Understand concepts such as setting, problems and solutions.

To be able to retell the story, grasping the key parts.

TASK: students receive set of 10 sentences that utilize unit vocabulary, and must match the bolded vocabulary words with a set of definitions

Skills: New Vocabulary, grammar

This is Aliya btw. Not sure how to change my name on the main screen

asses:vocabulary matching ex; "read" with books;

Identify themes in a lit. work

Identify supporting facts

Learn structure of academic paragraphs

(Not sure about some of the other things - often find myself re-teaching (or teaching for the first time) things like basic punctuation, spelling, academic register...)

TASK: students read an article about globalization's impact around the world (e.g., on the food industry) and answer questions about the content

to identify prepositions of place

to describe where something is using specific vocabulary

TASK: Students participate in a debate about the pros and cons of globalization, having to either advocate or speak against it using concrete examples from their own readings and research

• Identify the key elements of a story plot mountain (exposition, rising action, climax, falling action, resolution).

• Recognize how these elements function within different narratives.

• Analyze a given story to map its plot structure.

• A well-structured plot builds engagement and meaning in storytelling.

• The climax serves as the turning point that affects the resolution.

• Different genres and authors use plot structures in varied ways.

Essential Questions:

• How does the structure of a story affect its impact on the reader?

• Why is the climax important in shaping the resolution?

• How do different stories use plot structure to create suspense or emotional connection?

Students will bring together all the skills from A to produce a clear, complex statement -- a meaningful statement, we hope -- about the lit work in question.

They learn grammar. They also read texts related to the topic.

• Create their own story using the plot mountain structure.

• Analyze the plot structure of a novel, movie, or short story and explain how it influences the theme.

• Apply their understanding of plot development to improve their own creative writing.

Students will create maps and pairwork practice to choose a specific place from the map and give directions by taking turns

main points of the topic.

Students will be able to give directions to someone asking to go to a place. (New student asking where the canteen is and our student replying by giving directions)

Students begin to draw connections between the lit work and the world they see around them.

"These characters deal with unfairness that way. I deal with it this way."

"This character made mistakes but grew in that way. When I make mistakes I may grew in this way."

For example: Students have done the character analysis and now further have to state why they think their character is that way...what evidence do they have to support that etc.

Task: The students present the brochures and posters to classmates.

S: Revise and refine their poetry based on feedback and self-reflection.

S1:Students will be able to describe different jobs and their responsibilities in spoken and written form.

S: Students will express their understanding of the themes of diversity, social class, and gender through clear, structured written work (such as essays or reflections) and oral communication (such as debates or presentations).

• Key vocabulary related to health problems (e.g., broken leg, stomachache, cold, headache, sore throat, sunburn, temperature, fever, toothache).

  
  

S: (Students will be able to…)

• Give and receive advice using should/shouldn’t in conversations.

  
  

S: Describe food using basic adjectives (e.g., "Bananas are sweet," "Carrots are good for you").

S1: Students will be able to analyze and describe the progression of a story’s or drama’s plot through its episodes and how characters evolve as the plot moves toward resolution.

S1: Students will listen to and understand spoken descriptions of transportation and traffic safety

Students will know...

The names of healthy and unhealthy foods and their effects on the body (form, function).

S1 :

Students will be able to...

Identify and categorize foods as healthy or unhealthy using simple sentences.

S3: Students will use letter-sound knowledge to correctly identify, pronounce, and blend sounds in daily conversations and activities.

S1: Describe locations of places using prepositions (e.g., "The bank is next to the supermarket.").

S: Students will interpret spoken descriptions of weather and match them to images or real-life examples.

• Students will be able to identify common health problems, their symptoms, and possible prevention methods.

Skills Objective:

• Students will demonstrate the ability to describe and explain the impact of different health problems through role-playing scenarios or group discussions.

S-Identify and analyze key characters in dystopian literature, evaluating their motivations and significance within the narrative.

S: Discuss eco-friendly alternatives when expressing wants and needs (e.g., "I want a toy, but I can use a recycled one").

S1: Express opinions about food preferences.

1. Key vocabulary related to daily routines (e.g., wake up, get dressed, have breakfast, go to school, do homework, take a nap, go to bed).

2. The meaning and correct usage of the simple present tense for expressing routines.

3. Common time expressions for routines (e.g., every day, in the morning, at night).

S

1. Use the simple present tense to describe their daily routines in writing and speech.

2. Ask and answer questions about routines.

3. Read and comprehend short texts about daily routines.

4. Write short, structured paragraphs about their daily routines.

5. Listen and respond to conversations or stories about routines.

KS2: Students will know The difference between goals and expectations and how they influence motivation and achievement.

KS3: Students will know The role of failure and perseverance in personal growth.

KS4: Students will know The functions of modal verbs (must, should, can, have to) for expressing advice, obligation, and possibility.

KS5: Students will know the structure and use of zero conditional for general truths and cause-effect relationships.

KS6: Students will know how to express personal goals and future aspirations in written and spoken English.

KS7: Students will know strategies for giving and receiving feedback on goal-setting and achievements.

Skill Objectives (Students will be able to…)

1. Use modal verbs correctly to express advice, necessity, and possibility (e.g., I must study to pass the exam / You should practice more to improve).

2. Form and use zero conditional sentences to express cause-effect relationships (e.g., If you practice regularly, you improve).

3. Describe personal goals and expectations using the target vocabulary and grammar structures.

4. Write a structured paragraph about success and failure, using key vocabulary and grammar.

5. Engage in discussions about setting and achieving goals, using relevant language structures.

6. Analyze real-life examples of success and failure and express opinions about them.

7. Create a vision board and present a speech about their goals, demonstrating clear pronunciation, fluency, and coherence.

8. Give constructive feedback to peers on their presentations and written work.

S1. Students will categorize foods into healthy and unhealthy groups while expressing preferences and making choices about food using learned vocabulary.

Why do we need to make healthy choices every day?

How do the foods we eat affect our bodies and feelings?

How civilizations communicate and influence one another over time.

The effects of discoveries on civilizations and how they shape the modern world.

Key vocabulary related to discoveries and civilizations, such as discovery, extinct, reptile, skeleton, scales, skin, beak, flap, buried, fossils.

S1.Identifying and describing the relationships between different civilizations.

Explaining how discoveries contribute to changes in civilizations.

Using topic-related vocabulary accurately in discussions, writing, and presentations.

Reading and comprehending texts related to historical discoveries and their effects.

Engaging in collaborative discussions to explore the impact of civilizations on one another.

Making connections between past discoveries and their relevance in the modern world.

S1.Recognize that farm animals have life cycles (baby → adult).

K1. Students will recognize and name different types of sports (e.g., basketball, football, swimming).

Skill Objectives

• S1. Students will ask and answer questions about sports preferences (e.g., “Do you like football?”).

S1: Collaborating in group or pair activities to plan celebrations or camping trips, using target language structures of be going to and will

How does communication between civilizations impact their development?

How do past discoveries still affect our daily lives today?

What can fossils and ancient artifacts teach us about past civilizations?

How do relationships between civilizations affect individuals and societies?

Why do some civilizations disappear while others continue to evolve?

In what ways do modern inventions reflect the discoveries of past civilizations?

• How can you work as a team to organize/plan and describe a successful event or trip?

k2: Students will know how literary elements (e.g., characterization, setting, conflict, symbolism) shape a coming-of-age narrative.

S1: Students will be able to analyze characters’ growth and development within a story.

S2: Students will be able to identify and interpret literary elements to understand deeper meanings in texts.

S: Students will engage in role-play activities to simulate real-life doctor-patient conversations.

Students will understand that celebrations and shared activities, like camping, foster stronger relationships and cultural connections.

U2.Cities share common features but also have unique characteristics. While all cities have essential places and services, their structures, jobs, and activities vary based on culture, geography, and history.

Discoveries transform societies. Scientific, technological, and cultural discoveries reshape civilizations by altering how people live, interact, and solve problems.

Communication drives progress. The exchange of ideas, knowledge, and innovations among civilizations plays a crucial role in shaping their development and long-term success.

The past informs the present. By studying artifacts, fossils, and historical records, we gain insight into how past civilizations lived, adapted, and contributed to the modern world.

Adaptation is key to survival. Civilizations that embrace change, respond to discoveries, and adapt to challenges thrive, while those that resist may struggle or disappear.

U4. Language follows predictable rules, but also requires flexibility – Some words follow phonetic patterns, while others must be memorized, so we need different strategies to read and write fluently.

Analyze how the design and layout of a city impacts daily life and well-being. Identify key factors like accessibility, location, and services that contribute to a city's livability and functionality, and apply this analysis to real-life urban issues.

Students will understand that food can be a bridge to cultural exchange and appreciation, as comparing food traditions allows for deeper insights into different ways of life.

T2. Students will be able to evaluate how civilizations influence one another over time, using historical examples to explain the role of communication, trade, and conflict.

T3. Students will be able to apply their understanding of how civilizations adapt to challenges and innovations to predict the possible future impact of discoveries on societies.

T2. Students will be able to evaluate how civilizations influence one another over time, using historical examples to explain the role of communication, trade, and conflict.

T3. Students will be able to apply their understanding of how civilizations adapt to challenges and innovations to predict the possible future impact of discoveries on societies.

