Adapted by Lemos, C.

(2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
UNIVERSIDAD DE LA SALLE
FACULTAD DE CIENCIAS DE LA EDUCACIN
LICENCIATURA EN LENGUA CASTELLANA, INGLS Y FRANCS
PRCTICA PEDAGGICA INVESTIGATIVA
BACKWARD DESIGN UNIT PLAN
GENERAL INFORMATION
UNIT NAME
THE ZOO
TIME FRAME THREE WEEKS
TEACHER (S) MAURICIO TAUTA & CATALINA MORA

PLACE
LAUREANO GOMEZ SCHOOL
COURSE/CLASS BASIC 1

NUMBER OF STUDENTS 14

POPULATION CHILDREN

STUDENTS CEFR LEVEL
A1
STAGE ONE: Identify Desired Results: (What are the big ideas?)
Established Goals/Standards:
At the end of the course students will be able to present a description of an animal who they
like. Also they could ask and answer questions about names, actions, and describe animals with
different characteristics.
Using the present unit students are able to use previous knowledge as colors and shapes, also
will use new knowledge as adjectives and verbs through the animals topic.

What essential question(s) will be considered?
1. What didactic strategies foster the
development of learning skills in our
students?
2. What is the best way to transmit
knowledge to students during each
lesson?

What understandings are desired?
Students are challenged to think fast while
they run, remember sounds and identify
numbers.
Students are able express and understand
correctly the numbers.
Students are challenged to count
Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
Students are challenged to connect ideas and
use A AN.
Students are challenged to identify the new
vocabulary.
Students are challenged to identify and
describe adjectives.
Students are able to recognize the actions in
order to practice with verbs.
Students are able to use shapes, colors,
adjectives and verbs to describe an animal.
Students are challenged to recognize
adjectives and verbs.
BIG IDEAS
We use the animals in order to work with
numbers, the use of a/an, adjectives and
verbs.
SPECIFIC UNDERSTANDINGS THAT WE
EXPECT

We expect that they achieve describe people
animals and objects

MISUNDERSTANDINGS

The new vocabulary sometimes is difficult to
them so is necessary to use a lot of body
language and clues in order to explain all the
topics.
What key knowledge & skills will students require as a result of this unit? They require improve
in the four skills, listening, speaking, writing and reading.
Students will know...
They know how to use the topics in order to
use previous knowledge and new topics
through useful and significant activities.
Students will be able to...
They will be able to describe animals and also
people and things, using shapes, colors,
adjectives and verbs.

Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
STAGE TWO: Determine acceptable evidence: (What is the evidence?)
What evidence will show that students understand?

Performance Tasks:
We use activities like
- Painting
- Games
- Alphabet Soup
- A zoo context
- Competences
- Challenges
We evaluate through points that they win in the class activities and we consider the progress
that they have during the course according to the skills that are varied in our class.
What other evidence needs to be collected in light of Stage 1 desired results? Other evidence:
At the end of the course we will apply an evaluation instrument to have an indication of what
they learned and also activities like alphabet soup that are delivered by the students in order to
we evaluate the process. Also the observation in class helps us to evaluate each one of the
students according them abilities.
Student Self-Assessment and Reflection:
They usually ask for a specific type of activity and give us they own observations about the
development of the class. They recognize the development of their learning when they
participate in class and earn points in the activities in which they are winning it.

Stage 3: LESSON PLANNING: (How will we get there?)
LESSON ONE
DATE April 26th, 2014

HOUR 9:00 a.m.
12:00
p.m.
LESSON TOPIC
The animals
GENERAL LESSON GOAL
Students will be able to count using numbers and identify the name
of some important animals.

LANGUAGE OBJECTIVE(S)
Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
Students use numbers to count and express quantities in English
language.
COMMUNICATION
OBJECTIVE(S)

At the end of this lesson, the learners will be able to count using
numbers and name some animals.
LEARNING /
CULTURE OBJECTIVE(S)
Learners are able to understand the sound and graphical
identification about numbers.

MATERIALS / RESOURCES
Cards, candies, papers, Pieces of paper stickers, markers, colours,
Notebooks
LESSON DESCRIPTION
STAGE
ACTIVITY
PROCEDURE TIME
Outdoors activity Students make groups of four, each group has orderly turns
and students are ready to run and take the card that contains
the image of the number that teachers pronounce. The team
with more cards than others is the winner.
20
minutes
Chinese whispers:

The group is divided into two groups and each teacher plays
with about seven students, in this way, the game is faster and
the unquiet students are in different groups, busy and paying
attention to the message. Teacher shows a paper with a
written number to the first student and he/she shares the
numbers pronunciation with his/her mates. The final idea is
that the students listen carefully and pronounce correctly the
message (other papers also can have the quantity
represented with things, animals or the symbols, for example
6, 3,9)

20
minutes
Listening activity


Teachers pronounce a short sentence using a number and a
word seen previously, with this, students draw the meaning as
fast as possible and give the notebook or piece of paper. The
first three students with the correct meaning expressed win
an sticker, what is the same of a point or grade.
20
minutes
Have you been in
the zoo?


