Foreword try out these riddles and see if you can answer the



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Chinese proverb

OCTOBER MONTHLY PLAN

WEEK ONE

DESCRIBING A FOREST AND LIFE SKILLS

Lesson 31

Read ‘The Painter in the Forest’: pre-module discussion and ideas

Lesson 32

Fill in 1st grid: dictionary work: explore other creative ideas

Lesson 33

Discuss Maya Angelou quote: There/their/they’re: complete exercise

Lesson 34

Fill in 2nd grid: write descriptive forest exercise in class using words

Lesson 35

Rules on using commas: introduction to onomatopoeia

WEEK TWO




Lesson 36

READING DAY

Lesson 37

Complete onomatopoeia (a.k.a. echoism) exercise: sounds of the forest

Lesson 38

Fill in 3rd grid: add paragraph to descriptive forest exercise

Lesson 39

Achieving success in life: is it a formula: do good habits lead to success

Lesson 40

Class exercise ‘on task’ adding to advice given: internet research

WEEK THREE




Lesson 41

READING DAY

Lesson 42

Fill in 4th grid: explore other interesting phrases in groups:

Lesson 43

Using direct speech: using internet for other exercises

Lesson 44

Fill in 5th grid: multi-sensory aspects of the forest: crossword in class

Lesson 45

Fill in fun crossword and get class to make one

WEEK FOUR




Lesson 46

READING DAY

Lesson 47

Direct to indirect speech: internet exercises for homework

Lesson 48

Recap on lessons: Wordsearch: making a waterfall grid

Lesson 49

Writing an essay: structure and patterns: changing the diction

Lesson 50

Writing an essay: ‘on task’ in class: redraft with peer correcting

WEEK FIVE




Lesson 51

READING DAY

Lesson 52

Writing a diary entry introduction: do’s and don’ts: ‘on task’ entries

Lesson 53

The Great Famine as a mode for diary entries: coping with grief

Lesson 54

Read sample diary entry: discuss and explore solutions to famine

Lesson 55

Fill in colour chart: ‘Describing a Lake’ introduction

EXTRAS




Lesson 56

Making a personal statement: how life requires a strategy to thrive

Lesson 57

Making a class mission statement:

Lesson 58

Making a daily nutrition grid: diet and the problem with information

Lesson 59

Planning a success map: avoiding negative patterns

Lesson 60

Associative learning and recap: nutrition patterns: class ideas grid:

The vision of a champion is someone who is bent over, drenched in sweat, at the point of exhaustion, when no-one else is watching.” Anson Dorrance

THE PAINTER IN THE FOREST

The Latin phrases provide a great store of knowledge with the least amount of words. There is a great story from Pliny the Elder, a Roman writer and philosopher. It tells of a shoemaker (i.e. cobbler) who approached a master painter pointing out a mistake he had made when drawing a sandal in his masterpiece. The painter had the wisdom and grace to agree with him and changed it. Encouraged by his success, the cobbler began to criticise other aspects of the painting. At this point, the painter, Apelles of Kos, said:

“Sutor, ne ultra crepidam.” (Cobbler, not above the sandal.)

If you can understand what this quote means in later life, you are on the path to wisdom. For students, however, they should always question why something is presented as best practise.

For that reason, picture yourself walking in a forest. You see a painter working in a clearing.

He has filled in a beautiful scene. Titan’s fiery wheel hangs in the sky. Fingers of light poke through the trees and touch the shadows, making the earth steam. The leaves are hanging silently, dressed in their small, green slippers. A waterfall falls down into a bliss-pool and an otter is eating a fish on the bank. The colours he uses are deep in places, a light pastel in others.

“Stick to the painting,” you tell him. “You wouldn’t be able to get a job as a writer.”

Why would you say such a thing? Maybe it is because you can do things as a writer that he can never do. You have to visualise a scene also, just like he does. More than that, though, your job is to make it come alive for the reader with words. In your wisdom, you know that describing a wide, open scene like a beach is based mainly on the visual sense. For an enclosed space like a forest, that won’t be enough. You need to use other techniques in order to catapult the reader into your world. You write down a list and give it to him. This is it:



COLOUR: The sun is a glowing ball of nectar-gold.

