7. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life & Learning, Personal Life & Well-Being teması, 48 öğrenme çıktısı. Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life & Learning
3. Tema: Personal Life & Well-Being |
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| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: Technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)
Nouns: An app, a mobile device, a laptop, a printer, a screen, a speaker, a tablet, a tool, a website, a code, an error, electricity, a virus, an external memory. Verbs: To connect, to print.
Adjectives: Digital.
Nouns: A circle, a cross, a decision, a discussion, a memory, a speech, a context, a degree, understanding, streaming, household.
Verbs: To circle, to express, to succeed, to present, to pronounce, to be good at, to be bad at, to play (a critical role).
Adverbs: Correctly, sure.
Adjectives: Confusing.
Vocabulary for cardinal numbers (500-1000)
Vocabulary for ordinal numbers (50-100)
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
The Simple Present Tense vs Present Progressive Tense: (I use an app every day to check my schedule. The students are expressing their opinions in the discussion right now).
Question tags for the Simple Present Tense and Present Progressive Tense: (You use a website to learn new things, don’t you? They are using a tablet to search for information, aren’t they?)
Will for help: (I will fix the virus problem on your computer).
Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations and actions happening at the moment of speaking, and temporary activities.
Use of question tags for the Simple Present Tense and Present Progressive Tense: Confirming information or actions that are happening at the moment.
Use of will for help: Offering help.
No cutting corners at school, do your best at school!
I never throw in the towel, I always try again!
Slow down and double-check your work!
Intonation of negative statements
PERSONAL LIFE & WELL BEING
Sub-themes: body parts, illnesses, and keeping good health; the place of technology in people’s lives
Nouns: An appearance, blood, a bone, a brain, a disease, flu, a headache, a toothache, a stomachache, an illness, a condition, a drug, a sleep, an ambulance, an appointment, an ambulance, an accident, a chemist, a cold, a danger, an exercise, a medicine, a virus, a rest, health, a treatment.
Verbs: To break, to check, to cut, to fall.
Adjectives: Medical, ill, dangerous, sick, addictive.
Nouns: An alternative, a benefit, a web, knowledge, smart devices, screen time, data. Verbs: To reach, to set a limit.
The Simple Past Tense (was/were): (I was sick last week).
The Simple Past Tense (Regular verbs): (I visited the chemist yesterday).
The question tags for “to be- was-were” and the Simple Past Tense: (You were at the hospital yesterday, weren’t you? They visited the doctor last month, didn’t they?)
Use of the Simple Past Tense (was/were): Describing past states of being or situations.
Use of the Simple Past Tense (Regular verbs): Describing completed actions or events that occurred in the past with regular verbs.
Use of the question tags for “to be- was-were” and the Simple Past Tense: Confirming a past action or a past state of being.
Staying active is key to feeling great!
Scroll less, live more! Unplug and unwind!
Prepare a pack of healthy food and make sure you get your five-a-day!
Intonation of questions and question tags |
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| Öğrenme Çıktıları | ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” efficiently and effectively.
ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” through skimming, scanning and detailed reading.
ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”. a) Students classify significant and necessary elements of the current content in a meaningful way.
ENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W3. Students can construct new written content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” based on their understanding of the model(s) provided.
ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” to communicate effectively about it.
ENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” to support the production of spoken language.
ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” through efficient and meaningful practice.
ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” when communicating with others.
ENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.L2. Students can bring together the information in the current content on “personal life and wellbeing with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” in relation to themselves or others, both individually and/or with others.
ENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” efficiently and effectively.
ENG.7.3.R2. Students can bring information together about the current content on “personal life and wellbeing with body parts, illnesses, and keeping good health; the place of technology in people’s lives” through skimming, scanning and detailed reading.
ENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” in relation to themselves or others, both individually and/or with others.
ENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.W3. Students can construct new written content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” based on their understanding of the model(s) provided.
ENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and wellbeing with body parts, illnesses, and keeping good health; the place of technology in people’s lives” to communicate effectively about it.
ENG.7.3.W7. Students can be able convey (reflect on) their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” in relation to themselves or others, both individually and/or with others.
ENG.7.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.S2. Students can analyse and understand the model content related to “personal life and wellbeing with body parts, illnesses, and keeping good health; the place of technology in people’s lives” to support the production of spoken language.
