All about Me Unit

Guiding Questions: Do our abilities and talents define us? What are my
abilities, passions and dreams? What would I like to try? Who could I be if I...?
ACTIVITIES AND LEARNING SITUATIONS
Introduction: abilities.
1-Show the definition on sheet
2-discussion questions: What are you able to
do? Is it the same as what you love to do? What
is the difference? What can your parents do?
In 6th grade, you are supposed to be already
comfortable describing yourself and your
abilities, and I am supposed to test you on how
well you can describe other people. So here we
go!
Expressing abilities How to:
1- Teacher shows the sheet about different
ways to express ability (how to sheet)
2- Students practice writing sentences for all
the different ways of expressing ability
(using the list)
3- Play the matching game as a class
Celebrity Ability Power Point
1- Students look at the PP and give examples
of what they think the person can do
2- Notice the sentence starters: Teach what
sentence starters one can use to state
ability: is good at, is capable of, can, loves
to, likes to, is passionate about, is
amazing at.
3- Students write a few examples down into
a notebook
4- Practice in action: Abilities Freeze Dance
Students walk around the room to the music
and then stop in front of someone to express
their ability using the functional language
Tell your partner one thing that you are able to
do right now
Tell your partner what you can do
Tell your partner one thing that you are amazing

RATIONAL
E
Use of
prior
knowledg
e,
directed
attention

MATERIALS

Famous
people
states
others
capabilitie
s (noticing
how)

P.P. on key

Abilities and
matching
sheet (key)

Ability how
to sheet
Vocabulary
list

at
Tell your partner one thing that you like to do
Tell your partner one thing that you love to do
Tell your partner what you cant do
Tell your partner what you could do before but
that you cant do anymore
Abilities charades!
1- In groups of 3 or 4, students will take turns
picking an ability (sports) from the
envelope and make their teammates
guess

Inside Outside circle abilities

1- Teacher pairs up weakest and medium
students together.
2- Those pairs are placed in the middle circle
facing out
Stronger students placed in a circle facing
in
Pass the sheets around
3- Teacher calls out a number, students read
the question to each other and respond

Maintains
exchange
s
Risktaking
Responds
to
question
words
used in
context

Icebreaker games:
1- Opinion line (put a line down the middle of
room and have students position
themselves on the continuum between
totally agree and totally disagree)
2- I went on vacation and tried (list of
sports)
3- Bingo (see instructions)
4- M&Ms icebreaker?
Poem Ability translation:
1- Teacher corrects the poems and gives
back
2- Students write a final draft of their
corrected poem on Kidblog (poem about
themselves)
3- Students read their peers poems and
write one sentence about their peers
abilities and interests in comment section

Expresses
others
feelings,
interests
tastes and
preferenc
es+
abilities

List of
sports X
groups
(or cut up
and make
3
envelopes
X 6 groups
Inside
outside
sheets +
pre-planned
pairings

List of
statement
s
M&Ms
(nut free)
plus list
List of
sports X
groups
Bingo
cards
Correct
poems

(respond to at least 5 poems (formative)

Abilities song:
Risk
1- Teacher sings the song. Shows verse
taking
Model and shows how to count the
syllables
2- Students team up in pairs to write a verse
about their partner. Partners help.
3- When verses are written, team up in
groups of four to practice
4- Teacher picks up and corrects
5- Option to record or make video. Put up on
you tube?
Teach about writing questions (grammar
notebook)
WH questions +Yes No
Practice: Snowball fight (write down a question
you would like to be asked, make a ball with the
paper. Throw them around for 1 minute-snowball
fight!, then open and read in groups of 4)

Model on
key

QUIZ writing:
In teams of 2, create a 5 to 10 question quiz
to get to know the abilities, interests and tastes
for someone who you dont know well
show the inside-outside circle questions
again)

Makes
suggestio
ns,
contribute
s to
teamwork
Uses
questions
in context
+Respond
s to
questions
in context

Inside
outside on
key,
abilities
sheets for
inspiration

Key
elements:
identifies
facts
States

Paragraph
Quiz
(differentiat
ed)

REFER TO OTHER THINGS TO TEACH

Quiz part 2: C3 assessment

1- Individually: give the quiz to a classmate
2- Students then write 4 to 8 sentences
about the person (differentiated
production)
3- Teacher picks up for grading
Caine Munroe- read the paragraph, watch the
Ted X and respond to quiz

Evie, I still have to create this- he is a

Ipads for
recording
Photocopies
of grammar
sheets X20
or 23

model

9 year old who created an arcade

made of paper boxes- students will
have a C2 for comprehension and a
C3 where they write a few sentences
about him

others
capabilitie
s

Assessment:
C1:
during group work
Inside Outside Circle (formative)
Pronunciation and flow in verse
C2:

quiz about Caine Munroe

C3:

write 2-3 sentences about your friend (formative)

Write a few sentences on kidblog (formative)
Write a verse for the song (final verse is summative)
Write 4-8 sentences about your friend post-quiz
C3 part of Caine Monroe quiz