ࡱ>    Eibjbj :r-EE>S>S>S>S>SRSRSRS8S4SRSnXbTTTTTUUU$x 8i>SUUUUU>S>STT(WWWUv>ST>STWUWW]TPwKVF]>0n Vv ] >S](UUWUUUUUWUUUnUUUU UUUUUUUUUE R: Fantasy Genre | Stage 1 | English SummaryDurationUsing a range of print and digital texts, students will explore the fantasy genre. Students will identify and discuss common features & techniques used in the development of a range of fantasy textsincluding illustrators of visual literacy texts. (This will include narrative elements,characterisation techniques, heroism & theconcepts ofgood & evil).In small groups, students will developtheir own fantasy text to share with their peers using a storyboard asa scaffold. One student text will be usedas a class dramatisation & will be recorded in a video format to showcase to others & also to become part of a self-reflection activity.Sample term 4 weeks Detail: CR - 4x2 lessons/wk - & 2h tech lesson/2wk OutcomesUnit overviewEnglish K-10 EN11A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN12A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN14A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN17B identifies how language use in their own writing differs according to their purpose, audience and subject matter EN111D responds to and composes a range of texts about familiar aspects of the world and their own experiences EN13A composes texts using letters of consistent size and slope and uses digital technologies EN15A uses a variety of strategies, including knowledge of sight words and lettersound correspondences, to spell familiar words EN19B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN16B recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts EN18B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter EN110C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EN112E identifies and discusses aspects of their own and others learningExplore how character is represented in texts. Students will learn that characters are constructed in texts while also developing their skills in reading, responding, composing, grammarand spelling. Key skills: visual understanding, expressing a point of view, reading, using & greating with technology resources. Library & Community LanguageLibrarian - fortnightly lesson will read & discuss Look a Book! 2 posters (Harry Potter) - visual literacy Community Languages Teachers (1 hour/week) will read & discuss a range of fantasy texts from countries of students' backgrounds ContentTeaching, learning and assessment Adjustments and extensions Stage 1 - Speaking and listening 1 Students: Develop and apply contextual knowledge listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)   Respondto andcompose texts communicate with increasing confidence in a range of contexts engage in conversations and discussions, usingactive listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)  use a comment or a question to expand on an idea in a discussion Stage 1 - Writing and representing 1 Students: experiment in all aspects of composing to enhance learning and enjoyment create short imaginative, informative and persuasive texts using