2.     SUBJECT/SUBJECTS COVERED: Phonics/ communication and language skills/ writing skills/ Life- skills/ critical thinking/ 

3.     BIG IDEA/CENTRAL IDEA/ STATEMENT OF INQUIRY:

 I can recognize the phase 1 jolly phonics.
I can trace the phase 1 jolly phonics.
I can find jolly phonics sounds every where I go.

 

Warm ups for each leasson/5 mins: Students will watch 2 mins video The Cat Sat On The Mat.

Student’s differentiation: 
Green- yellow – red team

Working on the specific task based on their levels. 

Challenging box:

Students will be encouraged to have a  different challenges gives to explore for every stage of th unit plan, investigate and come back with answers.

Student’s feedbacks in front of the class after every lesson.

Teacher’s feedbacks after every lesson.

Conclusion- on the board writing down what we have learned and if there is any specific part we will need to reinforce in the next lesson.

Student self-assessment. Students will paste the phonic sound learned and get a reward for that.

Teacher-formative assessment.

 

4.     LEARNING OUTCOMES

Recognition of the sounds of phase 1 jolly phonics.
Introduction of decoding words.

5.     SKILLS IN FOCUS

Pronunciation skills

Expanding their attention for a longer period

Tracing the learned sounds.

Listening skills.

6.     KNOWLEDGE ACQUIRED

7.     REAL WORLD CONNECTION

Connecting the sounds with things they students can find in the community around them.

8.     SUMMATIVE ASSESSMENT

Formal assessment one on one with the teacher.

Kg teacher.

Prior Knowledge: Dolch’s sight words, parts of a book

Subject/Subjects covered: English

Big Idea/central idea/statement of inquiry: Five elements of a story

Learning Outcomes:
A. Understand what the five elements of a story are.

B.  Identify the characters and
setting of the story/ies.

C. Become familiar with the structure of the plot:

1.    Beginning

2.    Middle

3.    End

D. Use the phrases:

1.     “Once upon a time…”

2.    “And they (he/she) lived happily ever after.”

    “The End.”

    when constructing their own story/when telling a story.
E. Identify the conflict of the story in correlation with the plot.
F. Imagine different ways to find a resolution for the conflict.
G. Identify the theme of the story.
H. Write a complete and coherent story taking in consideration the story elements:

1.    Characters

2.    Setting

3.    Plot

        a)    Beginning

        b)    Middle

        c)    End

4.    Conflict

5.    Theme

Skills in focus: Reading, Writing (Literacy)

Knowledge acquired: Comprehension, Correlation, Creativity, Analysis

Real world connection: Storybooks (e.g., "The Very Hungry Caterpillar" by Eric Carle). Use these stories to communicate effectively. Recount events in a logical way so the listener/reader can follow.

Summative assessment: Macmillan-McGraw-Hill TREASURES; DIBELS screening assessment

Prior Knowledge: Learners understand how they are constantly connected with the world through technology.

Subject/Subjects covered: Numeracy, Literacy and Unit of Inquiry

Central Idea: Technological change impacts on the way communities function

Learning Outcomes: To explore how lives have changed with the revolution of technology and how this change has affected the mindset of people.

Key Concepts: Change, Causation and Connection

Skills in focus: Research and Thinking Skills

Knowledge acquired: Learners will understand how technology is the root cause of all the change in the world.

Real world connection: As learners will decode the theme with the help of the key concepts, they will also analyze how technology has changed with the passing time. They will ponder over the world before technology and the world after it.

Formative Assessment: Create a PowerPoint presentation about the importance of using technology for our benefit and not to harm others

Summative Assessment: Write an essay of 250 words explaining “Is the technology of the modern world harming us more than protecting us?” (Criteria and Rubric will be provided)

Prior Knowledge: Learners are aware of the different parts of their body.

Subject/Subjects covered: Science, Biology, Mathematics and English.

Central Idea: Learners should be familiar with the different parts and functions of their body to stay healthy.

Learning Outcomes: At the end of this unit, students will be able to differentiate the different parts of their body. Students will understand the function of their body.

Key Concepts: 5 Senses, Parts of the body, Healthy habits.

Skills in focus: Understanding, Progression of Knowledge, Mathematics, Vocabulary expansion.

Knowledge acquired: Naming body parts, Identifying functions of body parts.

Real-world connection: Applying new knowledge about the functioning of the body to promote a healthy lifestyle.

Formative Assessment: Teacher’s assessment. Self-assessment of certain tasks.

Refection: Students have time to reflect on their work and give feedback.