UNIT PLAN

4. Home sweet home!

Unit Author

Name:
County: Alba
School Name:
Village:

General Presentation

Unit Title

Home, sweet home!

Unit Summary

During this unit, students will be guided to understand basic notions about their home, the rules
governing the present continuous tense, the question „where” and the English prepositions of place.
The literary texts used:
 ,,Twilight” by Stephenie Meyer
 „Little mouse” poem
Song used:
„Humpty Dumpty”

They will make connections between the text and the words to be studied. Also, they will learn
new vocabulary contents about the house (rooms and objects to be found in a house), as well as localizing
rooms, furniture, objects and people using prepositions of place.
Another topic to be studied and exercised during this unit, is the use of the present continuous
tense in giving information about self and habitat.
The students will be encouraged to communicate and use any information they learn in school in
connection to other fields of activity than the educational one.

Domain

Language and communication

Grade

3rd Grade – pre-intermediate English

Necessary time

6 classes, 50 minutes each/2 classes a week

Unit’s Aims

Performance standards – Main Objectives/ Skills

 Comprehension and production of oral or written message in different situations.
 Identifying specific elements in a literary text that are linked to the real world.
 Correct usage of the English Language in giving information.
 Building short speeches or written texts on topics dirrectly linked to the child’s empiric
experience.
 Finding special words in the text that have a correspondent in the child’s daily life.
 Selecting the appropriate vocabulary elements for specific communication types and
situations.
 Using the present continuous tense correctly in adequate situations.
Learning about the child’s immediate environment.
 Identifying elements of the fictional text which can be found in a real home.
 Using previous and newly acquired knowlegde to propperly localize people or objects in
report to one another.
 Using modern strategies of teaching and learning for a better education.

Operational Objectives\Skills\Expected Rezults

 Reading a short fictional text correctly and understanding it.

 Understanding the meaning of new vocabulary elements present in the text or studied during lessons.
 Identifying the names of rooms or objects which one can find in a house.
 Using the present continuous tense correctly.
 Building correct sentences using the newly acquired vocabulary.
 Giving information about the immediate environment.
 Localizing things in report to one another.
 Linking information from school disciplines with the student’s daily life.

Key Questions of the Curriculum

 Main Question  What can we find in a house?

Unit Questions  What are the contents and rooms of a house?

Questions on the Content
Planning the Evaluation
 What is someone doing in the moment of speech?
 Where is a certain person\object?
 What is the name of the building somebody lives in?
 What rooms does it contain?
 What objects are to be found in a house\room?
 What is happening in the moment of speech?
 Where is a certain room\person\object?
 What happens inside each room of the house?

The Time Chart of the Evaluation

Initial Evaluation Formative Evaluation Summative Evaluation

Quiz  Reading  Self-  Reflecti

 Brainstorming sheets. assessment  Oral quiz. ons Journal
 Oral questionnaires\
 Initial Test.  Educative
presentation. sheets.
games
 Evaluation
Sheet
 Interactive
Test
 Evaluation
 Summative
Test

Evaluation Summary
 The evaluation and self-assessment issues for this unit are correct communication (formal\informal,
debate, speech), collaboration, team-work and individual tasks, reflections, creativity, research, critical thinking
and coordinating the self-formation process; therefore:

 The Quizzes and questionnaires develop the students’ cooperative abilities and exchange of ideas
and information. Students simultaneously receive self-assessment questionnaires so they can organize their ideas
efficiently and have complete control over their research activities.
 The Questions will be used as often as need be, during the entire unit so that the students may see
where they need to recap and consolidate their knowledge so that the summative evaluation goes according to
their expectations. Self-assessment sheets will be used for:
 The manner in which students do their reading sheets ;
 projects ;
 group activity ;

The Summative Evaluation is based on a final test, but also on presenting the products of the
students’ activity during the entire unit.
Students will use self-assessment questionnaires to evaluate their projects and research. The same type of
questionnaire will be used by the teacher\-s in the summative evaluation of the projects and research of each
project. The teacher’s evaluation sheets must be consistent with the students’ self-assessment sheets and the
unit’s objectives.
 At the end of theunit, the teachers will do a summative evaluation of the students’ research
activity, which will contain all the research products and projects the students made.
 The KWL chart will show what the students have learned during this unit, through a test, ant the
reflections journal will enable them to write down their conclusions on what they have learned.
 All the students’ rezults will be writtenin the Teacher’s notebook based on an evaluation matrix.

Unit Details
Mandatory Skills
. Conceptual knowledge and technical skills students need to have in order to study this unit.
- Using the computer;
- team-work skills;

Activities
 Activity 1 – 1 hour: Introduction

The teacher asks the students the main question of the unit: What can we find in a house?, then he
tells them what the aims of the unit are and what is required of them, so they can understand better what they
must be able to do at the end of the unit. Also he tells them that their own experience outside of class will be
crucial during the study of the unit.

Activity 2 – 2 hours: The novel „Twilight” by Stephenie Meyer. This is her house

The teacher has lesson plans to guide him during the unit.
The teacher asks students about the buildings people live in.
The students are aquainted with the excerpt from the novel which is relevant for the study of this unit.
Unknown words are explained. Students learn the layout of a house and the names of the various rooms and
objects to be found there. Also, the students will make sentences with the words learned from the text and use
them in conversations or short oral speech.
The teacher tells students that knowing the name of an object or room is not enough, because for
effective communication they must know how to give information about the room\object, especially localize it.
Then he proceeds to acquainting the students with the English prepositions of place, explains their usage and
sentences are made with them.

Activity 3 – 1 hour : The Present Continuous tense

Students are taught the theoretical rules governing the usage of the Present Continuous and, using
exercises, the teacher gives them exercises where they are to value the newly acquired knowledge. As a more
significant personal contribution to their own learning process, the students are to write down sentences or short
texts using the present continuous form.

Activity 4 – 1 hour : Have fun!

Here, the teacher and students use the previously learned content in a more interactive fashion by
reciting poems, singing songs, and playing didactic games like “crosswords”.
This stage has the purpose of solidifying the students learning through the use of material which has
not been used before.
Activity 5 – 1 hour: Summative Evaluation
Students will be given a final test verify if they have assimilated and personalized the information and
skills thy were supposed to during the whole unit.
Materials and resources necessary for teaching this unit:

Printed materials The novel “Twilight” by Stephenie Meyer, historical texts about the 1848
revolutions, the “Firm Steps Student’s Book” for the 3rd grade, handouts.