Students will be able to communicate their plans, predictions, and immediate decisions in a way that reflects clarity, politeness, and intention in both written and spoken contexts.

T2. Students will be able to analyze and describe the relationship between food and sustainability, making informed decisions about food choices in their own lives and communities.

T3. Students will be able to compare food practices from different cultures and apply their knowledge to explain the similarities and differences between food habits around the world.

Scenario: Your best friend’s birthday is tomorrow, but you completely forgot to plan a gift and a small surprise! You and a friend need to quickly come up with a plan.
Task:

• Discuss and decide what you are going to do to prepare in time.

• Make a list of activities (e.g., buying a gift, organizing a small party, inviting friends) and explain who will do what.

• Present your plan as a short dialogue or written plan using "be going to" for planned actions and "will" for spontaneous decisions.

Students design an informative poster about a common health problem (e.g., cold, fever, sunburn). The poster should include symptoms, prevention tips, and a section predicting possible outcomes using will, won’t, may, and may not (e.g., “If you drink enough water, you may recover faster.”). The posters will be displayed around the classroom or school.

Students will be given a fictional city with a problem (e.g., too much traffic, lack of green spaces, limited public transport). They will work in small groups to propose a solution and present their ideas through a short speech, poster, or digital infographic, explaining how their changes will improve the city’s functionality and livability.

Students will act out a doctor-patient conversation where one student describes their symptoms, and the other provides advice. They will use illness vocabulary, expressions for symptoms, and health-related advice. The goal is to communicate effectively, ask relevant questions, and give appropriate recommendations based on the situation.

Imagine you are opening a small restaurant that serves only healthy meals. Design a simple menu with at least three healthy meal options. Use pictures and words to describe the meals, and explain why they are good for the body. Present your menu to the class.

Students will pretend to be weather reporters and give a simple weather forecast for the day. They will describe the current weather conditions using visuals (e.g., drawings, flashcards) and explain how people should dress and what activities are suitable for the day. Their classmates will ask follow-up questions about the weather.

PT2: Dressing for the Weather Challenge (T1, U2, K3, S1)

Students will receive different weather scenario cards (e.g., snowy, rainy, sunny) and a set of clothing cutouts. They will work in pairs to match the correct clothing to the weather and explain why their choices are appropriate. They will then share their decisions with the class using simple sentences.

Situation: A local school is organizing a Career Day, and students have been invited to prepare informative presentations about different professions to help younger students explore future career options.

Task: Each student will choose a profession, research its responsibilities and required skills, and explain how AI and technology are transforming the job. They will create a visual aid (poster, slides, or infographic) and deliver a short speech explaining their job’s role in society and how it might evolve. After their presentation, they must answer audience questions, demonstrating their ability to explain and discuss job-related topics.

➡ Focus on Understanding & Transfer: Encourages students to apply their knowledge of jobs, technology, and communication to a real-world event.

➡ Big Idea Connection: Jobs shape society and evolve with technology; effective communication is key in professional success.

In small groups, students will act out different real-world transportation scenarios (e.g., crossing the street, waiting at a traffic light, riding in a car). They will discuss what safety rules and traffic signs apply and demonstrate the correct behaviors.

Students will take on the role of an advice columnist responding to a fictional character facing a coming-of-age dilemma. They will analyze the character’s struggles, connect them to universal themes, and offer advice supported by textual evidence and real-life parallels. Their responses should demonstrate an understanding of how coming-of-age experiences shape identity. (U1, U3, T1, T3)

Students will plan a small “sustainable food market” by selecting foods that are local, seasonal, and eco-friendly. They will explain why their choices are better for the environment and how they compare to imported foods. They can create a mini poster or brochure about their selections and present them in class.

Students will pretend they are teaching an AI robot how to read by recording a short video or audio message explaining the sounds of certain letters and words. They will use real-life examples and act as "teachers," demonstrating how to blend sounds and pronounce words correctly. (U2, U4, T1, K1, S1, S3)

Students will pretend to go shopping in a classroom "market" where they must choose items within a limited budget. They will explain their choices by using the simple present tense (e.g., "I need water because I am thirsty." / "I want a toy, but I don't need it."). After shopping, students will discuss in pairs whether their choices were needs or wants and suggest eco-friendly alternatives.

Students listen to or read a short illustrated story where a character is sick or has an unhealthy habit. They then act as "advice givers," using simple English to suggest ways the character can feel better (e.g., "Eat vegetables!," "Go to bed early!").

Healthy Routine Design: Students will design a daily routine for a fictional character based on healthy habits, considering cultural influences. They will explain why they chose each activity and how it promotes overall well-being (U1, K1, S1).

Routine Video Diary: Students will keep a video diary for one week, documenting their daily routines and noting healthy and unhealthy choices. At the end of the week, they will reflect on their habits, comparing them to routines in other countries, and suggest improvements (U1, S1).

2. Lost Artifact Exhibit

Students pretend to be museum curators who discover a mysterious artifact from an ancient civilization. Their task is to determine what the artifact was used for, which civilization it belonged to, and how it connects to discoveries we use today. They create a museum label with a description and present their artifact to the class. (T1, T2, U4, U5, K3, S4, S5)

3. Civilization Survival Challenge

Students are placed in small groups and given a scenario where they are part of an early civilization facing a major challenge (e.g., food shortage, natural disaster, or invasion). They must decide what discoveries or innovations they will create or adopt to help their civilization survive and explain how these choices will impact their future. (T2, T3, U1, U5, K2, S2, S6)

4. Messages Through Time

Students explore different ways civilizations have communicated (e.g., cave paintings, hieroglyphics, letters, or the printing press). They then create their own "ancient" message using a historical communication method and explain how sharing knowledge this way helped civilizations grow. (T1, U3, U4, K4, S2, S3, S6)

U2 → The effect of tourism on local economiesT2 → Evaluating different travel options based on economic and cultural factorsK2 → Economic concepts related to tourismS2 → Compare different types of holidays and analyze their economic factors

Students will imagine they are superheroes who get their energy from healthy foods, while unhealthy foods make them slow and weak. In small groups, they will act out a short role-play where they make food choices and show how their bodies respond (e.g., running fast after eating an apple, feeling sleepy after too much candy). They will then explain which foods make them feel strong and why.

"You are setting up a farm stand to sell products from your animals. Choose three animals and explain what they produce (milk, eggs, wool, etc.). How do people use these products in their daily lives? What would happen if we didn’t have farm animals to provide these things?"

Big Idea:

Planning events requires thinking ahead, making decisions, and solving problems quickly when things don’t go as planned.

Essential Question:

What can we do when we forget to plan for an important event? (EQ1)

Scenario:

You just realized that your best friend's birthday is tomorrow, but you completely forgot to plan a gift and a small celebration! You and a friend need to quickly come up with a plan to make the day special.

Task:

• Step 1: Identify the Problem → Discuss what things are usually needed for a birthday celebration (e.g., gift, decorations, cake, activities).

• Step 2: Brainstorm Solutions → Work in pairs and list what you are going to do before the birthday and what you will do on the day of the celebration.

• Step 3: Create a Plan →

  • Write a short dialogue where you discuss your plan with your friend.

  • Use "be going to" to describe planned actions and "will" for spontaneous decisions.

• Step 4: Present the Plan → Perform the dialogue as a role-play or write it as a short script to share with the class.

• Step 5: Reflection → Answer reflection questions on how planning helps avoid problems in real life.

Goals Assessed:

• Understanding Goals:

  • U1: People make future plans for special events and need to adjust when things go wrong.

  • U2: "Be going to" is used for planned actions, while "will" is used for decisions made on the spot.

• Transfer Goals:

  • T1: Apply future tense knowledge to real-life event planning and quick problem-solving.

  • T2: Use English to effectively communicate ideas and solutions in collaborative tasks.

• Knowledge Goals:

  • K1: Recognizing the differences between "be going to" and "will".

  • K2: Vocabulary related to birthdays, celebrations, and event planning.

• Skill Goals:

  • S1: Using "be going to" and "will" correctly in spoken and written communication.

  • S2: Collaborating with classmates to solve a real-life problem and present a solution.

Responsible Travel Itinerary Project

Goal: Create a responsible travel itinerary that balances budget, cultural experiences, and economic benefits to the local community. (U2, U3, T1, T2)

Role: You are a junior travel consultant working for a tourism agency that specializes in responsible and sustainable travel. Your job is to design an itinerary that meets travelers' needs while positively impacting the local economy. (U4, S3)

Audience: Your itinerary will be presented to a group of tourists who are interested in ethical and responsible travel. The audience includes families, students, and budget-conscious travelers looking for meaningful experiences. (EQ: What makes a great vacation?)

Situation: A travel company has noticed that many tourists overspend on unnecessary luxuries and are unaware of how their travel choices affect local communities. You have been asked to create an itinerary that provides an enriching experience while keeping costs reasonable and supporting local businesses. (U5, K3, K4, S4)

Product/Performance:

• Design a 3-5 day travel itinerary for a destination of your choice, ensuring that:

  • The total budget does not exceed a specified amount.

  • At least three activities support local businesses or cultural heritage.

  • Accommodations and dining choices reflect responsible tourism practices.

