Overview of Long -term planning

Duration: From: October 22 to November 12

Group(s): Grade 6

Overview of the -week period (usually 4 classes per 9 day cycle)

THEME: (Title & description)
- Restaurant Food
- Halloween
Main language goals (What vocabulary, expressions, ideas, skills do you want the students to learn?):
- Restaurant Food and words related to this (Appetizers, main courses, beverages and desserts)
- Do you like…?
- Yes, I do
- No, I do not. I like…

Is there a reinvestment task (e.g. a final project or product)? Describe it.

- Students will have to create a menu project in pairs
- Students will have to choose a restaurant name
- Students will have to write 2 food items for each category (Appetizers, main courses, beverages and desserts)
- Students will have to personalize and decorate the menu

ESL Competencies to be developed:

C1: Interacts orally in English (page 355 of the Programme de Formation Elementary Cycle 2 & 3)
Evaluation Criteria Observable evidence Tools:
Key Features targeted
o Uses functional o Participates in exchanges with peers and __ continuous
o Reacts to messages using
language the teacher during discussions and classroom notes
strategies
o Participates in activities on daily
o Takes the initiative to
exchanges o Speaks in English activities
transmit oral messages
o Pronunciation o Pronunciation can be understood by an
using strategies
English speaker.

C2: Reinvests understanding of texts (page 355 of the Programme de Formation Elementary Cycle 2 & 3)
Evaluation Criteria Observable evidence Tools
o Demonstration of o Demonstrates understanding of the __ continuous
understanding of key texts in the activity sheets classroom notes
Key Features targeted
elements and overall o Coherence of organization of on daily
o Prepares to listen to and
meaning selected information/ideas activities and
read texts using strategies
o Carrying out tasks o Delivery of a personalized product verbal feedback
o Demonstrates
by: during
understanding of oral and
o summarizing discussion and
written texts using strategies
information/ideas drawn activities
o Carries out meaning tasks
from texts __ Project +
using strategies
o combining rubric
information/ideas from
texts with own ideas and
language
Cross-curricular Competency (ies) Pick one that you will GIVE FEEDBACK ON
o Exercises critical judgment
o Adopts effective work methods
o Communicates appropriately
o Cooperates with others

Targeted learning for this period (from Related Content/Progression of Learning

Language Repertoire: Functional language Do you like…?
(List some expressions you will encourage students to Yes, I do…?
use when interacting orally) No, I do not. I like…
Language Repertoire: Vocabulary Appetizers / Starter
(List vocabulary words you will focus on) Main course (Entrée)
Dessert
Beverage
Breakfast
Lunch
Brunch
Dinner / Supper
Snack

Halloween vocabulary words

Witch
Ghost
Wizard
Spider
Skeleton
Vampire
Cellar
Conservatory
Laboratory
Potion
Study
Spell
Language Conventions: Focus on Form/Grammar Vocabulary Spelling
(Grammar and forms will you teach either explicitly or
implicitly?)
Strategies: (List strategies you will teach students how Planning and Cooperation
to use and provide practice)
 Date Goal Teaching and Learning Activities Assessment Resources
- Introduce the Scishow Kids Discover the menu THE GARFIELD Bubbletime C1 Formative: Scishow Kids:
theme of food Video (Think-Team-Share SHOW Discuss about the https://www.youtube.com/wat
- Teach Activity) The ideal dinner menu with their ch?v=C4rdqXXzPGU
vocabulary words Topic: Your Tongue: EP14 - Orange and classmates
The Taste-Maker! - Distribute Black - For each category: The Garfield Show:
Appetizers / restaurant menus to appetizer, drink, https://www.youtube.com/wat
Starter Review the content each team Students will practice main course and ch?v=NyiNT7wSrz8
Main course of the video - Discuss with your their listening skills dessert, write a total
1 (Entrée) through a small teammates the and comprehension of six food items for
DAY: Dessert different elements/ skills. your ideal dinner (at
discussion
October 22, Beverage titles that you see on least one item for
2018 Breakfast a menu for 5 minutes each category)
Lunch (Focus on the
Brunch different sections) - Share with the
Dinner / Supper - Share what you classmate sitting
Snack discussed with the next to you
class (Teacher-led)
- Finish previous
work in the folder