growing knowledge oftext structures andlanguage features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to theaudience and purpose (ACELY1661, ACELY1671)   Respondto andcompose texts create events and characters using different media that develop key events and characters from literary texts (ACELT1593)  Stage 1 - Reading and viewing 1 Students: discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)  Understand and apply knowledge of language forms and features understand thatnouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded usingarticles andadjectives (ACELA1468) understand patterns of repetition and contrast in simple texts (ACELA1448)  Respondto, read and view texts usecomprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language andvisual features and print andmultimodal text structures (ACELY1660, ACELY1670)   predict author intent, series of events and possible endings in an imaginative,informative andpersuasive text  identify visualrepresentations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)  Stage 1 - Writing and representing 2 Students: discuss some of the different purposes for written and visual texts Understand and apply knowledge of language forms and features compare different kinds of images innarrative and informative texts and discuss how they contribute to meaning (ACELA1453)  Respondto andcompose texts discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)  makeinferences about character motives, actions, qualities and characteristics when responding to texts  Stage 1 - Expressing themselves Students: Develop and apply contextual knowledge discuss how depictions of characters in print, sound and images reflect thecontexts in which they were created (ACELT1581, ACELT1587)   Understand and apply knowledge of language forms and features discuss aspects ofimaginative texts such as setting and dialogue, making connections with students' own experiences identify features of texts from a range of cultures, includinglanguage patterns and style of illustration   Respondto and compose texts discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)   Stage 1 - Handwriting and using digital technologies Students: Respondto and compose texts construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)  Stage 1 - Grammar, punctuation and vocabulary Students: begin to understand that choice of vocabulary adds to the effectiveness of text Stage 1 - Spelling Students: Understand and apply knowledge of language forms and features know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) spell high-frequency and common sight words accurately when composing texts isolate and write the initial, medial and final sound of a word exchange one letter in a written word with a different letter to make a new wordTechnology Lessons 2H Wk 2 - create a simple photostory using prepared fantasyclipart pictures - to depict a range of typical fantasy characters Wk 4 - use 2 CreateAStory program to create a scene with 'spooky atmosphere' using prepared landscape Classroom 4 lessons 4 times a week of 2H (Include ILOs & Plenary & Jolly Phonics weekly spelling lists) KWL use Socrative Web 2.0 tool - Assessment - use 5 questions to ascertain current knowledge from all students. Building Field Knowledge Whole class Basic Questions from Concept map program - useteacher'sPopplet (Ss supervised by CRT as not over 13YO) Reading Modelled 10m Wk1- Cinderella familiar text Honestly, Red Riding Hood was Rotten - Trisha Shaskam Wk2 - Tiddalick - the frog that caused a flood - Robert Roennfeldt Wk3 - Beware of Story Boo k Wolves - Lauren Child Wk4 - The Great Bear - Libby Gleeson & Armin Greder Shared 15m Wk1 - Out in the Woods (chorus) Wk2 - The Thirsty Frog Tiddalick Aboriginal) Wk3 - The Shark King's Son (Hawaii) Wk4 - The 3 Billy Goats' Gruff (traditional) extra - The North Wind and The Sun (Chorus - Ancient Fable) Guided 30-45m 4 rotating groups Activites - online reading texts(prepared list), guided reading with class teacher - levelled for each group - use CASTLE CLINKER series, listening post (prepared texts) & activities from weekly text Activity with Ms C- reading using audacity & puppets Independent 10m DEAR Writing Modelled/Shared 20-25m - use Notebook 10 prepared resource & range of web2.0 tools (prepared) Wk1 - Fantasy concept & narrative structure focus on introduction techniques Wk2 - focus - hero & other characters focus on adjectives &adverbs Wk3 - focus on connectives Wk4 - focus on prepositions Guided/Independent 30-40m Use teacher puppets & setting resources - video if time to play back later use prepared activities each week Students to add to class blog each week during independent reading - timetabled Wk1 - introductions in narratives Wk2 - character development Wk3 - setting deveoplment & complication Wk4 - resolution & writing an entire narrative Include resources - story starters/endings word walls WORDLE - teacher supervised clines y chart - looks/sounds/smells like discussions - class, small groups, pairs Notebook prepared teacher resource Extra - use youtube - sorcerers'Apprentice clip - silent film - how to gain meaning without words - use of techniques etc Extra - Use youtube clip of The Sorcerer's Apprentice (clip from movie) as example of fantasy genre that is silent, animated & digitalExtra v Resources overview Enter your own titleVariety of Multi Modal & DigitalTexts  HYPERLINK "http://k6engict.weebly.com" VIsual Literacy card resources You tube videos Mind maps Concept maps Google images Reading post resources blogs  HYPERLINK "http://www.smore.com/" Smore (flyers)  HYPERLINK "http://www.learningplace.com.au/deliver/content.asp?pid=36814" Scaffold for Narratives  HYPERLINK "http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf" Blooms Taxonomy Action Verbs Texts April Underhill By Bob Graham - not available Tooth Fairy By Bob Graham - not available Beware of Storybook Wolves by Lauren Child Cinderella Honestly, Red Riding Hood was Rotten - Trisha Shaskam Tiddalick - the frog that caused a flood - Robert Roennfeldt  %'9:" # 0 6 r x " ( io&-־־־־־־־־־־־־ָָָ֤֚֮֐j(hKv0J'Ujj hKv0J'Uj5hKv0J'UjwhKv0J'U hKv0J& hKv0J,"hKv5B*CJOJQJph6_tHhKvhKv0JmH sH hKv0JmH