First of all, we would like to introduce our group Rainbow4.

Our group is composed of

two 2 sophomore students and two junior students. It was our first group work together and
we think that we worked in a harmonious way. And this composition affected our group name
choice. Nevertheless, it is not the mere factor. We chose the name by taking the classroom
management environment into account. Lately, we observe the classroom environments as
superdiverse environments comprising different nationalities, religions, ethnicities and so on.
This creates a colorful environment and thus Rainbow4 symbolizes 4 prospective teachers in
the superdiverse class environment.

We chose the unit “Planets” for 7th graders. The factor that led us to choose this topic is
our motivation to make a more complicated and challenging portfolio and to transform the
knowledge we acquired in the CEIT We spend most of our time thinking about “Selecting
Strategies, Technology, Media and Materials” as it is the phase to visualize all steps and the
success of entire unit plan highly depends on this phase as a bridge between students’ present
knowledge, skills, and attitudes and learning objectives.
We defined the prerequisite skills according to our focus points in the activities. For
example, in order to read and make meaning out of the reading text of Week 2, students
should be aware of the structure of past simple tense. Therefore, in prerequisites, we have
the knowledge of past simple and irregular verbs.
The time allocation for each activity is depended on the performance of the students. But,
group activities have the majority of the time to foster cooperative learning.
In determining and writing our objectives we consulted the National Curriculum for English
Teaching as a Second Language.

We wanted to use a broad range of instructional methods, media and materials to foster the
learning process. We as the group agree that brainstorming is a crucial beginning point both
for recalling the knowledge and acquiring different point of views. It is also the case for
group work and discussions. We are aware that the visual interactive presentations are very
effective in learning so we used prezi, infographics and powtoon. We wanted to evaluate
learning by including technology into competition. We used kahoot for that purpose.
Storytelling and drawing mind maps were aimed for creativity and collaboration as a group.
Lastly, we think that traditional materials such as reading texts are an integral part of
learning, as a consequence we included reading texts.

We use an eclectic approach as it integrates good sides of various teaching techniques and
provides more exposure to learning.

We mostly made use of suggestopedia with the techniques of peripheral learning and
visual learning. There is also cooperative learning included in some activities. For instance,
in guessing game with flashcards, learners need to work in pairs.
Brainstorming and presentations form the base of our instruction and flashcards, reading
texts, infographic, kahoot, storytelling and class discussion are used to reinforce the
knowledge that have been learned.

We tried to give emphasis on process while evaluating thanks to teacher observation.

However, when it comes to individual activities like answering comprehension questions, we
aimed to look at the product to have a closer look at all the learners’ progress individually.