Long-term plan unit:
Unit 2. Communication and
Technology
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Date: October 11,
2022
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Teacher name:
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Grade: 7 A
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Number present:
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absent:
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The topic of the lesson:
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Social network
profile
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Learning objectives(s) that this lesson is
contributing to
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7.R2 understand specific
information and detail in texts on a range of familiar general and
curricular topics
7.S5 keep interaction with
peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
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Lesson
objectives
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All
learners will be able to:
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Interact with their
peers when working on their list of things that can be posted on
the profile
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Identify what
needs to be included into the list when reading the
text
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Create their own
social media profiles including the information from their
list
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Tell about their
social media profiles to their peers
Most
learners will be able to:
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Interact with their
peers when choosing what can be posted on the
profile
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Identify what
needs to be included into the list when reading the
text
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Create their own
social media profiles including the information from their list and
getting support from the teachers
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Tell about their
social media profiles to their peers with their peers’
support
Some students will be able to:
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Interact with their
peers when creating a list of things that can be posted on the
profile
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Identify what
needs to be included into the list when reading the
text
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Create their own
social media profiles including the information from their list on
their own
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Tell about their social media profiles
to their peers independently and with confidence
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Assessment
criteria
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7.R2.
Learners
can compare their lists with what is written in the
text.
7.S5. Learners can make a list of
things that can be posted on the profile interacting with their
peers and speak about their profiles to their classmates
independently.
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Level of
thinking skills
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Understanding, Applying,
Analyzing
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Language
objectives
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Learners learn to use some discourse markers for
reflecting on their learning, such as «Today, I learned about...»,
«Now I can...», «I liked...», «I was very good at...», «I wasn;t
very good at...», «Next time I will...».
Also, learners
learn some vocabulary from the text they read:
unlock, make oneself welcome, private
information, attractive.
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Value
links
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Learners develop the
sense of cooperation working in pairs and groups, and learn to
respect their peers by listening to each other.
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Cross
curricular links
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ICT
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ICT
skills
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No
ICT skills are developed at this lesson.
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Previous learning
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Learners have a good range of knowledge on the
given topic.
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Plan
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Planned
lesson stages
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Planned activities
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Resources
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The first stage of the lesson
3
min
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Warm-up: Singing the song “Rise and
Shine”
After greeting the learners, the teacher
asks them to stand up and sing the song together. As they sing,
learners need to do the movements they see on the
screen.
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https://www.youtube.com/watch?v=jyAD2OoFuoY
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The middle of the lesson
5 min
5 min
10 min
5 min
7
min
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Learners are shown the logos of social
media sites: Facebook , Instagram, Snapchat and Twitter. The
teacher asks what they know about these social media
sites.
The teacher asks follow-up questions
afterwards:
Which of these social media sites do you
use?
How often do you use
them?
What for do you use
them?
Which one is your
favourite?
Learners, in small groups, work on the list
of things they can include into their social media profile. More
able learners create their own list, while less able learners
choose from the list provided to them by the
teacher.
Reading: Social Media
Profile
The teacher offers the learners to check
their list when reading the text.
Creating a social media
profile
Learners are handed out the worksheets with
the social network profile template. First, they fill in the
information given and glue their photoes (if
available).
Mix-Freeze-Pair
After learners have completed their
profiles, they are requested to stand up. The teacher plays the
music. When there is music, learners need to walk around the
classroom. When the music stops, learners stop and make a pair with
another students standing nearby. In pairs, learners tell about
their profiles to each other.
By the end of the activity, the profiles
are hung on the board.
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TP PPT
Handout, A3 paper, markers
Handout with the text
https://en.islcollective.com/english-esl-worksheets/vocabulary/socializing-and-small-talk/my-facebook-profile-worksheet/93337
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The end of the lesson
5
min
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Reflection: A paper microphone
Learners stand in a
circle. They reflect on their learning by giving the paper
microphone to the learner standing next (in a clockwise
direction).
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A paper microphone
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Differentiation – how do you plan to give more
support? How do you plan to challenge the more able
learners?
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Assessment – how are you planning to check
learners’ learning?
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Health and safety check
ICT links
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Less able learners get support from
their peers and the teacher at different stages of the lesson. When
working on their lists on what to include into social media
profile, more able learners create their own list. Meanwhile less
able learners choose from the list that was provided to them by the
teacher.
When reading the text, the definitions
to new words are given as support for less able
learners.
Discourse markers are provided as
language support to encourage all learners to reflect on their
learning (Reflection stage).
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Self assessment of the
lists takes place when learners compare their list with what is
written in the text.
Learners assess each
other’s social media profiles with the help of
smileys.
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The
blinds in the classroom are open wide so that enough sunlight
penetrates into the room. The desks and chairs are arranged in the way
comfortable and safe for learners’ moving.
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Reflection
Were the lesson objectives/learning
objectives realistic? Did all learners achieve the
LO?
If not, why?
Did my planned differentiation work
well?
Did I stick to
timings?
What changes did I make from my plan and
why?
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Use the space below to reflect on your lesson.
Answer the most relevant questions from the box on the left about
your lesson.
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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 individuals that will inform my next lesson?
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