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We understand that you've just come out of Institute and will take time to settle into your role as the teacher of so many k
we learned how to plan and execute excellent lesson plans. But your day is made of many lessons and your students will n
most effective way if they learn on a day to day basis. You as a teacher and they as students both need a big picture goal o
time. And from that you need to backwards plan so that every day your students are learning purposefully, using knowled
before to aid their understanding for the future.
You will
be given training and support in how to plan for longer duration, but in the meanwhile you need to make the best
What
is this?
This is a Unit Plan that will help you in your first few weeks of teaching. As you learn the ropes of lesson planning and daily
plan will guide you and give you direction on how to proceed.
Who can use it?
This Unit Plan can be used by Fellows who have students at Pre-emergent to Emergent level.
1. Read the Vision and Goals. This will tell you what your students will be able to do at the end of this Unit. It will describe
and skills they would acquire and how they would use that understanding. It will show what goals they need to meet to be
vision set.
2. Have a look at the Unit Assessment. It will show you what students need to be able to do show mastery and evidence of
the unit.
3. Think if this is ambitious and feasible for your students in your class. Think of what you'd like to change. Think about you
school management, co-teacher dynamics, your teaching style and think critically about the feasibility of your students ma
assessent. Based on this, make changes to the assessment.
4. Next, have a look at the sequence of standards. This is drawn from Unit Assessment and the skills one requires to maste
This sheet will help you better understand the skills your students require so that you can think of the best way to teach th
students. It gives a sequence so that you understand what skills your students need to learn before they can master a new
5. Have a look at the calendar- this show a break up of different objectives under different content areas spread across the
week must have a holistic balance where students learn and practice different skills in many ways from different content a
your school timings, you can adjust the calendar to best suit you.
6. As and when you are going through the Standards and Calendar, you'll come across some resources. These resources are
Resource Links.
l.
By the end of this Unit, students will see success in their attempts and celebrate it. They would learn the value of hardwork
learn more about themselves and their friends and feel invested in coming to school. They will learn to care for themselves
They will be exposed to many stories and learn that stories can teach them something and can also be fun. They will begin
themselves through writing and speech and will want to own their own growth and success.
Unit Goals
Academic Achievement
Students will make 0.5 levels of growth in Language- Reading Fluency, Reading Comprehensio
They will learn the value of hardwork and how learning can be fun!
They will explore the world around them and learn more about themselves, their school, their
Key Understandings
Students will understand that They will learn to identify, recognize and match - letters, sounds.
: (What concepts will they
They will learn to listen attentively and retain information for future recall.
learn?)
They will learn to express themselves using pictures and basic vocabulary for writing and spee
They will learn that letters have sounds and sounds make up words. They will learn that pictur
meaning.
They will learn the basic literary elements of character, setting and events in a story and that t
to the story and its elements.
They will learn how to think and organize information about themselves and immediate surrou
speech.
They will be able to recognize letters and sounds of the English Alphabet, read pre-primer sigh
Students will be able to do:
pictures to guess new words and increase their vocabulary.
(What will they do with the
They will be able to answer questions orally/ written (with support) about a story read aloud t
content and concept learned?
They will be able to express themselves through writing and speech.
)
They will be able to repeat and follow instructions and information.
un!
s.
ture recall.
ocabulary for writing and speech.
ords. They will learn that pictures and words in a book have
and events in a story and that they can make personal connections
Guiding Questions:
What should the student be able to do after this Unit Plan is executed efficiently and effectively?
What performance tasks/assessments would they give to show evidence of learning?
What other evidence can we collect to show evidence of learning?
What kind of self-assessments can students use to assess their own learning and growth?
Component
(S&L/Fluency/Comprehension/
Grammar/Writing/Vocabulary)
Listening
Assessment Items
1. Generic conversations
2. Discussion in groups of 3-4
3. Share personal feelings and preferences
Reading Fluency
Reading Fluency
Reading Fluency
Can segment CVC words into initial, middle and ending sounds.
Can blend initial, middle and end sounds to form CVC words
Reading Comprehension
Writing
Assessments
The assessment items below are a list of assessments that can be conducted daily, weekly or even at Unit End.
In week 4, please administer a 0.0 BOY/EOY paper to your students to assess growth.
You can use a 0.2 and 0.5 BOY or EOY paper to assess students growth.
