Unit of a long term plan: Creativity

School: # 20

Date: 15.01.18

Teacher name: Chernysheva L.A.

CLASS: 5

Number present:

absent:

Lesson title

Music

Learning objectives(s)

5 L 6. Deduce meaning from context in short supported talk on an increasing range of general and curricular topics

5 S 3. give an opinion at sentence level on a limited range of general and curricular topics

5 UE 3. use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Level of thinking skills

Knowledge, Understanding, Application

Lesson

objectives

All learners will be able to :

• listen and repeat all new words, make up sentences with comparative and superlative adjectives

Most learners will be able to :

• make up sentences to each musical instruments

• compare them using the degrees of adjectives

Some learners will be able to :

• speak about his /her favourite singer

Assessment criteria

• Express a point of view in sentences

• Use a growing variety of adjectives and regular and irregular comparative and superlative forms in their speech.

Values links

Know and respect folk music and folk musical instruments

Cross-curricular

Music , Art

Previous learning

Sum up what learners have learnt about this topic so far.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

1. Greeting & org . moment

- What did we learn at previous lesson ?

Teacher introduces pupils with the theme, learning objectives and assessment criteria.

Divide into groups ‘Violin’ and “ Piano”.

Find out your piece of picture

Let’s watch a video and you will understand the theme of our lesson.

Activity “ Numbers speak”

1. What did you understand from this video?

2. Is music necessary in our life?

3. Do you remember kinds of music and musical instruments?

Differentiation question for more able student:

4. Do you think that music can change your lives? Why ?

AFL : oral feedback

pictures of violin and piano.

Videoclip about music https://www.youtube.com/watch?v=wiF8YlKNx4g

Cards with numbers

Middle

25. min

G. 2. Listen and match the types of music A-H to the musical instruments in the pictures. Make up sentences with musical instruments.

A classical b rock c jazz d folk e heavy metal f disco g pop h ethnic

1 acoustic guitar

2 synthesiser 3 saxophone

4. harp

5 drums

6 cello 7 violin

8 piano 9 accordeon

10 .bass guitar

Descriptors : A learner

- listens to the text carefully

• matches types of music with the musical instruments in the pictures.

• Say simple sentences using instruments.

AFL : Oral feedback

Grammar : The degrees of adjectives

(G ) Activity “ Word tree ”

Teacher gives two word trees with adjectives according to music. There is one adjective on the leaf , so each team gives comparative and superlative degrees for adjectives. And give examples.

For example : famous . Famous – more famous – the most famous.

Kairat Nurtas is famous singer. Group ‘91”is more famous than Kairat Nurtas. Dimash is the most famous singer.

Descriptors : A learner :

• Takes a leaf with adjective

• Gives comparative and superlative degrees

• Gives own examples

AFL : Expert Envoy

I. 4. Speak about your favourite singer (individual work )

Differentiation question for more able student: Why do you like this singer ? What do you know about his/ her lifestyle ?

Descriptors : A Learner :

- speaks about his/her favourite singer

- adds information about his /her biography

- adds information about his/ her carreer

- says why does he/she like him /her

AFL : voting

Photos of musical instruments on the interactive board or on a computer

End

10 min

(G) 3. Make up sentences and compare the using the degrees of adjectives

• Group “ Violin” compare guitar and dombra

• group “ Piano” will compare violin and kobyz

AFL : Praising “ You are, you are super !” for winner group.

Teacher encourages more able learners to help those students who need some help.

Hometask

Board

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?

Health and safety check

Differentiation by questioning :

Differentiation question for more able students:

1.Do you think that music can change your lives? Why?

For less able students :

1. What did you understand from this video?

2. Is music necessary in our life?

3. Do you remember kinds of music and musical instruments?

Differentiation by outcome:

Speak about your favourite singer (individual work )

Differentiation question for more able student:

1. Why do you like this singer ?

2. What do you know about his/her lifestyle ?

Oral feedback

Expert Envoy

Voting

Praising

Be careful and attentive

Energizer : “ 1-7”

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?