Você está na página 1de 35

Di Lonardo Sabrina, Fortin Alexandra, Naseer Hafsa, Gutierrez Esther

Unit Plan Introduction


This unit is made for the subject of English as a second language. It revolves around the theme "All Around the World", as an introduction to the broad concept of culture. Indeed, while the concept of culture might be too abstract for the audience grade 6 (Elementary cycle 3, year 2) the topics addressed throughout the unit relate to the notion of culture. For the purpose of this project, the class will have 28 students, with a beginner-intermediate level.

Figure 1. Unit - Concept Map

Figure 2. Unit Progression - Lesson Plans

Understanding By Design Unit

Title of Unit

ALL AROUND THE WORLD

Grade Level

Grade 6 Primary Level, Cycle 3

Subject

English as a Second Language

Time Frame

8 weeks, two 60min periods per week

Developed By

Sabrina Di Lonardo, Esther Gutierrez, Hafsa Naseer, Alexandra Fortin

Stage 1 - Identify Desired Results


Broad Areas of Learning How are the BAL incorporated into this unit? Media Literacy: the students will be taught through and will use media and technology in class, for exercises (learningchocolate.com), lectures (e.g. youtube.com) and testing (socrative.com). Citizenship and Community Life: the students will work in groups of four throughout the unit, as well as in pairs regularly.

Cross curricular Competencies How will this unit promote the CCC? Competency 1: to use information Competency 2: to solve problems Competency 4: to use creativity Competency 5: to adopt effective work methods Competency 6: to use information and communications technologies (ICT) Competency 8: to cooperate with others

Competency 9: to communicate appropriately (in the target language) Learning Outcomes What relevant goals will this unit address? To interact orally in the target language To reinvest the understanding or oral and written texts To write texts To learn about learning strategies (self-monitoring, self-evaluation, using resources)

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit. Students will know... How to introduce themselves: where they come from, as well as some basic facts about their country of origin, or other big countries in the world. They will learn vocabulary about countries, nationalities, languages, weather, sports, symbols, and food in order to do so.

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. These will come from the indicators. Cooperation skill Technological skill Oral skill in target language Writing skill in target language Conversational skill

Stage 2 Assessment Evidence


Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task G Goal The students, in groups of 4, will (re)present an English speaking country as well as their symbols, What should students accomplish by typical food, sports, weather. They will do so through a five minute oral presentation (power point completing this task? or poster) or video. R Role In order to make that possible, the students will have computer lab and in-class time weekly to What role (perspective) will your students be prepare their project. The presentations will be shown on the last day of the unit to the entire class, taking? who will take part in the grading process. A Audience Who is the relevant audience? The students will be graded mostly on the vocabulary used, their pronunciation and the respect of the grammar rules learned throughout the unit. S Situation
The context or challenge provided to the student.

P Product, Performance
What product/performance will the student create?

S Standards & Criteria for Success


Create the rubric for the Performance Task

Rubric attached to unit plan Student Self-Assessment

Other Evidence

Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. Each week, the students will write individually a short journal entry of what they want to get done in their group, what they achieved to do, whether or not they are happy with what they have done. A form will be given for them to fill. These will be graded, based on progression and not content. On week 3, 5 and 7 of the unit, the students will have to write a short test in the computer lab, through the website socrative.com. The tests will include multiple choice questions, true or false, and short answers. While they work in their group, the teacher will go around and make sure that the students are interacting in the target language and are on task.

How will students reflect upon or self-assess their learning?

The class will watch the presentations on the last day of the unit, giving a chance to students to compare their work. Students will also have a chance to fill out a rubric on other groups, stating what they liked or not, and why. The students will also fill out a simple rubric grading themselves, individually and in group. They will have to give feedback, comments about what went well, what did not and why, as well as suggestions. All forms will be given out by the teacher to help them with the assessment.

