The document outlines a CLIL program for 25 seventh graders, focusing on thematic unit plans that integrate language arts, social studies, and science with a strong emphasis on linguistic and strategic learning needs. It details various interactive methodologies and specific lesson activities aimed at enhancing critical thinking and cooperative learning through authentic materials, like Roald Dahl's works. Assessment strategies include formal project evaluations and informal performance tracking through journals and self-assessments.

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.

7. ●LRRH Mafalda
comic

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.

10. ●Writing:
formal
letter
to Roald
Dahl

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.