Unit Plan Template
Click on any descriptive text, then type your own.
Unit Author | |||||||||||||||||||||||||||||||||||||
First and Last Name | Khalaf Abdelbari Soliman Hemdan | ||||||||||||||||||||||||||||||||||||
Assiut _ Dairut | |||||||||||||||||||||||||||||||||||||
School Name | Ahmed Hasanyan prep school | ||||||||||||||||||||||||||||||||||||
Assiut _Dairut | |||||||||||||||||||||||||||||||||||||
Unit Overview | |||||||||||||||||||||||||||||||||||||
Unit Title | |||||||||||||||||||||||||||||||||||||
The glory of | |||||||||||||||||||||||||||||||||||||
Unit Summary | |||||||||||||||||||||||||||||||||||||
This unit is about the importance of learning the foreign languages it has man structures ,vocabulary and communication skills . it focus on the main four skills reading, speaking, listening and writing.by the end of teaching this unit students will be able to modify their behaviors and participate in developing their country | |||||||||||||||||||||||||||||||||||||
Subject Area | |||||||||||||||||||||||||||||||||||||
English | |||||||||||||||||||||||||||||||||||||
Grade Level | |||||||||||||||||||||||||||||||||||||
Prep three | |||||||||||||||||||||||||||||||||||||
Approximate Time Needed | |||||||||||||||||||||||||||||||||||||
Two weeks ten periods 45 minutes for period | |||||||||||||||||||||||||||||||||||||
Unit Foundation | |||||||||||||||||||||||||||||||||||||
Targeted Content Standards and Benchmarks | |||||||||||||||||||||||||||||||||||||
Learning Language System: learners are aware of the differences between Arabic and English language systems. 1-Identify English sentence patterns and their transformations.. 2-Become familiar with word-order in English sentence.. 3-Know and use rhythm/sentence stress pattern accurately.. 4-Know and use discourse/connected speech tones/intonation.. 5-Recognize the mismatch between English letters and sounds.. 6-Identify English sentence patterns and their transformations.. 7-Become familiar with word-order in English sentence.. 8-Know and use rhythm/sentence stress pattern : Learning Language System: Learners develop and use cognitive strategies to aid them in their language learning. 1-Demonstrate knowledge of language structures while using the language.. 2-Repeat information to aid their storage and retrieval.. 3-Use word picture association to facilitate storage and retrieval of new vocabulary. 4-Use semantic mapping to facilitate storage and retrieval of new vocabulary. 5-Clues to facilitate storage and retrieval of new vocabulary.. 6-Recombine and substitute language items.. 7-Make predictions about upcoming information in oral or written texts. 8-Deduce meaning from existing knowledge. 9-Induce meaning and rules from context. 10-Skim and scan written texts.. 11-Take notes from oral and written texts.. 12-Make reports based on oral and written information.. 13-Summarize oral and written texts.. 14-Draw conclusions from oral and written texts.. 15-Paraphrase and outline oral and written texts.. 16-Visualize oral and written texts. 17-Ask display and referential questions. 18-Render ideas from English to Arabic Generate ideas before writing.. 19-Revise and edit written texts.. 20-Use a variety of dictionary skills.. 21-Use available classroom or outside the classroom learning resources.. Learning to Communicate in English: Learners express facts, opinions and emotions in English.. 1-Use modern technology in communications.. 2-Use vocabulary to exchange information about national and international topics. 3-Express facts about neighboring community.. 4-Express points of view about national topics.. 5-Participate in conversations spontaneously. 6-Express agreement and disagreement giving reasons.. 7-Provide descriptions of people, places, and objects.. 8-Express personal reactions and feelings about literary texts.. 9-Discuss topics of current interests.. 10-Exchange opinions and perspectives on issues of contemporary and rhetorical interest related to target and native cultures.. | |||||||||||||||||||||||||||||||||||||
Student Objectives/Learning Outcomes | |||||||||||||||||||||||||||||||||||||
Students will be able to: 1-Examine issues related to environment and learn the skills necessary for them to create clean world. 2-Participate with others in collective action.. 3- Formulate and answer questions by scanning materials for specific information. 4-Use the internet effectively. 5-do research on issues of concern to the community. 6-create a better future. 7-take responsibility for their actions. 8-share a sense of community and their role in the world. | |||||||||||||||||||||||||||||||||||||
Curriculum-Framing Questions | |||||||||||||||||||||||||||||||||||||
Essential Question | How can we participate in developing our country? | ||||||||||||||||||||||||||||||||||||
Unit Questions | What are the reasons of studying foreign languages? How can you exchange the culture with others? How can you achieve your dream in living happy life? | ||||||||||||||||||||||||||||||||||||
Content Questions | l What would you say in each of the following situations:- l 1-you meet tourist. l 2-you meet your teacher in the morning. l 3-you go to bed. l write paragraph of six sentences about developing our country. l What is the role of | ||||||||||||||||||||||||||||||||||||