sH hKvmH sH hKv0JmH sH 5&'(09$Ifjkd$$Ifl4F5 t044 lap $If9: }wwww$Ifkd$$Ifl074 t044 lap  " }{uu$Ifkd$$Ifl074 t044 lap" # 0 r " i&}wqqqqqqqqqqq$If$Ifkd$$Ifl074 t044 lap &q9qoi$Ifkd:$$Ifl074 t044 lap$If$If 7vu & F0$IfgdKv & F/$IfgdKv$Ifjkd$$Ifl7 t044 lap $IfjkdR$$Ifl7 t044 lap %/VBc]WQKQB $IfgdKv$If$If$If$Ifkd$$Ifl4FV#4 t0    44 lapB!FPIis'KkVW$If$If$If $IfgdKv$If;FGH=HIJ;QRSTUv }sjIhKv0J'UjDhKv0J'UjFAhKv0J'Uj<hKv0J'Uj6hKv0J'Uj1hKv0J'Ujr,hKv0J'Uj)hKv0J'Uj&hKv0J'Uj!hKv0J'UjnhKv0J'Uj9hKv0J'U hKv0J&hKvjhKv0J'U,$K !!!!""""+#>#H##I$$$&%<%$If$If$If$If $IfgdKv !!!!!!""""=$H$&%;%<%A%B%%%%%&!&&''''(H(J(((((^)`)x)|)))))J*L*b*d***++hKv5B*phdhKvB* phhKv5B* phhKv5B*phhKvB*phhKv5B*phjdhKv0J'Uj_hKv0J'Uj\hKv0J'U hKv0J&jDWhKv0J'UhKvjNhKv0J'U6<%%&!&&&'''''J((`))L*d**+L++,,/,;, & F3$IfgdKv & F2$IfgdKv & F1$IfgdKv$If+J+L+++,,,/,:,;,`,a,,,,,--/->-?-C-D-K-L-d-------..:.;.@.A.U.V.[.\.q.r.......H/I/j/k///////// 0 00000107080Z0[00003hKvB*phdhKv5B*phdhKv5B*phhKv5B* phhKvhKvB* phK;,a,,,.-?-D-L----.;.A.V.\.r.... & F9$IfgdKv & F8$IfgdKv & F7$IfgdKv & F6$IfgdKv & F5$IfgdKv$If & F4$IfgdKv.I/k///// 001080[000!133"3&3*3.323 & F:$IfgdKv$If & F9$IfgdKv23436383:3e___$Ifkdg$$IflFV#4 t0    44 lap:3<3>3f33ec]]$IfkdKh$$IflFV#4 t0    44 lap333:4J4T4a4o4444'55}ppppppppppp & F;$IfgdKvkdh$$Ifl074 t044 lap 333344849444444444 55%5&5'5(555555556(6Z666666p7r78ddndpdddefff?f@fYfZfdfefffffffff&g'g@gAgRgSg굮 hKv0JA6jhKv0JA6UhKvB*phU hKv6hKv6B*ph hKv0JAjhKv0JAUhKv"hKv5B*CJOJQJph6_tHD555(6666r7dpddefeffBgDg$If The Great Bear - Libby Gleeson & Armin Greder Guided Reading texts - use Castle Clinker series Reader's Theatre texts - Out in the Woods, The Thirsty Frog, The Shark King's Son, The 3 Billy Goats' Gruff, The North WInd & the Sun Range of online texts  HYPERLINK "http://www.youtube.com/watch?v=rCAYto7Svwo" The Sorcerer'sApprentice by Disney  HYPERLINK "http://pinterest.com/NSWEnglishK10/boards/" http://pinterest.com/NSWEnglishK10/boards/ You tube video -  HYPERLINK "http://www.youtube.com/watch?v=OebNXFxe79I&feature=youtu.be" Elements of fantasy genre  Evaluation Formative Assessments: weekly class blogs Web 2.0 tools - Socrative Dramatisation of 1 student's fantasy story Weekly spelling tests Summative Assessments peer evaluations self-reflections Fantasy story Flyer to advertise their story     Board of Studies NSW Program Builder pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. PAGE1 DgEgFgRg}{u$Ifkdwi$$Ifl074 t044 lapRgSgjg}gggggghh=huuuu & F=$IfgdKv & F<$IfgdKv$Ifjkdj$$Ifl7 t044 lap =h>h?h@hBhChEhFhHhIhKhLhhBiCiDiEigdKvjkdj$$Ifl7 t044 lap Sg@hAhChDhFhGhIhJhLhhh9i:i>i?i@iAiBiCiDiEih~0JmHnHu hKv0JjhKv0JU hKv0J hKv0Jhc'jhc'UhKv80P0A .!"#$n% Dp$$If!vh#vF5:V l t05F5/  p $$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p $$If!vh#v:V l t05/  p $$If!vh#v:V l4 t05/  pDd *   Ab@R#_uV%nR#_uVPNG  IHDR##$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATx1S0ie(ݤIؤ*Y'k]AԏndIfW7k<㝸 //wI)cu@ƖR*m</|ƊRm[܄%.)!2N!>8< thl2Oa@4"&R=7'y>׊1",Ћ(IUUUQ&R>+JT]_6WkT4Mf[(ir4 0u A:NG%@0tiBdہ=II9(˰Sz9Yn–:bHh(5(6Cn?&q9 M3IjRN6[Y+T~Or\wog.