Milestone 1: Prelims

The Teacher & The School Curriculum

"Building Future-Ready Learners: Crafting a MATATAG Mini-Curriculum for 21st Century Classrooms"

1. Curriculum Overview:

 This English mini-curriculum, which focuses on tale aspects or the literary components of a story,
is intended for grade 7 students. Students will study key elements such character, setting, story,
conflict, resolution, theme, point of view, tone, mood, and style over the course of two to three
weeks. Along with encouraging a love of storytelling, the program seeks to improve students'
reading comprehension and critical thinking abilities. Students will get a greater knowledge of
how tales are created and what makes them interesting by interacting with a variety of readings
and activities.
 Learning Objectives: Students will be able to identify at least five story components by the end
of the second week after the session. -Students will compose their own short stories using what
they have learned about literary components. -Students will improve their verbal
communication skills by discussing and sharing their stories and analyses.

2. Outline of Curriculum Content:

Week 1: Introduction to Story Elements

Day 1: What Are Story Elements?

 Topics: Introduction to key story elements: character, setting, plot.

 Activities: Read a familiar story and discuss these elements in a group setting.

Day 2: Exploring Characters and Setting

 Topics: In-depth focus on characters and settings.

 Activities: Create character maps and draw the story’s setting using visual aids.

Day 3: Understanding Plot Structure

 Topics: The structure of a plot: beginning, middle, and end.

 Activities: Create a plot diagram based on a story read in class.

Day 4: Conflict and Resolution

 Topics: Types of conflict and how they are resolved.

 Activities: Identify the main conflict in "The Three Little Pigs" and brainstorm alternative
resolutions in small groups.
Day 5: Theme, Tone, and Mood

 Topics: Exploring themes, tone, and mood in storytelling.

 Activities: Discuss the theme of "The Three Little Pigs" and explore how tone and mood
influence the story's message.

Week 2: Application of Knowledge

Day 6: Narrative Point of View

● Topics: Different points of view in storytelling.

● Activities: Read excerpts from different perspectives and discuss their impact on the reader's
experience.

Day 7: Analyzing a New Text

● Topics: Applying learned elements to a new story (e.g., a fable).

● Activities: Read and identify story elements within the new text in pairs.

Day 8: Writing Workshop

● Topics: Creative writing using learned story elements.

● Activities: Drafting and illustrating their own short stories that incorporate key story elements.

Day 9: Peer Review and Revision

● Topics: The writing process, including revision and feedback.

● Activities: Peer review sessions where students give and receive feedback on their stories.

Day 10: Story Presentations

● Topics: Sharing and presenting original stories.

● Activities: Students present their stories to the class, highlighting story elements used.

Alignment with MATATAG Curriculum:

● The curriculum emphasizes critical thinking, creative writing, and reading comprehension.
These abilities are necessary for literacy development.

● Students may learn how narrative aspects relate to their own lives by using a variety of texts
and well-known stories. Learning becomes more engaging and fascinating as a result.

● The curriculum helps children in developing critical abilities such as creativity, communication,
and teamwork. These abilities are necessary for both academic and personal success.
Addressing Diverse Learner Needs

● The activities are adaptable to suit various learning styles. Visual learners can utilize character
maps, auditory learners can participate in discussions, and kinesthetic learners can do hands-on
exercises.

● Students may explore their interests via creative writing and storytelling, allowing them to take
control of their own learning.

● Group work, peer reviews, and presentations encourage students to participate actively.

3. Teaching Methods and Strategies:

 Google Classroom will facilitate real-time conversations and group work for both in-person and
online learners.
 Pre-recorded lessons and online discussion boards will allow students to access content at their
convenience.
 Use of videos, interactive storytelling apps, and digital presentations to illustrate story elements.
Visual learners will engage with videos and images, while technological learners can use digital
platforms for storytelling.
 Incorporating diverse texts ensures that students see their own experiences reflected in the
curriculum, fostering engagement and inclusivity.
 Group Activities students will work in small groups to discuss story elements and analyze texts. It
encourages interaction, fostering a sense of community and making learning more enjoyable.
 Regular check-ins, formative assessments and summative assessment will help identify student
needs and adapt lessons accordingly. Feedback sessions will guide instruction and ensure all
students are supported.

4. Assessment and Evaluation Plan:

■ Formative assessments:

Review: At the beginning of each session, students will reflect on what they learned the day
before and share one thing they found fascinating or difficult.

Quizzes: Short quizzes at the conclusion of each week will review major ideas such as tale
components, plot structure, and conflict resolution.

■ Summative assessment:

Story Presentation: On Day 10, students will share their completed short tales with the class,
emphasizing the plot aspects they employed. This presentation acts as the final assessment of
their comprehension of tale components.

Story Submission: Students will submit completed short tales along with a brief reflection on the
plot components they used and what they learned during the writing process.
5. Reflection on Curriculum Design:

Creating this mini-curriculum for Grade 7 English centered on tale aspects or the literary elements of a
story was thrilling. Experience that helped me grasp the necessity of adhering to the MATATAG curricular
concepts. Initially, I struggled to create this mini-curriculum using the MATATAG curriculum. I don't know
where to start or how to align my thoughts with the aims of the new curriculum. I struggled with
identifying a topic, developing SMART objectives, and designing activities for diversified learners. I asked
my students from the other subject and friends for aid, expecting they may offer suggestions or
examples of lesson plans based on the MATATAG curriculum. However, due to their lack of knowledge
with the new curriculum, I will need to examine it alone.

As I explored MATATAG, I realized that it emphasized reading, diversity, and critical thinking. This
concentration helped me. I decided to teach tale aspects because I felt they would be interesting and
informative for Grade 7 children. My concentration is on creating clear, attainable objectives and
devising activities such as character maps and group discussions to promote various learning
approaches, so that all students may participate and enjoy the courses. In addition to critical thinking
and creative writing, I wanted to assist pupils build abilities that will be useful in the twenty-first century.
They are not only learning about tale aspects, but they are also applying their understanding to compose
their own stories. This active learning strategy enables students to take responsibility of their education
creates an appreciation for storytelling.

I also added teamwork, which is essential, therefore I incorporated group activities like as talks and peer
evaluations. It permits pupils. to collaborate and learn from each other. We may also utilize platforms like
Google Classroom to allow students to participate. In real time, whether students are learning in person
or online, making the sessions adaptable and accessible to diverse learning styles. Furthermore, the
curriculum is intended to serve a broad range of learners. I understand that each student has distinct
talents and problems, thus I employed a variety of teaching strategies to reach all kids.

Creating a safe space for creativity is also important. The writing activity allows students to experiment
and share their ideas without fear of making mistakes, and their classmate reviews give them a chance
also to give and receive feedback, which builds confidence and communication skills. Also, the formative
assessments, like daily review, short quizzes and reflective exercises are key to this curriculum. They
provide regular feedback on students' understanding of the topic which is the story elements.

In conclusion, this mini-curriculum effectively aligns with the MATATAG framework. It promotes literacy,
critical thinking, and creativity, while also addressing the diverse needs of learners. By supporting diverse
learning needs and emphasizing critical thinking and creativity, the curriculum prepares students to
thrive. This reflective process has strengthened my commitment to create a curriculum that meets the
needs of all learners, fostering a classroom environment that encourages lifelong learning.