  • A short reflection (written or recorded) explains how your choices positively impact the local economy. (T3, S2, S3)

Students complete a matching activity where they pair health-related vocabulary words (e.g., fever, sore throat, broken leg) with their definitions or images. They then complete sentence completion exercises, using the words in context (e.g., “I have a ____, so I can’t eat cold food.”).
➡ (K1, S1, EQ3)

2. Grammar Mini-Test: Will/Won’t, May/May Not, Should/Shouldn’t, and First Conditional

A short written test with multiple-choice, fill-in-the-blank, and sentence-correction questions to assess students’ ability to use:

• Will/won’t and may/may not for predictions.

• Should/shouldn’t for giving advice.

• The First Conditional for cause-and-effect relationships.
  ➡ (K2, K3, K4, S1, S3, EQ1)

3. Role-Play: Giving Health Advice

Students work in pairs to act out real-life scenarios, where one student describes a health problem, and the other gives advice using should and shouldn’t (e.g., “I have a toothache.” → “You should visit a dentist.”). The teacher observes and provides feedback.
➡ (K3, S2, EQ2, EQ3)

4. Listening Activity: Identifying Health Problems & Advice

Students listen to short dialogues where people discuss their health problems and solutions (e.g., “I have a headache.” → “You should rest and drink water.”). After listening, they:

• Answer comprehension questions (multiple choice, true/false).

• Identify key vocabulary and grammatical structures in the dialogues.
  ➡ (K1, K3, S2, EQ3)

5. Writing Task: Health Advice Letter

Students write a short letter or message to a friend who is feeling unwell, describing their symptoms and giving advice using should/shouldn’t and First Conditional (e.g., “If you don’t rest, you will feel worse.”).
➡ (K3, K4, S2, S3, EQ1, EQ2)

Description: Provide students with a list of foods, activities, and hygiene practices. Have them sort each item into categories such as "Healthy" and "Unhealthy" or "Good for Health" and "Not Good for Health." Role-Playing Healthy Habits

Description: In pairs or small groups, students will role-play different scenarios where they demonstrate healthy habits (e.g., washing hands, eating fruits and vegetables, exercising). The other students will give feedback on what the characters did well and what they could improve.

• Students will practice using appropriate vocabulary and sentence structures. Related Objectives:

• S2: Describe their daily routines using vocabulary related to hygiene, exercise, and nutrition.

• K1: The names of healthy and unhealthy foods and their effects on the body.

• EQ2: How do the foods we eat affect our bodies and feelings? Health Habit Reflection Chart

  Description: Students will complete a chart that asks them to reflect on different health habits and evaluate how well they follow each habit (e.g., eating healthy, exercising, washing hands). They will rate themselves on a scale of 1 to 5 and then provide suggestions on how they could improve. Related Objectives:

  • K2: Basic daily habits that contribute to a healthy lifestyle, such as hygiene, exercise, and nutrition.

  • S2: Describe their daily routines using vocabulary related to hygiene, exercise, and nutrition.

  • EQ1: Why do we need to make healthy choices every day?

"Students will sort pictures of different animals into two categories: Farm Animals and Not Farm Animals. Then, they will match farm animals with their correct names."
➡ (K1, S1)

2. Animal Needs Matching Worksheet (Worksheet – Matching & Drawing)

"Students will match farm animals with the things they need to live (food, water, shelter). They will also draw a line to connect each animal to where it lives (barn, pasture, coop, etc.)."
➡ (K2, S2)

3. Life Cycle Sequencing Activity (Hands-on Activity – Cut and Paste or Drawing)

"Students will arrange pictures of a farm animal’s life stages (baby → adult) in the correct order. Then, they will explain the sequence in simple sentences."
➡ (K3, S3, Essential Question: What happens to a baby farm animal as it grows up?)

4. Farm Animal Sound Recognition (Listening Comprehension – Audio Matching)

"Students will listen to different farm animal sounds and match them to the correct animal picture."
➡ (K1, S1, S6)

5. Farm Product Matching (Interactive Task – Card Game or Worksheet)

"Students will match farm animals to the products they provide (e.g., cow → milk, sheep → wool, chicken → eggs)."
➡ (K4, S4, Essential Question: How do farm animals help people?)

6. Picture-Based Sentence Writing (Writing Assessment – Sentence Construction)

"Using pictures of farm animals, students will write short sentences describing what they see (e.g., A cow is big. A horse runs fast.)."
➡ (S7, S8)

7. Role-Playing: A Visit to the Farm (Speaking Activity – Dialogue Practice)

"Students will role-play a farmer and a visitor at a farm. They will ask and answer questions about the animals, what they eat, and what they do."
➡ (S5, S6, Essential Question: How do farmers take care of their animals?)

8. Farm vs. City Comparison Chart (Graphic Organizer – Categorization & Discussion)

"Students will compare farm life and city life using a simple T-chart, listing things they see in each environment."
➡ (K5, S9, Essential Question: What is the difference between living on a farm and living in a city?)

1. Research Common Health Problems:

Choose 3 health problems (e.g., flu, headache, stomachache) and research their symptoms, causes, and basic home remedies or precautions.

2. Create a Chatbot Script:

Write a script for an AI chatbot that:

• Asks questions to identify symptoms.

• Offers simple advice or suggests basic remedies based on the symptoms.

• Uses clear and polite language appropriate for a health assistant.

3. Present Your Work:

You can present your chatbot in two ways:

• Role-play: One student acts as the user, and another acts as the AI assistant, performing the chatbot conversation.

• Digital Presentation: Create a digital chatbot (using a simple chatbot tool or a PowerPoint presentation) to demonstrate how the assistant would work.

-Students will sort cut-out food pictures into “healthy” and “unhealthy” categories and explain their choices verbally or by drawing a smiley/sad face next to each food. (K2, S1)

OE2. Mini Quiz: Name That Food! (Written or Oral - Formative Assessment)

-A short quiz where students identify and categorize foods as healthy or unhealthy. The quiz will include matching, circling, and short response questions. (K1, K2, S1)

OE3. "What’s on My Plate?" Drawing & Labeling (Individual Work - Worksheet)

-Students will draw their favorite meal and label the foods using key vocabulary. The teacher will check if students correctly use words like “healthy,” “fruit,” “vegetable,” “milk,” etc. (K1, S2)

OE4. Teacher Observation (Oral Assessment - Informal Checks)

-During snack time or class discussions, the teacher will observe if students use food vocabulary correctly and talk about food choices in simple terms. (K1, S2)

OE5. Healthy Habits Show & Tell (Speaking Activity - Peer Sharing)

-Each student brings or describes a healthy food they eat at home and explains why they like it. They will use simple sentence structures (e.g., “I eat apples because they are healthy”). (K1, S2, EQ2)

OE6. Interactive Story Listening (Listening Comprehension - Group Activity)

-The teacher reads a short story about a character who eats healthy/unhealthy foods, and students answer simple comprehension questions (e.g., “What did the character eat? How did they feel?”). (K1, K2, S1)

OE7. "Food Choice Scenarios" Discussion (Oral Participation - Whole Class)

-The teacher presents real-life scenarios (e.g., “Ali has to pick a snack. Should he choose fruit or chips? Why?”). Students discuss and explain their choices. (S2, EQ2)

Students will complete a worksheet where they match different weather conditions (e.g., sunny, rainy, snowy) with the correct clothing items. They will also draw or cut out images from magazines to illustrate their choices.

2. Listen and Identify: Weather Sounds Activity (K2, S2, S3, EQ5)

Students will listen to pre-recorded weather sounds (e.g., rain, wind, thunder) and identify the type of weather they hear by pointing to or drawing a matching image.

3. Picture Sequencing: A Day in Different Seasons (K1, K4, S3, EQ1)

Students will arrange a set of pictures in the correct order to show how weather changes across different seasons. They will explain their choices using simple sentences.

4. Weather and Activity Sorting Game (K4, S4, EQ6)

Students will sort different activities (e.g., swimming, sledding, flying a kite) into categories based on which type of weather they are best suited for. They will explain their reasoning aloud in small groups.

5. Class Weather Journal (K2, S4, EQ5)

For a week, students will record the daily weather using drawings and simple sentences. At the end of the week, they will share their observations and discuss patterns they noticed.

6. Teacher Observation During Free Play (K1, S1, S2, EQ3, EQ6)

During playtime or center activities, the teacher will observe whether students correctly identify seasonal clothing and weather conditions in their interactions with peers and materials. Notes will be taken on student participation and understanding.

7. Oral Questioning During a Weather Storytime (K2, S2, EQ5)

After reading a book about weather, the teacher will ask students comprehension questions (e.g., "What was the weather like in the story?" "What did the character wear when it was cold?"). Students will answer using simple sentences.

Students listen to a pre-recorded audio or teacher-led instructions and trace the correct route on a city map.

Assesses understanding of directional vocabulary and prepositions.

(K1, K2, S1)

OE2.Matching Activity: Prepositions of Place

Students match sentences with correct prepositions of place (e.g., The bank is ___ the supermarket → next to).

Reinforces correct usage of prepositions for giving directions.

(K1, K3, S2)

OE3. Sentence Completion: Giving Directions

A worksheet with partially completed sentences where students fill in missing words (e.g., Go ____, then turn ____ at the school.).

Focuses on imperative verbs and direction phrases.

(K1, K3, S2)

OE4.Flashcard Game: Direction Vocabulary Review

Students take turns drawing flashcards with directional words (turn left, next to, across from) and acting out the direction or using it in a sentence.

Reinforces oral fluency and vocabulary recognition.

