VELS Unit Planner. Unit 2 / Semester 1: Keluarga saya lucu!

AR + JC + BH Year Level: 8
Step 1
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Key Concept How to communicate about oneself and others: family
(Generative topic / why? /
big idea)

Focus Essential Learning Domain: LOTE

Domain
(Including dimensions)
Supporting Domains
(Including dimensions)
Understanding Goals
Dimensions: Communicating in LOTE
Standards:
• They show awareness of the language requirements of a range of specific situations related to a given topic, and adapt language
and gesture appropriately for the role, audience and purpose of the task.
• They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new
contexts.
• They read a range of short, and sometimes modified, texts for meaning.
• They read short passages for meaning.
Domain: Personal Learning
Dimensions: The Individual Learner
Standards:
• Students demonstrate an awareness of different cultural and societal beliefs.
• They gather information about their own performance through seeking feedback, in addition to the rubric and reflection.
Dimensions: Managing Personal Learning
• At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress
towards achieving these.
• They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising
appropriate resources and demonstrating motivation.
Domain: Communication
Dimensions: Listening, Viewing and Responding
Standards:
• When responding, they use specialised language and symbols as appropriate to the contexts in which they are working.
Dimensions: Presenting
• Students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a
range of presentation forms to meet the needs of the context, purpose and audience.
1 2 3 4
(Written as essential Saying how many people are Talking about your pets, Say where you live and ask Talk about how old someone
questions or statements) in your family, talking about asking if someone else has someone else where they is.
family members and asking any pets live.
others about their family.

Step 2
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Sequence Understanding Performances of Understanding Ongoing Assessment Reference to specific VELS
Goals (Criteria, feedback & standards
reflection)
Introductory Learning to say Familiarise students with the relevant Short vocabulary tests. They show awareness of the
Performances how many vocabulary and phrases. language requirements of a range of
(Tuning in) people are in Practise the vocabulary and phrases orally in specific situations related to a given
your family. class. topic, and adapt language and gesture
appropriately for the role, audience
and purpose of the discourse.
They acquire and use new
Learning to ask Familiarise students with the vocabulary and
information and language, and recycle
how many phrases in class orally, spoken, written and previously learnt language skills and
people are in a aural. Students use their Bagus Sekali 1 text knowledge in new contexts.
particular family and workbook to complete the relevant They read a range of short, and
exercises. sometimes modified, texts for
Vocabulary tests, assessment meaning.
Talking about Students learn how to talk about their pets as of the Workbook chapter 6 They read short passages for
pets and asking well as to ask others about their pets through Vocabulary tests; assessment meaning.
others about oral work from their textbook and exercises in of the workbook.
pets. their workbooks.
Completion of worksheets,
Asking about Students learn how to ask how old a person is listening to relevant audio
age and where a and state their age; they also learn to ask where CDs with accompanying
person lives a person lives and to state where they live. reinforcement exercises.

Guided Inquiry Describing your Complete the relevant exercise in the students’ They show awareness of the
Performances family from a Bagus Sekali 1 text Langkah 6. Pg 90 language requirements of a range of
(Finding out / photo or picture. Teach - Grammar: We are family; How many specific situations related to a given
sorting out / are there in your family? topic, and adapt language and gesture
going further) appropriately for the role, audience
Surveying 6 Teach - Grammar: Do you have any pets?; and purpose of the discourse.
other students Counting people and animals. Vocabulary: They acquire and use new
information and language, and recycle
from their class anda, memelihara and bisa
previously learnt language skills and
on their pets. knowledge in new contexts.
They read a range of short, and
sometimes modified, texts for
Prepare for major assessment task relating to meaning.
family and pets on Photostory or imovie. They read short passages for
meaning.
Students demonstrate an awareness
of different cultural and societal
beliefs
Culminating Learning to say Students complete a story board about their Students complete a digital Students use the communication
Performances how many family for their Photostory which is discussed photo story using the program conventions, forms and language
(Making people are in with another student and the teacher. of the same name to appropriate to the subject to convey a
conclusions / your family. pictorially write about and clear message across a range of
taking action) The program is explained and students work on speak about their family as an presentation forms to meet the needs
of the context, purpose and audience.
Learning to ask putting their photos onto the program, their assessment task for the unit.
At Level 5, students set realistic
how many headings, their segues; they then work on
short-term and long-term learning
people are in a speaking the information onto the program and goals within a variety of tasks and
particular family finally add music form an MP3 file (see BH). describe their progress towards
Revision and consolidation achieving these.
Talking about Students complete a listening activity sheet on using Assessment tasks from They complete competing short,
pets and asking another student’s presentation. Bagus Sekali 1 teachers extended and group tasks within set
others about resource, langkah 6 timeframes, prioritising their available
pets. time, utilising appropriate resources
LAT: Digital photo story and demonstrating motivation.
Asking about rubric &
age and where a Chapter tests: listening,
person lives reading, writing.

End of chapter test.

Step 3
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Weekly Overview
(Weeks may vary due to 3 blocks over 2 weeks)
Week 1 Saying how many people are in a family and who they are (names/titles). Asking about family members. Talking about family members in
terms of age. Listening Activities – Bagus Sekali. Writing Activities – Bagus Sekali

Week 2 Say where you live and ask someone where they live. Talking about pets and asking if someone has a pet. Bagus Sekali Activities -

Week 3 Introduce text photo story: Kamu Mengerti? A & B. Begin students own Photostory with storyboard.

Week 4 Storyboards checked; students put photos onto program. (BOOK LABTOPS)

Week 5 Working on Photostory: Assessment Tasks: Reading and writing; (BOOK LAPTOPS) Split class - some students doing chapter tests?

Week 6 Working on Photostory: Assessment Tasks: Speaking and Listening. (BOOK LAPTOPS) Split class - some students doing chapter tests?

Week 7 Presentation of Photostories. Completing listening activity. (2 blocks)

Resources
Bagus Sekali Textbook 1 and Bagus Sekali 1 Workbook
Bagus Sekali 1 Audio CDs.
Teacher’s Manual
Mari Membaca Bahasa Indonesia: Keluarga Jaya – extension activity.
Laptops for students to use