Stage 3 Learning Plan


What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning? By the end of cycle three, the students must be able to interact orally, write texts, and reinvest their understanding of written and oral texts. In order to do so, this unit will help them gradually become more independent and will address their conversational skills. Through their short journal entries, the students will be aware of their progression, what they have achieved and what tasks they need to tackle

next. On the first day of the unit, students will be asked about their country of origin, as well as their parents'/grandparents' so that the teacher can adapt her lessons by addressing these countries throughout the unit. During their in-class preparation time, the students will be encouraged to find a place where they can work best (e.g. sitting on the floor, in the library, in the computer lab). During class time, the desks will be arranged in a U-shape so that the students are facing each other.

How will you engage students at the beginning of the unit? (motivational set) On the first day of the unit, students will be asked about their origins, as well as their parents'/grandparents'. The teacher will also share her own story with the students to encourage them to do the same (e.g. where were you/your parents/grandparents born? How many languages do you speak? What languagues do you speak? Where have you traveled?).

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? # Lesson Lesson Activities CCCs Resources Title 1 Tuesday introduction activity (teacher directed + teacher-student interaction) 1,9 Smartboard Introduction Thursday make 7 groups of 4, picking country from hat + around the class activity+ smartboard discussion 2 Tuesday lecture (teacher directed and teacher-student interaction)+ practice (student1,9 Smartboard Countries student interaction) Thursday introduce the final project + computer lab (learningchocolate.com activities) computers 3 Tuesday lecture (teacher directed and teacher-student interaction) + practice (student1,9 smartboard Nationalitie student interaction) s Thursday computer lab: 20min test (10 questions) + project work 1,2,4,5,6,8,9 computers, cameras 4 Tuesday lecture (teacher directed and teacher-student interaction) + practice (student1,9 smartboard Languages student interaction)

Thursday group work: in-class preparation time + computer lab time 5 Temperatur e/ Weather Sports & Symbols Tuesday lecture (teacher directed and teacher-student interaction) + practice (studentstudent interaction) Thursday computer lab: 25min test (15 questions) + project work Tuesday lecture (teacher directed and teacher-student interaction) + practice (studentstudent interaction) Thursday computer lab: games + preparation time + project work Tuesday lecture (teacher directed and teacher-student interaction) + practice (studentstudent interaction) Thursday computer lab: 35min test (20 questions) + preparation time + project work Tuesday computer lab: project work Final Project Thursday in-class presentations + assessments

1,2,4,5,6,8,9 computers, cameras 1,9 smartboard 1,2,4,5,6,8,9 computers, cameras 1,9 smartboard 1,2,4,5,6,8,9 computers, cameras 1,9 smartboard 1,2,4,5,6,8,9 computers, cameras 1,2,4,5,6,8,9 computers, cameras projector, smartboard

7 Food

Assess and Reflect (Stage 4)


Considerations Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? Comments In this unit, each lesson builds on the previous one, moving logically from countries to food, addressing the broad concept of culture with young students. The students will learn more vocabulary in each lesson, which will be reflected in the testing. The performance task, their final project, will also reflect their improvement through not only the presentation but also their entry journals. In order to help all students, each group will include at least a weaker and a stronger student. This will help them cooperate, giving a chance to the weaker

Adaptive Dimension: Have I made purposeful adjustments to the curriculum

content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

student(s) to be helped, and to the stronger student(s) to take a leadership position on the project.

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

The lessons include some teacher directed activity as well as teacher-student interaction during the lecture. There is also student-student interaction when they practice, as well as during their group project.

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

The students will have access to the textbook and French-English dictionaries in class, and an atlas in the school library, as well as the internet during the computer lab time.

FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?

Throughout this unit, the teacher will keep in mind where the students and their families come from in order to cover those countries and their culture during the lessons.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk

LESSON PLAN #1
Title: Teacher: Date: Duration: Level: Objectives All Around The World: Introduction Alexandra Fortin January 7th & 9th, 2014 2 class periods Cycle 3, Year 2 Students will: Situate themselves as cultural beings (Personal backgrounds) Refer to their prior knowledge about countries Develop their cooperating skills as they brainstorm in smaller groups Learn new vocabulary through interactive conversation Competency 1: To interact orally in English Students react to messages using strategies Take the initiative to transmit oral messages using strategies Maintain oral interaction using strategies Competency 2: To reinvest understanding or oral and written texts Student prepares to listen to and read texts using strategies Demonstrates understanding of oral and written texts using strategies Carries out meaningful tasks using strategies Competency 3: To write texts Student prepares to write texts using strategies Composes texts using strategies Revises his or her texts using strategies Whole class Small groups of 2 and 4 Internet access SMART Board

