Krisha+Faye+F.+Betinol

= = == = = = = = = = ** Unit Plan Template ** =
 * Unit Author ||
 * First and Last Name |||| Krisha Faye F. Betinol ||
 * School District |||| tawbetinol@gmail.com ||
 * School Name |||| Ateneo de Davao University ||
 * School City, State |||| Jacinto St., Davao City ||
 * Unit Overview ||
 * Unit Title ||
 * A Feeling That Makes A Difference ||
 * Unit Summary ||
 * In this plan, the teacher will share with the students the importance of feelings. The students will be exploring ways of expressing different emotions. The class will have a play dough project that they will do a variety of play dough recipes through video presentation and the teacher will post the videos on the website/blog site. The students will also answer the E-workbook depicting different types of emotions. After which, they will then become aware of their own ways of expressing what they feel by answering the activities in their E-workbooks. Parents will also be involved in helping their children to identify situations that convey feelings. Then, the school will invite some less fortunate children to come and see “Clancy the Clown” perform for everybody. ||
 * Subject Area ||
 * Science ||
 * Grade Level ||
 * Level 3 Preschool ||
 * Approximate Time Needed ||
 * Discussion about feelings/Play Dough Project– 1 week

Project Presentation– 1 week

Total: 2 weeks ||
 * Unit Foundation ||
 * Targeted Content Standards and Benchmarks ||
 * At the end of this unit, the learner is expected to develop functional understanding and application of science concepts, basic process/thinking skills, and acquire values, attitude and practices related to development, ways of caring other peoples’ feelings, and the importance of feelings in the life of human beings. The learner is expected to apply his/her social awareness by mingling with other individuals and engaging in conversations that could help enhance their confidence.

At the end of this unit, the students will be able to learn and develop the 21st century skills: • Identify the different types of feelings • Label the different emotional expressions • Recognize the importance of feelings • Differentiate verbal and nonverbal expressions of feelings • Share ways on showing positive feelings to others • Appreciate the value of relationships with others • Explain the various factors that cause feelings ||  || How will people feel about what I am expressing about myself? ||  || What are the different types of feelings? What are the causes of our feelings? What are the different ways to show feelings? ||  || Checklist ||  · Observation Rating Scale (for the parents ) ||
 * Creativity
 * Problem Solving
 * Communication and Collaboration
 * Media Literacy
 * ICT (Information, Communication and Technology) Literacy
 * Initiative and Self-Direction
 * Social and Cross-Cultural Skills
 * Leadership and Responsibility ||
 * Student Objectives/Learning Outcomes ||  ||
 * • Define the meaning of feelings
 * Curriculum-Framing Questions ||  ||
 * || Essential Question |||| How can I become a good friend? ||  ||
 * || Unit Questions |||| How can I share my feelings to other people?
 * || Content Questions |||| How could one define his/her feelings?
 * Assessment Plan ||  ||
 * Assessment Timeline ||  ||
 * Before project work begins |||| Students work on projects and complete tasks |||| After project work is completed ||
 * · Questioning for Prior Knowledge || Journal Checklist || · Observation Checklist || Oral Questioning ||  · Project
 * · Questioning for Prior Knowledge || Journal Checklist || · Observation Checklist || Oral Questioning ||  · Project
 * · Questioning for Prior Knowledge || Journal Checklist || · Observation Checklist || Oral Questioning ||  · Project


 * Assessment || Process and Purpose of Assessment ||
 * **//Before project work begins//** ||  ||
 * · Questioning (prior knowledge) || The teacher uses questioning to access students’ prior knowledge and to monitor their understanding of concepts. Students are encouraged to ask each other questions for clarification and to challenge each others ideas.

//-to discuss and identify about the different types of feelings// //-to talk about their personal and previous experiences that is related to the topic// //-to understand the concept of feelings with different situations/events// ||
 * · Journal Checklist || Students use journals to keep written records of different types of discoveries, reflections or misconceptions, to access prior or current knowledge, and to record questions. The teacher uses the journal checklist to assess students’ prior and current knowledge, to address any questions they may have, and to adjust instruction if necessary.

//-to know and reflect on the student’s different perception and ideas about their experiences// //-to take notes of important factors which can help the teacher assess each one of the students for better and holistic understandings.// ||
 * **//Students work on projects and complete tasks//** ||  ||
 * * Observation Checklist || The teacher uses observations as visual or written snapshots of students’ progress. Observations help the teacher check each student’s current understanding and level in speaking, listening, writing, reading, and identifying visual clues and applying critical analysis. Observations also allow the teacher to see which students are progressing and which students are in need of teaching and reteaching. Oral observation is a major component of a preschool assessment because students are just learning to express their thoughts and feelings and hone their listening skills.

//-to know and identify the student’s strengths and weaknesses from their learning and behavior throughout the unit// ||
 * * Oral Questioning || Students are encouraged to ask and also each other questions for clarification and to challenge each others ideas.

//-to know and clarify the student’s needs and interest// //-to make students contribute their ideas and opinions to evaluate each other’s work// ||
 * **//After project work is completed//** ||  ||
 * * Project Checklist || Students use the checklist to help ensure they have met all of the requirements of the project. The teacher uses it during conferences to monitor progress, clarify misunderstandings, and offer feedback.

//-to evaluate and check the student’s output through making the play dough activity// || (for teacher and parents) || The teacher uses the scoring guide to assess the final presentations.
 * * Observation Rating Scale

//-to know how parents think about their children’s work/outputs through multimedia showcasing// ||