<section class="invoice"> <div class="row"> <div class="col-12 text-center" style="text-align: center;"> <p style="font-weight: bold;"> 2025-2026 EĞİTİM-ÖĞRETİM YILI .......................................................................... <br> 10. SINIF İNGILIZCE(MAARIF*) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI </p> <p class="text-right mb-0 mt-0" style="text-align:right!important;margin-top:0;margin-bottom:0; font-size:8pt;">Türkiye Yüzyılı Maarif Modeli</p> </div> <div class="col-12 table-responsive" style="font-size:10px;"> <table width="100%" style="border:none;margin-bottom:20px;"> <thead> <tr style="height: 30px;"> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">SÜRE</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÜNİTE/TEMA - İÇERİK ÇERÇEVESİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">PROGRAMLAR ARASI BİLEŞENLER</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="1">BELİRLİ GÜN VE HAFTALAR</th> </tr> <tr > <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >AY</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >HAFTA</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >SAAT</th> <th style=" text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÜNİTE/TEMA</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">KONU (İÇERİK ÇERÇEVESİ)</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÖĞRENME ÇIKTILARI </th> <th style="text-align:center; vertical-align:top; width:30%!important;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">DEĞERLER</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">OKURYAZARLIK BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">BELİRLİ GÜN VE HAFTALAR</th> </tr> </thead> <tbody> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 1. Hafta: </div> <div> 08-12 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Uluslararası Temiz Hava Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 2. Hafta: </div> <div> 15-19 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE AND EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Regular and extracurricular activities at different types of schools</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **READING:** ENG.10.1.R1 Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively. **WRITING:** ENG.10.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **SPEAKING:** ENG.10.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **VOCABULARY:** ENG.10.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 3. Hafta: </div> <div> 22-26 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE AND EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Regular and extracurricular activities at different types of schools</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.1.L2 Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **READING:** ENG.10.1.R2 Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **SPEAKING:** ENG.10.1.S2 Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.1.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 ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.1.L3 Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 4. Hafta: </div> <div> 29 Eylül- 03 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE AND EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Regular and extracurricular activities at different types of schools</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.1.R3 Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **WRITING:** ENG.10.1.W3 Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **READING:** ENG.10.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others. **WRITING:** ENG.10.1.W4 Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Disleksi Haftası, Dünya Disleksi Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 5. Hafta: </div> <div> 06-10 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE AND EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Regular and extracurricular activities at different types of schools</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.1.W5 Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''. **SPEAKING:** ENG.10.1.S4 Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice. **WRITING:** ENG.10.1.W6 Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it. **SPEAKING:** ENG.10.1.S5 Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ahilik Kültürü Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 6. Hafta: </div> <div> 13-17 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE AND LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Learning with technology in the classroom</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **READING:** ENG.10.2.R1 Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively. **WRITING:** ENG.10.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **SPEAKING:** ENG.10.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **VOCABULARY:** ENG.10.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.2.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 learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 7. Hafta: </div> <div> 20-24 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE AND LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Learning with technology in the classroom</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.2.L2 Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **READING:** ENG.10.2.R2 Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.2.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 learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **SPEAKING:** ENG.10.2.S2 Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.2.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 learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.2.L3 Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 8. Hafta: </div> <div> 27-31 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE AND LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Learning with technology in the classroom</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.2.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 learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.2.R3 Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **WRITING:** ENG.10.2.W3 Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **READING:** ENG.10.2.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 learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.10.2.W4 Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Cumhuriyet Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 9. Hafta: </div> <div> 03-07 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE AND LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Learning with technology in the classroom</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.2.W5 Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''. **SPEAKING:** ENG.10.2.S4 Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice. **WRITING:** ENG.10.2.W6 Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it. **SPEAKING:** ENG.10.2.S5 Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 10. Hafta: </div> <div> 10-14 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 11. Hafta: </div> <div> 17-21 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE AND WELL BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Human nature and human well-being today and in the future</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **READING:** ENG.10.3.R1 Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively. **WRITING:** ENG.10.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **SPEAKING:** ENG.10.