(K1, S3)

OE5 Find Your Partner: Map-Based Pairing Activity

Each student gets a half-completed set of directions (e.g., Start at the library and go straight...). They must find the student with the correct matching half by discussing and comparing routes.

Enhances speaking, listening, and map-reading skills.

(S1, S2, K2, U2)

OE6. Exit Ticket: Quick Reflection Question

At the end of a lesson, students answer a question like “What was the easiest and hardest part of giving directions today?” on a small card.

Encourages metacognition and self-assessment.

(U3, EQ3, S3)

4. Group Discussion on Gender and Social Class:

   • Students will participate in a group discussion in which they compare and contrast the experiences of the characters in the novel with their own observations of social class and gender in their community or society. They will focus on how these concepts shape identity and opportunities.

   • This will assess students' ability to collaborate, communicate, and analyze the intersection of social class and gender in both the novel and their world (S2, K2, U1).

5. Reflection Journal on Social Class and Identity:

   • Have students keep a reflective journal throughout the unit where they write responses to prompts like: "How does the concept of social class shape your understanding of identity?" or "How do societal expectations about gender influence how we define ourselves?"

   • This will help assess their personal reflection on how social class and gender influence their identity, and how these themes connect to their lives (S2, U1, EQ2).

6. Vocabulary and Grammar Quiz on Passive Structures:

   • A quiz or worksheet focused on the correct use of passive structures, specifically in the context of social class and identity (as these are key elements in the novel). Students will complete sentences or passages using the correct passive structures.

   • This will assess their understanding and ability to apply passive structures in writing and speaking (S1, K3).

7. Peer Review of the Performance Task:

   • Students will exchange their multimedia projects (created for the PT) with a peer and provide constructive feedback on clarity, depth of analysis, and the relevance of the real-world example they used. They will focus on the connection between the novel's themes and their own understanding of social class and identity.

   • This will allow for peer-based assessment of their understanding and presentation skills, as well as reinforcing their ability to critically evaluate the work of others (S2, K2).

8. Exit Ticket on Social Class and Identity:

   • At the end of a class, ask students to write a short response to the question: "How does The House on Mango Street make you think differently about the role of social class in shaping identity?"

   • This quick formative assessment will gauge how well students are synthesizing the novel's themes with broader concepts of social class and identity (U1, K1, K2).

Scenario:

You are visiting a new city for the first time and have lost your way. You need to find a specific place (e.g., the post office, a shopping mall, or a train station). You ask a local for directions. The local must give clear, step-by-step spoken directions using a provided city map.

Process:

Pair Assignment – Students work in pairs, with one acting as the traveler and the other as the local giving directions.

Using a City Map – The teacher provides a pre-labeled city map with key locations (e.g., hospital, bank, school, supermarket). The traveler is given a starting point and a destination.

Asking for Directions – The traveler asks, “Excuse me, how do I get to the train station?”

Giving Directions Accurately – The local responds using imperative verbs ("Go straight, turn left at the library, it's across from the bakery") and prepositions of place (next to, between, across from).

Active Listening & Clarification – The traveler follows along, confirming directions ("So I go straight and then turn right?"). The local can clarify or repeat if needed.

Switch Roles & Repeat – After completing one round, students switch roles and practice again.

Classroom Reflection – Volunteers perform their role-plays in front of the class, and students give feedback on clarity and accuracy.

1. Quizzes on Prepositions and Adjectives S1, S2)

2.Writing Assignment: Describing a City Using Prepositions and Adjectives.(K1, K2, S1, S2) Have students write a short description of a city or a neighborhood using prepositions to describe location and comparative adjectives to compare different areas

3.Peer Review of City Maps/Infographics.(S1, S2) Have students provide written feedback on each other’s city maps or infographics. They should focus on how well the visual representation uses prepositions (e.g., "The school is next to the park") and comparative adjectives

4.Short Oral Presentation on a City Problem.(T2, K1, K2, S1, S2)Have students choose a real-world city problem (e.g., traffic congestion, lack of green spaces) and give a short presentation explaining it. 

5.Exit Ticket on Comparative/Superlative Adjectives.(S2)  At the end of the lesson, ask students to write three sentences using comparative and superlative adjectives to compare different places in a city.

Students listen to a short dialogue between a doctor and a patient and match the illness described to the correct advice given. This will assess their listening comprehension and ability to recognize key vocabulary.
(K1, K2, S3)

2. Vocabulary Quiz: Illness Symptoms & Treatments

A written quiz where students match illnesses with their symptoms, fill in the blanks with key vocabulary, and choose the correct advice for given conditions.
(K1, K2, S1, S2)

3. Writing Task: Advice Column

Students write a short paragraph responding to a fictional letter from someone feeling sick, giving appropriate advice using correct expressions and structures.
(K2, S2, S3, EQ1: "What advice can you give to someone who has the flu, a fever, or a sore throat?")

4. Picture-Based Speaking Activity

Students are given pictures of people showing symptoms (e.g., a person sneezing, holding their stomach, lying in bed) and must describe their symptoms and give advice orally.
(S1, S2, K1, K2)

5. Teacher Observation: Classroom Discussions & Role-Plays

During discussions and mini role-plays, the teacher observes how well students use illness vocabulary, describe symptoms, and offer advice in casual conversations.
(K1, K2, S1, S2, S3, EQ2: "How can you explain your symptoms to a doctor or friend?")

Students will complete a plot diagram for one of the short stories, identifying key plot points and explaining how each stage contributes to the protagonist’s development. They will also answer a short-response question about how the climax influences the character’s growth.

(K1, S1, S2)

2. Thematic Quick Write (Timed Writing Response)

Students will respond to a prompt exploring a key theme from a short story in 10–15 minutes. They must explain the theme and support their response with one textual example. This will build their ability to quickly analyze literature in writing.

(K1, K3, S1, S3)

3. Textual Evidence Challenge (In-Class Small Group Activity)

Students will receive quotes from a short story and must determine which part of the plot they belong to and what they reveal about the character’s development. They will discuss and justify their reasoning in small groups before sharing with the class.

(K3, S1, S2)

4. Perspective Shift Journal (Creative Writing Exercise)

Students will write a short journal entry from the perspective of a minor character in one of the short stories, exploring how they perceive the protagonist’s coming-of-age journey. This will develop their ability to analyze different viewpoints in a narrative.

(K2, S1, S3, S4, EQ: "How do different perspectives change our understanding of a story?")

5. Peer Discussion & Reflection (Socratic Seminar or Fishbowl Discussion)

Students will participate in a structured discussion exploring an Essential Question related to the coming-of-age theme. They will prepare by gathering textual evidence and writing a brief reflection afterward on how their understanding deepened through discussion.

(K1, K3, S1, S4, EQ: "How do coming-of-age experiences shape identity?")

Students listen to short, recorded dialogues where one person describes a health problem (e.g., "I have a fever"). They then match the problem to the correct picture or choose the best advice from multiple options.

2. Matching Activity: Symptoms & Advice (K2, K3, S1, S3)

Students receive two sets of cards—one with health problems (e.g., "toothache") and another with simple advice (e.g., "Go to the dentist"). They match the problem to the correct advice and say the sentences aloud to reinforce speaking practice.

3. "Find Someone Who…" Health Survey (K1, S3, EQ1)

Students walk around the classroom asking classmates simple health-related questions (e.g., "Do you eat vegetables every day?"). They check responses on a worksheet and later discuss their findings as a group.

4. Dialogue Completion (Doctor-Patient Conversations) (K2, K3, S2, S3, EQ3)

Students complete short, guided conversations between a doctor and a patient by filling in missing words or phrases (e.g., "Doctor: What's wrong? / Patient: I have a ____").

5. Teacher Observation During Role-Playing Games (K1, S3, T1)

During classroom activities like guessing games and role-plays, the teacher informally assesses whether students use health-related vocabulary and simple phrases correctly.

OE2. Textual Evidence Identification Worksheet: Students will be given a passage from a text and asked to highlight and annotate pieces of textual evidence that support explicit statements and inferences. They will also explain why the selected evidence is relevant. (K2, S2)

OE3. Objective Summarization Practice: Students will write a one-paragraph summary of a given text, focusing on the main ideas while excluding personal opinions. The task will include peer feedback and self-assessment using a rubric to ensure accuracy and objectivity. (K3, S3)

OE4. Classroom Discussion Participation: Students will participate in a teacher-guided discussion on how plot progression affects emotional engagement and theme development, building on Essential Question 1 ("How does the progression of a story's plot shape the development of its characters and themes?"). Their contributions will be evaluated for relevance and thoughtfulness.

OE5. Reflection Journal Entries: Students will keep a journal during the unit to reflect on their personal engagement with the text, answering questions like, “What moment in the story most affected your emotional connection, and why?” (EQ2, K1, U1)

OE 4 : Spelling Quiz (CVC & Sight Words) – Students will listen to dictated words and write them correctly, demonstrating spelling accuracy and phonetic understanding. (K2, S2)

OE 6 : Teacher Observation During Guided Reading – During small-group reading activities, the teacher will monitor how students decode unfamiliar words and provide real-time feedback. (S1, S3, T1)

OE 7 : Read-Aloud Fluency Check – Students will read a simple decodable text aloud while the teacher assesses pronunciation, blending skills, and fluency. (S1, S3, U1)

OE 8 : Sentence Completion with Phonics Words – Students will complete simple sentences using words that fit the missing sound or pattern. (K2, S2, EQ1)

OE 9 : Exit Tickets with Target Words – At the end of a lesson, students will write or say one word they learned, using it in a simple sentence before leaving. (K1, K2, S2, S3)

OE1. Vocabulary & Food Description Quiz (K1, S1)

Students will complete a quiz matching food-related vocabulary (ingredients, textures, cooking methods) with pictures. In the second part, they will write short sentences describing foods using adjectives (e.g., “This soup is hot and spicy.”).