Developmental Domains

Group Size

Materials

TIME 7 minutes

LESSON Week 1, Class 1 (Teacher-Student & Student-Student) Warm-Up: Teacher orally models what will be expected of the students in the following task, giving her own take on the exercise. Including personal origins (self & family), past travel experiences, anecdotes, languages spoken, aspects of culture, etc. (Seeing as I am Aboriginal, students will get knowledge of the First Peoples of Canada)

5 minutes

Introduction to interview activity: She introduces the interview activity. Ensuring students feel safe to share their experiences.

20 minutes*

Students create teams of two Interview each other in target language.

Interview activity takes place: Teacher circulates helping students determine words and questions if necessary. Aiding students that may be stuck in racially charged subjects. Note taking is highly encouraged for the later discussion. Students are expected to write about the interviewees experiences. Remaining class *time may vary according to students involvement and needs time* Oral sharing time: Students can now share with the entire classroom, things that may have shocked, interested, confused them. Anecdotes will be encouraged at this point because students are most comfortable when speaking about what they know. They can express their cultural identities. *once again, time may vary depending on fruitfulness of discussion If interactions become sparse, teacher may ask questions to group to keep the ball rolling. Asking them about, countries, food, customs, etc, as a preview of the next class lesson. By doing so, the teacher realizes the students prior knowledge on the subject of the next class lesson. 10 minutes Week 1, Class 2 Creating Groups: Teacher creates seven groups of four students. In each group, one strong student is present as well as a weaker one. This promotes student-teachers in the groups. It also ensures that students will be challenged by working with people other than their circle of friends. Groups are announced, although students still dont know what the project consists of. This is to make sure that they are paced into the project. Each member of the group is assigned a role; the timekeeper (keeps the group on task), the secretary (takes notes), the editor (organizes and disperses tasks) and the facilitator (keeps it moving by asking questions)

5 minutes

Country Selection Groups then choose an English speaking country out of a hat. Possibilities are Ireland/Australia/United-States/ England/ Whales/ Scotland/ South-Africa/ India/ New Zealand (urging this group to tak about the Maoris-Aboriginals). One country per team and no teams have the same country to ensure that the information provided at the

15 minutes

end of the unit is not repetitive. All Around The Classroom activity: A flag and a few points regarding its country of origins is hung up on a wall in the classroom. As a team, students are to find their selected country as a team. They are on their feet during this activity, therefore students that are advantaged by kinesthetic learning will be targeted.

20 minutes

What do WE/I know? At this point, students have re-arranged their desks into islets. Students are now all facing each other promoting interaction and participation. They are asked to identify all of their knowledge on their given country. Students are to perform this task in the target language. This is they first attempt at assuming their group roles. Teacher walks from team to team to make sure students are on the right track and realigning them when they are not, asking questions to help their discussion.

Ongoing

Assessment: Observe students abilities in target language and the way they respond to collaborative work. Interacting with them when they are in teams Provide feedback on account of what you see in these early stages of their project Guide discussions on any topic that generates interest Observe use of language and English speaking skills developed throughout the term (progression)

LESSON PLAN #2
Title: Teacher: Date: Duration: Level: Objectives All Around The World: Countries Alexandra Fortin January 14th & 16th, 2014 2 class periods Cycle 3, Year 2 Students will: Further their knowledge on countries Develop creative thinking as a team Use visual & physical aids to benefit the types of intelligence Competency 1: To interact orally in English Students interact spontaneously and effectively, promoting confidence and autonomy Use appropriate compensatory and learning strategies Communicate personal messages more easily Competency 3: To write texts Students write a variety of well-structured texts Make greater and more confidents use of compensatory and learning strategies Produce a text that is pertinent to the instructions given Apply the language conventions in target language:

Developmental Domains

Group Size

Whole class Small groups of 4 Internet access SMART Board Computer Labs

Materials

TIME

LESSON

15 minutes

Week 2, Class 1: Travel with ME: Students learn new vocabulary and concepts about traveling. From the airport to embassies, they are urged to take notes.

