Suggested Year Plan
We have made this plan available in Word format so that you can easily adjust it according to your own preferences and the abilities of your group of pupils.
When working on activities, you will notice that some tasks have been marked with a plus “+” sign, which indicates that the task is more demanding. This should make it easier to differentiate the assignment of tasks to your pupils.
The most obvious way of setting up a year plan would be to simply follow the structure of the book, and that would of course serve you very well. However, here we suggest starting with Chapter 6 and teaching it to your pupils so that they can apply what they have learned to the rest of the reading of literature they will do during the school year.
Each of the first five chapters features what we have called a focus text. The focus texts provide the core material for each of the competence goals the chapter covers. Smaller texts, articles and literary works will then follow to support and give more background on the material covered in the focus text. This is not unlike the paragraph writing process we talk about in the writing course. Think of the focus texts as the very thorough topic sentence and the following texts as the supporting sentences. Due to time, difficulty, class interests etc., you will then choose which of these “supporting sentences” you will want to look into in more detail in class.
There are things to think about through the course of the year. For example, the subject curriculum does not specify particular global challenges. It is therefore wise to introduce this theme fairly early in the course so that you can be prepared to add a particular “breaking-news” challenge to your teaching. There might be terrorist actions, population or refugee issues, war, poverty, climate issues, oil spills, natural catastrophes, more economic collapse, more nuclear power issues, solutions to any of the above and conferences on any of the above, etc. Of course, something positive could also happen …
You may also want to adapt your schedule to make allowances for films that are scheduled at your local cinema or on television.
Each chapter ends with a writing course and a language course, both of which are vital parts of your pupils’ learning. When it comes to the Writing Course you may want to have your pupils take a quick look at Writing Course 5 early in the year when you first ask them to write an essay, but we then suggest following the courses from 1 to 6 in order as there is a natural sequence to the course, working from sentences up to the essay and using sources. This means your main focus on Writing Course 5 (essays) would come in the sequence when you are working on Chapter 5.
The relevant competence goals are indicated on the title page of each chapter in the textbook.