Understanding By Design Unit Template

Title of Unit Greetings Grade Level 6th

Curriculum Area LOTE-T 6th grade Curriculum Time Frame 1 week
Developed By Nevlisan and Mrs. Mihriye Ekren
Identify Desired Results (Stage 1)
Content Standards
     
This lesson will expand the students’ understanding and usage of common greetings in target language

Students will be able to greet each other with proper greeting in target language.

Understandings Essential Questions

Overarching Understanding Overarching Topical
Students will understand that;       What does greetings culture       What are the positives and
look like in different country? negatives about greeting people?
- To determine if we are increasing greetings with each other we will help
community to be nicer.
- Explain appropriate situations for greeting usage
- Give appropriate responses to the feelings

Related Misconceptions
Greeting to a mad person with smiling face might make him angrier. But
Greetings is positive behavior.

Knowledge Skills
Students will know… Students will be able to…

Students will be able to:

Formal general-purpose greetings and casual greetings  Say appropriate greetings in a conversation
 Determine the appropriate greeting while reading a
conversation

 Use appropriate greetings in writing

 Assessment Evidence (Stage 2)
Performance Task Description
Students will practice using greetings in real-world contexts. The varied activities will require them to use speaking, listening,
Goal
reading and writing skills
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small
Role
and larger groups
Audience 6th graders
Situation Visiting a target language place. Like cultural house or restaurant that belongs that country
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not
Product/Performance
understood. As a formative assessment, students will create an original comic strip.
Standards See above
Other Evidence
     Making c as all dialog with a native speaker

Learning Plan (Stage 3)

Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?
Students are learning about greetings, this cultural house based service learning project allows
students to collect and analyze data which will improve their communication skills in target
language
Before going to Cultural center trip I teach them how important to communicate with then in
their language
      Collecting and analyzing
      Students will have the option of using enough target language (greetings) to go another
field trip to cultural center.
      Embedded feedback questions designed to employ all the senses and use observations
and previous knowledge to learn about new concepts
performing various steps, communication, dialog etc.) were created to give each student a
chance to participate
After all this activities and instruction I will ask my students to work with a partner and create
simple greetings dialog with each other. I will make each group to present their dialog in front
of the class without notes. If I need to give some accommodations for some of them I will let
them to use their notes.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)