30 minutes

Lecture Class Teacher presents 8 countries: Canada, France, Italy, Greece, Brazil, Russia, China and Morocco through a SMART board presentation. This is a way to model the elements of the presentation that should be featured in the students future presentation. Students are urged to take notes because elements will be found in quizzes throughout the unit.

15 minutes

Discussion Class finishes on a opinion, thoughts, questions note. The room is open to discussion on any related topic. Week 2, Class 2:

40 minutes

Mr. Project: Project is finally introduced to students. They are to create a media driven research about the country theyve elected. Teacher goes on to expose the many possibilities of this teamwork (video, skit, PowerPoint, poster...) and the many facets of the evaluations (self, peer, research journal*) that they and their teammates will experience. *see evaluation sheets Topics are: geography, weather, flags, nationalities, languages, food, people, sports, miscellaneous.

20 minutes

Lab Time: Student are given the rest of the class time to either; Start researching their country Play educational games on the topic of Countries Around The World. Website such as: learningchocolate.com

Ongoing

Assessment: Observe use of target language and speaking skills Encourage and observe cooperation skills Monitor factors that are accountable for their own personal assessments Guide discussions on any topic that generates interest Observe use of language and English speaking skills developed throughout the term (progression)

LESSON PLAN #3
Title: Teacher: Date: Duration: Level: Objectives Nationality All Around the World Sabrina Di Lonardo January 21, & 23 2014 2 class periods Cycle 3, level 2 Students will : Learn the nationalities associated with specific countries Practice and learn the rules of grammar, pronunciation, and vocabulary Competency 1: To interact orally in English The student reacts to messages using strategies The student takes the initiative to transmit oral messages using strategies Competency 2: To reinvest understanding of oral and written texts The student prepares to listen to and read texts using strategies The student demonstrates understanding of oral and written texts using strategies Competency 3: To write texts The student prepares to write texts using strategies

Developmental Domains

Group Size

Whole class Partners/groups

Materials

TIME

Smart board Colored pencils/crayons, scissors, paper Internet Access Computer Lab LESSON

5 minutes 10 minutes

15 minutes

25 minutes

Tuesday: Attendance Recap of Countries (China, France, Italy, Greece, Brazil, Russia, Morocco) Repetition activity: Entire Class repeats after the teacher - T.C Geographical placement: Quick pinpoint of where each country lies on the map (smart board) - T.C Introduction of Nationality (Lecture) Explains how every country is associated with a nationality + definition (Gives example of Canada=Canadian) T.C Explain the suffixes/endings: -ese, -ian, -an + exceptions e.g French, Greek. Goes through each country and its proper ending. T.C Capitalization Repetition Activity: Entire class repeats after the teacher. T.C Activity Assign each student with a country by handing out pieces of paper with colorless flags printed on them. Teacher will put up an image of every countrys flag and each student will have to color in their flag accordingly. - S.C The teacher will give an example I am Canadian, I live in Canada and the students, one by one, will repeat the phrase by replacing the country and nationality with the one they received for example, a student with a flag of France would have to say I am French, I live in France. The teacher would correct as the class goes on and the entire class would repeat after each student. S.C

5 minutes * Explain and assign homework

Homework: STUDY FOR TEST

Thursday: Lab Day 5 minutes 15-20 minutes Attendance Test Students complete 10 question test on Socrative.com (computer) *If students complete their test before the time is over they are asked to stay quiet at their computers and engage in online games assigned by the teacher*

30 minutes

Group Work Students split up into their groups for their project (They are free to use the computers, work on tables/desks or in the hallway quietly. S.C They are encouraged to ask the teacher questions and the teacher will go around from each group to the next keeping everyone on track and helping those who need a little more guidance. Assessment Observe students participation, leadership, and team work. Observe groups ability to get work done Observe improvements in pronunciation

