Unit 1: Standards
Activity 1: Different Types of Assessments
Activity 2: Backwards Mapping
Standards
Addressed
Prerequisite Proficiencies
(Content & Skills)
Target Proficiencies
(Content & Skills)
Formative Assessments & Activities
Summative Assessments & Projects
Next Steps, Extension & Remediation
Resources
(Hyperlinked)
Hyperlink any standards covered in this unit.
What skills or content knowledge must students have to enter this unit?
What skills or content knowledge will students master in this unit? Include 21st-century and literacy skills.
How will you monitor student progress and track growth throughout the unit?
How will you evaluate student learning at the end of the unit?
What are the next steps after this unit? Include strategies for remediation and extension.
What texts, tools, or digital resources are used in this unit?
Nov.
5Uf6 Use modal forms including mustn’t (prohibition), need (necessity), should (for advice) on a growing range
of general and curricular topics
5Rd2 Understand, with little or no support, specific information and detail in short, simple texts on a range of
general and curricular topics
5Wc2 Write, with some support, factual and imaginative descriptions at text level which describe people,
places and objects
- Students will have learned the grammar of must, need, should, including their negative forms.
- Students will have learned how to use auxiliary verbs in conjunction with another verb.
- Students will have learned to express their opinions, both in written form and orally.
- Students will have learned to scan for key information within a text.
- Students will have learned to use adjectives to enrich their writing.
- Students will have learned to use conjunctions to link sentences.
- Students will have learned to use relative pronouns ‘who’ ‘which’ ‘that’ and ‘where’.
- Students will give an opinion.
- Students will give advice to others.
- Students will explain rules to others.
- Students will use more complex adjectives to describe people, places and things.
- Students will identify key words and phrases and scan text to find them in the text.
- Students will match specific information in a text to that in a question.
- Students will be able to differentiate factual and fictional writing.
- Students will be able to work collaboratively.
- Students will be able to think critically to express an opinion.
- Exit tickets
- Entry tickets
- Traffic lights
- KWL charts
- Thumbs up/down
- Peer assessment
- Student-made rubrics
- Worksheets
- Randomizers
- CCQs
- Kahoot
- Progress test
- Thinking routines
- Mini whiteboards
- Direct questioning
Online and offline activities:
- Think-Pair-Share
- Peer discussions
- Argument tennis
- Worksheets with wordbank
- Jigsaw
- Note taking
- Listening and answering comprehension
- Reading a story
- Journal writing
- Description writing
- Writing a short story
- Presenting a dialogue
- Assessing peers using a rubric
- Using iPads to record a video
- MCQ quizzes
Project:
- Students will work in pairs to write, present and record a dialogue where they give advice on a topic they are passionate about. Students also make a comprehension quiz for other students who watch their video to answer.
- Unit test
- Student presentation
- Essay writing
- Provide useful, clear and timely feedback to students.
- Have students self-assess their learning so they have an idea on their progress.
- Recycle vocab, skills and grammar points from the unit in the next unit.
- Have students make a list of vocab words they are still unsure of and carry these words over to the next unit.
- Work together with students who did not meet expectations.
- Preview the next topic by making a link between the two topics.
- Super Minds 5 Textbook Unit 2 (Student’s Book, Workbook, Activity Book and Digital Resources).
- iPads
- Computer/Smartboard
- Mini whiteboards
- Notebooks
- Popsicle sticks
- Video files
- Worksheets
- Handouts
Dec.
5Ut3 Use a growing range of tag questions on a growing range of general and curricular topics
5S6 Communicate meaning clearly at sentence and discourse level during pair, group and whole class
exchanges
5Ld1 Understand most specific information and detail of supported extended talk on a range of general and
curricular topics
- Students will have learned to use the simple present, simple past, past cont., present perfect and future tenses.
- Students will have learned to use question marks correctly.
- Students will have learned to identify key words in a talk.
- Students will have learned to take part in a discussion.
- Students will match the auxiliary verb to its opposite form.
- Students will ask and answer questions using tag questions.
- Students will extract key information from an advertisement.
- Students will identify key words and phrases then find them in a speech they listen to.
- Students will be able to use commas properly when writing tag question sentences.