@,"NL@`oo/@~w$T!CLIENDB`5Dd *   Ab/Vj|BCr0 y%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`Dd *   Ab@R#_uV %nR#_uVPNG  IHDR##$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATx1S0ie(ݤIؤ*Y'k]AԏndIfW7k<㝸 //wI)cu@ƖR*m</|ƊRm[܄%.)!2N!>8< thl2Oa@4"&R=7'y>׊1",Ћ(IUUUQ&R>+JT]_6WkT4Mf[(ir4 0u A:NG%@0tiBdہ=II9(˰Sz9Yn–:bHh(5(6Cn?&q9 M3IjRN6[Y+T~Or\wog.@,"NL@`oo/@~w$T!CLIENDB`Dd *   Ab^V~r:l%n2V~rPNG  IHDR+!Ϥ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxbܶm;h 킃J1 2<|PWWSBqrrHKKO~;VPͦ &Mz]< ׮ 7*G@¨ F]0Q`Fj7DV1 `F-U8CUU YZ7֭$/Yvixޞv_|giLt$ Aد⤮# TnN6 ɓ֭ZU!#Cw̝BHH0%9 b@SBT==]:۷K-|  i`Ν;?ϹXS/ـh^Z D +x'''-(<:]K.gZ.`0=]jC\JIENDB`5Dd *   Ab/Vj|BCr0 H%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *   Ab/Vj|BCr0 }%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *   Ab/Vj|BCr0 %n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *   Ab/Vj|BCr0 !%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`Dd *    Ab@R#_uV'%nR#_uVPNG  IHDR##$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATx1S0ie(ݤIؤ*Y'k]AԏndIfW7k<㝸 //wI)cu@ƖR*m</|ƊRm[܄%.)!2N!>8< thl2Oa@4"&R=7'y>׊1",Ћ(IUUUQ&R>+JT]_6WkT4Mf[(ir4 0u A:NG%@0tiBdہ=II9(˰Sz9Yn–:bHh(5(6Cn?&q9 M3IjRN6[Y+T~Or\wog.@,"NL@`oo/@~w$T!CLIENDB`Dd *    A b^V~r:)%n2V~rPNG  IHDR+!Ϥ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxbܶm;h 킃J1 2<|PWWSBqrrHKKO~;VPͦ &Mz]< ׮ 7*G@¨ F]0Q`Fj7DV1 `F-U8CUU YZ7֭$/Yvixޞv_|giLt$ Aد⤮# TnN6 ɓ֭ZU!#Cw̝BHH0%9 b@SBT==]:۷K-|  i`Ν;?ϹXS/ـh^Z D +x'''-(<:]K.gZ.`0=]jC\JIENDB`5Dd *    A b/Vj|BCr0 ,%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *    A b/Vj|BCr0 1%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *    A b/Vj|BCr0 7%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`5Dd *   A b/Vj|BCr0 U<%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`Dd *   Ab@R#_uVA%nR#_uVPNG  IHDR##$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATx1S0ie(ݤIؤ*Y'k]AԏndIfW7k<㝸 //wI)cu@ƖR*m</|ƊRm[܄%.)!2N!>8< thl2Oa@4"&R=7'y>׊1",Ћ(IUUUQ&R>+JT]_6WkT4Mf[(ir4 0u A:NG%@0tiBdہ=II9(˰Sz9Yn–:bHh(5(6Cn?&q9 M3IjRN6[Y+T~Or\wog.@,"NL@`oo/@~w$T!CLIENDB`Dd *   Ab{hcrs-5kHD%n{hcrs-5kPNG  IHDR%%JT pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<oIDATxڼ1tE{*P:;].Jw@E4$!:$ ?<;p||\:͎~F0ָ/_V/6Jsla?uJF%,az;kܹʿno].o\zw|syL?fZaٜ͏lǭOoTm2;oL"gx$?q,ᒃ15~uvd,$5rvz aq !i.3Nw|+>OA e3! {IhĢ^kU%.vJX _8XHīk5M QvS(0Tb\:I>ȖH}3b! )iڼ>GQg@Z]m~yrDiVL1HNK*͛ @b ysu܍rBɏ!2dQMg B_b}`oOҲ[x?vccj#꼲 P4L f?-ja H?6VlOi.. y2<KZd LG4Aw`IENDB`5Dd *   Ab/Vj|BCr0 I%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`nDd *   Abk(LeO%nk(LePNG  IHDR$%>j pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<@IDATxڬiSWVke@, yKod>LOTMdTMU~NR |Id*I%xl`@,Z1[e{/#dhpR3iossx^5٭|P*iOӼ^ {~V*>zj],DZ|`8NLN\_63gN0ڝN4M۶^ S !1>7<<0J|d3m۶fϲ,"eڭlvoorB,ul{hhhtt䷂v8e];x'VOMˮ;nW^ N&R5- 8ow;Cv綷 rI/^%lj?d[g&Bj6ۆC #`0XrFn-F~h4.nlX(VU{WPZJ]8ZvH _߾K`Bqӵ_NBZ-V9H Aa2P,7%wN`7aY(O{ض/'Mخ0ann4=$?czY &;r xԤr.K[W0]z!}hރ Bm!f|W\u 5.:M t޽<"]?7+˂?I aQ?ÏFѕrR<|ݽEs>Moo;r#G'^p}@K7Qdzso"P7dao9TP ~}o%:i2 f'yJ,//iaŢ pNDJrrBbvA˄VVʹ'~Φka,;z+*8'WV@Hu㝝ݝVSI*pP~NY*+xê-~ /_RHɧ=w"@V^ $ưb/2ϿP˱'Ab1Y*6>6& HEwbъ"U嘟{YۮHK˄Zk@` BZnDZ^Yl:!@LC긧h$1rnχ1?'@2FFbHT"q֟FFN2t``B"dU@λ[Rx?AÚ?