OE2. Listening & Comprehension Activity (K2, S4)

Students will listen to a short dialogue or video about someone describing a meal. They will answer multiple-choice or short-answer questions to demonstrate understanding of key words, sentence structures, and descriptions.

OE3. Sorting Activity: Local vs. Imported Foods (K4, S2, EQ3)

Students will sort food items into “local” and “imported” categories, then discuss why some foods are more sustainable than others.

OE4. Peer Interview: Food Preferences & Cultural Foods (K3, S3, EQ1, EQ2)

Students will work in pairs to interview a classmate about their favorite foods, cultural dishes, and eating habits. They will then report their findings to the class.

Students craft an original dystopian short story that explores key themes such as oppression, rebellion, or technological control. They must incorporate symbolism, figurative language, and well-developed characters to reinforce their message. After writing, they present their story to the class, explaining how their narrative critiques a specific societal issue.

OE 1: Dystopian Concept Map (K1, K3, S1, S3, EQ1, EQ3)

• Students create a concept map illustrating the core characteristics of dystopian societies (e.g., government control, propaganda, resistance).

• They provide examples from class readings and compare dystopian elements across texts.

• Assessment Criteria: Accuracy of concepts, depth of analysis, clarity of connections.

OE 2: Thematic Comparison Essay (K2, K3, S2, S4, EQ3, EQ7)

• Students write a comparative essay analyzing two dystopian texts, focusing on how they develop similar themes (e.g., surveillance, freedom, rebellion).

• They must support their claims with textual evidence and demonstrate critical thinking about the authors’ messages.

• Assessment Criteria: Strong thesis, well-supported arguments, clear textual evidence, writing coherence.

OE 3: Symbolism and Figurative Language Analysis (K4, S4, EQ5)

• Students analyze a key passage from a dystopian text, identifying and interpreting symbolism, metaphors, and figurative language.

• They present their analysis in a short written response or group discussion.

• Assessment Criteria: Accuracy in identifying literary devices, depth of interpretation, connection to dystopian themes.

OE 4: Class Debate – Is Our World Becoming a Dystopia? (K2, K5, S5, S7, EQ4, EQ8, EQ9)

• Students participate in a structured debate discussing whether contemporary society is showing dystopian characteristics (e.g., surveillance, government control, loss of freedoms).

• Teams must use evidence from dystopian literature, historical events, and current news.

• Assessment Criteria: Strength of arguments, use of evidence, engagement in discussion, clarity of expression.

OE 5: Multimedia Project – Dystopian Influences in Media (K3, K5, S6, S8, EQ6, EQ10)

• Students analyze a dystopian film, TV show, or song lyrics and create a multimedia presentation connecting it to themes from dystopian literature.

• They discuss how the media piece critiques modern society and compare it to a dystopian text studied in class.

• Assessment Criteria: Depth of analysis, effective multimedia use, connection to literature, presentation clarity.

1. Student-Centered & Interactive: Activities encourage active participation, collaboration, and exploration.

2. Innovative & Technology-Supported: Incorporates digital tools, role-play, and creative projects.

3. Non-Linear Process: Learning activities emerge at different times and interconnect across objectives.

4. Creativity & Personal Interest: Students have opportunities to apply knowledge in ways that reflect their interests.

5. UbD WHERETO Elements: Activities address at least one W, H, E, R, or E2 element to deepen understanding and facilitate transfer.

2. The process should not be linear, with different activities emerging at different times.

3. There should be activities where the teacher uses question-and-answer and effective and technology-supported explanations for fundamental objectives. There should be group work, and understanding and transfer-oriented activities should be used as appropriate.

4. at least 3 group work

5. Inquiry based learning

2) Fun and engaging activities

3) Technology integrated

4) Group work or pair work

5) Hands-on activities

-Use games and quizzes.

-It can be project based.

-At least 3 group works

-student centered

2) Designed with authentic materials.

3) Teacher's Language level should be downgraded to students' level of comprehension.

4) Students should be getting an instant feedback.

5) Teacher should take the active-passive balance into consideration when planning for kinesthetic learners.

2- Fun and engaging activities

3- Inquiry-based

4- Group work

4- Games

✅ Critical Thinking & Inquiry – Students analyze, debate, and synthesize dystopian themes, evaluating connections to real-world issues.

✅ Empathy & Perspective-Taking – Activities immerse students in dystopian worlds, encouraging ethical reasoning and deeper engagement.

✅ Collaboration & Group Work – Structured pair and group activities promote discussion, teamwork, and shared learning experiences.

✅ Creativity & Multi-Modal Expression – Students express ideas through writing, speaking, visuals, and multimedia, fostering innovation.

✅ Real-World Connections – Direct links between dystopian literature and contemporary society (surveillance, propaganda, technology).

✅ Differentiated Learning & Assessment – Includes formative (discussions, concept maps) and summative (essays, debates, projects) assessments, with choice-based tasks.

1. Student-Centered & Interactive: Engaging activities that promote active participation, collaboration, and exploration.

2. Innovative & Technology-Enhanced: Integration of digital tools, role-play, and creative projects to enrich learning.

3. Flexible & Interconnected: Non-linear learning experiences that emerge at various times and connect across objectives.

4. Creative & Interest-Based: Opportunities for students to apply knowledge creatively, reflecting their personal interests, while addressing WHERETO elements for deeper understanding and transfer.

4o

Student-centered.

Encourage inquiry.

Variety of activities.

Non-linear process.

Etc.

2. include group work

3. games and play-based learning

4. technology use

5. engaging activities

2. Inquiry-Based

3. Real-Life Connections

4. Performance-Based Assessment

5. Interdisciplinary Approach

Game-based listening activity

Gamification-based

Inquiry-based exploration

Interactive OE assessment

Student dialogues – inquiry-based

Problem-solving OE assessment

Understanding Goal: Students will understand how to describe a destination, suggest activities for tourists, and connect personal experiences to tourism.

Activity 1: Travel Agency Pitch (Generating Ideas & Drawing Conclusions)

• Students’ Role: Groups act as travel agents designing a unique travel package.

• Task: Each group selects a destination and brainstorms reasons why it’s appealing. They suggest activities and discuss how the local economy benefits from tourism.

• Meaning-Making: They justify their choices using evidence from research (e.g., economic benefits, popular tourist attractions).

• Conclusion: Each group presents their travel pitch, explaining the rationale behind their package.

Activity 2: Economic Impact Debate (Testing Thoughts & Supporting with Evidence)

• Students’ Role: Groups take different perspectives—tourists, local businesses, environmental activists.

• Task: They research and debate how tourism affects local economies and communities (both positive and negative).

• Meaning-Making: They must present arguments with real-world examples and economic data.

• Conclusion: They reach a group consensus or compromise on sustainable tourism policies.

Activity 3: “What If” Scenarios (Formulating Theories & Explaining with Reasoning)

• Students’ Role: Individually or in pairs, students explore hypothetical situations.

• Task: They respond to prompts such as:

  • What if a major tourist attraction shut down?

  • What if tourists stopped visiting for a year?

  • What if governments stopped investing in tourism?

• Meaning-Making: They analyze how these changes would affect the economy, jobs, and infrastructure.

• Conclusion: Students present their theories, using reasoning and evidence to support their claims.

  
  

• Activity 2: "Tourism Detective" (Investigation & Analysis)

  Essential Question: How do economic choices affect vacation planning?

  Task: Students receive profiles of different travelers (e.g., a student backpacker, a luxury traveler, a family on a budget). They research and create tailored vacation plans that fit each profile’s economic constraints.

  Meaning-Making: Students analyze how budget limitations shape travel experiences and discuss trade-offs in economic decision-making.

  Conclusion: Groups present their findings and justify their travel recommendations.

  Activity 3: "Tourism and the Local Economy" (Research & Discussion)

  Essential Question: How do vacations contribute to the economic well-being of local communities?

  Task: Students research a tourist destination and examine how tourism affects its economy (e.g., job creation, small businesses, environmental impact).

  Meaning-Making: They synthesize their findings in a short presentation, identifying both benefits and challenges of tourism.

  Conclusion: Students reflect on ways to support sustainable tourism and suggest policies for responsible travel.

• Students are presented with a mystery case: A fictional town is experiencing a sudden rise in illnesses. Symptoms are described, but the cause is unknown.

• In small groups, students hypothesize potential causes (e.g., lack of hygiene, contaminated water, poor diet).

• They test their theories by researching health factors and supporting their conclusions with evidence.

• Finally, groups present their findings and justify their reasoning using modal verbs and First Conditional statements.
  (U1, U3, T5, EQ1, EQ2)

Activity 2: Debate - Is It Always Necessary to Follow Health Advice?

• Students are divided into two teams:

  • Team A argues that we should always follow health advice because it prevents illness.

