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SCOPE AND SEQUENCE FOR LANGUAGE ONE

Unit Page Title Text -type Reading and Grammar and Writing Listening and Language
rang comprehension punctuation Speaking brain
e games
1. xx Rabbit - Fiction -Explicit and implicit -Common and Story writing : Express views on Rabbit word
A near miss answers proper nouns How monkey and his animal freedom . -salad
-Word smart -Using capital mates had fun
letters escaping from the cage
2. xx Bomber Report -Explicit and implicit -Regular and Descriptive writing : Discuss whether wars Zooming in
Duel under the answers irregular verbs. An exciting journey. are avoidable? the square
stars -Word smart -Using the comma of letters

3. xx Teenager- Instructions -Explicit and implicit -Present and past -Composing paragraph. Skit: Squeeze a
Teenager care answers simple tenses -Topic sentence , What upset moms? word
-Word smart -Present and past supporting detains and
progressive tenses concluding sentence.
-Practice punctuation

4. Xx Bushranger Narrative -Explicit and implicit -Verbs :to be News report writing : Analyze which crimes xx
Ben Hall -Bush answers -matching the verb Reporting a robbery are most serious?
ranger -Word smart with noun.
-Using speech
marks
5. xx Future- Speculative -Explicit and implicit -Present participles Expressive writing : Critically Examine the xx
The world in 200 fiction answers -Using the hyphen My school 200 years impacts of
years -Word smart from now. modernization .

6. xx Survival- Account -Explicit and implicit -First , second and Writing instructions: Debate that survival xx
Girl against the answers third person How to avoid dangers is a matter of
jungle -Word smart pronouns. at road side. choice.
-Using the full stop
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

7. xx Fish- Narrative -Explicit and implicit -Personal and Account writing : Argue on fear vs Deck quoits
The big fish answers reflexive pronouns The heroic deed I fate.
-Word smart -Using the have ever done.
apostrophe

8. xx Bush fire- Instructions -Explicit and implicit -Preposition. Writing instructions: Suggest ideas for xx
Tips to safeguard answers -Practice punctuation How can risks be safety of self and
you and your -Word smart avoided with kids at others.
home home.
9. xx Leopard- Personal -Explicit and implicit -Conjunctions. Persuasive writing : Discuss whether xx
The wrong killer narrative answers -Practice The only hunting that bird hunting should
-Word smart punctuation should ever be be allowed?
allowed.
10. xx Car- Report -Explicit and implicit -Presesnt and past Picture description. Persuade that young xx
Night of the answers tenses people should not
Mustang -Word smart -Using the question be allowed to ride
mark and drive vehicles.
11. xx Advertising- Advertiseme -Explicit and implicit -Opposites Make an advertisement Act out your Comparing
Skin care nt answers -Using the on a product of your favourite advertiseme
-Word smart exclamation mark own choice. advertisement. nts

12. xx Surf- Descriptive -Explicit and implicit -Degrees of Story writing : Negotiate ethics of xx
Bondi of all answers adjectives How I learnt cycling . playing any sport in
places -Word smart -Practice using a team.
question mark and
exclamation mark

13. xx Shark- Personal -Explicit and implicit -Negative and Story writing : Debate on sea- Fishing for
A shark tried to narrative answers affirmative type of My memorable diving. Is it safe for adjectives
eat me -Word smart sentences. experience at sea public?
-Practice punctuation side.
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

14. xx Horse- Expository -Explicit and implicit -Subject and Descriptive writing : Investigate if humans xx
The points of the answers predicate Caring your pet. can learn anything
horse -Word smart -Practice using from animals?
apostrophe and
hyphen
15. xx Letter writing Informal -Explicit and implicit -Contractions Letter writing : Explore the quickest xx
Dear shoe letter answers -Practice punctuation Invitation letter to a ways of modern
-Word smart friend. communication.

16. xx Cure Expository -Explicit and implicit -Adverbs of time and Discursive writing : Express how useful xx
The germ killer answers place Are modern inventions mobile phones are .
-Word smart -Revising improving our lives?
punctuation
17. xx Elephant- Account -Explicit and implicit -Adverbs of manner Writing autobiography: Describe how pets xx
Elephants of the answers and frequency Write autobiography of must be cared at
Congo -Word smart - Revising a lion . home.
punctuation
18. xx Daddy- Narrative -Explicit and implicit -Direct and indirect Expressive writing : Discuss were people xx
Light gone all dark answers narration A day without light in better off in the
-Word smart city life. good olden times?

Key:

All bold type texts are ADDITION

All regular font is the ORIGINAL work
Underlined part in text refers to EDITING
xx pg numbers cant be estimated until final draft of the book
xx Language brain games WILL be further developed if approved.
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

FRAMEWORK OF LANGUAGE ONE:

a. Sequencing and reordering :

In its most evolved stage, content analysis has provided a sequencing criteria that take into account both the internal structure of
leaning contents and the cognitive processes that take part in meaningful learning. After a thorough analysis of the original work in
LANGUAGE ONE ,content sequencing has been carried out taking into account three general criteria that guided the organization of
content for students learning:
First Criterion: The elaboration of learning sequences assuming the consideration of the structure of the learning content to be
proposed to the students as well as the manner in which students build their own knowledge , which unanimously is from lower to
advance order of language acquisition .
Second Criterion: The contents [ selected , ordered , and removed ] are the most inclusive ones.
Third Criterion: More inclusive and general concepts have been presented before more concrete and irrelevant aspects , the
sequence is based on top to bottom approach of language comprehension . The material has been reset in order ranging from
easy to advance.

b. Criteria:

