8. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life & Learning, Personal Life & Well-Being teması, 47 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: preferences for different learning activities; preferences for different learning technologies
Nouns: Background, education, progress, improvement, an essay, a lecture, a process, a strategy, a survey, a task, thought.
Verbs: To achieve, to present, to question, to succeed, to dislike, to manage.
Adjectives: Ideal, individual, successful, creative, effective.
Adverbs: Well, successfully, (all right).
Preposition: According to.
Nouns: A comment, a document, a download, a network, social media, a setting, a diagram, a challenge, an effort, a set, management, an account, an assignment, a disadvantage, an issue.
Verbs: To save, to download, to set up.
Adjectives: Necessary, outdoor, practical, related, suitable, educational, complex, technical.
*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 for the Future: (Students present their essays tomorrow in the lecture hall).
The Present Progressive Tense for the Future: (The instructor is presenting a lecture on educational strategies next week).
“Can” for ability: (He can save the document to the network effortlessly).
“Can’t” for ability: (They can’t succeed in completing the assignment without further explanation).
“Have to” for obligations in Present: (She has to save all related documents for her assignment today).
“Had to” for obligations in the Past: (They had to download the educational material last night).
Necessity with “Need”: (You need to set the diagram in the most suitable format for the presentation).
“Needn’t” for permission: (You needn’t present your assignment in this complex setting).
Question Tags for “Modals”: (Students can download the document easily, can’t they?) (She had to save the diagram for the task, didn’t she?)
Use of the Simple Present Tense for the Future: Describing scheduled or planned (timetabled) actions in the future.
Use of the Present Progressive Tense for the Future: Indicating fixed arrangements or actions already planned for the future.
Use of “can” for abilities: Expressing ability or skill to perform an action.
Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action.
Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement.
Use of “had to” for obligations in past: Indicating past external necessity or requirement.
Use of necessity with “need”: Expressing a requirement or necessity for action.
Use of “needn’t” for permissions: Indicating lack of necessity or optionality in action.
Use of question tags for modals: Seeking confirmation or agreement about ability, obligation, or necessity.
Brush up on your English before the exam! I finally got the hang of doing Maths! I’ve been burying myself in books lately! Target Phonological Sounds in Use: Intonation of negative statements
PERSONAL LIFE & WELL BEING
Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts
Nouns: An advantage, an argument, a rate, a smartphone, a need, a reply, use, a user, usage, an application, an app, a screen.
Verbs: To accept, to allow, to avoid, to cause, to prevent, to refuse, to text, to reply, to use.
Adjectives: Mobile, worried, electronic, online.
Adverbs: Definitely.
Conjunction: While.
Nouns: An expression, a character, acting, special effects, a context, a personality, a decision, a taste.
Verbs and phrases: To be a fan of, to enjoy, to prefer, to film, to care for.
Adjectives: Ordinary, adult.
Adverbs: Rather, mostly, completely (all).
The Past Simple Tense: (She texted her reply to the argument rather quickly).
Question tags for the Simple Past Tense: (He accepted the need for an online survey, didn’t he?)
Used to: (We used to care for ordinary characters in older films).
Past simple of “can” or “can’t” for ability: (She could avoid causing arguments when she was younger).
Polite request with “could” and “couldn’t”: (Could you reply to the rate of smartphone users, please?)
“Shall” for suggestions: (Shall we avoid using electronic devices during the argument?)
“Should” for giving advice: (You should prevent mobile distractions while studying).
*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.)
Use of the Simple Past Tense: Describing completed actions or events in the past.
Use of question tags: Seeking confirmation or agreement about a past statement.
Use of “used to”: Expressing habitual actions or states in the past.
Use of the Past Simple of “can” or “can’t” for ability: Indicating abilities or lack of abilities in the past.
Use of polite requests with “could” and “couldn’t”: Making polite requests in formal or informal contexts.
Use of “shall” for suggestions: Offering suggestions or making proposals.
Use of “should” for giving advice: Providing recommendations or expressing opinions about what is right.