ENG.7.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives”.
ENG.7.3.S4. Students can construct meaningful spoken content about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” through efficient and meaningful practice.
ENG.7.3.S5. Students can reconstruct the information about “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” when communicating with others.
ENG.7.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “personal life and well-being with body parts, illnesses, and keeping good health; the place of technology in people’s lives” in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.4. Self-Efficacy
D1.5. Self-Confidence
D1.6. Selectivity
D2.1. Empathy
D2.2. Responsibility
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.4. Seeking the Truth
D3.5. Open- Mindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.9. Doubting
D3.10. Critical Perspective |
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| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1 Adaptability Skill
SELS3.2 Flexibility Skill
SELS3.3. Responsible Decision-Making Skill |
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| Değerler | V1. Justice
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V16. Responsibility
V20. Benevolence |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
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| Disiplinler Arası İlişkiler | Turkish, Maths, Social Studies, Visual Arts, Music, Physical Education and Sports, Technology and Design |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.18. Argumentation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.2. Problem Solving Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Key Concepts, Technology, tools, technological tools, technological tools for learning, learning activities, learning activities in the classroom, cardinal numbers, ordinal numbers., Key Concepts:, body parts, illnesses, good health, keeping good health, technology, the place of technology in people’s lives. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will prepare a digital slideshow about “Classroom Life and Learning”. They will include three slides: one featuring technological tools they use for learning, another describing at least three classroom learning activities they enjoy, and a final slide using cardinal numbers (500-1000) and ordinal numbers (50-100) creatively in sentences. For instance, they might mention the number of students in their school or the rank of favourite activities. Students will present their slideshows to the class, explaining their content clearly and briefly. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Ekim ayında başlanan “Classroom Life & Learning” teması kasım ayında da sürdürüldü. Ayın ilerleyen haftalarında “Personal Life & Well-Being” temasına başlandı. Tema kapsamında “Technological tools for learning”, “learning activities in the classroom”, “cardinal numbers (500- 1000)” ve “ordinal numbers (50-100)” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.7.2.L1–ENG.7.3.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.7.2.R1–ENG.7.3.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.7.2.S1–ENG.7.3.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.7.2.W1–ENG.7.3.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.7.2.P1 ve ENG.7.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.7.2.V1 ve ENG.7.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.7.2.G1 ve ENG.7.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Key Concepts, Technology, tools, technological tools, technological tools for learning, learning activities, cardinal numbers, body parts, illnesses, good health) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.7.2.L1–ENG.7.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “For instance, they might mention the number of students in their school or the rank of favourite activities.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler keeping good health, technology sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Ay başında önceki ayın hedef sözcükleri resimli kartlar ve kısa dinleme etkinlikleriyle hatırlatıldı; hatırlanmayan yapılar yeniden çalışıldı. Kasım ayında ENG.7.2.L1–ENG.7.3.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği ve puanlama yönergesi ile değerlendirildi. Süreç boyunca öğrencilerin curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Kasım ayında temanın sonraki etkinliklerine geçildi. “I am in trouble!” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.7.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.7.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“I am in trouble! Instruction:” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.7.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayında 7. sınıf İngilizce dersinde “Classroom Life & Learning” ve “Personal Life & Well-Being” temaları çerçevesinde 48 öğrenme çıktısı (ENG.7.2.L1–ENG.7.3.S6) ele alındı. Öğrenme sürecinde listening/watching-comprehension (FLFS1), reading-comprehension (FLFS2), speaking-expression (FLFS3) ve writing-expression (FLFS4) alan becerileri ön plana çıkarıldı. Öğrencilerin curiosity (D1.1), independence (D1.2), perseverance and determination (D1.3) ve self-efficacy (D1.4) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), self- reflection skill (SELS1.3) ve communication skill (SELS2.1) becerileri geliştirildi. Justice (V1), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) değerleri sınıf içi etkinliklerle ilişkilendirildi. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türkçe, Matematik, Sosyal Bilgiler, Görsel Sanatlar, Müzik, Beden Eğitimi ve Spor, Teknoloji ve Tasarım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Ekim ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.7.4.L1, ENG.7.4.L2 ve ENG.7.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak kasım ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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