Aligns to
Question typeStandard Factual/ Inferential/CT
Listening skills
Can be in every
lesson
SL. EmergentTalking to
Others &
Talking with
Others
Can be in every
lesson, for any
story read aloud or
any information
shared.
SL. EmergentTalking to
Others &
Talking with
Others
Speaking skills.
Using actions, gestures and
some voices to play the part.
Can be followed
after a Read Aloud
story where
students play
different
SL. Emergent characters.
Drama
E5
Sight words
E4
Comprehension
Writing
en at Unit End.
Self-assessment by
students(if any)
Guiding Questions:
To master the assessments, what knowledge and skills would students need?
Looking at the skills and knowledge required, what standards do you think you must
What standards must you revise/remediate/re-teach to supplement learning in this unit?
Based on student learning and rigor of standards, what sequence would best support
purposeful learning, building on skills students attain in each passing day?
Note: Each standard is broken down into smaller objectives to meet students at their level, to suit teaching methodologies
Content
Literacy Component
Learning Outcomes
What text will be Fluency/Vocab/Compr What would students be able to do after
used? What
ehension/
this? This would be the standard that you
chapters from
Grammar/Writing/
want to teach.
subjects would be S&L
used?
All of these can be
done using
Authentic texts,
school textbooks,
any other reading
texts you find at your
students' level.
Generic conversations
SL Drama
Playing a pre-scripted role
E1 Identify front cover, back cover, and title of
the book, name of author, page number
Follow words from left to right and top to
bottom of a page
E2 Read, write and identify letter names,
sounds
E3 Identify initial and ending sounds
Reading
Fluency
Reading
Comprehe
nsion
Writing
At this stage, students are mostly being read stories out loud. They are listening and
understanding. The focus is on building speaking skills and imparting basic Fluency
skills. Emphasis should be on picture and oral comprehension. At this stage, students
primarily repeat and read and re-read. Their functional capacity is directed heavily at
the skill and strategy and how to use and practice it.
at their level, to suit teaching methodologies, time constraints so that students get the best understanding and knowledge of each sub
Objectives
Suggested Time
This would give how
What knowledge do you want students What skills would students get?
much time students will
to get?
take to master when
taught. But then they
should be revised
everyday.
3
3
6
40
2
10
10
10
5
40
SWBAT know we can make connections to SWBAT make connections to the characters
the characters in the story
in the story.
SWBAT visualize the characters
SWBAT visualize the setting
SWBAT know we picture/imagine what is SWBAT visualize the events
happening to enjoy the story.
in the story, by drawing or desrcibing orally.
SWABT predict events/character actions in
Based on what we know, we can guess
the story
what will happen or what a character will do by visualizing and making predictions
Characters are people, animals in a text.
SWBAT identify characters
Character do different things that are
character actions.
SWBAT identify character actions
Setting is the place where the story is
SWBAT identify the setting
happening.
by visualizing
SWBAT identify events in the story
Events are different things that happen in SWBAT describe events in the story
the story. Events have characters doing
by asking questions
different things or different things
by visualizing
happening to them.
by making predictions
There are important things that happen in
the story which change the story. These
are major events.
SWBAT identify the major events in the
story
Stories have a sequence- things happen in SWBAT retell the story with major events in
an order. That order is important.
right sequence
SWBAT identify character feelings
Characters feel happy, sad or angry etc like SWBAT describe character feelings
we do when different things happen.
by making connections
Some characters are good, bad, nice,
naughty, rude etc. Traits are how we
SWBAT identify character traits.
behave all the time.
By making connections
Main idea is what the story is about.
SWBAT identify main idea
There are some common things between
us and the characters.
SWBAT make connections with characters
Some events that happen in the story can SWBAT make connections to events in the
happen to us too.
story
3
2
2
2
2
2
3
3
3
2
40
10
10
10
10
40
Strand
SL
Week1
Week2
Week3
Week4
Week5
Week 7
During this week, students will revise and practice. No new content should be taught in Wee
SWBAT:
Prepared Show and Tell
Read Aloud after teacher modelling (During
Shared/Guided Reading)
Retelling main parts of story (During Shared/Guided
Reading)
Responding to relevant questions asked (During
general lessons)
RF
RC
Guiding
Questions:
1. Given the total amount of Instructional time you get, does your week give enough time to
students to master learning in all content areas?