METAPHOR: The mist is soundless, voiceless and soulless.

COLOUR: The leaves are mint-green and the waterfall is neon-blue.

TEXTURE: The leaves feel like satin and the water feels like warm, rippling velvet.

ONOMATOPEIA: The waterfall is tumbling and the otter is crunching the bones.

ACTION: The otter plunges into the pool when he sees you and slaps his tail in warning.

SENSATION: The scene is soul nourishing.

SMELL: The earthy cologne of the forest drifts all around you.

TASTE: You eat some wild berries and they taste tutti-fruity, like little pearls of heaven.

“Painter, not above the grass,” you say, and you walk away, leaving him staring at the list…..



Date: __/__/__

Title: PRE-MODULE IDEAS

Lesson number: 31



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Ask the students which part of last month’s module they enjoyed the most. Base their homework on this.

2) Inform the students what aspects of this module can be covered. Ask them to share ideas on what aspects they would like to see included or left out. Take their ideas on board.

3) Outline your vision and expectations for this month’s module. Affirm the need for high expectations and application to the task.

4) Stress that their education includes their decision-making as part of the process. Remind them that everything in the chapter, especially in the grids, will need to be studied for the end-of-module assessments.




1) TI: Top 7 places to visit before you die to:

YouTube
It is 6 mins. 23 secs. long
It features some stunning (and almost alien in places) imagery.
This is an option at the end of the class. The opening sequence is a place you wouldn’t believe exists on earth!

MAIN LESSON

OTHER RESOURCES

1) Do the exercises above.

2) Read ‘The Painter in the Forest’ out loud before they get to read it. Ask for their ideas on the use of colour/the senses/the quote given etc.

3) Ask them to write down the best phrase they can remember.

4) Take a sneak peek at the grids for tomorrow’s lesson.

5) Revise orally the main aims for the month ahead. Then ask them to write them down.


1)

2)


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) A sense of inclusivity by the pupils in the decision-making process.
2) Planning ahead is a crucial part of the education process. It is best practice for life also. Discuss how this can benefit their lives and job prospects if there is time.


What was the most enjoyable part of September’s module? What was the least enjoyable? What was the most difficult but rewarding? Are they enjoying English? Give reasons for all these questions.

OBSERVATIONS:



Date: __/__/__

Title: DESCRIBING A FOREST: 1st GRID

Lesson number: 32

Definition: Doctors cure, nature saves.

­­­­­­­­­­Spelling revision

New words

Dictionary definitions, corrections, and synonyms.

microscopic

glade




narrator

surreal

dreamlike

parachute

frogman




hang glider

gingerbread




brochure

Eden




barbecues

Jurassic




molten

Everglades






trees

specific animals

glades/groves

moonlight

animals

nothing-you are blind

sunlight

starlight

a fire

a unicorn

a magic castle

an evil magician

a river

specific forest birds

a lost world

an evil witch

a serial killer

vampires/zombies

a gingerbread house

a dead frogman

a troll

anything surreal

a waterfall/ rock pool

super student ideas

a silent Eden

wood sorrel

beryl-green

alluring

silk soft leaves

cloudberries

jasper-green

potpourri of scents



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Introduction to first grid and to promote creativity through the prism of the forest grids.

2) Engendering familiarity with dictionary work/spellings/grammar exercises.



1)


MAIN LESSON

OTHER RESOURCES

1) Ask students to fill in Latin quote, its meaning and the grids. Emphasise that the points system is for fun but that it also has an educational purpose.

2) Let them use the dictionary for any new words and discuss their ideas for the ‘super student ideas’ grid.

3) Discuss Maya Angelou quote and move on to there/their/they’re exercise, time permitting.

4) Suggest Maya Angelou as a possible project topic.

5) Revise lesson and go through there/their/they’re corrections.