  • Team B argues that not all advice is useful, and people should make their own decisions.

• Students must support their position with reasoning and evidence (e.g., "If you don’t take medicine, you may get worse.").

• The class reflects on both perspectives and discusses the importance of making informed health choices.
  (U2, U3, T2, T5, EQ2, EQ3)

Task 2: Essential Questions in Meaning-Making

Essential questions guide inquiry and exploration. These activities help students engage with and apply the essential questions.

Activity 1: Advice Column - How Can We Help Others Stay Healthy?

• Students write an advice column responding to a letter from a fictional classmate with a health problem.

• They use should, shouldn’t, First Conditional, and health-related vocabulary to provide clear advice.

• Students exchange letters, evaluate the clarity of advice, and suggest improvements.
  (EQ3, U2, T2, T4)

Task 3: R Activities (Refine, Rethink, Reflect - WHERETO)

These activities provide opportunities to revisit ideas, refine thinking, and reflect on learning.

Activity: Health Advice Revision & Peer Review

• Step 1: Students write a short health guide for a younger audience, including symptoms, prevention, and health advice using First Conditional and modal verbs.

• Step 2: Peer feedback round – Students exchange guides and provide constructive feedback using a structured checklist.

• Step 3: Students revise their guides based on feedback and submit a final version.

• Step 4: Class reflection – How did your guide improve? What did you change after feedback?
  (U1, U2, U3, T2, T5, EQ2, EQ3)

Task 4: E2 Activities (Self-Evaluation - WHERETO)

These activities promote self-awareness and metacognitive thinking about learning.

Activity: Learning Portfolio & Self-Assessment

• Students create a “My Health & Language Progress” portfolio where they:

  • Track their understanding of health vocabulary (before and after).

  • Reflect on how their grammar (modals, First Conditional) improved through activities.

  • Write about one health-related situation where they used what they learned in real life.

• At the end of the unit, students compare their reflections and discuss their growth.
  (T5, U1, U2, EQ2, EQ3)

✅ T1 – Discuss possible health outcomes by making predictions using will, won’t, may, may not.
✅ T2 – Give and receive health advice using should, shouldn’t.
✅ T5 – Make informed health-related decisions by analyzing risks, predicting outcomes, and following/giving appropriate advice.

Activity Overview:

Students will work in teams to design and implement a Health Awareness Campaign focused on real-life health issues relevant to their school community. Over time, they will apply their learning in different contexts, progressing from teacher-guided activities to independent execution.

Structured Process for Gradual Release of Responsibility:

📌 Phase 1: Research & Inquiry (Teacher-Guided)

• Objective: Build background knowledge on health issues and effective communication strategies.

• Students brainstorm common health concerns in their community (e.g., flu prevention, hydration, healthy eating).

• Teacher provides articles, infographics, and videos on health topics.

• Students complete a KWL chart to document what they know, want to know, and will learn.

• Guiding Question: What health problems affect people the most, and how can we help prevent them?

✅ Skills Developed: Research, vocabulary building, identifying key health issues.
📍 (T5, U1, EQ2, EQ3)

📌 Phase 2: Drafting & Structuring the Campaign (Teacher-Supported, Student-Led)

• Objective: Plan the campaign’s format and key messages.

• Each team selects a health topic and decides on a format for their campaign:

  • Posters

  • Short skits

  • A social media challenge

  • A radio-style announcement

• Teams create a message plan that includes:

  • Health facts & symptoms (K1, S1)

  • Predictions (T1, U1)

  • Advice (T2, U2, S2)

• Peer Review: Teams present their draft campaign ideas to another team for feedback.

• Guiding Question: How can we communicate health advice in a way that people will listen and follow it?

✅ Skills Developed: Structuring arguments, applying modals & conditionals in context.
📍 (T1, T2, U1, U2, K3, K4, S1, S2, S3)

📌 Phase 3: Implementing the Campaign (Independent, Teacher as Coach)

• Objective: Execute and refine the campaign in real-world settings.

• Teams launch their campaign (e.g., displaying posters, performing skits, sharing health challenges).

• Students gather feedback from classmates (e.g., survey, comments).

• Teams analyze responses and make small adjustments based on feedback.

• Guiding Question: Did people understand and engage with our health message? What could we improve?

✅ Skills Developed: Public speaking, self-reflection, applying knowledge in a real-world setting.
📍 (T1, T2, T5, U1, U2, U3)

📌 Phase 4: Reflection & Self-Evaluation (Full Autonomy)

• Objective: Evaluate the impact of their campaign and reflect on their learning.

• Students write a reflection:

  • What went well in our campaign?

  • What health messages were the most effective?

  • If we did this again, what would we change?

• Class discussion: What did we learn about communicating health information effectively?

✅ Skills Developed: Critical thinking, self-assessment, real-world application.
📍 (T5, U1, U2, EQ2, EQ3)

Activity 1: Role-Playing Esperanza's Struggle

Goal(s): U1, S1, T2

• Objective: Explore how Esperanza navigates societal expectations and her personal identity in the context of class and gender.

• Activity Description:

  • Generate Ideas: Students will be assigned different characters from The House on Mango Street and asked to role-play a conversation between Esperanza and another character (e.g., Marin or her parents) about her dreams and her challenges related to gender and social class.

  • Draw Conclusions: Students will reflect on how Esperanza's identity is shaped by her internal desires versus external expectations. They will explore how her social class limits or enables her aspirations.

  • Test Thoughts: After the role play, students will support their thoughts by referring to key moments from the novel where Esperanza’s identity is influenced by gender and class expectations.

  • Formulate Theories: In a class discussion, students will propose theories about whether Esperanza's personal identity could flourish if she were born in a different class or gender situation and explain why.

• Expected Outcome: Students will actively explore the tension between personal identity and societal expectations, using textual evidence to support their conclusions.

• Related Goals: (U1, S1, T2)

Activity 2: Literary Analysis Discussion - "Identity vs. Society"

Goal(s): U1, S1, K1

• Objective: Analyze the moments in the novel where Esperanza faces conflict between her personal desires and societal constraints.

• Activity Description:

  • Generate Ideas: Students will individually identify scenes from The House on Mango Street where Esperanza struggles with societal expectations of gender and class. They will note how these moments contribute to her developing sense of identity.

  • Draw Conclusions: In small groups, students will discuss how Esperanza’s social class and gender roles restrict or challenge her identity. They will share their insights on how her sense of self develops in the face of these restrictions.

  • Test Thoughts: Students will test their conclusions by using specific quotes from the novel that highlight Esperanza’s struggle with these societal forces.

  • Formulate Theories: Students will write a short essay or reflection that answers: Can Esperanza truly be herself in a society that limits her based on gender and class? They will support their theories with textual evidence.

• Expected Outcome: Students will deepen their understanding of the relationship between identity and societal expectations, using evidence from the text to draw conclusions.

• Related Goals: (U1, S1, K1)

EQ2: How does belonging to a specific social class affect the characters' ability to define themselves and their future in the novel?

Activity 3: Social Class Simulation – "What If You Were Born Somewhere Else?"

Goal(s): U1, S1, T1

• Objective: Examine how social class influences Esperanza’s choices and identity and hypothesize how these might change under different social circumstances.

• Activity Description:

  • Generate Ideas: Students will brainstorm how Esperanza’s life might change if she were born into a wealthier family or a different social class. What opportunities or challenges would she face in this alternate reality?

  • Draw Conclusions: Based on their brainstorming, students will discuss how Esperanza’s social class shapes her opportunities and identity. What aspects of her personality or behavior would change if she had different resources or status?

  • Test Thoughts: Students will support their thoughts by identifying passages in the novel that demonstrate how social class impacts Esperanza’s choices and dreams.

  • Formulate Theories: Students will hypothesize how Esperanza’s identity would be different if her social class were altered and will explain their reasoning through a creative project (e.g., creating an alternate life story for Esperanza).

• Expected Outcome: Students will understand the impact of social class on the identity and future of characters, particularly Esperanza, through creative exploration and evidence-based reasoning.

• Related Goals: (U1, S1, T1)

EQ3: How can we connect the themes of diversity and social class in the novel to current global issues?

Activity 4: Global Issues Presentation - "Social Class in Today’s World"

Goal(s): U2, T2, K2

• Objective: Connect the themes of social class and identity in the novel to real-world global issues and provide real-life examples.

• Activity Description:

  • Generate Ideas: Students will research a global issue where social class and diversity are central (e.g., income inequality, gender inequality, migration). They will gather data, case studies, and personal accounts to highlight how these issues affect individuals' identities and opportunities.

  • Draw Conclusions: Students will discuss how the themes of social class in the novel mirror these global issues, making connections between Esperanza’s experiences and real-world struggles faced by people today.

  • Test Thoughts: Students will test their ideas by comparing the experiences of characters in the novel with current examples of social class inequality. They will evaluate whether these issues have improved or worsened since the novel was written.

  • Formulate Theories: Students will present their findings and propose solutions to the issue, supported by the themes in the novel and the evidence they gathered.

• Expected Outcome: Students will connect literary themes to contemporary global issues, demonstrating how social class continues to impact identity and opportunities across the world.

• Related Goals: (U2, T2, K2)

Activity 5: Think-Pair-Share – "What Defines Your Identity?"

