Unit Plan

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n i Learning Outcome Measurement & Evaluation
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In the first hour : 9th grade Infographic is used to
students will be able to write at Question and answer drill is used while Evaluation is done with google make the vocabulary
least five physical and personal teaching the vocabularies. forms. And also, students teaching more effective.
characteristics of themselves reflections of their class mates are Prezi is used to present
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when it is asked. used to evaluate the s.tudents the subject.
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2 In the second hour: 9th grade
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students will be able to compare
e Small group activities are used. Students
write at least five comparative
k shared their reflections of their desk-mates’
sentences by using comparative
writings with each other.
adjectives when given a list of
opposite adjectives.
 In the first hour: When grouped In the first hour: For students to be able to Students will be given two
together, 9th-grade students will have a discussion about these inspirational homeworks. The first is to choose
be able to discuss all 4 of the people, a Jigsaw activity is provided. Firstly, their favorite out of the four
inspirational people they have students are given texts about the lives of 4 inspirational people discussed in
studied. different inspirational people. They are the first hour and write a short
asked to study these texts individually and paragraph about them and what
In the second hour: When asked, later come together as groups of 4 and makes them special. Their answers
9th-grade students will be able to explain the inspirational person they have will be submitted to the Google
explain at least four studied to one another. After this, students Forms link provided by the teacher.
characteristics of the person that are expected to have fulfilled the learning The second is to write the four
inspires them the most. outcome. traits of their hero they decided at
the end of the second hour to
In the second hour: Students have to learn another Google Forms link
2 phrases that will help them express their provided.
.
opinions regarding the characteristics of
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2 inspiring people. To achieve this, students
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e are shown an animated video consisting of
k dialogues between people who express
their opinions. They are asked to note down
phrases that they think are used to express
opinions while watching. Afterward, the
teacher asks for answers and notes the
correct ones on the board. Students are also
asked if they know any other phrases used
to express opinions that are not included in
this video. Extra phrases provided by
students and other common ones not
included in the video are added on the
board.
The second activity includes each student
choosing someone, a “hero” (can be
fictional or non-fictional) that inspires them
and explaining why they chose that person
and what makes them inspirational.
Students are separated into groups of 3, and
each student tells their partners about the
traits of the chosen person. The other
students are asked to voice their opinions
on whether they agree or not, using the
phrases covered previously in the lesson.
With the feedback they gather, they
broaden their list. Students are asked to
have at least four traits by the end of the
lesson.
 Learning outcomes are as listed
separately for two hours below.
In the first hour:
- The 9th-grade students in the
national Turkish state high school
will do a revision of at least five
vocabulary and phrases - taught
during the first few weeks - in
their communication with their
peers.
- The students in the national
Turkish state high school will
communicate with their peers
about the aforementioned
subjects during the first two
3
weeks while using 2 to 4 phrases.
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2 In the second hour:
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- The students in the national
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Turkish state high school will
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understand and recognize the
pronunciation and the
demonstration of 15 activity
verbs.
In the first hour: As this week was mostly
After a brief discussion about inspirational communicative, students aren’t
figures in Turkish, students listen to the evaluated based on homework but
song ‘’You’re the inspiration.’’ in English. by their speaking in class.
Later, students will listen to their teacher
talk about her/his inspirational figure. Throughout the whole day, the
They will be able to ask her questions in teacher goes around in the
English to try to guess who she is talking classroom and listens to her
about. students speak takes notes of the
After having listened to the teacher, they mistakes made, whether they’re
describe their own inspirational figure to grammar or pronunciation-related.
their peers while also asking questions to At the end of the day, the teacher
their peers about their own figures. takes 5 to 10 minutes to give
Lastly, students discuss their opinions general feedback to the whole class
about their peers’ inspirational figures and regarding their mistakes.
whether or not they agree with the reasons
why.
In the second hour:
Students watch the teacher act out 15
activities while also listening to her
pronounce the verbs. They repeat the
movements as well as the pronunciation.
Afterward, students are divided up into
groups of 4. Every group has teams of two.
One pronounces the verb shown on the
flashcard, and the other teammate is
expected to act out the right action to score
a point. After three three-minute rounds,
the team with the highest score wins in the
group of four people. They are asked to
open up a link on Quizlet with online
flashcards in order to carry this out.
After having played three rounds, students
are asked individually to say a sentence out
loud as to the activities their inspirational
figure does.
 Finally, the teacher gives feedback
regarding the mistakes made by the
students throughout the day while
speaking activities were carried out.
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