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **VOCABULARY:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Felsefe Günü, Dünya Çocuk Hakları Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 12. Hafta: </div> <div> 24-28 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE AND WELL BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Human nature and human well-being today and in the future</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.3.L2 Students can bring together the information in the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **READING:** ENG.10.3.R2 Students can bring information together about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **SPEAKING:** ENG.10.3.S2 Students can analyse and understand the model content related to ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.3.L3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 13. Hafta: </div> <div> 01-05 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE AND WELL BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Human nature and human well-being today and in the future</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.3.R3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **WRITING:** ENG.10.3.W3 Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **READING:** ENG.10.3.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, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.10.3.W4 Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 14. Hafta: </div> <div> 08-12 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE AND WELL BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Human nature and human well-being today and in the future</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.3.W5 Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''. **SPEAKING:** ENG.10.3.S4 Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice. **WRITING:** ENG.10.3.W6 Students can reconstruct their writing about the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it. **SPEAKING:** ENG.10.3.S5 Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 15. Hafta: </div> <div> 15-19 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE AND HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members and their daily routines today and in the past</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **READING:** ENG.10.4.R1 Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively. **WRITING:** ENG.10.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **SPEAKING:** ENG.10.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **VOCABULARY:** ENG.10.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tutum, Yatırım ve Türk Malları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 16. Hafta: </div> <div> 22-26 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE AND HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members and their daily routines today and in the past</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.4.L2 Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **READING:** ENG.10.4.R2 Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **SPEAKING:** ENG.10.4.S2 Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.4.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 ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.4.L3 Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mehmet Akif Ersoy'u Anma Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 17. Hafta: </div> <div> 29 Aralık- 02 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE AND HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members and their daily routines today and in the past</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.4.R3 Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **WRITING:** ENG.10.4.W3 Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **READING:** ENG.10.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others. **WRITING:** ENG.10.4.W4 Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 18. Hafta: </div> <div> 05-09 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE AND HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members and their daily routines today and in the past</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.4.W5 Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. **SPEAKING:** ENG.10.4.S4 Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice. **WRITING:** ENG.10.4.W6 Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it. **SPEAKING:** ENG.10.4.S5 Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Enerji Tasarrufu Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 19. Hafta: </div> <div> 12-16 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 20. Hafta: </div> <div> 19-23 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 21. Hafta: </div> <div> 26-30 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 22. Hafta: </div> <div> 02-06 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE NEIGHBOURHOOD, CITY AND SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Pros and cons of different types of transportation in the neighbourhood and city</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.5.L2 Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. **READING:** ENG.10.5.R2 Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. **SPEAKING:** ENG.10.5.S2 Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.5.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 ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.5.L3 Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 23. Hafta: </div> <div> 09-13 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE NEIGHBOURHOOD, CITY AND SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Pros and cons of different types of transportation in the neighbourhood and city</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.5.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.5.R3 Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. **WRITING:** ENG.10.5.W3 Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. **READING:** ENG.10.5.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.10.5.W4 Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 24. Hafta: </div> <div> 16-20 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE NEIGHBOURHOOD, CITY AND SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Pros and cons of different types of transportation in the neighbourhood and city</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.5.W5 Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. **SPEAKING:** ENG.10.5.S4 Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice. **WRITING:** ENG.10.5.W6 Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it. **SPEAKING:** ENG.10.5.S5 Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 25. Hafta: </div> <div> 23-27 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD AND CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food and food culture from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **READING:** ENG.10.6.R1 Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively. **WRITING:** ENG.10.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **SPEAKING:** ENG.10.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **VOCABULARY:** ENG.10.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.6.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Vergi Haftası, Yeşilay Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 26. Hafta: </div> <div> 02-06 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD AND CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food and food culture from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.6.L2 Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **READING:** ENG.10.6.R2 Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **SPEAKING:** ENG.10.6.S2 Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.6.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 ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.6.L3 Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Girişimcilik Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 27. Hafta: </div> <div> 09-13 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD AND CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food and food culture from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.6.