Goal(s): U1, S2

• Objective: Encourage students to reflect on their own social class and identity in relation to the novel’s themes.

• Activity Description:

  • Generate Ideas: Students will individually reflect on how their own social class influences their opportunities and identity. They will consider questions such as: “How does my family’s social class shape my future?” and “How do gender expectations influence my choices?”

  • Draw Conclusions: In pairs, students will share their reflections and compare their personal experiences with Esperanza’s journey in the novel. They will identify any similarities and differences in how their identities have been shaped by social class and gender.

  • Test Thoughts: Students will discuss how gender roles and class impact their identities, drawing comparisons to characters in the novel. They will use evidence from their personal experiences and the text.

  • Formulate Theories: As a class, students will discuss: Can someone’s identity truly be independent of their social class and gender? The class will collectively formulate a theory about how society shapes identity and discuss possible changes.

• Expected Outcome: Students will engage in deep personal reflection and connect their own experiences with the themes of the novel, helping them understand how identity is influenced by societal forces.

• Related Goals: (U1, S2)

Summary of Active Use of Essential Questions

Each of these activities is designed to guide students' inquiry into the essential questions of the unit, promoting a deeper understanding of the relationship between social class, gender, and identity. By generating ideas, testing thoughts with evidence, and formulating conclusions, students will engage meaningfully with both the text and real-world issues. The activities foster critical thinking, empathy, and personal reflection, ensuring students can connect the themes of The House on Mango Street to their own lives and global contexts.

1. Project Introduction and Goal Setting:

   • Goal(s): T1, U2

   • Description: Students will begin by identifying a contemporary global issue related to social class or gender (e.g., gender inequality, economic disparity, or social mobility in a specific country). They will research how this issue affects individuals' identity and opportunities, drawing connections to the themes in The House on Mango Street.

   • Teacher Role: The teacher will introduce the project, provide examples of global issues, and explain the key expectations. The teacher will guide students in brainstorming possible topics and initial research questions. They will also discuss the connections between the novel and the global context.

   • Student Role: Students will set individual goals for their research, identify a specific global issue, and draft a set of research questions based on their understanding of social class and identity. They will also start by making initial connections to themes from the novel.

   • Expected Outcome: Students will begin developing a research topic and understand how to apply their knowledge of social class and identity in a real-world context.

2. Research and Analysis (Structured Research Phase):

   • Goal(s): T1, T2, U2

   • Description: Students will gather data from various sources (articles, videos, interviews, etc.) that address their chosen global issue. They will analyze how the issue connects to the themes of social class, gender, and identity. As they research, students will create an annotated bibliography to document their sources.

   • Teacher Role: The teacher will provide guidance on how to conduct research, how to find reliable sources, and how to organize information. They will hold mini-conferences with students to help refine their research focus, clarify questions, and ensure they are connecting their findings back to the novel.

   • Student Role: Students will independently conduct their research, keeping a detailed record of their sources and notes. They will write summaries of key findings and analyze how the global issue impacts identity and opportunities, connecting these findings to The House on Mango Street themes.

   • Expected Outcome: Students will develop a comprehensive understanding of their topic, making connections between global issues and the novel’s themes. They will gather and organize evidence to support their analysis.

3. Project Development (Autonomous Application Phase):

   • Goal(s): T1, T2

   • Description: Students will begin developing their final project, which could take the form of a written report, multimedia presentation, or digital storytelling piece. They will integrate their research findings and analysis, linking their global issue with social class and gender in the novel. Students will also incorporate their personal insights and conclusions, supported by evidence.

   • Teacher Role: At this stage, the teacher will gradually reduce their guidance, focusing on providing feedback on the students’ drafts, helping with structure, and ensuring the students are staying on track with their analysis and connections to the novel.

   • Student Role: Students will work independently to create their final product, synthesizing their research into a clear, cohesive argument or narrative. They will apply their understanding of social class and identity as a framework for understanding the real-world issue and explore possible solutions or outcomes.

   • Expected Outcome: Students will demonstrate the ability to apply their learning in a real-world context, showing how the themes of The House on Mango Street relate to modern-day global issues.

4. Presentation and Reflection (Independent Reflection and Metacognitive Thinking):

   • Goal(s): T2, U2, S2

   • Description: Students will present their projects to the class, explaining the connections between their global issue, social class, and identity. After their presentations, they will write a final reflection on the entire process, discussing what they have learned about social class and identity and how their understanding has evolved throughout the unit.

   • Teacher Role: The teacher will facilitate the presentation process and provide a rubric for self-assessment and peer review. They will also lead a class discussion about the different perspectives shared in the presentations.

   • Student Role: Students will present their findings, engaging in metacognitive reflection about their learning. They will assess their own work using the provided rubric and give feedback to peers on their projects.

   • Expected Outcome: Students will reflect on their learning process, critically evaluating how their understanding of social class, identity, and gender has evolved. They will demonstrate the ability to connect the themes of the novel to real-world applications and express their insights clearly in both their projects and reflections.

Gradual Reduction of Teacher Guidance:

• Initial Phase: The teacher provides clear guidance on topic selection, goal setting, and research techniques.

• Middle Phase: The teacher reduces direct support, focusing on helping students refine their research questions and making sure they are integrating their findings into their analysis.

• Final Phase: Students work independently on their final projects, with minimal teacher guidance, relying on feedback from peers and the rubric provided for assessment.

Assessment Criteria:

• Research and Analysis: The depth and relevance of the research; how well the global issue is connected to the themes of social class and identity in the novel.

• Final Project: The clarity and cohesion of the final product; how effectively students present their findings and analyze the connection between the global issue and the novel's themes.

• Reflection: The depth of the student’s self-reflection on their learning process and how their understanding has evolved.

• Presentation Skills: How clearly and confidently students present their work and engage with the class during discussions.

• What makes a city functional?

• What are the important places in these cities?

• How do the locations of these places affect daily life?

2-Inquiry-Based City Exploration (Understanding and Research Activity).In small groups, students research and compare two cities from different parts of the world (e.g., New York vs. Venice).

They analyze:

• What key places and services exist in each city?

• How do geography and culture shape city life?

• What types of jobs are common in each city?

Students present their findings in an interactive Padlet board.

3-The City Planning Challenge (Transfer Activity) → PT4 Students take on the role of urban planners and design their own ideal city based on what they have learned.

The task includes:

1. Planning the city layout (using digital or hand-drawn maps).

2. Labeling locations with correct prepositions.

3. Writing about key places and their functions.

4. Comparing their city to an existing one using comparative and superlative adjectives.

They present their cities in a mock "City Fair", explaining their choices.

💡 Transfer Goal: Students will apply their knowledge of travel vocabulary and tourism concepts to create real-world materials, such as travel guides or itineraries, in various contexts.

🛠 Step-by-Step Process:
1️⃣ Structured (Teacher-Guided):

• Teacher models how to research a travel destination using a graphic organizer (location, costs, activities, food, etc.).

• Students analyze real travel guides to identify persuasive techniques.

• Mini-lesson on writing engaging descriptions and using adjectives for appeal.

2️⃣ Semi-Independent:

• In groups, students role-play as travel advisors and design vacation packages based on different budgets (luxury, budget-friendly, adventure).

• Each group receives a client profile (e.g., a family with young kids, a solo traveler) and must customize their travel plans accordingly.

3️⃣ Independent Application:

• Students individually create a travel guide (brochure, digital infographic, or video ad).

• Peers review and give feedback on clarity, persuasiveness, and economic considerations.

• Students pitch their travel package to the class, simulating real-world business presentations.

🔹 Why it Works:
✅ Engages students through real-world roles.
✅ Gradually reduces teacher guidance from structured research to independent creation.
✅ Allows creative freedom while reinforcing economic awareness in tourism.

🔹 Performance Task 2: “Budget Battle: The Ultimate Vacation Plan”

💡 Transfer Goal: Students will analyze how economic choices affect vacation planning and apply budgeting skills in real-world travel scenarios.

🛠 Step-by-Step Process:
1️⃣ Structured (Teacher-Guided):

• Teacher introduces real-life travel expenses (flight, hotel, food, activities).

• Students analyze case studies of tourists with different budgets.

• Mini-lesson on making economic trade-offs (e.g., “If you stay in a cheaper hotel, you can afford more activities.”).

2️⃣ Semi-Independent:

• Students collaborate in small groups to plan a vacation within a set budget (e.g., 5000₺, 10,000₺, unlimited).

• They must justify spending choices and balance needs vs. wants (e.g., “Is a guided tour worth the extra cost?”).

3️⃣ Independent Application:

• Each student individually reflects on how their group’s budget plan impacts tourism and local economies.

• They write a personal response: “If I had to adjust my own vacation budget, what would I change and why?”

🔹 Why it Works:
✅ Encourages critical thinking about real-life trade-offs.
✅ Promotes financial literacy in a fun, interactive way.
✅ Encourages deeper economic thinking beyond simple price comparisons.

🔹 Performance Task 3: “Impact of Tourism: Debate & Action Project”

💡 Transfer Goal: Students will evaluate how vacations contribute to the economic well-being of local communities and propose responsible tourism solutions.

🛠 Step-by-Step Process:
1️⃣ Structured (Teacher-Guided):

• Teacher presents real-world case studies on positive and negative impacts of tourism (e.g., Bali’s tourism boom vs. environmental strain).