- Introduce Scishow Kids Read & Draw The Bubbletime Halloween Bingo C1 Formative: Scishow Kids:
Halloween Unit Video Haunted House Participate in https://www.youtube.com/wat
- Teach Complete the Create your own class discussion ch?v=zJdeQABAc_w&index=
Topic: Where Does - Class discussion of Haunted House bingo board (Model 10&list=PLw2cuKNQvZ2fZ1Iv
Halloween
Chocolate Come the elements on the worksheet for students first) Pronounce and aecIH3Iw76hXjU-pf
vocabulary words From? worksheet spell the words
2 and words from
DAY: (laboratory, cellar, Plan B: How many 1. Use a ruler to correctly during A4 Papers for the BINGO
October 29, the worksheet Talk about candies potions, bathtub, words can you make create a grid of the BINGO game board
2018 and chocolate during bed, office, study, out of Haunted squares 4 x 5
Witch trick-or-treating and fridge, conservatory, House? 2. Write BINGO on Hauted House worksheet
Ghost review briefly the roof) the top
content of the video. - Read and draw the 3. Choose words “How many words can you
Wizard
characters in the from the “Haunted make out of Haunted House?”
Spider
 Date Goal Teaching and Learning Activities Assessment Resources
Skeleton correct spot House” worksheet worksheet
Vampire and write a work in
Cellar each square
4. Listen to the
Conservatory
teacher for the letter-
Laboratory word combination
Potion 5. Circle the word on
Study your board
Spell 6. Spell out all the
words for BINGO

RC – Vocabulary

-Teach / review Scishow Kids Restaurant Food Garfield Bubbletime C1 Formative: Scishow Kids
vocabulary words Video Participate in https://www.youtube.com/wat
related to food - Project “Word by EP56 - The great What’s you ideal class discussion ch?v=hirR2vXWumw
for each category Topic: Why Does Word” sheet on the pizza race dinner?
Spicy Food Taste SmartBoard Asking / The Garfield Show:
shrimp cocktail Hot? - Teach the - Go around the Answering their https://www.youtube.com/wat
chicken wings vocabulary words classroom and ask classmates about ch?v=CX5rnV5MBhw
salad Review the content your classmates if their ideal lunch
fish of the video they like your ideal Word by Word sheet
3 steak through a small dinner (written from
DAY: fish previous class)
November discussion
spaghetti
5, 2018
fries Example questions
rice to ask “Do you like to
noodles eat burgers? Do you
cake like to drink soda?...”
pie
ice cream - Create a grid for
each classmate with
- Introduce all the food
functional categories
 Date Goal Teaching and Learning Activities Assessment Resources
language “Do (appetizer, drink,
you like…?” main course and
dessert) and write
“Yes, I do” down the food item
“No, I do not” that they like under
each category

- Create a menu Scishow Kids Create your own C2 Summative: Scishow Kids:
with 4 sections: Video menu Include all https://www.youtube.com/wat
appetizers, main required elements ch?v=yqBw4tdRw9I
courses, Topic: Why Can't I Project in pairs for the menu
beverages and Eat Peanut Butter? The Garfield Show:
desserts RC – Planning and https://www.youtube.com/wat
- Teach how to Review the content Cooperation ch?v=E-LDJcSTxIs
plan of the video
4 through a small - Explain the layout Papers for the menu project
DAY: discussion to students
November - Explain the
12, 2018 elements that they
have to include:

4 sections
Appetizers, main
courses, beverages
and desserts (2 food
items each)
Restaurant name
Price for each item