~sӣ%J%e9io Y{q xGGir|"Άk7nyedu}cm%\)@S4HDi.D8֞n˓'|3H,~'xHRglR4\ML +,$FuER CljmGKiLܸ~ 9Z(:V*cIz^g"7q&2N`,c\i%:}Mޡ*[VyuVn||L'؝vY-q&Ec1% !Tҗ/!.NVȳDZ8[{Yܲ%:*F%[=s2]*W3{1R  4i*ʬTC}bsq?2T,D{&l18jown7IDW%.cыޫgy՛H9>܀<J:$ ?<;p||\:͎~F0ָ/_V/6Jsla?uJF%,az;kܹʿno].o\zw|syL?fZaٜ͏lǭOoTm2;oL"gx$?q,ᒃ15~uvd,$5rvz aq !i.3Nw|+>OA e3! {IhĢ^kU%.vJX _8XHīk5M QvS(0Tb\:I>ȖH}3b! )iڼ>GQg@Z]m~yrDiVL1HNK*͛ @b ysu܍rBɏ!2dQMg B_b}`oOҲ[x?vccj#꼲 P4L f?-ja H?6VlOi.. y2<KZd LG4Aw`IENDB`Dd *   Ab@R#_uV%]%nR#_uVPNG  IHDR##$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATx1S0ie(ݤIؤ*Y'k]AԏndIfW7k<㝸 //wI)cu@ƖR*m</|ƊRm[܄%.)!2N!>8< thl2Oa@4"&R=7'y>׊1",Ћ(IUUUQ&R>+JT]_6WkT4Mf[(ir4 0u A:NG%@0tiBdہ=II9(˰Sz9Yn–:bHh(5(6Cn?&q9 M3IjRN6[Y+T~Or\wog.@,"NL@`oo/@~w$T!CLIENDB`5Dd *   Ab/Vj|BCr0 _%n/Vj|BCr0PNG  IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7 // W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU :1`L$~d?8{LPf!Ct޼!D03@ 󶽠(/ɯŹT6_njnnǹ zfsl<޻~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo A ٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDk޶VgO ,uK._wdBWiKbA^jor)# D"+IENDB`Dd *   Ab^V~r:e%n2V~rPNG  IHDR+!Ϥ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxbܶm;h 킃J1 2<|PWWSBqrrHKKO~;VPͦ &Mz]< ׮ 7*G@¨ F]0Q`Fj7DV1 `F-U8CUU YZ7֭$/Yvixޞv_|giLt$ Aد⤮# TnN6 ɓ֭ZU!#Cw̝BHH0%9 b@SBT==]:۷K-|  i`Ν;?ϹXS/ـh^Z D +x'''-(<:]K.gZ.`0=]jC\JIENDB`$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p$$If!vh#v:V l t05/  p $$If!vh#v:V l t05/  p ^ 00HP`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH L`L KbNormal xxOJPJQJ_HmH sH tH R@1R 7E d Heading 1$0@&B*mH ph6_sH tHn`n 8E d Heading 2 $@&65;B*CJ"OJPJQJ\_HaJ"mH ph6_sH tH n`n ;E d Heading 3 $@&65;B*CJOJPJQJ\_HaJmH ph6_sH tH ` <E dHeading 4,Math S9 Table Heading $x@&'5CJOJPJQJ_HaJmH sH tH ^@^ FE d Heading 5$<@&!5CJOJPJQJ\]aJtHDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k`( 0No List N>@N {Title$<@&a$5CJ KH\^JaJ bob ?stage $$a$25;B*CJOJQJ\_HaJmH phsH tH 44 `w introductionfo"f E dcategory $025;B*CJOJQJ\_HaJmH phOsH tH vo2v E d grouptitle$&dP25;B*CJ(OJQJ\_HaJ(mH phOsH tH doBd Kb math_outcome & F xxOJQJ\_HaJmH sH tH ,OR, E dlabel1$0Ob0 jlabel2  & FDorD }J(acara2OJQJ_HaJmH sH tH RoR }J(acara1$xx1$OJQJ_HaJmH sH tH (O( - >label30O0 }J(acara3OJQJ0O0 - >label4  & F0O0 }J(acara4OJQJNoN }J(bos1$xxm$OJQJ_HaJmH sH tH LoL }J(bos2 $xxOJQJ_HaJmH sH tH LoL }J(bos3 $xxOJQJ_HaJmH sH tH LoL }J(bos4 $xxOJQJ_HaJmH sH tH @O@ }J(backgroundinfo!OJQJ,", `wlanguage"@62@ j List Bullet 2 # & Fm$roBr E d outcomelabel $$x25;B*CJOJQJ\_HaJmH phOsH tH `oR` E d studentlabel %$x#5CJOJQJ_HaJmH sH tH BoaB  acara:;B*CJOJQJaJphPQP8oq8 }J(cccB*CJEHOJQJphPQP4A4 E d contentlabel(ToT Kbrelatedlsoutcome56B*CJOJQJphPQPVOV }J(backgroundinfo head*$5CJ OJQJ<o< h35B*CJOJQJ\aJphODoD Kb outcomecodeB*CJOJQJphPQPBoB h2%5:;B*CJOJQJ\aJphODoD h4(5B*CJOJPJQJaJmH phsH <o< h55B*CJOJQJ\aJphO,o, style1OJQJDoD Kbrelatedlslabel5CJOJQJ2o!2 9math16CJOJQJLO2L E d separator3$$5B*CJOJQJphl H@BH 5'[ Balloon Text4CJOJQJaJtHVoQV 4'[Balloon Text CharCJOJQJ^JaJmH sH FObF ? pagetitle65B*CJ|OJQJphZoqZ E dHeading 1 Char&5;B*CJ(OJQJ\aJ(ph6_tHbob E dHeading 2 Char.5;B*CJ"OJPJQJ\aJ"mH ph6_sH :B@: :}J( Body Text9 OJQJtHLoL 9}J(Body Text CharOJQJaJmH sH tHbob E dHeading 3 