Unit 4 Life's opportunities week 4

• Engels
• Middelbare school
• vmbo, mavo, havo, vwo
• Leerjaar 1

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Language Acquisition

Unit #: 4

Learner Profile: ....

Communicator

ATL: ....

Social and Communication skills

Related concepts: ....

Message and Audience

Messages are the information speakers and writers communicate to their audience. 

Audience are the people the message or information is meant for. Audiences can be readers, listeners or viewers.

Key concept: ....

Connection

Connections are links and relationships between people, objects and ideas. In this unit we think about the way people are connected to the society they live in. 

Connections are also central to the relationship bewteen speaker and audience and writer and reader. 

Statement of Inquiry: We can use language to describe and realise our personal ambitions and define ways to help others using our talents. 

Global context: ....

Personal and Cultural expression

What is the nature and purpose of creative expression?

In this unit we are exploring the ways we can look at our situation and overcome problems and achieve our goals. We will also look at ways we can use our skills and talents to help others make the most of their oppertunities. 

Today

• What do you know?
• Lesson goals
• Instruction
• Get to work
• Reflection / check lesson goals

Overview Period 4

Week 1	Week 2	Week 3	Week 4
-Introduction unit 4 -vocabulary -express ideas and feelings from comparisons	- vocabulary - reading comprehension - justify your answers by connecting evidence	- vocabulary - gather and organize information - write a description	FA Toddle

Week 5	Week 6	Week 7	Week 8
			SA Toddle

Enter as many words from the
glossary list you remember:

Goals

• You can analyse and evaluate main ideas and supporting details and draw conclusions
• You can gather and organize information 
• Write and or speak using a range of vocabulary. grammar and conventions; when speaking use clear pronunciation.

 
 

How difficult is it to achieve our ambition?

Children who grow up in poverty, like the young Michael Oher, have to overcome a huge number of barriers to success. 

Here is a list of such problems: 

How difficult is it to achieve our ambition?

Choose 5 problems you feel are the most important barriers to success. 

Rank them on a scale of 1-5.

Barriers to succes are:

Thinking and communication skills

Discuss this picture.

In groups imagine what might has happened to the boy. Share your ideas with the class.

Ask yourself a series of questions about the boy. Make a list and answer your own questions. 

Make guesses. Use your imagination. 

Meaning of Text 

In the text are 5 headings marked A-E. 

Here are 8 headings. Do you understand the meaning? 

Show your understanding of the headings. 

6. Actieve verwerking

De docent maakt expliciet over hoe de leerstof actief verwerkt dient te worden. Hierbij modelleert de docent eerst en laat daarna de leerlingen actief inoefenen. De ondersteuning wordt geleidelijk afgebouwd en leerlingen worden steeds zelfstandiger. De docent zorgt voor afwisseling in oefentypes en maakt gedurende de les het leren zichtbaar. De docent zet bijvoorbeeld in op hardop denken opdrachten en koppelt daar een geïnformeerde vervolgstap aan.

Match the heading to parapragh A

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Match the heading to parapragh B

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Match the heading to parapragh C

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Match the heading to parapragh D

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Match the heading to paragraph E

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Match the heading to paragraph F

Safety needs.

Esteem needs and the need to understand.

Health matters.

Biological and physiological need.

Self- actualization.

Economic needs.

The need for love and belonging.

Educational needs.

Maslow said that hunger

1. prevents learning
2. makes learning difficult
3. does not matter
4. makes us learn well

According to this text, safety needs to include protection from:

1. danger, hunger and violence
2. violence, war, thirst
3. sleep, hunger, warmth
4. violence, bad weather, and danger

According to parapragh C, our need to belong to a family and to a group:

1. helps us to learn from others.
2. makes us ambitious.
3. gives us good friends.
4. gives us a great future.

According to parapragh D, if we have high self-esteem we can

1. make friends easily.
2. understand our lessons without difficulty.
3. deal with difficulties.
4. tell the difference beteen right and wrong.

According to parapragh E, self-actualization means:

1. we can become high earners.
2. we can achieve our personal goals.
3. we will be self-satisfied.
4. we can do any job we want.

According to parapragh E, transcendance involves:

1. travelling the world.
2. trying to make the world a better place.
3. being childish.
4. knowning more than anyone else.

Language Acquisition

Unit #: 4

Learner Profile: ....

Communicator

ATL: ....

Social and Communication skills

Related concepts: ....

Message and Audience

Messages are the information speakers and writers communicate to their audience. 

Audience are the people the message or information is meant for. Audiences can be readers, listeners or viewers.

Key concept: ....

Connection

Connections are links and relationships between people, objects and ideas. In this unit we think about the way people are connected to the society they live in. 

Connections are also central to the relationship bewteen speaker and audience and writer and reader. 

Statement of Inquiry: We can use language to describe and realise our personal ambitions and define ways to help others using our talents. 

Global context: ....

Personal and Cultural expression

What is the nature and purpose of creative expression?

In this unit we are exploring the ways we can look at our situation and overcome problems and achieve our goals. We will also look at ways we can use our skills and talents to help others make the most of their oppertunities. 

How was today's class connected to learning?

thinking

communication

research

social

self-management

Homework

Next class:

• study the words from the glossary list (week 1, 2 and 3)
• hand in your final draft of your writing assignment

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.