Colegio Nuevo Surco

DIPREGEP 3095/3909 Amrica Buenos Aires

Subject: English Level: Middle A Teacher: Ms. Mara Elena Martnez

Unit: Introductory Topic: Classroom Environment Time Frame: Two weeks

STAGE 1
1. ENDURING UNDERSTANDINGS
Students will understand the importance of creating, preserving and enjoying an English Environment in the classroom.

2. ESSENTIAL QUESTIONS
1. What kind of Learning Environments can you mention? 2. How ca you describe your Learning Environment? 3. What would you change to improve the English Environment in your classroom? 4. Why do you think it is important to have a motivating and stimulating English Environment in the classroom?

3. KEY KNOWLEDGE AND SKILLS STUDENTS WIIL ACQUIRE AS A RESULT OF THIS UNIT
Students will know: The most common expressions to communicate basic needs Adjectives Actions Combine sentences with adjectives, adverbs and phrases to talk about themselves Different literary devices (dialogues, descriptions, vocabulary lists and conventional expressions) Students will be able to: Create an English Board to include information about the class Talk about themselves (family, friends, school and expectations) Use English to communicate with their classmates and teachers to express their needs

Colegio Nuevo Surco

DIPREGEP 3095/3909 Amrica Buenos Aires

STAGE 2
1. EVIDENCE THAT WILL SHOW STUDENTS UNDERSTAND
Performance Tasks: Students will be asked to create an English Board that will include what they consider relevant for the English class. Other Evidence: Quizzes, Prompts, Skill Check, Work Samples, Test and Observation. Prepare a written and oral speech about their lives Design an English Board that include pertinent information Spider grams; gap-filling, questioning and listening activities. Unprompted Evidence: Discussion: What to include in the English Board. Student self-assessment: Can I use English to communicate with my mates and teachers clearly? Can I use a series of phrases and sentences to talk about myself? Is my introduction clear, logical, appropriate and effective?

2. CRITERIA BY WHICH STUDENT PRODUCTS/PERFORMANCES WILL BE EVALUATED

The English Boards information is relevant, accurate and creative; it presents correct spelling (Model, Observation) Simple and direct exchange of information between the students (Model, Observation) Effective Oral Presentation (Checklist, Graded by the teacher)

Colegio Nuevo Surco

DIPREGEP 3095/3909 Amrica Buenos Aires

STAGE 3
1. LEARNING EXPERIENCES & INSTRUCTIONS
Sequence of teaching/learning experiences that will equip students to develop and demonstrate the Desired Understandings:
1. Begin with a short debate about different classroom environments to hook the students into considering that a motivating and stimulating English Classroom Environment makes them feel comfortable, confident and happy. 2. Key vocabulary terms are introduced as needed by the various learning activities and performance tasks. 3. Present Reading Material: Students get familiar with phrases and commands. 4. Consolidate vocabulary by completing a dialogue. (Gap-filling format) 5. Introduce a list of other phrases and commands. In groups, students role-play different classroom situations. (Teacher assesses through Observation) 6. Reinforce classroom vocabulary by working on classroom pictures. 7. Give quiz on vocabulary (T/F format). 8. Present the English Board Project. Discussing question: What do you consider it is necessary to include in it? 9. Working in cooperative groups, students analyze and choose the material they will include in the English Board. 10. Present some examples and ideas extracted from books and the web. 11. Students design their English Board as a class. 12. Students respond to written prompt: Introduce themselves. Teacher models how to do it by introducing herself as they take notes. 13. Present a Checklist for Writing. 14. Students receive feedback on their pieces of writing, make revisions and corrections; once they complete the self-assessment, their works are collected. (Graded by the teacher) 15. Show their works in the English Board.(Portfolio) 16. Share with students the Criteria to evaluate their oral work: present the Checklist for Oral Presentations. 17. Reinforce speech by reading some examples related to the topic and listening to different people talking about themselves. 18. Students work independently to develop the presentation. The teacher evaluates (by Observation) and gives feedback. 19. At the end of the Unit, students review make the Oral Presentation. 20. Students self- and peer- assess the presentations by using the Checklists. 21. Collect peer- and self- assessment notes. (Portfolio) 22. Deliver students awards.

Amrica, March 2011.