Students Needs• 25 7th graders enrolled in a CLIL program.• Greatest area of need: more linguistic and

strategic than content-based.• Unit plan is thematically based.• Content areas to be covered: Language Arts,

Social Studies, and Science. • Engagement: highly interactive methodology.

Materials Review• Materials: printed version of Little Red

Riding Hood, Little Red Riding Hood and the Wolf poem by Roald Dahl, and Roald Dahl’s webpage.

• 3 types of learning: metacognitive, cognitive and affective.

• Authenticity of materials promotes meaningful activities and motivation in the CLIL classroom.

Objectives• Language:

• Listen to, speak, read and write about subject matter.• Analyze, synthesize, infer from information, hypothesize

and predict. • Content:

• Identify two genres.• Analyze plot and characters.• Compare and contrast.• Identify poetry features.

• Learning strategies:• Metacognitive: selective attention, organizational planning,

self-assessment.• Cognitive: prior knowledge, critical thinking, inferences.• Affective: cooperative learning through interaction.

Unit Plan distribution• Lesson 1: LRRH reading

(Apperances can be deceptive).

• Lesson 2: The LRRH and the Wolf by Roald Dahl.

• Lesson3: Roald Dahl’s webpage and books.

Some activities• Brainstorming (The Smurfs)

• Ss will use prior knowledge.• Ss will be able to predict the theme from pictures.• Ss will hypothesize and synthesize.• Ss will use critical thinking.• Ss will learn through authentic material/visuals. • WHY: To promote motivation / higher-order thinking

skills.• HOW: By brainstorming information through pictures

of 3 Smurfs and connecting it to deceptive appearances.

●LRRH Mafalda comic

• Ss will predict final strip of a comic.• Ss will provide their own ending.• Ss will develop critical thinking.• Ss will work cooperatively.• Ss will learn by visuals.• Ss will analyze how values change. • WHY: To compare how social values in LRRH

have changed.• HOW: By drawing new ending for the comic

making use of critical thinking and cooperative learning.

• Jigsaw: Dahl’s books • Ss will compare and contrast books.• Ss will learn by interaction.• Ss will do self-assessment.• Ss will listen to peers for information.• Ss will complete a chart on books. • WHY: To compare synopses of books.• HOW: By working cooperatively.

●Writing: formal letter to Roald Dahl

• -Ss will be able to develop academic writing.

• -Ss will use discourse. • WHY: To improve academic writing.• HOW: By writing formal letter to Roald

Dahl.

Assessment• Formal assessement:

• Ss’ projects (graphic organizers, presentations, writing samples).

• Use of reading and writing rubrics.• Informal assessement:

• Ss’ performance.• Self-assessement:

• Reading and writing journal entries to be kept in portfolios.

• Checklists on reading, writing and contribution to group discussion.