Teachers ask the students to draw in the board any animal
they have seen in a zoo, then all pictures are matched with
the name, creating a huge zoo picture on the board.
After that, students draw each animal with the name in their
notebooks in order to use the vocabulary in class and study at
home.
50
minutes
Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487

HOMEWORK
ASSIGNMENT
Teachers describe and explain how to do the homework. Teachers provide
students with a piece of paper with a drawing an animal in different
quantities, they should paint it and complete the name for next class.
COMMENTS -
OBSERVATIONS



LESSON TWO
DATE
May 3
rd
, 2014
HOUR 9:00 a.m.
12:00
p.m.
LESSON TOPIC The animals

GENERAL LESSON GOAL Students will be able to identify the name of some important
animals.
LANGUAGE OBJECTIVE(S) Students recognize the name of some animals and their names.

COMMUNICATION
OBJECTIVE(S)
By the end of this lesson, the learners will be able to name some
important animals.
LEARNING /
CULTURE OBJECTIVE(S)
Learners are able to understand the sound and graphical
identification about numbers.
MATERIALS / RESOURCES
Pieces of paper, pieces of paper in colours, cards, notebooks.



LESSON DESCRIPTION
STAGE
ACTIVITY
PROCEDURE TIME

Warm Activity


By groups, students will play Pictionary. Each student has
the chance to take a piece of paper with the name of an
animal and other one with an action: mimic or draw, after that,
student tries to express correctly the name of the animal and
the group has to try to guess what animal is been showed.
Teachers and students correct the homework.
15
minutes


Activity

Students use some cards (each card has a letter or vowel) to
match them and create the name of any animal.
After that, teachers explains how to use A AN before the
noun and provide the students with some A N cards. With
30
minutes
Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
them, they match the letters to create animal names, for
example: A GIRAFFE, AN ELEPHANT.


Activity

Teachers give the students a piece of paper in which they find
a list of A or AN, other list of animals and finally another one
with their pictures. What students have to do is to match the
three lists and color each union with a different color.
Example: A, DOG and the dogs image with the same color.
20
minutes
Activity



Teachers and students make a circle and one teacher mention
a verb and make the mimic, students follow this, then the
other teacher make a mimic of another activity that animals
usually do in the zoo and the whole group follow the
movements while everybody is shouting the correct
pronunciation of the verb, when they all remember good this
action, one teacher change the movement and the name so
the whole group change again. The idea is to repeat this until
they remember ten words (verbs) useful to describe what
animals do.
30
minutes
Activity

Students write down in their notebook the new learned
vocabulary and listen how to develop the homework.
15
minutes
HOMEWORK
ASSIGNMENT
Discover the verbs lost in the word search.
COMMENTS -
OBSERVATIONS



LESSON THREE
DATE
May 10
th
, 2014
HOUR 9:00 a.m.
12:00
p.m.
LESSON TOPIC The animals

GENERAL LESSON GOAL Students will be able to describe the animals using particular
characteristics and actions.
LANGUAGE OBJECTIVE(S) Students use adjectives to describe using English language
COMMUNICATION
OBJECTIVE(S)
At the end of this lesson, the learners will be able to describe using
adjectives about some animals.
LEARNING /
CULTURE OBJECTIVE(S)
Learners are able to understand basic adjectives, the use of a/an
and they identify some verbs fly, jump, etc.

Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487
MATERIALS / RESOURCES Cards, markers, board, temperas, cardboard rolls, material to
disguise, alphabet soup.
LESSON DESCRIPTION
STAGE
ACTIVITY
PROCEDURE TIME
Guess who?



Students make two groups; each group chose a secret card
whit the picture of an animal and three adjectives, e.g.
Elephant, fat, old, sad. One member of the group draw the
animal in the board and the group must guess which is the
animal and the three characteristics. If they guess that animal
and the adjectives the group wins one point. The team with
more cards is the winner.
20
minutes
Activity


Students listen to the teacher say an action of a specific
Animal, e.g. Jump and they paint on the cardboard roll one
animal that jump like a kangaroo or a rabbit. Swim and they
paint a dolphin or a fish.
50
minutes
Couple Challenge

Students are divided in two lines making couples. Teachers
write seven actions in the board.
Jump, Swim, Run, Fly, Bark, Creep, Bite
Each couple should represent the action in the order that in
which are written. The other students vote for the person who
makes the better representation.
20
minutes
Activity


Students are divided in three groups. Each group chose an
animal and they should use clothes, papers and accessories
that they have to disguise a member of the team of the animal
that they chose. At the end they should describe the animal
using colors, forms adjectives and verbs according to the
actions according to the animal that they chose.
50
minutes
HOMEWORK
ASSIGNMENT
Students should make a Alphabet soup with ten words divides in actions
and adjectives.
Jump Fat Thin Run Young Old Wild Fast Slow Fly
COMMENTS -
OBSERVATIONS





REVISED BY: _______________________


Adapted by Lemos, C. (2014)
The Creative Apple (n.d) Retrieved from: Teachers Pay teachers.
http://www.teacherspayteachers.com/Product/Unit-Plan-Template-with-Guiding-Questions-1199487