3

Imag

ine,

eng

age

and

pers

uade

W

11

Verb

s an

d ad

verb

s

• Im

agin

ing

and

expl

orin

g th

ough

ts a

nd fe

elin

gs (W

3)

• Im

agin

ing

and

desc

ribin

g a

stor

m (W

3)

• W

ritin

g an

d pe

rform

ing

a sh

ort s

peec

h (O

L 5,

W 3

) 3

clas

ses

4

clas

ses

Su

mm

ativ

e as

sess

men

t:

Test

the

wat

ers

W

ritin

g ab

out m

ysel

f Pe

rson

al w

ritin

g as

sign

men

t in

corp

orat

ing:

•

Brai

nsto

rmin

g

• Pa

ragr

aph

plan

ning

•

Dra

fting

•

Writ

ing

•

Subm

issi

on a

nd fe

edba

ck

• Po

ssib

le fi

nal d

raft

for a

sses

smen

t Le

arni

ng fo

cus

R

10,

W 1

, W 6

, W 1

1

R

10

Usi

ng a

dic

tiona

ry/

thes

auru

s W

1 C

lear

pur

pose

s es

tabl

ishe

d fo

r pla

nnin

g,

draf

ting,

redr

aftin

g an

d ed

iting

W

6 U

se o

f edi

ting

skill

to

enha

nce

mea

ning

and

impa

ct

W 9

Eng

agin

g in

the

writ

ing

proc

ess

as a

priv

ate,

pl

easu

rabl

e an

d pu

rpos

eful

ex

perie

nce

W 1

1 U

sing

lang

uage

co

nven

tions

app

ropr

iate

ly –

pu

nctu

atio

n an

d sp

ellin

g

Eval

uate

pro

cess

and

end

pr

oduc

t of p

erso

nal w

ritin

g as

sign

men

t 2

clas

ses

Tota

l: 16

cla

sses

To

tal:

20 c

lass

es

DIVE IN!

6

Sam

ple

year

ly p

lan

(them

atic

): C

omin

g of

Age

•

The

prio

ritis

ed le

arni

ng o

utco

mes

for e

ach

extra

ct a

re h

ighl

ight

ed in

red.

•

The

time

fram

es e

nvis

aged

per

mod

ule

depe

nd o

n yo

ur o

wn

choi

ces.

•

Sugg

este

d gr

amm

ar c

ompo

nent

s ha

ve b

een

inte

grat

ed. T

hese

will

take

a fu

ll 40

min

utes

if y

ou d

o th

e re

late

d ac

tiviti

es.

• A

broa

d ra

nge

of a

sses

smen

t typ

es is

pro

vide

d he

re –

you

sho

uld

sele

ct a

nd v

ary

thes

e to

sui

t the

lear

ning

out

com

es y

ou c

hoos

e to

em

phas

ise.

•

Nav

igat

ing

My

Know

ledg

e pa

ges

have

bee

n sp

ecifi

cally

des

igne

d fo

r the

them

atic

app

roac

h an

d ar

e av

aila

ble

to p

hoto

copy

on

pp. 4

0–45

in th

is

Teac

her’s

Pla

nner

. M

odul

e tit

le: C

omin

g of

Age

Ti

me

fram

e: 4

wee

ks

Lear

ning

focu

s O

ptio

nal m

ater

ial a

nd g

roup

act

iviti

es

Ass

essm

ent o

ptio

ns

OL

1, O

L 2,

OL

4, O

L 5,

O

L 8,

OL

11

R 3

, R 1

0

W 1

, W 3

, W 4

, W 5

, W 6

, W

11

(gra

mm

ar)

Opt

iona

l mat

eria

l •

Get

ting

Addi

cted

(aut

obio

grap

hy) (

p. 2

) Per

sona

l pro

file

OL

1, O

L 4

•

A P

late

of P

eas

(mem

oir)

(p. 4

) Act

ive

liste

ning

OL

8, R

10

•

Dia

ry o

f a M

usic

Fan

(p. 1

3) (d

iary

) OL

5, O

L 11

, R 3

, W 5

•

Blog

s/vl

ogs

(pp.

15–

16)

• ‘A

wak

enin

g’ (p

oem

) (p.