2. Does each day in your week have a holistic balance of all content areas?
3. Are you following a sequence of objectives that would lead to meaningful learning (build
on learning from past week and aid learning for next week) and dedicating time for practice
Template
Timing
7.30 am
7.45 am
8.00 am
8.25 am
9.00 am
9.30 am
10. am
10.30 am
10.45 am
11.20 am
11.40 am
12.00 pm
12.20 pm
Monday
Tuesday
Wednesday
Thursday
Friday
Morning Meeting: Rules, Procedures, Cicrle Time, Values
SL
PPA+ Phonics
RC
Writing
EVS/Science Use SL, RF or RC objectives along with content
BREAK
Learning Centres/Activites for Practice
Math
Activities to Revise or Practice skills
Social Studies: Use SL, RF or RC objectives along with content
RA and Listening Comprehension
Practice Procedures- Sight words, sounds recap etc
Timing
Monday
Tuesday
Wednesday
7.30 am
7.45 am
8.00 am
8.25 am
9.00 am
9.30 am
10. am
BREAK
10.30 am
10.45 am
Math
11.20 am
SWBAT learn 5-6 vocabulary words
11.40 am
Socials
SWBAT identify vocabulary words
learned.
12.00 pm
12.20 pm
EVS/Science
SWBAT identify vocabulary and sight words
in the text
EVS/Science
SWBAT ask who, what, where, when, how
and why questions.
Math
Socials
SWBAT identify sight words learned.
Socials
SWBAT identify sight words
SWBAT respond to questions using
yes/no
SWBAT say 2 sight words as they leave SWBAT say 3 letter sounds as they
leave
Thursday
Friday
SWBAT respond to relevant questions: using SWBAT respond to relevant questions: using
basic vocabulary
simple sentences"
EVS/Science
EVS/Science
SWBAT respond to relevant questions: using
SWBAT respond to relevant questions: using
yes/no
basic vocabulary
Math
Resource Item
Books from Pratham
Children's Books Tulika:
Indian Stories, Tara Publishers
Children's picture books (can be used for Read Alouds)
Kids' books for free downloads
Strategies for Emergent Classrooms
Picture books
List of Classic Children's Tales
Games for ESL students
Printable Flash Cards
Word Wall Posters
Links to Literacy Resources
Activities for kids:
Multimedia books
Writing exercises
Sight Words Printables and Stories
Learning Centre Ideas and Materials
Printable Booklets
Letter formation activities
Teaching the Alphabet
Printable ABC book
Dr. Seuss Books PDF
Link
http://prathambooks.org/downloads
http://www.tulikabooks.com/
http://www.tarabooks.com/books/books/young-readers/beginners/
http://www.childrensbooksforever.com/
http://freekidsbooks.org/
https://docs.google.com/a/teachforindia.org/document/d/1eS8_-Y_YSxEScjh_8f-YBw8ZarZzZ_C0Gy2XvWrQUww/edit?usp=sha
http://www.kidsenglishbooks.com/
http://www.randomhousesites.co.uk/childrens/GreatBookstoReadAloud/Great%20Books.pdf
http://iteslj.org/c/games.html
http://eslactivities.org/esl/visual-aids/flash-cards-for-esl-kids/
http://eslactivities.org/esl/visual-aids/word-wall-posters/
https://docs.google.com/a/teachforindia.org/spreadsheet/ccc?key=0AvFZIuUN4PeSdFY2ZXA0ZFc1bml6cGlEdnIzUWpqSkE&u
http://k6educators.about.com/od/lessonplanheadquarters/a/Teacher-Time-Savers.htm
http://www.lil-fingers.com/storybooks/index.php
http://www.greatschools.org/worksheets/kindergarten/writing/
http://www.hubbardscupboard.org/sight_words.html
http://www.hubbardscupboard.org/abc_centers.html
http://www.hubbardscupboard.org/printable_booklets.html
http://www.prekinders.com/alphabet-letter-formation-activities/
http://libraryliteracy.org/staff/rg/Life_Long_Learn_the_alphabet.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson132/student-abc.pdf
https://sites.google.com/a/teachforindia.org/institute/sessions/content_elementary/lit/writing/gc
vWrQUww/edit?usp=sharing
6cGlEdnIzUWpqSkE&usp=sharing