TERMLY SCHEME
EASTER TERM 2023
SUBJECT: Reading
Grade: 9
week 1
Topic
General Objectives
Content
Activities
Resources
Evaluation
Information in
stories
Recognize and
select stated and
implied details.
Many poems and
stories about
Anancy have been
documented Poem
“Anancy” from
Parang by Cecil
Grey Tales Of The
Caribbean---Anancy
Stories by Evan
Jones Amerindian
Stories: published
by Ministry of
Education Extracts
of selected fables
Specimen of a
GLOSSARY A
GLOSSARY is a
list of special
technical words
with definitions.
The GLOSSARY
helps the reader to
Sustain silent
reading of stories Give oral and
written answers to
questions based on
fables read. - Use
glossary to increase
vocabulary - Write
out and explain
morals found in
fables - Give
interpretations to
aspects of stories
Texts as stated in
Content and others
chosen by students
and teachers
Dictionaries;
Thesauruses
Find both definite
and indefinite
meanings of some
words used in the
stories read
Know that fables
are tales that teach
morals.
Know that fables
are tales that five
information about a
particular era of
experiences.
Understand the
separate features of
stories (setting...)
allow for
interpretation,
composition and
graphic illustration.
understand the text
SUBJECT: Reading
Grade: 9
Topic
General Objectives
Stories of the oral
tradition
Ascertain by
comparing and
categorizing oral
tradition stories.
Content
A selection of “Bill”
stories e.g. Stupidy
Bill Stupidy Bill
Steals Bakes
Sensible Bill
Know the first form Employs
of story- telling was StupidyBill Many
persons were
oral form, which
over the years might professional
have splintered into storytellers hence
many versions of
the many versions
story- telling.
of story-telling.
Many written
collections of oralUnderstanding that
tradition stories that
modern story
writers try to create have been available
for some time now.
versions of
traditional stories so The “Bill” stories
that they relate to
are oral-tradition
modern values,
stories now written
trends…
for reading in
Activities
week 2
Resources
Listen to taped
Taped Bill-stories
stories - Read
Story sheets Audio
recorder/player
selections of Billstories and sequence
the events and
actions. - Interpret
strange words and
phrases found in the
stories. - Compose,
reading and telling
stories based on the
character Bill - Put
Bill stories in
categories
- Write
personal/original
stories resembling
Bill stories.
Evaluation
Create thesaurus
using base words
form selections of
Bill stories.
Organize an oral
Bill story for a class
reading session.
Create a word folder
to show descriptive
word used.
Guyana.
SUBJECT: Reading
Grade: 9
week 3
Topic
General Objectives
Content
Activities
Resources
Evaluation
Features of the oral
tradition stories
Know the features
that make up an
enjoyable traditional
story.
Know the features
of a short story:
plot, setting,
characteristic,
writer’s styles and
theme among
others, which afford
reading enjoyment.
Know that the
structure, meaning
and purpose of a
story are identified
other repeated
reading
A selection of
Children’s stories;
e.g. The Three Little
Pigs A selection of
Guyanese and
Caribbean tales; e.g.
The Legend Of
Kaieteur
Selections of
unpublished folk
stories; e.g. folk.stories written by
CXC students.
Selections of stories
told by senior
villagers.
(Documented
stories) The details
of stories show or
explain their
features.
Group and
individual oral
reading - Fluent
reading - Discuss
reading - Re-tell Comment orally on
plot, setting, theme
and characterization
Story sheets
Cassette
recorder/player
Story books
Chalkboard
Find a selection of
short stories and
give reasons why
they enjoyed them
SUBJECT: Reading
Grade: 9
Topic
General Objectives
Features of dialect
poetry
Master the features
of dialect poetry.
Content
Selections of dialect
poetry taken from:
New Ship: An
Anthology Of West
Know that dialect
Indian Poems For
poems have
immortalized every Secondary Schools
day happenings in a Copies of dialect
poetry gleaned from
creative way.
people in the
community.
Understand that
Selections of folk
dialect is a version
songs of Guyana.
of a language.
The two versions of
“Old Higue” by
Understand that
Wordsworth Mc
dialect has structure. Andrew “No Lickle
Twang” by Louise
Bennett Dialect
verse is quickly
memorized through
week 4
Activities
Resources
Evaluation
Read chorally and
individually Illustrate dialect
poems - Translate
stories from dialect
to Standard English
and note the effect.
