TEACH-NOW Unit Plan Template

Unit Plan Template

Teacher Candidate Name: Jasmin Ventura
Unit Name: He Has Short Curly Hair
Subject and Grade Level: EFL / Grade 6
Standard:
CCSS.ELA-LITERACY.RL.4.1
● Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.L.4.1.D
● Order adjectives within sentences according to conventional patterns (e.g., a
small red bag rather than a red small bag).

Overarching Goals: What would you expect for mastery?

1. Students will be able to describe people based on physical characteristics and
features.
2. Students will be able to correctly draw a character after reading a description of that
character.
3. Students will be able to correctly write a description of a character with their
adjectives in order.

Objectives: Identify the objectives for the unit and a table that shows 21st Century skills
addressed. Use the objectives that you created in Unit 1.

Objective 21st Century Skills

Addressed
Information
Students will learn new vocabulary focused on people's physical Literacy, Oral and
characteristics. Written
Communication
Information
Students can listen to a description of a character and choose the Literacy, Critical
correct picture. Thinking
Collaboration,
In groups, students can read a short description of a character and Communication,
be able to draw that character. Information
Literacy, Social Skills
Critical Thinking,
Students can distinguish the similarities between characters. Oral and Written,
Communication,
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Reasoning
Critical Thinking,
Students can distinguish the differences between characters. Oral and Written
Communication,
Reasoning
Creativity,
Students can describe and label physical characteristics of their Flexibility, Oral and
favorite cartoon, super-hero, celebrity, etc. Written
Communication

Creativity,
Students can draw and write descriptions of their own character Flexibility, Initiative,
with their adjectives in the correct order. Productivity, Oral
and Written
Communication

Prerequisite Skills: What skills do students need to have before beginning this unit?
- Have basic knowledge of the different parts of the body.
- Understand how to sort differences and similarities.
- Know what adjectives are and how they are used.

Summative Assessment: What evidence or project will students submit to demonstrate

that they have met the standard and objectives? How will you assess these products? How
will you differentiate the assessments based on varying reading levels of students?

Work in textbook: Students will complete the work in their textbooks during class. The
teacher will check the students work, and record in their log the students work.
Unit test: At the end of the unit students will take a unit test. This test will cover listening,
reading and writing. Speaking is a separate test taken at a later date.

Formative Assessment: How will you monitor and track student progress?
I go more into detail on each of these assessments down below in the lessons:
● Bingo
● Guess Who?
● Pass the paper

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● ‘Find the robber’

Lessons: What are the lessons that you will teach for this unit? How will you sequence the
lessons that you will teach for this unit? Will your lessons be goal oriented, theme-based, or
project-based? What strategies will you use to teach vocabulary to students of varying
reading levels? Mention any other literacy skill covered in a lesson. What follows this unit?
● Lesson 1
○ After greeting the students will be introduced to the new unit on describing
people.
○ First they will learn new vocabulary and practice speaking and pronunciation
with the teacher. In their notebooks they will write down the new vocabulary
words and have the korean translations needed for them.
○ The teacher will use pictures of various people such as celebrities and ask the
students to choose what vocabulary fits best.
○ After practicing the students will open their books to page 88. Here they will
watch a short animation on the topic and the teacher will give them a mini
quiz.
○ As this lesson focuses more on getting the students to recognize the new
vocabulary, there will be a listening activity of bingo. The teacher will call out
the vocabulary and the students will mark them off on their bingo cards.
○ Before ending the class the teacher will review by pointing to different parts
of their body. They can also point out features on students and their peers
can use their newly learned vocabulary to describe them.

● Lesson 2
○ After greeting the teacher will review the previous lesson with a short warm-
up of ‘What do you see’? Here the teacher will show random pictures of
various people and characters. The students can use their notebooks to
remember their words and use them to describe the picture.
○ The teacher will now introduce the key expressions where the students can
plug in their vocabulary words. Here they will also learn how to order their
adjectives in a sentence following this format:
■ opinion, size, age, shape, color, origin, material, purpose
○ The teacher will give time for students to ask any questions they may have
before moving on in the lesson.
○ The students will then open their books to page 90 where they will listen to
skits and practice speaking in partners.
○ The teacher will randomly select two students at a time to say the key
expressions. One student will ask a question, while the other answers. This is
a fun way to get the students talking as they never know who will be selected

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to speak next.
○ As this lesson focuses on speaking the students will do a speaking activity of
‘Guess who’. The students will pair up and receive their own sheet of paper
with different characters on them. These characters can be cartoons, super-
heros, or celebrities the students know and like. Each student will choose a
character, and go back and forth asking questions to their partner to try and
figure out who they chose.
○ Before ending class the teacher will do a quick review by choosing a
character themself and having the students ask the teacher questions in
order to find out what character the teacher chose.

