2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
8. • 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.
9. • 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.
11. • -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.
12. 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.