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others. **READING:** ENG.10.6.R3 Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **WRITING:** ENG.10.6.W3 Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **READING:** ENG.10.6.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.10.6.W4 Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 28. Hafta: </div> <div> 16-20 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 29. Hafta: </div> <div> 23-27 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD AND CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food and food culture from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.6.W5 Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. **SPEAKING:** ENG.10.6.S4 Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice. **WRITING:** ENG.10.6.W6 Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it. **SPEAKING:** ENG.10.6.S5 Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Orman Haftası, Dünya Tiyatrolar Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 30. Hafta: </div> <div> 30 Mart- 03 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Global problems related to natural resources</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.7.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''. **READING:** ENG.10.7.R1 Students can prepare for reading the content on ''life in nature and global problems with natural **WRITING:** ENG.10.7.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural **SPEAKING:** ENG.10.7.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''. **VOCABULARY:** ENG.10.7.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.7.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 31. Hafta: </div> <div> 06-10 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Global problems related to natural resources</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.7.L2 Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural **READING:** ENG.10.7.R2 Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural **WRITING:** ENG.10.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''. **SPEAKING:** ENG.10.7.S2 Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural **PRONUNCIATION:** ENG.10.7.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 ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.7.L3 Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 32. Hafta: </div> <div> 13-17 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Global problems related to natural resources</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.7.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.7.R3 Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''. **WRITING:** ENG.10.7.W3 Students can construct new written content on ''life in nature and global problems with natural **SPEAKING:** ENG.10.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural **READING:** ENG.10.7.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural **WRITING:** ENG.10.7.W4 Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Turizm Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 33. Hafta: </div> <div> 20-24 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Global problems related to natural resources</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.7.W5 Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''. **SPEAKING:** ENG.10.7.S4 Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice. **WRITING:** ENG.10.7.W6 Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural **SPEAKING:** ENG.10.7.S5 Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ulusal Egemenlik ve Çocuk Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 34. Hafta: </div> <div> 27 Nisan- 01 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE AND THE FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and space</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.8.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **READING:** ENG.10.8.R1 Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively. **WRITING:** ENG.10.8.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''. **SPEAKING:** ENG.10.8.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **VOCABULARY:** ENG.10.8.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.10.8.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kût'ül Amâre Zaferi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 35. Hafta: </div> <div> 04-08 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE AND THE FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and space</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.8.L2 Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **READING:** ENG.10.8.R2 Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading. **WRITING:** ENG.10.8.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **SPEAKING:** ENG.10.8.S2 Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language. **PRONUNCIATION:** ENG.10.8.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 ''life in the universe and the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.10.8.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 36. Hafta: </div> <div> 11-15 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE AND THE FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and space</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.10.8.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.10.8.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **WRITING:** ENG.10.8.W3 Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.10.8.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **READING:** ENG.10.8.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.10.8.W4 Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Engelliler Haftası, Vakıflar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 37. Hafta: </div> <div> 18-22 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE AND THE FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and space</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.10.8.W5 Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''. **SPEAKING:** ENG.10.8.S4 Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice. **WRITING:** ENG.10.8.W6 Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it. **SPEAKING:** ENG.10.8.S5 Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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,V17. Thriftiness,V18. Cleanliness,V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 38. Hafta: </div> <div> 25-29 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, İstanbul'un Fethi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 39. Hafta: </div> <div> 01-05 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Hayat Boyu Öğrenme Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 40. Hafta: </div> <div> 08-12 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Çevre ve İklim Değişikliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 41. Hafta: </div> <div> 15-19 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 42. Hafta: </div> <div> 22-26 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>ÖLÇME DEĞERLENDİRME :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>FARKLILAŞTIRMA :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>OKUL TEMELLİ PLANLAMA : </b></td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliğler Dergisinden yararlanılmıştır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:10px; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <p> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 text-center mt-5" style="text-align: center; font-size:14px; margin-top:50px;"> <p>..../..../2025 <br> UYGUNDUR</p> <p>...................................... <br> Okul Müdürü </p> </div> </div> </div> </section>