● Lesson 3
○ After greeting the teacher will ask the students questions on what they
remember from the previous lessons. The teacher will encourage students to
expand on their vocabulary to try and describe people they know.
○ The students will open their books to page 92 where they will practice
reading descriptions of people. One of the activities the students will do is
read passages from a story that is out of order. Individually they will try to
piece the story together. After the class will come together and give their
reasons as to why they ordered the story the way they did.
○ As this lesson focuses on reading the students will do a reading activity called
‘Pass the paper’. Here the students will be put into groups of four. Each
group will receive one piece of paper, and should have their pencils ready. In
each group there will be a number 1, 2, 3, and 4.
○ Pass the paper instructions:
■ Students will be grouped and be assigned a 1, 2, 3, or 4.
■ The teacher will reveal one sentence at a time on the screen.
■ The first student will silently read the sentence and draw the
description. They will have 30 seconds to draw.
■ After the time is up, they will pass the paper to the next student who
will draw the second sentence. This will continue until all sentences
are revealed.
■ Erasing is not allowed. You can only add to the drawing.
■ Once the drawing is complete the students will work together to label
each part.
■ In the end one person from each group will come up and reveal what
they drew to the class.
○ Before ending class the teacher will review with the drawings from the
groups by asking the students to describe them.

● Lesson 4
○ After greeting the teacher will review with a sentence unscramble activity.

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The students will look at the screen and say the

correct expression or vocabulary word.
○ The students will then open their books to page 96 where they will practice
writing. This part is done individually in their books. When the students finish
they will put their hands on their head to signal to the teacher they are done.
The teacher will walk over, check their work, and give a stamp if complete.
○ After everyone is done working the teacher will invite students to come up to
the board and write down the answers. The class will go over them and the
teacher will ask the students if they have any questions or something they do
not understand.
○ As this lesson focuses on writing the students will do a writing activity called
‘Find the Robber.’ This is a decoding activity in which each student is given a
decoder sheet along with a ‘hint’ on the screen.
○ ‘Find the Robber’ Instructions:
■ You are a police detective and your job is to find the robber in a line
up.
■ You will be given a ‘hint’ that you need to solve using your decoding
sheet.
■ Write down the answer in your notebook.
■ When the teacher asks “Who is the robber?” read aloud the answer
you wrote down.
○ Before ending the class the teacher will review with a quick spelling bee. The
students will spell various vocabulary words.

● Lesson 5
○ After greeting the teacher will review with a “Words in Songs’ warm up. Here
the students will see the lyrics to a song on screen, with one word left blank.
They will listen to that part of the song and raise their hand to fill in the
missing word.
○ The students will then open their books to page 98 where they will answer
questions as a review of the lesson. When they finish the students will put
their hands on their head to signal to the teacher they are done. The teacher
will check the work and give a stamp if complete.
○ This lesson is the final lesson before the unit test. The teacher will give
students the freedom to draw and label their own characters. Here the
teacher will check for correct labeling, spelling, and punctuation. They will
also check to see if the students were able to write the adjectives in the
correct order using the format given to them before.
○ Before ending the lesson the teacher will remind the students of the
upcoming test. The teacher will give time for students to ask questions and
clear up any confusion before the test.

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Differentiating Instruction: How will you differentiate the product, content, and/or process
for the various needs, preferences and readiness levels of your students? How will you
differentiate the lesson for students with varying reading levels, disabilities and English
language learners?
As all my students are ELL my lessons are already tailored to those needs. For special needs
students I would include more visuals and give them a handout of the vocabulary with the
Korean translations and pictures for visual reference. When making groups I will create
heterogeneous groups so the higher-level students can help the lower-level students. I
would also give them more time to complete their book work. Lastly for my higher level
students I will give them more challenging assignments and give them the freedom to
describe more advanced characteristics. If they finish their book work early I will have
worksheets at the front of the room they can choose from and work on.

Next Steps: What will you do after the unit? Review, re-teach, extend, or move to the next
unit?
After teaching the unit I will go over my formative and summative assessments to see if my
students understood the content. If I see many students struggling I would re-teach the
lesson with other resources and methods. Depending on the results, I may use more visuals,
focus more on spelling, or have a class discussion as to what they may be confused about. If
I notice only a few students struggling I will extend the units content into the next unit,
reviewing before each lesson. I will also give extra assignments for those students to work
on to help catch them up with their peers.

References: Add resources you used to create this unit plan (preferably in APA format).

Textbook: https://soltudy.tistory.com/449

21st Century Skills. (2016, August 25). Retrieved from https://www.edglossary.org/21st-

century-skills/