Ongoing

LESSON PLAN #4
Title: Teacher: Date: Duration: Level: Objectives Languages All Around the World Sabrina Di Lonardo January 28 & 30, 2014 2 class periods Cycle 3, Level 2 Students will: Learn what languages are spoken in the countries they are studying Practice pronunciation Competency 1: To interact orally in English The student reacts to messages using strategies The student takes the initiative to transmit oral messages using strategies Competency 2: To reinvest understanding of oral and written texts The student prepares to listen to and read texts using strategies The student demonstrates understanding of oral and written texts using strategies Competency 3: To write texts The student prepares to write texts using strategies

Developmental Domains

Group Size

Whole class Partners/groups

Materials

TIME

Smart board Internet Access Computer Lab LESSON

5 minutes

10 minutes

10 minutes

Tuesday: Attendance Introduce languages (Lecture) Ask the students what countries theyve been studying in class. When someone raises their hand and gives a correct answer, they must go up to the smart board and write it down. (Teacher will correct any spelling mistakes afterwards with the whole class before continuing) Ask students if they know what the official language is in each country. Students have a chance to respond by raising their hand and if they answer correctly they must write the name of that language next to its according country (Teacher may verbally help with spelling). If students cannot answer, the teacher will give the answer and invite a student up to write it on the smart board as well. China Mandarin France French Italy Italian Greece Greek Brazil Portuguese Russia Russian Morocco Arabic *Mention that there are different dialects and other spoken languages in countries such as Italy, Morocco, and Russia* Activity Clear desks to make an open space in the middle of the class Have students stand in a circle They will be asked, one by one, to introduce themselves (can use an alternative name) stating where theyre from, what nationality they are, and what language(s) they speak (using the vocabulary theyve learned). They then have to ask a question to another student asking where theyre from, what language they speak, or what nationality they are and that student needs to respond. Every student must take their turn, and no student can be asked a question more than once. All countries must be covered. The teacher must moderate and make sure the exercise is working. Teacher must also correct any mistakes. Assign homework Teacher will hand out a paper with a matching activity. Students must match the right countries, flags, nationalities, and languages.

30 minutes

5 minutes

Thursday: Lab Day 5 minutes 10 minutes 15 minutes Attendance Homework Correction T.C Update on Project Teacher must specify where everybody should be in terms of their projects. T.C Students are open to ask questions. Any issues that need to be addressed should be. Students must sign up to reserve any equipment (video cameras, iPads, etc.) for the following lab day. Group Work Students split up into their groups for their project (They are free to use the computers, work on tables/desks or in the hallway quietly. S.C They are encouraged to as the teacher questions and the teacher will go around from each group to the next keeping everyone on track and helping those who need a little more guidance. Assessment Observe students participation, leadership, and team work. Observe groups ability to get work done Observe improvements in pronunciation

30 minutes

Ongoing

LESSON PLAN #5
Title: Teacher: Date: Duration: Level: Objectives Temperature & Weather around the world Ms. Esther Gutierrez February 4 & 6, 2014 2 class periods (total: 120min) Cycle 3, Year 2 (Grade 6) Students will: Learn about weather and temperature Be able to talk about the weather and temperature in the countries under study Languages: English as a Second Language Competency 1: To interact orally in English The student reacts to messages using strategies Competency 2: To reinvest understanding of oral and written texts The student prepares to listen to and read texts using strategies The student demonstrates understanding of oral and written texts using strategies Competency 3: To write texts The student prepares to write texts using strategies The student composes texts using strategies Competency 1: to use information Competency 2: to solve problems Competency 4: to use creativity Competency 5: to adopt effective work methods Competency 6: to use information and communications technologies (ICT) Competency 8: to cooperate with others Competency 9: to communicate appropriately (in the target language)