Assessment Plan | |||||||||||||||||||||||||||||||||||||
Assessment Timeline | |||||||||||||||||||||||||||||||||||||
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Assessment Summary | |||||||||||||||||||||||||||||||||||||
Use questioning throughout the unit to assess students’ understanding of the Curriculum-Framing Questions as well as other important questions about the medical world. Questioning is used throughout the unit to help students develop their higher-order thinking skills and process content as well as to monitor learning. Show the gauging student needs presentation before beginning the unit to find out students’ background and to help them think about what they already know about health problems. Students use either the wiki checklist , presentation checklist or newsletter checklist , depending on the project they choose, to help them guide their learning, stay on track, and self-assess their progress. Ask students to use the action plan to help guide them through the stages of brainstorming, planning, and implementation of their plans as well as part of a final assessment of their work. Students also use the project scoring guide to support the creation of their projects. Hold teacher and peer conferences to provide feedback before the final newsletters / wikis are completed. Have students use the peer feedback form to record feedback and assist in improving their projects. . Use the project scoring guide to assess the culminating projects, with adjustments to the group scores based on individual efforts and contributions. | |||||||||||||||||||||||||||||||||||||
Unit Details | |||||||||||||||||||||||||||||||||||||
Prerequisite Skills | |||||||||||||||||||||||||||||||||||||
1 -The skill to use scientific instruments. 2 Skill to use the Internet. 3 -Skill to use the Power Point . 4 – Skill to wiki on the Internet. 5-Experience with basic word processing and publishing software. 5 - Skill a blog on the Internet. | |||||||||||||||||||||||||||||||||||||
Instructional Procedures | |||||||||||||||||||||||||||||||||||||
Beginning of the Year making brochure to invite Introduce a discussion about How can we benefit from learning English in our daily life? Talk about how the units that will be studied this year will help the class answer this Question. Introduce a. Stage:1 · Begin the unit by using the assessment of students needs presentation Hand out the project rubric and discuss. The rubric provides an overview of the project expectations for the students. Have students use the rubric to help them assess their progress and learning. Tell students that they will create a project that includes answers to the questions that was introduced . The projects are either a slideshow , a newsletter or a wiki about one of the problems in their town. The project includes the causes,. A survey at the class or the school may help them to define the meaning of global issues. A chart with the result of their answers Stage:2 Students show the survey results and discuss them. Allow students to choose team members. Membership may be formed based on the activity they carry out. Each team of students. Remind students to use the Unit Questions in their projects.. Stage:3 Instruct students to begin researching their topics. Conference with students individually and as teams to answer questions, discuss their progress, and assess higher-order thinking. Stage:4 Ask students to complete the research on their topic, incorporating their l knowledge. Stage: 5 Students show the collected information of their projects and begin to draft the outline of their projects. Stage:6 Have students complete their projects. Remind students to use their checklists to review and finalize their work. Provide time for students to present their final projects to the class. Use the project rubric to assess students’ work. Give the class an essay examination by instructing students to respond to the following: Guide a discussion about how the project led to better learning | |||||||||||||||||||||||||||||||||||||
Accommodations for Differentiated Instruction | |||||||||||||||||||||||||||||||||||||
Resource Student | St book newspapers web sites | ||||||||||||||||||||||||||||||||||||
Non-Native English Speaker | Tourists and others | ||||||||||||||||||||||||||||||||||||
Gifted Student | Giving them tasks that are suitable with their abilities | ||||||||||||||||||||||||||||||||||||
Materials and Resources Required For Unit | |||||||||||||||||||||||||||||||||||||
Technology – Hardware (Click boxes of all equipment needed) | |||||||||||||||||||||||||||||||||||||
Camera Digital Camera DVD Player Internet Connection | Laser Disk Printer Projection System Scanner Television | VCR Video Camera Video Conferencing Equip. |
Technology – Software (Click boxes of all software needed.) | ||
Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM | Image Processing Internet Web Browser Multimedia | Web Page Development Word Processing |
Printed Materials | St book newspapers web sites |
Supplies | Books'computers and other |
Internet Resources | www.MUSTUniversity.com www.unesco-ihe.org learnenglish.britishcouncil.org |
Other Resources |
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