• Students brainstorm tourism pros and cons (jobs, cultural exchange vs. pollution, rising local prices).

2️⃣ Semi-Independent:

• Students research a country or city where tourism has had significant effects.

• Each group prepares for a class debate on:
  🏝️ “Is tourism always beneficial to a country?”
  ✅ YES: Boosts economy, creates jobs.
  ❌ NO: Can exploit local resources and cause damage.

3️⃣ Independent Application:

• Students propose a “Sustainable Tourism Pledge” (poster, article, or video) outlining 3 responsible travel actions.

• They present their pledges to the class and vote on the most practical solutions.

🔹 Why it Works:
✅ Connects tourism to economic and ethical issues.
✅ Involves independent research and argument-building.
✅ Encourages students to think beyond themselves and engage in global responsibility.

👥 Expert Touch: Ensuring Deep Engagement & Transfer

✔ Do these activities challenge students to apply their knowledge beyond the classroom? ✅
✔ Do they minimize teacher guidance over time, promoting independent thinking? ✅
✔ Do they encourage active student engagement instead of passive learning? ✅
✔ Do they push students beyond basic recall, requiring deeper analysis and application? ✅

Transfer Goal(s) Addressed:

• TG 1: Students will use their understanding of farm animals to make connections to real-world farming practices and environmental issues.

• TG 2: Students will apply their understanding of farm animals to design solutions or adaptations that improve farm life or sustainability.

Activity Design: This activity emphasizes applying knowledge to real-world scenarios and is designed to extend over several lessons.

Step 1: Introduction and Context Setting (Teacher-Led)

• The teacher provides a brief overview of global farming practices and sustainability challenges, such as deforestation, resource depletion, and animal welfare.

• Students are introduced to the idea of designing solutions that help address these issues, using farm animals as part of the solution.

Step 2: Problem Exploration (Guided)

• Students are assigned a specific issue related to farm animals (e.g., how to raise healthy animals while minimizing environmental impact).

• The teacher guides students through researching the issue by providing a list of resources (articles, videos, etc.) and guiding them in identifying solutions.

Step 3: Solution Design (Semi-Independence)

• Students brainstorm solutions based on what they’ve learned, such as creating sustainable farms where animals contribute to soil health, or designing a more ethical system for raising animals.

• Students work in pairs or small groups to design a farm solution (e.g., a plan for a sustainable farm that balances animal welfare and environmental health).

• The teacher checks in and provides feedback during the design phase, but students are encouraged to take ownership of their ideas.

Step 4: Prototype and Application (Independent)

• Students create a prototype or model of their sustainable farm solution. This could be a drawing, diorama, or digital presentation.

• They must use evidence from their research to justify their choices and explain how their solution addresses real-world issues.

Step 5: Presentation and Peer Feedback (Independent)

• Students present their solutions to the class, highlighting how farm animals contribute to sustainability and welfare on their designed farms.

• After each presentation, classmates provide constructive feedback, discussing the strengths and weaknesses of each solution.

Step 6: Reflection (Independent)

• Students reflect on their learning by writing a response to the following prompt:

  • “How can farm animals play a role in creating a more sustainable and ethical world? What did you learn about their importance in farming systems?”

Activity:

• Students brainstorm: “What do all animals need to live?”

• They sort picture cards into "Needs" (food, water, shelter, air) vs. "Wants" (toys, blankets, clothes).

• The teacher asks: “What would happen if a cow had no water? Why do chickens need a coop?”

• Students test their ideas by explaining what might happen if an animal doesn’t get what it needs.

✅ How it aligns with meaning-making:

• Generating ideas: Brainstorming what animals need.

• Drawing conclusions: Sorting real needs vs. wants.

• Testing thoughts: Predicting what happens when needs aren’t met.

• Formulating theories: Explaining why different animals have different needs.

Goals: (U2, K2, S2, Essential Question: "What do farm animals need to live?")

• In small groups, students design a health awareness campaign (poster, video, or skit) on common illnesses and how to prevent them.

• Each group presents their project

-Students act as doctors and patients, describing symptoms and providing appropriate health advice in a realistic conversation.

(Related Goal: T3 – Design an ideal city model incorporating key urban planning elements.)

Phase 1: Introduction & Teacher Guidance

• The teacher introduces key elements of urban planning (transport, housing, environment, public spaces).

• The class examines real-world smart city designs (e.g., Singapore, Amsterdam).

Phase 2: Group City Design & Justification

• Students form teams and design their own future city model.

• Each team creates a physical or digital model representing their ideal city.

• They write a justification explaining:

  • Why their design meets people’s needs

  • How their city is better than existing ones

  • What challenges they anticipate and how they will solve them

Phase 3: Independent Reflection & Adaptation

• Students write a reflection answering:

  • If you could live in your city, would you? Why?

  • What improvements would you make based on peer feedback?

• They revise their designs based on reflection and teacher guidance.

2. Create a Health Brochure – Students design an informative brochure about preventing a specific health problem.

3. Problem-Solving Case Study – Students analyze a real-world health issue (e.g., flu outbreak) and propose solutions.

• Step 1: Students are given different mystery weather scenarios (e.g., "The ground is wet, the sky is dark, and people are using umbrellas. What kind of weather might this be?").

• Step 2: They generate ideas about what might have happened and what will happen next.

• Step 3: In groups, students test their thoughts by looking at real weather patterns, analyzing weather pictures, and comparing their conclusions to scientific explanations.

• Step 4: Each group formulates a hypothesis: "What would happen if this weather continued for a week?" They support their answers with reasoning.

Activity: “My Weather Broadcast”

🔹 Goal: Students take on the role of meteorologists and deliver a daily or weekly weather forecast.

Process:

1️⃣ Teacher-Guided Introduction

• The teacher models a simple weather forecast using key vocabulary and visuals.

• Students practice describing weather conditions using flashcards and short sentence frames.

2️⃣ Collaborative Planning

• In small groups, students collect real weather data (from apps, newspapers, or classroom observations).

• They prepare a script together, planning their forecast using visuals and props.

3️⃣ Independent Weather Reports

• Each student records or presents their own weather forecast.

• They must predict the next day's weather based on what they observe.

• Students watch and critique each other’s reports, improving clarity and accuracy.

🌟 Final Reflection:

• Students assess: “What makes a good weather report?”

• They compare their predictions to real weather outcomes, discussing what they learned about forecasting.

📌 Gradual Release: Teacher ➝ Small Group ➝ Individual Report
🎯 Goals: (T2, K2, S4, U5)

Activity Overview:

Students will create a "Healthy Choices Journal" over several lessons, where they track their food choices, reflect on them, and refine their understanding of healthy eating based on class discussions and teacher feedback. This activity allows students to revisit key concepts, rethink their choices, and refine their understanding of how food affects their health.

Process:

1. Initial Reflection – "What Do I Eat?" (Day 1)

• Students draw or write what they ate yesterday in their journal.

• They discuss:

  • "Which foods in my meal were healthy? Which ones were unhealthy?"

  • "How did my body feel after eating these foods?"

• Teacher Role: Encourages students to make simple connections between food choices and feelings (e.g., "I felt strong after eating eggs.").

• Goal Connection: (U1, S2, T1)

2. Revisiting & Rethinking – "Can We Make Better Choices?" (Day 3)

• Students revisit their journal and rethink their food choices with a partner.

• Discussion Prompts:

  • "If you could change something about your meals, what would it be?"

  • "What would be a healthier choice instead?"

• New Task: They revise their meal choices and draw/write an improved version based on what they’ve learned.

• Teacher Role: Provides guidance and feedback (e.g., "Great job adding more vegetables! What drink would go well with that?").

• Goal Connection: (U3, T4, S2)

3. Refining – "Healthy Eating Plan" (Day 5)

• Students create a simple one-day meal plan using what they have learned.

• They share their plan in small groups and get feedback from peers.

• Teacher Role: Helps students refine their plans with questions:

  • "Does this meal give you energy for the day?"

  • "What could make this even better?"

• Goal Connection: (T1, T4, S2, U3)

4. Reflection – "My Food Choices & Me" (Day 7)

• Students look back at their journal and meal plan and write/draw about:

  • "What did I learn about food?"

  • "What will I try to eat more often?"

  • "What surprised me the most?"

• They share their reflections in a class discussion.

• Teacher Role: Supports students in expressing their learning and connecting to their real-life experiences.

• Goal Connection: (U3, T1, T4, S2)

Overview:
Students will act as nutrition planners and design a balanced meal plan over multiple lessons, first with support, then independently.

Process:

Step 1: Meal Investigation (Teacher-Guided) 🔎

• Teacher presents different meal plates (real images, toy food, drawings).

• Students analyze: "Is this a balanced meal? What is missing?"

Step 2: Small Group Meal Planning (Partial Guidance) 🍽️

• In teams, students create a balanced meal using food cut-outs or drawings.

• They justify their choices to the class.

Step 3: Independent Meal Design (Minimal Guidance) 🏗️

• Each student creates their own full-day meal plan, ensuring variety and balance.

• Teacher feedback is provided.

Step 4: Home Connection – "Cook & Reflect" (Student-Led) 🏡

• Students discuss their meal plan with their family at home.

• Optional: Parents take a picture of a real meal based on the child’s plan.

• Students present and reflect on whether their family followed their plan.

🔹 Goal Connection: (T2, U2, S1, K2)