9. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life, Personal Life: Physical Appearance & Personality teması, 48 öğrenme çıktısı. Word.
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life
3. Tema: Personal Life: Physical Appearance & Personality |
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| İçerik Çerçeveleri | CLASSROOM LIFE
Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities''
Nouns: A task.
Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying)
Time expressions: Every day, every Monday/Tuesday etc., on Mondays/Tuesdays, always, often, sometimes, occasionally, rarely, never.
Adverbs of manner: Slowly, quickly, carefully, neatly.
“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 alFitr (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-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.
The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.)
Use of the Simple Present Tense: Describing daily and study routines, habits, and activities
Bright and early!
I call it a day!
Hit the books!
I learn by heart!
Work hard, play later!
Vowels: e: (/e/; /ae/)
Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/)
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)
PERSONAL LIFE: PHYSICAL APPEARANCE AND PERSONALITY
Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters”
Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height.
Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle-aged, elderly.
Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody.
Verbs: To look (like), to sound, to seem.
“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.)
The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.)
Too & enough: (S/He’s/is too good. S/He’s/is good enough.)
Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities
Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something)
You look amazing!
That sounds great!
She’s/is too young!
What a good person!
Vowels: i: (/i:/;/ɪ/; /aɪ/)
Consonants: j: (ʒ/); k (/k/), l /l/) |
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| Öğrenme Çıktıları | ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.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 with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.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 with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.9.2.R1. Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively.
ENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading.
ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided.
ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it.
ENG.9.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.S2. Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language.
ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
ENG.9.2.S4. Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice.
ENG.9.2.S5. Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others.
ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.L2. Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.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 with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.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 with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.9.3.R1. Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively.
ENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading.
ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided.
ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.W5. Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it.
ENG.9.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.S2. Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language.
ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice.
ENG.9.3.S5. Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others.
ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' 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. 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
LS3. Financial Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
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| Disiplinler Arası İlişkiler | Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling, Religious Culture and Moral Knowledge, Atatürk’s Principles and History of Revolution |
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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 | Generalisations, The concept of ''classroom life where classmates build up friendships and exchange information about their daily and study routines, habits and activities in class and at home'' is present in all languages because it is one of the well-known facts that almost all people, with some exceptions, go to school and meet different people from different daily and study routines, habits, and activities. Majority of children and young people attend school classes where they build up friendships with their classmates by exchanging information about themselves in terms of their daily and study routines, habits and activities in class and at home. Engaging in such conversations allows them to learn about each other and build up stronger relationships., Key Concepts, Classroom life; daily routines, and activities; study routines, and activities; students with different daily routines/habits/activities, students with different study routines/habits/activities., The concept of ''physical appearance in terms of physical features and personality in terms of personal traits and characters'' is present in all languages because it is a fact that all people have physical appearance and a personality. Majority of people talk about their or others’ physical appearances and personalities to describe themselves and/or others in class, at home, or other places. Engaging in such conversations allows them to describe themselves or others to learn about each other better and build up stronger relationships., Physical appearance, physical features, personal feature, personality, character, personal traits, personal characteristics. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Preparing self- recordings (visual, audio) at school/at home. Presenting a recording that displays her/his study and daily routines, habits and activities in class and at home or conducting an interview with a classmate and talking about her/ his study and daily routines, habits and activities in class and at home. The assignment is evaluated using rubrics. |
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Ekim ayında başlanan “Classroom Life” teması kasım ayında da sürdürüldü. Ayın ilerleyen haftalarında “Personal Life: Physical Appearance & Personality” temasına başlandı. Tema kapsamında “Classmates, friendships, daily and study routines, habits, and activities” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.9.2.L1–ENG.9.3.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.9.2.R1–ENG.9.3.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.9.2.S1–ENG.9.3.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.9.2.W1–ENG.9.3.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.9.2.P1 ve ENG.9.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.9.2.V1 ve ENG.9.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.9.2.G1 ve ENG.9.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (with some exceptions, habits, Key Concepts, at home, Physical appearance, physical features, personal feature, personality, character, personal traits) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.9.2.L1–ENG.9.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “The assignment is evaluated using rubrics.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler with some exceptions, habits, Key Concepts, at home, Physical appearance 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.9.2.L1–ENG.9.3.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı 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.
Programda belirtilen amaç doğrultusunda çalışıldı: “To talk about daily and study routines in English by using target vocabulary and target grammar.” “Daily and Study Routine Role Play” ve “Detailed Interview The activity is assigned as” etkinlikleri uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To describe daily and study routines by using target vocabulary and target grammar.” “Simple Routine Matching” ve “Routine Questionnaire The students prepare yes/no questions” etkinlikleri uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Kasım ayında 9. sınıf İngilizce dersinde “Classroom Life” ve “Personal Life: Physical Appearance & Personality” temaları çerçevesinde 48 öğrenme çıktısı (ENG.9.2.L1–ENG.9.3.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), 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), financial literacy (LS3) ve visual literacy (LS4) becerilerinin gelişimi desteklendi. Türk Dili ve Edebiyatı, Matematik, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling, Din Kültürü ve Ahlak Bilgisi, T.C. İnkılap Tarihi ve Atatürkçülük 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.9.4.L1, ENG.9.4.L2 ve ENG.9.4.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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