unit plan on educational technology

8/8/2019 Unit Plan on Educational Technology

1/6

Intel Teach Program

Essentials Course

Unit Plan for English K-1

Unit Author

First and Last Name Giraldyne Semaa; Ivy Grace Enecito

Email Address [email protected]; [email protected]

School Name St. Michaels Daycare

School Address Angels Boulevard 10, Cagayan de Oro City Philippines 9000

Division/ Region Cagayan de Oro, Region X

Unit Overview

Unit Title

Identifying Places and Things in the Community

Unit Summary

The real-world connections in this unit are to let children be familiar and literate on the things andplaces around the community. Children can also develop literacy skills if they are exposed in identifying

things and places in the community.

Subject Area

English 1

Grade Level

Kinder 1 pupils

Approximate Time Needed

(10) 45-minute class periods, 3 weeks (First Quarter)

Unit Foundation

Targeted Content Standards and Benchmarks

21stCentury Skills: Reading Skills Writing Skills Speaking Listening AVR for Preschool Technology Literacy

BEC Learning Competencies:

Reading

1. Recognize words commonly heard through sight word, courteous expression, and one-step

direction.2. Identify common printed materials e.g. book, newspaper,

2.1 Turn the pages of a reading material properly.

3. Sharpen visual discrimination skills, similarities and differences of objects/pictures as to size,length, identifying missing parts of pictures, and left to right eye movement.3.1 Identify letters that are similar/ different in a group of letters

2008 Intel Corporation. All Rights Reserved. Page 1 of 6
mailto:[email protected]:[email protected]


2/6

Intel Teach Program

Essentials Course

Writing

1. Demonstrate Writing Readiness Skills, free-hand writing, and connecting dots.2. Trace and copy lines

straightslanting

horizontalcurvecircular

Speaking

1. Use expressions listened to in appropriate situations1.1 Ask and answer questions e.g. Whats your name?Where do you live?What grade are you in?How old are you? etc.

2. Give short commands and directions.

3. Talk about the meaning of sound signals heard e.g. roosters crow in the morning, ships makeloud sounds when they arrive.4. Produce words listened to with

initial and final consonant soundsinitial and medial vowel sounds

5. Recite rhymes, jingles with correct intonation and stress.6. Talk about oneself/others/things

6.1 Use singular form of nounsthis /that is with objectsa and an in naming objects

6.2 Use the plural form of nounsnoun + sthese are/those are + noun

Listening

1. Respond appropriately to expressions listened to greeting othersleave taking

2. Follow simple one-step direction heard e.g. stand up sit down3. Identify specific sounds from a background of different sounds heard

loud and softhigh and low

4. Identify speech sounds heard

initial and final consonant and vowel sounds e.g. /f/ vs. /p/; /e/ vs. /iy/5. Identify words that rhyme in poems/jingles.6. Recognize rising and falling intonation and meanings they signal

yes-no questionswh- questionsstatement

7. Give the main idea of a selection heard.8. Note details in a selection heard

answering wh- questions



3/6

Intel Teach Program

Essentials Course

identifying setting, characters, events

Student Objectives/Learning Outcomes

At the end of the First Quarter (three weeks) class, the pupils will be able to:

1. Familiar the places and things in the community and;2. Identify places and things in the community by accomplishing on having field trips around the

community.

Curriculum-Framing Questions

EssentialQuestion

Is it significant to learn the places and things in the community?

UnitQuestions

How can we relate by exploring the places in the community and to enhancedevelopment?

ContentQuestions

What are the places and things in the community?

How can we make meaningful learning to fully understand the places andthings in the community?

