| 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 topics5 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 |
| Lessonobjectives | All learners will be able to : listen and repeat all new words, make up sentences with comparative and superlative adjectivesMost learners will be able to :make up sentences to each musical instrumentscompare them using the degrees of adjectivesSome learners will be able to :speak about his /her favourite singer |
| Assessment criteria | Express a point of view in sentencesUse 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 |
| Start10 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 pictureLet’s watch a video and you will understand the theme of our lesson.Activity “ Numbers speak”What did you understand from this video?Is music necessary in our life?Do you remember kinds of music and musical instruments?Differentiation question for more able student: 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 |
| Middlemin | 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 degreesGives own examplesAFL : Expert EnvoyI. 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 /herAFL : voting | Photos of musical instruments on the interactive board or on a computer
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| End10 min | (G) 3. Make up sentences and compare the using the degrees of adjectivesGroup “ Violin” compare guitar and dombragroup “ Piano” will compare violin and kobyzAFL : 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 feedbackExpert Envoy VotingPraising
| Be careful and attentive Energizer : “ 1-7” |
| ReflectionWere 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. |
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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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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
22 Желтоқсан 2017
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