- Supply oral and
written answers to
questions for better
understanding of
dialect poems. Compose dialect
poems using known
patterns.
Poems written on
wall-charts and
sheets of paper
Writing paper Art
material
Read aloud any
poems that they
have worked with.
Write summaries of
selected poems.
Write poems that
include colorful
graphic illustrations.
its rhythm and
words. Tone and
theme in dialect
poetry are easily
identified
Folk-songs of
Guyana can be
read/recited as
poetry.
SUBJECT: Reading
Topic
Grade: 9
General Objectives
Content
Activities
week 5
Resources
Evaluation
MID TERM ASSESSMENT
SUBJECT: Reading
Grade: eight
week 6
Topic
General Objectives
Content
Activities
Resources
Evaluation
Features of dialect
poetry
Treat material in
specific ways to
enhance memory
work.
Dialect poems by
Louise Bennet
Dialect poems by
other Caribbean and
Guyanese poets
Incomplete dialect
poems Brief
statements on the
Read and recite
poems. - Listen to
taped reading of
poems. - Complete
incomplete dialect
poems. - Compose
dialect-poems to tell
of teenage issues. -
Cassette
player/recorder
Audio cassettes
Percussion
instruments Large
poem sheets
Individually recite
poems.
Dramatically
present a poem to
an audience.
Compose dialect
poems.
Know that dialect
poems are best
remembered if they
are read to the
accompaniment of
relevant music:
beating of drums.
life of Louise
Bennett and other
poets.
Understand that the
pitch, tone and
timing used by the
reader and recitalist,
aid in the enjoyment
of dialect poems
and the meaning of
its lines.
SUBJECT: Reading
View facial
expressions and
body-movements
during the reading
of dialect poems
which allow for
easy interpretation Recite poems Pronounce strange
dialect terms
repeatedly
Grade: 9
Topic
General Objectives
Content
Activities
Cultural heritage
Master the
acquisition of
information.
Extracts from (a)
Social Studies Our
Children Bk. 5
(b).New Horizons
In Social
Studies.Bk1 (c )
Caribbean History
for CXC No
cultural pattern is
superior to another.
The cultural
heritage of Guyana
Read silently Read individually
and orally in smallgroup setting Write stories of
cultural heritage Read sometimes
between the lines to
get answers to
certain questions
about culture. Classify information
Know that language
and culturally
expressive artforms, customs,
values and the way
of life of a people
define a people’s
culture.
week 7
Resources
Information sheets
Social Studies texts
Sample of
tabulation sheet.
Stories, fables
Evaluation
Select relevant
information from
text.
Arrange information
according to
topic/issues
Summarize
information in both
graphic and written
form.
is diverse. History
- Sequence
information
and Social Studies
texts give
information on
cultural heritage:
clothes, monuments,
buildings,
dance,belief, and so
on. Selected
information
SUBJECT: Reading
Grade: 9
Topic
General Objectives
Content
Cultural heritage
The ethnic groups in
Guyana came from
Master reading for
other parts of the
information.
world. See
Children Stories of
Know that different Guyana People
types of longer texts Who came New
may present varying Horizon in social
views on a topic.
Studies Books 1 &
2 Samples of
recipes and pieces
Comprehend what
various text say on a of clothing that
signify cultural
topic, one has to
carefully select and differences across
week 8
Activities
Resources
Evaluation
Comparing and
contrasting
legendary details
and historical facts
- Finding denotative
and connotative
meanings. - Read
silently
Art materials
Recipe cards
Pictures of pieces of
clothing
Complete
assignment based
on selection of
relevant information
from Guyanese
historical facts read.
compare the stated
ideas.
Guyana.
Documentation of
things cultural in
Guyana.
SUBJECT: Reading
Grade: 9
week 9
Topic
General Objectives
Content
Activities
Resources
Facts in
culture/historical
text
Master how to
select information.