Target Social Language in Use: He’s a total phone zombie!
The new superhero film is a blockbuster hit this summer!
This film will keep you on the edge of your seat!
Target Phonological Sounds in Use: Intonation of questions and question tags |
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| Öğrenme Çıktıları | ENG.8.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.L2. Students can bring together the information in the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.2.R1. Students can prepare for reading the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” efficiently and effectively.
ENG.8.2.R2. Students can bring information together about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through skimming, scanning and detailed reading.
ENG.8.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to communicate effectively about it.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.S2. Students can analyse and understand the model content related to “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to support the production of spoken language.
ENG.8.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.S4. Students can construct meaningful spoken content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through efficient and meaningful practice.
ENG.8.2.S5. Students can reconstruct the information about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” when communicating with others.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.L2. Students can bring together the information in the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.3.R1. Students can prepare for reading the content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” efficiently and effectively.
ENG.8.3.R2. Students can bring information together about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming, scanning and detailed reading.
ENG.8.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
ENG.8.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.W3. Students can construct new written content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on their understanding of the model(s) provided.
ENG.8.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate effectively about it.
ENG.8.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
ENG.8.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.S2. Students can analyse and understand the model content related to “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to support the production of spoken language.
ENG.8.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.8.3.S4. Students can construct meaningful spoken content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through efficient and meaningful practice.
ENG.8.3.S5. Students can reconstruct the information about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” when communicating with others.
ENG.8.3.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 mobile phones and their impact on health and social life; personal preferences for films and visual arts” 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. OpenMindedness
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. SelfReflection 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, Atatürk’s Principles and History of Revolution, Physical Education and Sports, Visual Arts, Music, Counselling and Career Planning, 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: Preferences, learning activities, preferences for different learning activities, technology, learning technologies, preferences for different learning technologies., Mobile phones, health, social life, mobile phones’ impact on health and social life, personal preferences, films, visual arts, personal preferences for films and visual arts. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will create a short video or a digital presentation where they describe their preferences for different learning activities and technologies used in the classroom. In their video or presentation, they will include at least three types of learning activities (e.g., group work, individual projects, games) and three types of learning technologies (e.g., tablets, interactive boards, educational apps). They will explain why they like these methods and technologies, giving simple reasons such as “I like group work because I can share ideas with my friends” or “I prefer using educational apps because they are fun and helpful.” 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 “preferences for different learning activities” ve “preferences for different learning technologies” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.8.2.L1–ENG.8.3.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.8.2.R1–ENG.8.3.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.8.2.S1–ENG.8.3.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.8.2.W1–ENG.8.3.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.8.2.P1 ve ENG.8.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.8.2.V1 ve ENG.8.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.8.2.G1 ve ENG.8.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (learning activities, technology, learning technologies, Mobile phones, health, social life, personal preferences, films, visual arts) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.8.2.L1–ENG.8.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will explain why they like these methods and technologies, giving simple reasons such as “I like group work because I can share ideas with my friends” or “I prefer using educational apps because they are fun and helpful.” The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler technology, learning technologies, Mobile phones, health, social life 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.8.2.L1–ENG.8.3.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 selfreflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Kasım ayında temanın sonraki etkinliklerine geçildi. “Find Someone Who” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.8.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.8.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.8.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayı boyunca 8. sınıf İngilizce dersinde “Classroom Life & Learning” ve “Personal Life & Well-Being” temaları kapsamında 47 öğrenme çıktısı (ENG.8.2.L1–ENG.8.3.S6) üzerinde çalışıldı. 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), selfreflection 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, T.C. İnkılap Tarihi ve Atatürkçülük, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Counselling and Career Planning, Teknoloji ve Tasarım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.8.4.L1, ENG.8.4.L2 ve ENG.8.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Sonuç olarak kasım ayında planlanan öğrenme yaşantıları Türkiye Yüzyılı Maarif Modeli’nin ilke ve hedeflerine uygun şekilde gerçekleştirildi.
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