Unit 4 Life's opportunities week 6

• 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	- vocabulary - reading comprehension - thinking and communication skills

Week 5	Week 6	Week 7	Week 8
- vocabulary - reading comprehension - thinking and communication skills	- vocabulary - thinking and communication skills FA Toddle (Speaking)		preparation SA Toddle Listening Speaking Writing

Goals

• You use critical thinking skills to  answer questions and draw conclusions

• speak using a range of vocabulary. grammar and conventions; when speaking use clear pronunciation.
  

 
 

Explain the meaning of ..

a barrier of success

to justify your answer

a hierarchy

self-esteem

an ambition

an opportunity

matters

to define

a message

a connection

Explain the meaning of ..

a barrier of success

to justify your answer

a hierarchy

self-esteem

an ambition

an opportunity

matters

to define

a message

a connection

Thinking and communication skills

Thinking and communication skills

Write down your answer:

What is the main idea of this graphic?

Who is the audience for this graphic?

(Where could this graphic be found?)

What is the purpose of the graphic?

Thinking and communication skills

How does the example of the this family illustrate Maslow's hierarchy?

Presentations

Explain Maslow's hierarchy of needs 

• in your own words, English 
• use visual aids (ppt, or poster etc.)
  

Presentations 

Explain Maslow's hierarchy of needs 

• in your own words, English 
• use visual aids (ppt, or poster etc.) 
• talk for at least 2 minutes.

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.

Rubric

Study the rubric:

What questions do you have?

Predict:

How would  you rate yourself?

Reflection

In your opinion how usefull are the ideas and concepts in Maslow's hierarchy?

Explain your answer:

How does the hierarchy help you to understand your own life?

Explain your answer: 

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.

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 glossary list of unit 4
• Answer the questions on Vuth and Puthyda on the handout (zie bijlage Magister) in your binder

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.

Homework

Answer in your binder

How could  the government improve:

a. the basis health needs

b. their safety needs

c. their esteem and educational needs 

of the Cambodian rice farmers?

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.

Reflection

In your opinion how usefull are the ideas and concepts in Maslow's hierarchy?

Explain your answer:

How does the hierarchy help you to understand your own life?

Explain your answer: 

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.