Selections of folk
tales e.g Old Higue
Selections of
legends e.g. The
Legend of Kaieteur
Folk Tales and
Legends of some
Guyanese
Amerindians ed,:
W. F. Edwards and
A. R. Hubbard
Caribbean Folk
Tales and Legends
compiled and edited
by Andrew Salkey
Legends re more of
the written tradition
Folk-tales mostly
focus on the
Compare and
contrast legendary
details and
historical facts Find denotative and
connotative
meanings. - Scan,
contrast, and
organise data Compare and
contrast
contents/sentiments
in calypsos
Art materials
Copies of calypsos
Reading Selections
a stated in Content.
Know the terms and
phrases used in
legends and folktales are often used
in every day speech.
Understand that
literature presents
some basic facts of
history.
View legends and
folktale as history
fiction.
Evaluation
Oral presentation on
Guyanese folktale
and legends.
Create a tale or
legend to tell of a
present day
happening in
Guyana.
teaching of morals
and reliance on unnatural powers
Calypsos record
data about topical
issues in daily life
Some writers of
Guyanese folk-tales
are - JAN CAREW
EDGAR
MITTLEHOLZER;
A. J. SEYMOUR
SUBJECT: Reading
Grade: 9
week 10
Topic
General Objectives
Content
Activities
Resources
Evaluation
Increasing
vocabulary
Utilize words
correctly and
attentively which
are taken from
Anancy tales.
Acquisition of a
wide and
appropriate Anancy
oriented vocabulary
encourages
cognitive
Group-reading of
stories. - Create
story dictionaries Read stories orally
- Re-tell stories Compose stories -
Poster-size bond
and cardboard
sheets; Dictionaries;
Anancy stories on
reading cards; Other
fables and stories on
Use selected words
and phrases in self
composed Anancy
story.
Use selected words
development in that
field of folk tales.
Know that the
Vocabulary: e.g.
vocabulary in
BrerAnancy;
Anancy fables is
MrDuck Folk-Tales
characterized by all
And Legends Of
the words in the
Some Guyana
facilitating language
Amerindians By:
of the time.
W. F. Edwards
H. R. Hubbard
D. Naraine A Drink
Know that all the
Of Water By:
words that a writer
Samuel Selvon
knows and can use
Selections of
effectively make
Anancy stories: e.g
that writer’s
“ How Brer Tiger
working
Lost His Tail”
vocabulary.
“Kofi Baadu: Out
Of Africa” by
Walter Rodney A
story-map is a
detailed diagram
that shows how a
story is structured.
It gives details
about its characters,
setting, plot, point
of view.
Read to meet new
words and to
maintain an interest
in reading - Tell and
re-tell stories to
maintain and
improve vocabulary
story-sheets.
and phrases to
create word
meaning list
Give each
personally written
story two titles
SUBJECT: Reading
Grade: 9
week 11
Topic
General Objectives
Content
Activities
Resources
Themes in stories
Master the selection
of themes in texts.
Theme is the main
idea in a piece of
writing, especially a
story. Ideas that
change behaviour
are called “morals.”
Selections of
Aesop`s fables:
THE FOX AND
THE CROW THE
DOG AND THE
BONE “A Drink of
Water” by Samuel
Selvon Extracts
from “King of the
Masquerade” by
“Jason Whyte” by
Terry Parris A
theme-map is a
diagrammatic
presentation of how
a theme is
developed in a text.
This includes the
ideas and their
connections.
Read and re-tell
tales in written and
oral forms. Summarise fables in
written and graphic
forms - Find the
central thought in
stories by asking
questions and
getting answers. Tell a peer how to
deduce the theme
from a piece of
writing
Story books; Story
sheets. Dictionaries
List of approved
moral behaviours.
Know that the main
idea in a story is
usually an idea
about life.
Understand that
ideas and morals in
fables and other
stories can help to
improve the
behavior of
characters.
Evaluation
⮚ Use the
ideas from
Anancy
stories and
compose
own fables.
Identify morals in
stories and write
anecdotes to portray
them
SUBJECT: Reading
Topic
Grade: 9
General Objectives
Content
week 12
Activities
Resources
Evaluation
END OF TERM EXAMINATION
SUBJECT: Reading
Topic
Grade: 9
General Objectives
Content
week 13
Activities
Resources
Evaluation
END OF TERM ACTIVITIES
Signature of teacher:___Christina Jaipaul______________________
Signature of HOD:_____________________________
Date: __December 5, 2022___________________________
Date:______________________________