The following mentioned criteria has been planned to revise and edit the materials in LANGUAGE ONE :
i. The aims , targets , and objectives will align with those laid down in Pakistan National Curriculum for grade 6.
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ii. Concepts will be correct and precise .Ideas and practice material will be strictly coherent .There will be adequate
examples and illustrations .Alike ,OXFORD MODERN ENGLISH , the reading comprehension exercises will be laid
out in the similar pattern , that is ranging from explicit to relating to life experiences. Similarly , vocabulary will be
presented under the heading : Word smart , whereas it is Working with words in OME
iii. Significantly , there will be more developed and well structured advance modern listening and speaking prompts in
the revised LANGUAGE ONE , which will prove to be very interactive and interesting activities. However , listening
and speaking activities in OME mostly includes reading aloud practices which are least stimulant to activating
conversations in class.
iv. In the development of concepts new ones will be build on previous ones and prior knowledge of students. New
[language ] material will be induced when and where appropriate .
v. Furthermore , language practice exercises in OME are very limited in scope and structure. And are superfluous in
LANGUAGE ONE.
Thus , most efforts will be invested in synchronizing the exercises in an appropriate level of language learning and
application through various grammar exercises which will be structured according to their level of difficulty .
vi. There will be an appropriate balance between the depth and breadth in treatment of language items .
vii. Alike BROADWAY , language practice exercises will entail definition , examples and extensive multiple exercises for
providing practice material to the students. Punctuation will be also presented in every unit , according to the
punctuation ark focused subtly in the given texts.
viii. Unit 19 and 20 of LANGUAGE ONE are suggested to be deleted because they only consist of creative writing
prompts ; which are 51 in number and the other is a mini dictionary reproduction . instead it is suggested to add
4 poetries in the syllabus to provide students a rich combination of poetry and prose in one book . It will then
make up 22 units in total .
ix. The level of the difficulty of the content will be consistent with PNC.
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

c. Rationale for the alterations:

First -the proposed progression of content by comprehension , language and skill development exercises will obey lineal
progression ,nature of the contents according to level of language acquisition levels ; referred to specific aims related to more
global or general aims of content acquisition. Therefore, the design of the learning processes of each of the units and skills will
have to include both the learning contents and the educational aims that are sought to reach in that unit.
Whereas , grammar acquisition matter presented in LANAGUAGE ONE seems repetitious and haphazard .

Second.- learning contents and skills for every unit can only be developed and acquired by the student in an optimal
situation . Therefore, the general objectives of the unit will be connected with students acquisition of the cognitive and
psychomotor capacities.

On the other hand , grammar acquisition and matter of skills development presented in LANAGUAGE ONE seems
not in harmony with the hierarchical levels of language acquisition .

Third. -accepting the principles of meaningful learning implies understanding the teaching-learning processes as part of the
students construction of knowledge. This assumption has particularly affected the orientations of the revised sequencing of
the learning contents.

Fourth - the conception of formation demands, from the ethical point of view, that we design teaching-learning processes that
are adequately differentiated, so that they would attend diversity in the students capacities and interests. In fact, a formation
that favours attention to diversity has to make sure all students acquire the basic contents. This assumption implies an adequate
distinction between what is basic and indispensable in learning and what is the result of enlarging or deepening a concept .
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d. Concluding remarks:
Knowledge transmission alone is no longer adequate , as the realm of knowledge is infinite .Text books role is
incredible in supporting learning and teaching in schools .Keeping PNC as our foremost preference , the above proposal
aims to make our students of matric stream , better learners of today and pioneers of tomorrow , by providing them
a repertoire of skills for acquiring and building up knowledge and instilling in them a positive attitude towards lifelong
learning .

Hoping for an encouraging response.

Thanking in anticipation .

Anam Ayaz.
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

Appendix:

POEM 1:

Fireflies in the Garden By Robert Lee Frost

Here come real stars to fill the upper skies,

And here on earth come emulating flies,

That though they never equal stars in size,

Achieve at times a very star-like start.

Only, of course, they can't sustain the part.

POEM 2:

The Wind By Robert Louis Stevenson

I saw you toss the kites on high,

And blow the birds about the sky;
And all around I heard you pass,
Like ladies' stoles across the grass
O wind, a- blowing all day long! 5
O wind, that sings so loud a song!

I saw the different things you did,

But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all 10
O wind, a-blowing all day long,
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SCOPE AND SEQUENCE FOR LANGUAGE ONE

O wind, that sings so loud a song!

O you that are so strong and cold,

O blower, are you young or old
? Are you a beast of field and tree, 15
Or just a stronger child than me?
O wind, a-blowing all day long,
O wind, that sings so loud a song!

POEM 3:

A Bird Came Down the Walk By Emily Dickinson

A Bird came down the Walk

He did not know I saw
He bit an Angleworm in halves
And ate the fellow, raw,

And then he drank a Dew 5

From a convenient Grass
And then hopped sidewise to the Wall
To let a Beetle pass

He glanced with rapid eyes

That hurried all around 10
They looked like frightened Beads, I thought
He stirred his Velvet Head

Like one in danger, Cautious,

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SCOPE AND SEQUENCE FOR LANGUAGE ONE

I offered him a Crumb

And he unrolled his feathers 15

And rowed him softer home

Than Oars divide the Ocean,

Too silver for a seam

Or Butterflies, off Banks of Noon

Leap, plashless as they swim. 20

POEM 4:

Afternoon on a Hill By Edna St. Vincent Millay

I will be the gladdest thing

Under the sun!

I will touch a hundred flowers

And not pick one.

I will look at cliffs and cloud 5

With quiet eyes,

Watch the wind bow down the grass,

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SCOPE AND SEQUENCE FOR LANGUAGE ONE

And the grass rise.

And when lights begin to show

Up from the town, 10

I will mark which must be mine,

And then start down!