Char.5;B*CJOJPJQJ\aJmH ph6_sH o E d)Heading 4 Char,Math S9 Table Heading Char5CJOJPJQJaJmH sH ZOZ E dh3 para =$h'5B*CJOJQJ\aJmH phOsH FOF _E0 table text>B*^JmH phsH NN j table list ? & F he^e`J0@J =0 List Bullet@e^e`mH sH BU`B Kb Hyperlink>*B*CJOJQJph2O!2 E dh2 paraBmH sH 2OA22 E dh4 paraCmH sH *1B* E dh5 paraDTOART }J( content listE & F<<OJQJmH sH ^oa^ E dHeading 5 Char)5CJOJPJQJ\]aJmH sH tHXOrX }J( codeacara1G$Sh^S`OJQJmH sH VoV Kbsyllabus image!OJQJeh0mH r0sH XOX %H codeacara2!I$ Fee^e`mH sH HH %H codeacara3J^`HH %H codeacara4K55^5`,, %Hcodebos4L,, %Hcodebos3M,, %Hcodebos2N,q, E dcodebos1OP@P Q?Header P!5B*OJQJ\aJphNoN P? Header Char5B*OJQJ\mH phsH 2 @"2 SEQFooterR$a$CJRo1R REQ Footer Char#5B*CJOJQJ\mH phsH *oA* ShlatexmH sH 2oQ2 Derror:;B*ph0oa0 Shlatex0 EHmH sH 0oq0 Shlatex1 EHmH sH 2o2 Shlatex10 EHmH sH 2o2 Shlatex11 EHmH sH 2o2 Shlatex12 EHmH sH 2o2 Shlatex13 EHmH sH 2o2 Shlatex14 EHmH sH 2o2 Shlatex15 EHmH sH 2o2 Shlatex16 EHmH sH 2o2 Shlatex17 EHmH sH 2o2 Shlatex18 EHmH sH 2o2 Shlatex19 EHmH sH 0o!0 Shlatex2 EHmH sH 2o12 Shlatex20 EHmH sH 2oA2 Shlatex21 EHmH sH 2oQ2 Shlatex22 EHmH sH 2oa2 Shlatex23 EHmH sH 2oq2 Shlatex24 EHmH sH 2o2 Shlatex25 EHmH sH 2o2 Shlatex26 EHmH sH 2o2 Shlatex27 EHmH sH 2o2 Shlatex28 EHmH sH 2o2 Shlatex29 EHmH sH 0o0 Shlatex3 EHmH sH 2o2 Shlatex30 EHmH sH 2o2 Shlatex31 EHmH sH 2o2 Shlatex32 EHmH sH 2o2 Shlatex33 EHmH sH 2o!2 Shlatex34 EHmH sH 2o12 Shlatex35 EHmH sH 2oA2 Shlatex36 EHmH sH 2oQ2 Shlatex37 EHmH sH 2oa2 Shlatex38 EHmH sH 2oq2 Shlatex39 EHmH sH 0o0 Shlatex4 EHmH sH 2o2 Shlatex40 EHmH sH 2o2 Shlatex41 EHmH sH 2o2 Shlatex42 EHmH sH 2o2 Shlatex43 EHmH sH 2o2 Shlatex44 EHmH sH 2o2 Shlatex45 EHmH sH 2o2 Shlatex46 EHmH sH 2o2 Shlatex47 EHmH sH 2o2 Shlatex48 EHmH sH 2o!2 Shlatex49 EHmH sH 0o10 Shlatex5 EHmH sH 2oA2 Shlatex50 EHmH sH 0oQ0 Shlatex6 EHmH sH 0oa0 Shlatex7 EHmH sH 0oq0 Shlatex8 EHmH sH 0o0 Shlatex9 EHmH sH H&`H KbFootnote Reference H*OJQJJOJ E d box_title$5B*CJOJQJph6_\o\ E dbox_title Char(5B*CJOJQJaJmH ph6_sH tHJOJ jenglish_outcome & F mH sH BB E dhistory_outcome & F BB jscience_outcome & F @OQ@ g\english_lable1mH sH :OQ : E d math_lable1mH sH @OQ @ E dhistory_lable1mH sH @OQ" @ g\science_lable1mH sH HOa2 H jenglish_lable2 & FmH sH HOB H jenglish_lable3 & FmH sH HOR H jenglish_lable4 & FmH sH BOab B j math_lable2 & F$mH sH BOr B j math_lable3 & FmH sH BO B j math_lable4 & FmH sH HOa H jhistory_lable2 & FmH sH HO H jhistory_lable3 & FmH sH HO H jhistory_lable4 & FmH sH HOa H jscience_lable2 & FmH sH HO H jscience_lable3 & FmH sH HO H jscience_lable4 & FmH sH 8 8 E denglish_acara12 2 E d math_acara1HOq H jenglish_acara2 & Fxx@" @ jenglish_acara3 & F@2 @ jenglish_acara4 & F4OB 4 E d english_bos1<OR < j english_bos2 & F<b < j english_bos3 & F<r < j english_bos4 & F 8 8 E dhistory_acara1Hq H jhistory_acara2 & F&xx@ @ jhistory_acara3 & F*@ @ jhistory_acara4 & F-4 4 E d history_bos1< < j history_bos2 & F< < j history_bos3 & F < < j history_bos4 & F#Bq B j math_acara2 & F%xx: : j math_acara3 & F):" : j math_acara4 & F,.2 . E d math_bos16B 6 j math_bos2 & F6R 6 j math_bos3 & F6b 6 E d math_bos4 & F"8r 8 E dscience_acara1Hq H jscience_acara2 & F'xx@ @ jscience_acara3 & F+@ @ jscience_acara4 & F.4 4 E d science_bos1< < j science_bos2 & F< < j science_bos3 & F!