Developmental Domains

Cross-Curricular Competencies's

Group Size

Whole class Pairs/ Small groups

Materials

TIME 25 minutes
teacher-student interaction

Smart Board/ Projector Computer lab (computers, cameras) Internet access LESSON Tuesday Introduction to new lesson: On the smart board, have pictures of the 8 countries under study, with flags, in one of their extreme weather (e.g. Canada and Russia during winter, China during monsoon, etc). Ask students what they think today's lesson will be about. Have the students say and write on the board all the vocabulary they know related to weather/temperature. Show this video from 1:40, twice, and ask the students to write down as much vocabulary as they can related to weather/temperature: What's the weather like today? http://www.youtube.com/watch?v=rn1BxewN-kQ Ask the students what other words should be added on the board

10 minutes
teacher directed

Lecture: Write lesson on the board, underlining the important vocabulary (e.g. hot, cold, sunny, windy) and using examples with the countries under study (e.g. In Canada, winters are cold) Practice: In pairs, have students practice saying the vocabulary. Give each pair a piece of paper with a country, temperature and weather descriptions. Ask the students to write one or two short sentences. Correct the sentences orally. Homework: The students will have to learn the vocabulary as well as the typical weather in each country under study. Remind the students of the test on the next class, covering languages and weather. Tell the students that it will be 15 questions, either multiple choice or true/ false. Thursday Testing: In the computer lab, ask the students to log into socrative.com, and

15 minutes
student-student interaction

5 minutes

30 minutes

25minutes
student-student interaction

give them the appropriate instructions related to the test. If the students finish early, they are allowed to start working on their final project, individually. Testing begins.

Group work: Ask the students to fill their entry journals before beginning to work in their group and at the end of the period. Assessment: Observe students team work and participation in the group discussions. Observe students' use of media and technology. Observe students' progression and/or struggles.

Ongoing

LESSON PLAN #6
Title: Teacher: Date: Duration: Level: Objectives Sports and symbols Ms. Esther Gutierrez February 11 & 13, 2014 2 class periods (total: 120min) Cycle 3, Year 2 (Grade 6) Students will: Learn the sports and symbols associated with countries under study. Practice the pronunciation and learn the grammar rules associated with sports (play/do/go). Languages: English as a Second Language Competency 1: To interact orally in English The student reacts to messages using strategies Competency 2: To reinvest understanding of oral and written texts The student prepares to listen to and read texts using strategies The student demonstrates understanding of oral and written texts using strategies Competency 3: To write texts The student prepares to write texts using strategies The student composes texts using strategies Competency 1: to use information Competency 2: to solve problems Competency 4: to use creativity Competency 5: to adopt effective work methods Competency 6: to use information and communications technologies (ICT) Competency 8: to cooperate with others Competency 9: to communicate appropriately (in the target language) Whole class Pairs/ Small groups Smart Board/ Projector Computer lab (computers, cameras) Internet access

Developmental Domains

Cross-Curricular Competencies's

Group Size

Materials

TIME 15 minutes
teacher-student interaction

LESSON Tuesday Test #2: Give students feedback on how they did and their common mistakes. Correct the entire test by asking the students for the answers, and asking them to write it on the smart board. Give the tests back to the students and ask them to correct them. Introduction to new lesson: Ask students what they did during the weekend (Did they play sports? Which one(s)?) Ask students what a symbol is. On the smart board, draw a concept map. Have the students write on it what are the symbols of the countries under study. Make sure students think of animals, sports, and famous people. Practice: In pairs, have students practice saying the vocabulary. Ask each pair to discuss their favourite national symbol, and to write down two short sentences. Discuss their sentences as a group, comparing their answers. Lecture: Write lesson on the board, underlining the important vocabulary (e.g. soccer, panda, the Pope, Justin Bieber) and using examples with the countries under study (e.g. The national winter sport of Canada is hockey). Put emphasis on the grammar rules associated with sports. Homework: The students will have to learn the grammar rules and read the vocabulary three times. Thursday Review: Ask the students what they remember about the lesson. Activity: Ask the students to go on learningchocolate.com and play games about animals and sports. Group work: Ask the students to fill their entry journals before beginning to work in their group and at the end of the period.

15 minutes
teacher-student interaction

10 minutes
student-student interaction

10 minutes
teacher directed

5 minutes

10 minutes

15 minutes
student centered

30 minutes
student-student interaction

For 20 minutes, the students have to work on the content (do research, write their script, etc). For the rest of the period, they can work on the form of their project (recording, arts and craft, power point, etc...).

