Long term plan unit:
Art
& Music
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Shcool: Shakaman secondary
shcool
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Date: 21.01.21
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Teachers‘names: Tuspbaeva Erke
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Grade:3A
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Number present:
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absent:
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Topic of the lesson:
My Music
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Learning objective(s) that this lesson is
contributing to
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3.S4 respond to basic supported questions giving
personal and factual information
3.S8 express basic likes and
dislikes
3.W3 write short phrases to identify people,
places and objects
3.R4 begin to use with support a simple picture
dictionary
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Lesson objectives
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All learners will be able
to:
-
Understand the meaning of most new
adjectives
-
Use them in sentences to describe different music
orally / in written form (with peer/teacher
support)
-
Understand a short text with considerable
support
Most learners will be able
to:
-
Understand the meaning of almost all new
adjectives
-
Use
them in sentences to describe different music orally / in written
form (with slight peer/teacher support
-
Understand a short text with little
support
Some learners will be able
to:
-
Understand the meaning of all new
adjectives
-
Use
them in sentences to describe different music orally / in written
form and help partners to do the same
-
Understand a short text without
support
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Assessment Criteria
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The student has achieved the objectives
if:
3.R4 –
they use pictures to understand a short text
3.W3 –
write at least 3 sentences (with 1 minor allowed per sentence)
describing music
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Value links
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Life-long learning, appreciation of the arts,
Patriotism & Internationalism
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Previous learning
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Musical instruments, some verbs (dance to it,
keep a beat, etc.)
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Cross – curricular links
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Music, Art
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Use of ICT
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Computer, Projector, SMART
board
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Global Citizenship
(incl. intercultural
awareness)
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How
can we describe music from different
countries?
What musical instruments are used to make this
music?
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Kazakh culture
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How
can we describe Kazakh music?
What musical instruments are used to make Kazakh
music?
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Pastoral Care
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The
teacher will support the students’ development in a holistic manner
– mentally, socially, cognitively, emotionally
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Health and safety
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The
teacher will do a safety check to eliminate potential hazards
before the lesson starts. The teacher will be familiar with the
emergency procedures.
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Time
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Planned activities
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Resources
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Beginning
(W/I)
5 min
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Greeting, Objectives & Daily
Question
As students are entering the classroom, remind
them to open their copybooks and write down the date and the
topic.
Write the following in the middle of the
board:
Thursday, April 11,
2019
My Music
What is your favorite Kazakh song? Why do
you like it?
Write the following on the side of the
board:
-
Greet learners and have them sing “Hello”
song
-
After two minutes, choose a student
leader to lead the opening of the lesson. Have the student leader
ask:
-(Ask the daily
question)
-What day is it
today?
-What is the date
today?
-What is the topic of the
lesson?
-Ask some questions so to remember the
material from the previous day.
(country/instrument)
-(Reads the lesson objectives) with teacher
prompting
-
As the student leader is opening the
lesson, the teacher can circulate the room and stamp the incentive
charts of students who answered the daily question correctly & on
time
-
The
teacher can then ask if the students understand the lesson
objectives. Tell students that you hope they can do all the lesson
objectives by the end of the lesson
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PPT – Slide 1
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Middle
5 min
(G)
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Warming
up
-
Tell students that they will be divided into
three groups according to the instrument family: string instruments
and woodwind instruments
-
Pass out flashcards and tell sts that they should
find their group of instruments
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Play “Guess music” game
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Have learners choose a card. Pass out cards with
prompts for speaking. Allocate time (1 min) for sts to discuss and
get ready to answer questions
-
Have groups ask each other questions
and guess the music
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Flashcards
cards
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7 min
(D/W)
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Listening +
Writing
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Tell ststhey are
goingto
listen to some part of a Kazakh song and try to describe it with
help of questions, but this time they should do it in written form
in their copybooks
-
Show the PPT slide, go
through the questions as a class:
1. Do you like this
song?
2. Why/why not? (Is it
fast /slow/ catchy/ boring/ modern/ not modern/ loud/
soft?)
3.
What instruments has
the song got?
-
Double check sts’
understanding of all questions
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Play the song for
30-40sec
-
Time sts for 1min to
make up a sentence about the song including new adjectives
(differentiation by support – model an example if
need be)
-
Ask sts to ask each
other the questions in pairs
-
You may somehow award
the most successful sts (stamps or stickers)
-
Ask
volunteering sts OR pick random sts in the group to share their
sentences
-
Provide corrective
feedback if need be
-
Tell sts that they will
write sentences about the Kazakh music, then exchange their
copybooks and do peer checking
-
Have them read
assessment criteria
-
Allocate some time (2
min) for sts to write their
sentences
-
Ask sts to switch their
copybooks with a partner for peer check and
assessment
-
Pick random sts to read
the sentences from the copybooks they’ve
got
-
Analyze the sentences as a class, providing corrective
feedback where relevant
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PPT
Kazakh
song
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20min
(D/W/I)
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Kazakh Music Station
Reading + Writing
***Before class
place the number 1 to identify the station, do the same for the
other 3 stations
students
will physically rotate around the world stations every 3
minutes
-
Tell ststhey are going
to read a text about Kazakh musicby traveling to different reading
‘stations’
-
Pass out the Handouts
to each kid and put them into pairs
-
Tell students that they
will start at the station that they are first assigned and then
rotate
-
Students get exactly 3
minutes in each station – no more. If they finish early, ask
additional questions and have them have them explore
deeper
-
Students should move to
filling out information from the next paragraph after 3
minutes
-
The
questions:
1. Describe Kazakh
music.
2. How many types are there in Kazakh instrumental
music?
3. What is the name of Kazakh
drum?
4. What woodwind instruments has Kazakh music
got?
Differentiation by grouping: Students should be
paired in mixed ability groups so that they finish at similar times
and can support one another. Students needing extra support may
take their vocabulary words around the room with
them.
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Check the task as a
class
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Invite learners to
stand in a circle
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Ask students the mini
thinking/reflection questions
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Texts for Station Reading
Handouts for kids
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End
3 min
(W)
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Reflect, Revisit Learning Goals &Check
with Questions
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Have the teacher helper re-read the learning
goals for the day
-
Ask
students to reflect on if they feel they have achieved the learning
goals
-
Smiling feedback (If you think that you
have worked well today and you have no questions, go to the happy
smile with the word “Super!”. If you need help or you have
questions about the lesson, then go to sad smiles with the word
“Help” or “?” sign)
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PPT
the last slide
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Additional information
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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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***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 text 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
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Encourage high-performing students to lead
activities and support others during challenging
tasks
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Provide interesting puzzles, texts etc. to those
students who finish early
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Use
open-ended tasks and questions so students may take their learning
in their own directions
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When possible, allow for student choice
of task
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Informally throughout the lesson and specifically
through:
3.S3 –
they use 3-5 new adjectives to describe Kazakh
music
3.W3 –
write at least 3 simple, guided sentences describing Kazakh
music.
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