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Intel® Teach Program Essentials Course Unit Plan Template- BUILDING TOMORROW/ MOVIE in the MAKING Unit Author First and Last Name School District School Name School City, State Unit Overview Unit Title BUILDING TOMORROW/ MOVIE in the MAKING Unit Summary In this unit the students will: listen to series of instructions (LISTENING); give instructions using transition words (GRAMMAR/SPEAKING); pronounce words having the sound of initial p (PRONUNCIATION); spell words used in a series of direction o
  Intel® Teach ProgramEssentials Course © 2008 Intel Corporation. All Rights Reserved. Page 1 of 7 UUnniittPPllaannTTeemmppllaattee-- BUILDING TOMORROW/MOVIE in the MAKING  Unit Author First and Last Name Lorabeth AmbelSchool District La TrinidadSchool Name Tawang Elementary SchoolSchool City, State Benguet Province, Philippines Unit OverviewUnit TitleBUILDING TOMORROW/ MOVIE in the MAKINGUnit Summary In this unit the students will: listen to series of instructions ( LISTENING ); give instructionsusing transition words ( GRAMMAR/SPEAKING ); pronounce words having the sound of initial  p ( PRONUNCIATION  ) ; spell words used in a series of direction or in a process ( SPELLING );write a series of instructions for a process ( WRITING ); and write a movie review about themovie watched ( READING ). To further enhance the teaching and learning process and forthe students to better understand the lesson , the following teaching strategies andmethods will be applied/used: brainstorming, seat works, class demonstration, classdiscussion, oral recitation, group discussion, spelling quiz bee, and film viewing. Subject Area ENGLISH VI Grade Level GRADE VI Approximate Time Needed 10 X 50 Minutes Unit FoundationTargeted Content Standards and BenchmarksStudent Objectives/Learning Outcomes  LISTENING  - Follow a series of directions listened to. GRAMMAR/SPEAKING  - Give instructions correctly.  Intel® Teach ProgramEssentials Course © 2008 Intel Corporation. All Rights Reserved. Page 2 of 7 - Use transition words in sentences.- Enumerate the correct steps in a process. PRONUNCIATION  - Aspirate  p in pronouncing it. SPELLING  - Spell words used in a process correctly. WRITING  - Write a series of instructions READING  - Decode words with er  as / er   /.- Use the dictionary to get meanings of unfamiliar words.- Identify specific details.- Classify statements under a given topic.- Enumerate steps in a process.- Give important details.- Locate details directly stated.- Write a movie review. Curriculum-Framing QuestionsEssentialQuestion -Why is following directions/instructions so important? UnitQuestions - How do you give instructions/directions correctly? ContentQuestions - What are transition words?- Who are the people involved in movie-making? Assessment PlanAssessment Timeline    Intel® Teach ProgramEssentials Course © 2008 Intel Corporation. All Rights Reserved. Page 3 of 7 Before project workbeginsStudents work onprojects and completetasksAfter project work iscompleted    Brainstorming      ClassDiscussion      Demonstration      Questioning         Oralrecitation      Groupdiscussion      Seat works      Questioning    Take-homeassignment      Reflectivewriting      Seat works   Assessment Summary   - Activity seat works- Oral recitation- Spelling quiz bee- Reflective writing- Take-home assignment Unit DetailsPrerequisite Skills - Knowledge in using the dictionary Instructional ProceduresLANGUAGE- BUILDING TOMORROWDAY 1:   Conduct a brainstorming activity before asking the pupils to “tune in” to thelistening text. Ask them for proofs of the “push button” lifestyle. Have them talk about the modern innovations and gadgets that make modern living less burdensome. Ask them tolook at the pictures and ask what the girl could be doing. Ask them to read the introductorysentences on p.248. LISTENING to a SERIES of DIRECTIONS Have the pupils listen to the text that follows and ask them to do the activity on p. 248. Listening Text: 1. First, fill in the wash tub with water at medium level.2. Second, pour in liquid or powder detergent.  Intel® Teach ProgramEssentials Course © 2008 Intel Corporation. All Rights Reserved. Page 4 of 7 3. Next, soak in allowed number or weight of soiled clothes.4. Then, turn on the wash timer to desired length of time for washing.5. When washer stops, remove clothes from the wash tub.6. Drain the wash tub bringing down the hose to remove the water.7. Clean the wash tub, including the filter for future use.8. Finally, dry the wash tub and the body of the washing machine with clean cloth or rag.Ask the pupils to answer the questions on p. 249 after they have arranged the steps in theirproper sequence. DAY 2: GIVING INSTRUCTIONS Ask the pupils if they are aware of the community and livelihood projects in theircommunities. Have them realize the importance of such worthwhile activities in thecommunity, among the families and to the nation as a whole. Call the pupil’s attention to the example procedure on p. 249, where directions on how to make salted eggs are given. Have them note the transition words in the procedure. Tell thepupils to read further through the text and boxed generalization on p. 250. Have the pupilsaware of the function of transition words. They are used in giving directions or describing aprocess/procedure to indicate sequence of steps. Tell them to do the activities on pp. 250-252. DAY 3:SAYING WORDS with p as /p/ CORRECTLY Through power point presentation, present the words often used in explaining theprocedure or the process that have been listed on page 252 Language 6 TX. Ask the pupilsto read out aloud with the correct sound of /p/ in the initial position. Emphasize aspirated /p/ in the words. Model the pronunciation to the pupils so they will be able to pronounce theinitial p correctly. Demonstrate the movement of the upper and lower lips and how the air isreleased in the production of the sound. Tell the pupils to read out the words correctly andgive more examples. SPELLING WORDS USED in a SERIES of DIRECTIONS CORRECTLY Group the students, 3 members in one group and each group will be having one slate boardand a chalk for the Spelling Quiz Bee. Before starting, explain the mechanics of the game.Read aloud the words that have been used in the procedure presented in the earlier lesson.Tell them to write down the correct spelling of the words on the slate board and each will begiven a minute to write their answer. After a minute, all shall raise their answers and theone who gets the correct answers shall be given points. DAY 4:WRITING a SERIES of INSTRUCTIONS The activity may be made more interesting when done in groups so there will be sharing of ideas and at the same time developing the spirit of teamwork. Have the pupils discuss insmall groups the procedure observed or followed in one of the items listed on p. 253.Tell the pupils to write a paragraph explaining a process, following the tips provided for inthe earlier part of the lesson.
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