- Students will use communication skills to seek classification when unsure of information.
- Students will become media literate by analysing ads.
- Students will collaborate with classmates.
- Exit tickets
- Entry tickets
- Traffic lights
- Checklists
- Thumbs up/down
- Peer assessment
- Student-made rubrics
- Worksheets
- Randomizers
- CCQs
- Questionnaires
- Progress test
- Thinking routines
- Self-evaluation
Online and offline activities:
- See-Think_Wonder
- Discussions
- Worksheets
- Note taking
- Listening and answering comprehension questions
- Journal writing
- Listening to a dialogue
- Presenting a dialogue
- Assessing peers using a rubric
- Using iPads to record a video
- MCQ quizzes
- Analysing advertisements
- Swapping information (Information gap worksheets)
Project:
- Students work in groups to research different real events around the world and make ads for them. Students then hold a mini fair in the class where they can find out information about several different events.
- Unit test
- Student presentation
- Speaking test
- Provide useful, clear and timely feedback to students.
- Have students self-assess their learning so they have an idea on their progress.
- Recycle vocab, skills and grammar points from the unit in the next unit.
- Have students make a list of vocab words they are still unsure of and carry these words over to the next unit.
- Work together with students who did not meet expectations.
- Preview the next topic by making a link between the two topics.
- Super Minds 5 Textbook Unit 5 (Student’s Book, Workbook, Activity Book and Digital Resources).
- Computer/Smartboard
- Notebooks
- Popsicle sticks
- Video files
- Worksheets
- HandoutsA3 paper and colours
Jan.
5Ut7 Use infinitive of purpose on a growing range of general and curricular topics
5Rg3 Recognise the attitude or opinion of the writer in short texts on a range of general and curricular topics
5Wa1 Plan, write, edit and proofread work at text level, with support, on an increasing range of general and
curricular topics
- Students will have learned to use ‘to’ to link common verbs such as ‘like, love and want’.
- Students will have learned the difference between fact and opinion.
- Students will have learned to use ‘because’ to give a reason.
- Students will have learned to spell most high-frequency grade level words appropriately.
- Students will have learned to write a basic paragraph with a topic sentence.
- Students will have learned to use adjectives to make writing more interesting.
- Students will have learned how to use basic correction codes to edit their own work with feedback from the teacher.
- Students will express what people in different jobs do and why they do it.
- Students identify when to use ‘to’ and when to use ‘because’ to explain why something is done.
- Students will use correction codes to further edit work.
- Students will re-write a draft into a finished product.
- Students will be able to edit and suggest improvements in another piece of writing.
- Students will enhance their technological skills and digital literacy through making a digital novel.
- Students will enhance collaboration skills through making a digital novel.
- Students will work on their leadership skills through making a digital novel.
- Exit tickets
- Entry tickets
- Thumbs up/down
- Correction codes
- Student-made rubrics
- Worksheets
- Randomizers
- CCQs
- Progress test
- Thinking routines
- Self-evaluation
- Roundtable discussions
- CHecklists
Online and offline activities:
- Compass points
- Student lead discussions
- Worksheets
- Note taking
- Journal writing
- Reading comprehension
- Group reading
- Writing, editing and improving
- Assessing peers using a rubric
- MCQ quizzes
Project:
- Students work as a class to create a graphic novel. Students split into small groups and work on different chapters. Students must collaborate to ensure continuity between chapters/art style/story etc.
- Unit test
- Graphic novel
- Provide useful, clear and timely feedback to students.
- Have students self-assess their learning so they have an idea on their progress.
- Recycle vocab, skills and grammar points from the unit in the next unit.
- Have students make a list of vocab words they are still unsure of and carry these words over to the next unit.
- Work together with students who did not meet expectations.
- Preview the next topic by making a link between the two topics.
- Super Minds 5 Textbook Unit 6 (Student’s Book, Workbook, Activity Book and Digital Resources).
- Computer/Smartboard
- Notebooks
- Popsicle sticks
- Graphic novel examples
- Worksheets
- Handouts
- A3 paper and colours
- iPads
Activity 3: Evaluating a TEACH-NOW Clinical Practice Lesson
We watched and annotated several videos here.