| School: № 19 | Long-term plan unit: Unit 5. Creativity | ||||
| Date: 05.02.2020 | Teacher‘s name: Karbaev T | ||||
| Grade: 5 b | Number present: | absent: | |||
| Lesson 1-2 Topic of the lesson: | |||||
| Learning objective(s) that this lesson is contributing to | 5.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics 5.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 5.W3 write with support short sentences which describe people, places and objects 5.W5 link with some support sentences using basic coordinating connectors | ||||
| Lesson objectives | All learners will be able to: Read the text and answer for 5 questions Write 2-3 phrases about the text; Write a story in 20 words Most learners will be able to: Read the text and answer for 7-8questions Write 3-4 phrases about the text; Write a story in 30 words Some learners will be able to: Read the text and answer for 9-10 questions Write 5 phrases about the text; Write a story in 40 words | ||||
| Assessment Criteria | The student has achieved the objectives if: They make describe a room in 3 sentences using There is/are They formulate 3 types of sentences | ||||
| Value links | Life-long learning, Cooperation, Appreciation of shared resources, Exploration | ||||
| Cross – curricular links | Science | ||||
| Use of ICT | Projector | ||||
| Global Citizenship (incl. intercultural awareness) | Respect, collaboration | ||||
| Kazakh culture | - | ||||
| Pastoral Care | The teacher will support the students’ development in a holistic manner – mentally, socially, cognitively, emotionally | ||||
| Health and safety | The teacher will do a safety check to eliminate potential hazards before the lesson starts. The teacher will be familiar with the emergency procedures. | ||||
| Time | Planned activities
| Resources | |||
|
Beginning (W/I) 2 min
| Period 1 Greeting & Objectives Draw learners’ attention to the lesson objectives and make sure they all understand them.
| PPT slides 1-2
| |||
| Middle 3 min (W)
10 min (I/P/W)
4 min
5 min (I/P/W)
5 min
10 min
| Reading practice Elicit what learners know about Atlantis. Teacher asks the following questions: What do you know about Atlantis? Have you heard anything about this name? Ask a volunteer to read out the title and subheadings in the text then ask: Do you know these names? How are these names related to the text? Listen to all learners’ ideas and suggestions. Some of them you can write on the board.
Play the recording. Learners listen and follow the text in their books to find out how the words are related to Atlantis. Suggested answer key: I know there is a story about a lost island Atlantis. No one knows for sure where it was or what happened to it. Plato – describe Atlantis in “Timoeus” Poseidon – A Greek god who created and protected Atlantis The Mediterranean – possible location of Atlantis The Azores – Atlantis could be near here Sardinia - Atlantis could be near here Malta - Atlantis could be near here Santorini - Atlantis could be near here
Distribute the graphic organizers and ask learners to write important phrases, key words from the text. Learners read the text again and under each heading, they write all the important phrases and words from the text. Learners swap their papers and compare the answers. Ask some learners to read out the phrases. Read for specific comprehension Divide the class into two groups and tell the 1st group to answer for the questions from 1-5 the second group answer the questions from 6-10 Allow learners some time to read the text again and answer the questions. Learners individually answer the questions. Those learners who finished the activity first can share their answers with partners. Whole class feedback. Learners read their answers. 1. A Greek philosopher 2. In 355 BC 3. The Greek god of the sea who created and protected Atlantis. 4. It was amazing. In the center there was a temple dedicated to Poseidon. 5. A gold statue of Poseidon driving six horses. 6. Most of them were sailors and traders. They sailed around the world. Some were farmers. They worked in the fields and raised cows and sheep. 7. In beautiful places. 8. An earthquake caused it to sink into the ocean. 9. It could be near the Azores, or near Sardinia, Crete, Malta or Santorini in the Mediterranean Sea. 10. An earthquake destroyed it at the same time Atlantis sank.
***Differentiation by task: Fast learners write four things they remember from the text. Then read the sentences to the whole class.
Writing Explain to the students they will write a story. They should imagine they lived in Atlantis. Students should decide who they were and write a diary entry about what they did last Monday.
Before the writing task present the criteria Criteria: Write 30-40 words. Use Past Simple tense Use 6-10 verbs from the list Use connectors and, or, but, also. ***Differentiation by outcome: notice that there are different levels in your group. Encourage strong students to give more complex or descriptive sentences.
Learners swap their copybooks and give each other feedback following the criteria
| SB Ex 1,2 p 66-67 PPT Slides 3-6 Track 20 PPT Slides 7,8 Worksheet 1
SB Ex 3,4 p 67 slides 9,10 Worksheet 2
| |||
| End (W/I) 5 min
| Reflect, Revisit Learning Goals & Check with Questions Ask students to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson
| 11 slide | |||
|
| Home task WB Ex 3-5 p 41 | Slide 12
| |||
| Additional information | |||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | ||||
| ***See in text notes about specific differentiation techniques In general: Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task Allow for extra time for students needing it, when appropriate Give extra task or visual support to students needing extra English support Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate Encourage high-preforming students to lead activities and support others during challenging tasks Provide interesting puzzles, texts etc. to those students who finish early Use open-ended tasks and questions so students may take their learning in their own directions When possible, allow for student choice of task
| Informally throughout the lesson and specifically through: Peer- checking Whole class assessment | ||||
| Summary evaluation What two things went really well (consider both teaching and learning)? 1:
2:
What two things would have improved the lesson (consider both teaching and learning)? 1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
| |||||