Assessment Plan

Assessment Timeline

Before project work begins Students work on projectsand complete tasks

After project work iscompleted

Consideration ofInformation

Scheduling of the Field

Trip Quest Games and Activities

Pictures of Places and

Things to gain moreinformation

Narrative Report

The Field Trip Quest

Childrens Observations

During The Trip

Documenting the Field

Trip Quest with AdvisersSupervision

Displaying Pictures inthe Class Photo Album

Film Showing on the

Documentation of the FieldTrip Quest

Assessment Summary

The assessment that will be used is first to observe the children inside the classroom whether theyare in good terms of learning. The observation will be based on the Narrative Report. The field trip isto be conducted entitled the Field Trip Quest. The trip is related to the plan The Places and Things inthe Community. The field trip will assist whether children have gained information on the trip.

Unit Details

Prerequisite Skills

For this unit, it is expected that the K-1 students are:

a. Learning in a developmentally appropriate activity and develop their developmental skills suchas reading, writing, speaking, and listening.

b. To experience the actual places during the Field Trip.



4/6

Intel Teach Program

Essentials Course

Instructional Procedures

Week 1

Orientation: The students will have retained information on the places and things in the community.They will also have group activities and games that will gain learning in the activity.

Exposure: Students will be with their groups. The activity is about naming the places and things byusing pictures. They will identify the certain places and things in the pictures shown.

First Processing: The students will play a game or role play on the places and things in thecommunity.

Planning: Before planning to go on a field trip, the students must be observed by the teacher and

guidance counselor. Observation data must be presented to the school directress if children are fit togo to a field trip. The school administration will have a brief meetings regarding on the admittance ofthe field trip and the school will be sending a permission letter to the childrens parents.

Week 2Implementation and Documentation: Conquest on a Field Trip quest. The children will go on afield trip to their community with teachers supervision.

Second Processing/Debriefing: The children will observe the places such as the church, mall, andpark. They will share and discuss of what they had seen the places and things around them.

Planning: It will be the advisers discretion to document the children while observing during the trip.

Culminating Activity: After the field trip, the class will be able see their documented photos in theirClass Photo Album. The advisers documentation video will be held on at the AVR for the children toview it. The documentations serve as their learning evaluation.



5/6

Intel Teach Program

Essentials Course

Accommodations for Differentiated Instruction

ResourceStudents

The Field Trip Quest serves as the students experience of viewing the realplaces and things in the community.

The AVR/ Classroom will also offer them meaning experience to view andremember their documentations (pictures and videos).

Activities and games that are presented and cooperated in the classroom will beof great help for them to instill information and learning.

Gifted/TalentedStudents

Students with special needs will be given activity that is appropriate to the topicand recommended to the guidance counselor for observation. Students that aregifted and talented will be given extra project exclusively for them to work on.

Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)Camera

Computer(s)

Digital Camera

DVD Player

Internet Connection

Laser Disk

Printer

Projection System

Scanner

Television

VCR

Video Camera

Video Conferencing Equip.

Other

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Desktop Publishing

E-mail Software

Encyclopedia on CD-ROM

Image Processing

Internet Web Browser

Multimedia

Web Page Development

Word Processing

Other

Printed Materials

Advincula, Ma. Christina. Interactive Language Activity BookKindergarten. Quezon City, Philippines. Vibal Publishing House,Inc. 2003

Lowfrey, George. Growth and Development of Children.Chicago, USA. Year Book Medical Publishers, Inc., 1973.

Ramsey, Marjorie. Kindergarten Programs and Practices. Missouri,

U.S.A.. The C.V. Mosby Company. 1980

Webb, Rodman. Schooling and Society. New York, U.S.A.. TheMacmillan Publishing Company. 1989



6/6

Intel Teach Program

Essentials Course

Supplies

Internet Resources

Teacher Resources

UNESCO Task Force on Education for the Twenty-first Century (1999,

December). Retrieved October 6, 2009 from

http://www.unesco.org/delors/

Student Resources



http://www.unesco.org/delors/ltoknow.htm



http://www.unesco.org/delors/ltolive.htm

Other ResourcesSchool Director/ Directress, Guidance Office, Health Office, and AngelsBoulevard Barangay

Copyright 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarksof Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

http://www.unesco.org/delors/ltoknow.htmhttp://www.unesco.org/delors/ltoknow.htm

unit plan on educational technology

Documents