< < j science_bos4 & F(@q @ E denglish_codeacara1@ @ ^:jenglish_codeacara2@ @ ^:jenglish_codeacara3@" @ ^:jenglish_codeacara4:q2 : E dmath_codeacara1:B : ^:jmath_codeacara2:R : ^:jmath_codeacara3:b : ^:jmath_codeacara4@qr @ E dhistory_codeacara1@ @ ^:jhistory_codeacara2@ @ ^:jhistory_codeacara3@ @ ^:jhistory_codeacara4@q @ E dscience_codeacara1@ @ ^:jscience_codeacara2@ @ ^:jscience_codeacara3@ @ ^:jscience_codeacara4< < E denglish_codebos1< < ^:jenglish_codebos2< < ^:jenglish_codebos3<" < ^:jenglish_codebos462 6 E d math_codebos16B 6 ^:j math_codebos26R 6 ^:j math_codebos36b 6 ^:j math_codebos4<r < E dhistory_codebos1< < ^:jhistory_codebos2< < ^:jhistory_codebos3< < ^:jhistory_codebos4< < E dscience_codebos1< < ^:jscience_codebos2< < ^:jscience_codebos3< < ^:jscience_codebos4Ro R 4[program_term_week5B*CJOJQJph6_PoP 4[program_term_day5B*CJOJQJph6_JOJ  program_descriptionCJ`o!` program_description CharCJOJQJaJmH sH LOL W\Lterm_table_title5CJOJQJ^oA^ W\Lterm_table_title Char5CJOJQJaJmH sH ZORZ E d program_title $5B*CJ(OJQJaJ$ph6_`oa` E dprogram_title Char$5B*CJ(OJQJaJ$mH ph6_sH bOrb E doutcome_group_english$5B*CJOJQJphTjOj E doutcome_group_mathematics$5B*CJOJQJphl bOb E doutcome_group_history$5B*CJOJQJph64bOb E doutcome_group_science$5B*CJOJQJphv<rOr E denglish_content_group_lable$5B*CJOJQJaJphTlOl E dmath_content_group_lable$5B*CJOJQJaJphl rOr E dhistory_content_group_lable$5B*CJOJQJaJph64rOr E dscience_content_group_lable$5B*CJOJQJaJphv<:O:j0unordered_list F66j0 ordered_list FDoD G= unit_stage5B*CJOJQJph6_Ho!H G= unit_subject5B*CJOJQJph6_^O2^ E dcontent_image_lableh5B*CJ(OJQJph6_HOBH E dstream$5B*CJOJQJaJph6_^OR^ E dscope_group_label$5B*CJ OJQJaJph6_jObj E dunit_group_label$$a$5B*CJ(OJQJaJ(ph6_DoqD <$% unit_title5B*CJOJQJph6_FoF r footerpart15B*CJOJQJphJoJ  footerpart256B*CJOJQJphFoF 0 footerpart35B*CJOJQJphhOh }J(content_image_name&dPB*CJOJQJph6_PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] .r  +3SgEi&(*089 " &B<%;,.23:335DgRg=hEi !"#$%')+,-./1567'''K(o(u(((((n))++ ,,Q,|,,,,.XXXXXXX!8@0(  B S  ?''v(w((()) ,,},~,,,--...---------..''K(v(((()+ ,,},,,--...= #6i?~]G{2=  AHKaren=                          ! " # $ % & ' ( ) * + , -./0123456789:;<Oh+'0(x   AHNormalKaren2Microsoft Office Word@F#@(>'@̉w@̉w '՜.+,D՜.+,H hp   The Office of Board Of StudiesS-  Title 8@ _PID_HLINKSA`*;{<http://www.youtube.com/watch?v=OebNXFxe79I&feature=youtu.be{4+http://pinterest.com/NSWEnglishK10/boards/6m +http://www.youtube.com/watch?v=rCAYto7Svwocl thttp://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms Taxonomy Action Verbs.pdfB>http://www.learningplace.com.au/deliver/content.asp?pid=36814\http://www.smore.com/shttp://k6engict.weebly.com/  !"#$%&'()*+,-./0123456789;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoqrstuvwxyz{|}~  Root Entry FPw Data :k1Tablep WordDocument :rSummaryInformation(DocumentSummaryInformation8MsoDataStorep0wPw0Q5ZULSB0Q==2p0wPwItem  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q