Ongoing

Assessment: Observe students team work and participation in the group discussions. Observe students' use of media and technology. Observe students' progression and/or struggles.

Lesson Plan #7
Title: Teacher: Date: Duration: Level: Objectives Food Around the World Hafsa Naseer February 18, 2014/ February 20, 2014 Two class periods, 120 minutes Cycle 3, Year 2 Students will: Grasp the concept of different food around the world Explore their own food preferences and compare it with their peers Learn to ask questions in English and provide answers Competency 1: To interact orally in English Students show confidence and autonomy Interact spontaneously and effectively Correctly use functional language employed in class Competency 3: To write texts Students write a variety of well structured texts Apply language conventions targeted for the task The whole class: 28 students Partners/ small groups for personal interaction Internet access, computers, SMART board LESSON Week 1, Class 1 Warm-up Activity: Secret Word game A space is cleared in the center of the classroom and students sit on the floor in a circle One student leaves the room The other students choose a secret word together The student who left comes back and stands or sits in the middle of the circle The rest of the students ask the student in the middle questions that can possibly evoke the secret word Based on the class questions, the student must guess the secret word to win. *Depending on the interest, engagement and success of this game, the role of the student in the middle can be switched with the other students role. This gives the student in the middle a chance to ask the class yes or no questions to guess the secret word instead.

Developmental Domains

Group size Materials TIME 15 minutes

10 minutes

This is a great way for students to start communicating in the target language and prepare to ask questions to their peers for the activity. Introduction: Ask students what their favorite food is Volunteers can write their response on the SMART board Explain: There is a variety of food around the world. Different countries cook different foods based on where they live and the resources they attain in their environment. Have they travelled to a different country and tasted a food for the first time? What did they like? What did they dislike? What food would they like to try? Write vocabulary on the SMART board: food, taste, delicious, spicy, eat, meat, vegetable, chicken, beef, fish, lettuce, broccoli etc. Role-play activity: Students will be put into 4 groups of 7. Example of group 1: each student will be given a flag pin of one of the 7 countries covered in the beginning of the unit (China, France, Italy, Greece, Brazil, Russia, Morocco and Canada). Students will individually research the country on their flag pin and find one food that originated from there. They will come back to their group and, in the target language, talk about the dish they chose by introducing themselves as a native of their respective countries. The other 6 members of the group will ask pertinent questions to the student introducing their country and so on. Examples of sentences they could use to introduce their food and country are: Hello! My name is Antonio and I love tacos! I am from Lebanon and I enjoy shish taouk! These examples and more will be given to students on a sheet of paper as prompts to help them get started. They will also be required to discuss their ideas with their team members. All 4 groups will have the same countries. Introduce assignment: Students will write a short journal entry on their experience in class. They will emphasize what they liked/disliked and if they learned anything new. Any other thoughts, reflections and/or questions will also be encouraged.

25 minutes

10 minutes

60 minutes

They can start the assignment in class with the aid of dictionaries, thesaurus and classroom resources. *Students who feel they have finished the role-play activity and have no further discussion required can see the teacher and start their journal entries early. Week 1, Class 2: Students use lab time to work on their personal project. They can use this time wisely to ask the teacher questions and seek help. A grading rubric will be handed out in class for students to understand expectations of the project. They have the following resources and materials available for them to further their work: Computers Dictionaries Thesaurus SMART board to arrange their ideas with group The teacher to guide them Groups who finish their projects ahead of time can use the rest of class time to review material for their third test taking place on week 2, class 1. This is a good opportunity to discuss concepts and information with peers and the teacher. Assessment: Encourage and observe student participation Provide feedback on journal entries and projects Help with any difficulty and assess proper use of target language Observe students speaking in target language at all times and whether interacting with other students in a timely and respectable manner