1) TI: Planet earth amazing nature scenery to:

YouTube

It is 13 mins. 29 secs. long and shows 5 different clips:

1) The Arctic: Start-1:37 secs.

2) Mountains 1:38-4:29 secs.

3) Forests 4:30-7:50 secs.

4) Waterfalls: 7:51-10:20 secs.

5) Deserts 10:21-The end.


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Using grid exercises to broaden their imagination and creativity.

2) Emphasising the importance of grammar in conjunction with creativity. Each has equal value is the subliminal hint.



Spellings to be learned off. Other homework optional.

OBSERVATIONS:

Date: __/__/__

Title: THERE/THEIR/THEY’RE

Lesson number: 33

1. The forest over there is tropical-green. COLOUR

2. The twigs were crunching under their feet. SOUND

3. They’re called the swaying towers of the forest. What are they? SHAPE/MOTION

4. I heard a badger snuffling over there. ANIMAL SOUNDS

5. They’re looking up and the stars are shining like silver petals. STARS

6. They’re the green skyscrapers of the forest. What are they? METAPHORS

7. The ferns over there are Jurassic tall. IMAGERY

8. Their experience of the forest was heart haunting. SENSATION

9. The forest over there smells pulpy and loamy. SMELL

10. They’re going to the forest to taste the sherry sweet cloudberries. TASTE



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Finish lesson if not already completed.

2) Underline the importance of grammar by linking it with the creativity exercises.




1) 5 extra fill in the blank q’s at:

grammar.ccc.commnet.edu
TI: The difference between there, their and they’re.

MAIN LESSON

OTHER RESOURCES

1) Recap on yesterday’s spelling homework.

2) Ensure students write down the location/possession rules and difference in their copybooks.

3) Allow students to attempt the 10 fill in the blanks questions. Answers above.

4) Recap on same. Ask them to make up their own sentences containing there/their/they’re if time permits.



1) Make out other sample sentences if they are needed.

2)


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) The importance of grammar.

2) Everythere is everywhere is an important mnemonic.




Ask them to make up 10 sentences containing there/their/they’re. Parental or sibling help would be welcome.

OBSERVATIONS:

Date: __/__/__

Title: DESCRIBING A FOREST: 2nd GRID

Lesson number: 34

Definition: Believe that you have it and you do.

­­­­­­­­­­­Spelling revision

New words

Dictionary definitions, corrections, and synonyms.

glade

onomatopoeia




surreal

echoism




frogman

crinkly




gingerbread

rustling




Eden

clacking




Jurassic

guardians




Everglades

pulsing






jade-green

postcard-green

carnival-green

Amazon-green

Everglades-green

velvet-green

Eden-green

Jurassic--green

creaking trees

crinkly leaves

clacking boughs

rustling foliage

crunching twigs

crispy grass

crackly ferns

phut-phutting nuts

castles

high rises

caretakers

sleeping soul

towers

skyscrapers

guardians

pulsing heart



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) The importance of colour/sound/metaphors to increase the quality of their writing.

2) Discussing the Latin quote as a template for success in life. Believing you can do something is one of the key steps to achieving it.

3) Cooperative and complementary work skills enhanced.


1) TI: 101 examples of onomatopoeia in sentences to:

vapingo.com
2)

MAIN LESSON

OTHER RESOURCES

1) Check spellings from previous class orally/written.

2) Let students use dictionary or computer dictionary to fill in the meanings of the new words.

3) Assign the challenge of filling in the grids individually, paired or in teams.

4) If they are using the dictionary, the main focus on the lesson should be cooperation. One student can look up a word while another student writes down the definition. Then they can reverse roles for the next word. This type of complementary strategy maximises their learning and productivity skills.



1)

2)


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Multi-tasking together in a calm and productive way.

2) Long-term aim of enabling ‘on task’ project and portfolio work to be second nature to them.





OBSERVATIONS:

Date: __/__/__

Title: USING COMMAS

Lesson number: 35

What’s the difference between a cat and a comma?


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