208

) Alli

tera

tion

R 3

•

Bill

y E

lliot

(scr

eenp

lay)

(p. 1

70) I

ntro

duct

ion

to fi

lm O

L 2,

OL

8, W

3

• Fo

rmal

lette

r of a

pplic

atio

n (p

. 150

) W 4

, W 5

Inte

grat

ed g

ram

mar

opt

ions

•

Nou

ns (p

. 3) W

11

•

Cap

ital l

ette

rs a

nd fu

ll st

ops

(p. 7

) W 1

1

• Se

nten

ces

(p. 1

5) W

11

Opt

ions

for f

orm

ativ

e as

sess

men

t •

Cre

ate

a pe

rson

al p

rofil

e (C

hart

You

r Pro

gres

s S

tude

nt J

ourn

al, p

. 4)

• N

arra

te o

wn

mem

orie

s

• W

rite

own

blog

pos

t/dia

ry o

n a

topi

c of

cho

ice

•

Writ

e di

alog

ue in

pai

rs

• W

ritte

n an

alys

is o

f ope

ning

sce

ne

• M

ime

activ

ities

•

Crit

ical

vie

win

g of

film

ope

ning

/com

paris

on to

writ

ten

scrip

t •

Writ

e a

form

al le

tter

Sum

mat

ive

asse

ssm

ent (

optio

nal a

ssig

nmen

ts)

• C

reat

ion

of p

erso

nal p

rofil

e (C

hart

You

r Pro

gres

s S

tude

nt J

ourn

al, p

. 4)

• C

reat

ion

of le

arni

ng p

rofil

e (C

hart

You

r Pro

gres

s S

tude

nt J

ourn

al, p

. 6)

• N

avig

atin

g m

y kn

owle

dge

of th

e C

omin

g of

Age

mod

ule

(Tea

cher

’s

Pla

nner

, p. 4

0)

• C

hapt

er 1

: Tak

e a

Dip

!: Te

stin

g th

e w

ater

s: W

ritin

g ab

out m

ysel

f (C

hart

You

r Pro

gres

s S

tude

nt J

ourn

al, p

. 8) R

10,

W 1

, W 6

TEACHER’S PLANNER

7

Photocopiable ‘Navigate Your Knowledge’ pages for thematic modules Navigating my knowledge of the Coming of Age module

Strongly agree

Agree Disagree Strongly disagree

I can ask for information about other people.

I know how to listen actively when others are speaking.

I can recount stories about my own experiences.

I am able to collaborate with others in pairs or groups.

I can recognise if a piece of writing is a memoir.

I can explain alliteration with an example from a poem I have read.

I can brainstorm and write a formal letter.

I can analyse the opening of a play or film to explain how it catches the audience’s attention.

I can discuss the differences between reading a script and watching a film or play.

I can brainstorm for ideas.

I can write paragraphs.

I can express my ideas.

I can pay attention to detail to help me write well descriptively.

I can check my work for mistakes in grammar and spelling.

Personal reflection on my learning The activity I feel I did best in was __________________________________________________

_____________________________________________________________________________

An area I feel I could work on is ____________________________________________________

_____________________________________________________________________________

Because ______________________________________________________________________

_____________________________________________________________________________

GERMAN

Dive In!… to Junior Cycle First Year English

Fiona KirwanEdel O’Donovan

ENGLISH

Higher and Ordinary Level PE

PERFORMANCEFOR LEAVING CERTIFICATE

PEAK

Fergal Lyons, Sarahjane Belton, Nichola Crean and Eoin Joy

PEAKPERFORMANCEFOR LEAVING CERTIFICATE

PE

Gavin Duffy

BUSINESSDOWN TO

Leaving Certificate Business

BUSINESS

Carmel EnrightMaureen Flynn

ORDINARY &HIGHER LEVEL

Leaving CertificateHome Economics

SKILLS

HOME EC

Leaving Certificate SpanishHigher and Ordinary Level

Españolen Acción

2nd Edition

Elaine Higgins

SPANISH

Our NEW Post Primary Programmes for 2020

Visit Folens.ie for more information and to try our Digital Resources.

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Junior Cycle LC Oral Language

IRISH

SEÁN GREIFSÉAMUS Ó FIONNAGÁIN

GAEILGE NA SRAITHE SÓISEARAÍ

CÚRSA IOMLÁN DON GNÁTHLEIBHÉAL

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