Ongoing

Lesson Plan #8
Title: Teacher: Date: Duration: Level: Objectives Final Project: Around the World Hafsa Naseer February 25, 2014/ February 27, 2014 Two class periods, 120 minutes Cycle 3, Year 2 Students will: Grasp the concept of different food around the world Learn to research and understand other English speaking cultures Speak autonomously in the target language Comprehend the importance of teamwork and group collaboration Competency 1: To interact orally in English Students show confidence and autonomy Interact spontaneously and effectively Correctly use functional language employed in class Competency 2: To reinvest understanding of oral and written texts They briefly describe key elements of a text and demonstrate overall understanding of meaning Organize and summarize information Develop ideas and expand use and range of expressions using texts and resources Competency 3: To write texts Students write a variety of well structured texts Apply language conventions targeted for the task The whole class: 28 students Partners/ small groups for personal interaction Internet access, computers, SMART board LESSON Week 2, Class 1 Test #3: 20-question test on symbols, sports and food covered in previous classes. The test will be given through socrative.com. Students who need more time will be given an extra 10 minutes or more depending on their needs. Lab time: Students are given the rest of the class time to work on their

Developmental Domains

Group size Materials TIME 30 minutes

30 minutes

40-45 minutes

10-15 minutes

Ongoing

personal projects and make any touch-ups they need to bring it all together. They have the following resources and materials available for them to further their work: Computers Dictionaries Thesaurus SMART board to arrange their ideas with group The teacher to guide them Week 2, Class 2 Introduction: Students will set up their projects and presentations on their respective mediums as soon as class begins. Final Project Presentations: Students will present their projects to the class and each group will be allotted five minutes. The students who are not presenting will be given handouts to assess each presentation. Student self and group assessments: They will be handed out assessment sheets and will use the time to fill them out Individual assessment: students will assess their individual contribution to the project Group assessment: students will assess their own group and any difficulties or advantages they had with the process Assessment: Encourage and observe individual and group participation Observe use of language and English speaking skills developed throughout the term (progression) Guide discussions on any topics that generate interest Grade students on pronunciation, use of language, oral communication and form of written text (grammar, spelling) and the progress each has made throughout the unit based on the oral presentations.

Research Entry
Before visiting the technology lab: What do you want to do today? (research, recording, typing, arts and craft, create with technology...) About what? (language, flag, food, geography, nationality, symbols, people, weather...) After visiting the technology lab: What did you do today? Do you need to continue working on that?

Is your team working well together?


Are you happy with the progress of your team?

Peer Assessment
Your name: Group presenting: Did you like this presentation? Why?

Ideas: Funny, interesting, boring, too long, too short, awesome, enthusiastic, helpful, weird, energetic, frigid, wonderful, resourceful, weak, not loud enough, lazy, inconsistent, average

Self & Group Assessment


Your name: Did you participate in the research for your project?

Did your teammates work well together? Did everyone put the same amount of work into the project?

Are you proud of your presentation today? Any comments:

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________

Criteria
Use of Strategies

Grading Rubric for Oral Presentations All Around the World Unacceptable Satisfactory Excellent
Do not use strategies in appropriate situations. Use somewhat pertinent verbal and nonverbal reactions. Use pertinent verbal and nonverbal reactions. Transmit oral messages in relevant situations. A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Spoke in English at all times and made effort to communicate all information in the target language. Spoke autonomously. The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct.

Demonstration of understanding key elements and meaning

Some understanding of topic shown. Some links and connections made between ideas.

Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Spoke in English most of the time and sometimes used native language to express ideas.

Spoke in native language with a few in the target language. Use of Made no attempt to functional language (oral communicate in target communication) language.

Vocabulary, sentence structure, grammar

The presentation content was occasionally grammatically correct. Vocabulary mistakes in text and sentence structure not appropriate.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

Pronunciation

Pronunciation occasionally correct, but often hesitant. Little or no visual aids or media and technology were used.

Pronunciation is usually correct. Visual aids supported the presentation effectively. They clarified the message. Media and technology was used appropriately.

Pronunciation and intonation is correct and confident. Visual aids supported the presentation effectively. They clarified and reinforced the message. The use of media and technology added interest to the presentation.

Use of visual aids and media and technology

Você também pode gostar