LESSON: Unit Creativity. Art

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics

5.L4 Understand the main points of supported extended talk on a range of general and curricular topics

5.UE6 Use basic personal and demonstrative pronouns

and quantitative pronouns some, any, something, nothing

anything on a limited range of familiar general and curricular

topics

Lesson objectives

All learners will be able to:

Recognize the main information on an increasing range of general topics and extended talk and curricular topics

Most learners will be able to:

Answer the questions and make a description according to the task

With some support

Some learners will be able to:

and quantitative pronouns some, any, something, nothing

anything on a limited range of familiar general and curricular

topics

Apply personal , demonstrative and quantative pronouns some ,any and familiar general and curricular theme

Assessment criteria

Give basic information about themselves and others at sentence level

Identify the main information of a talk using supporting information

Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing and anything

Value links

The Patriotic act of Mangilik Yel, 3^rd value “Secular society with high spirituality”

Cross curricular links link

Art

ICT skills

Active board

Previous learning

Vocabulary connected on the topic cinema, theatre, museum

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

10 minutes

Org moment: Greeting students.

In order to create friendly atmosphere in class Teacher asks Students to make a circle and say thank you to each other.

Differentation by scaffolding

Task 1

Method of Art Gallery.Teacher hangs different pictures on the board then every students take one picture and answer the given questions.

1. Do you like to visit art museums?

2. Do you visit museums when you go another city?

3.What is your favorite painting?

4. Do you like to listen to the music?

5.What is your favorite kind of music?

6.Do you like to sing?

7. Who is your favorite singer? Why do you like him/her?

8. Have you ever been to a concert or live show? Talk about it.

Descriptor A learner

-Ask and answers questions about his/her likes and dislikes in pairs;

-uses appropriate vocabulary and grammar while speaking;

-gives feedback to his/her partner’s answers’

-responds to a partner’s feedback;

-sets personal learning objectives.

Assessment for learning

Teacher’s assessment in oral form

Middle

10 minutes

10 min

Students listen to an interview with Robin Scott twenty-five years later twice and answer the questions.

CD1. Tapescript

1 Did he become a big star?

2 Where did you grow up?

3. What kind of college did he go?

4. When did he make his first record?

5. Where did he move to in the mid-seventies?

6. How did he choose the name M?

7. What happhappened in February 1979?

8. What happened in 1989?

9. What is he doing now?

Descriptor A learner

-finds information in the text

-answers the questions.

Task 3

Provide learners with a set of famous paintings and ask them to choose the one they like.

Choose a painting and describe it. Use the phrases below.

1. I can see ___________ at the front/ back/ sides/ centre of the painting.

2. The painter/the artist used _____________ colours.

3. This / That painting gives me a ___________ (good, happy, sad, angry, hot, cold, quiet, loud, sunny, surprised) feeling.

4. I like / don’t like that / those painting(s) because it / they __________.

5. What a/ an ________ painting! What __________ colours!

Descriptor A learner

-chooses a painting and writes a coherent paragraph to describe it;

uses a set of given phrases;

uses basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything;

expresses his/her opinion and feelings about the painting.

End

5 minutes

Feedback

Students provide feedback on what they have learned at the lesson.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

Teacher supports students throughout the class and walks less able students through tasks on needed basis.

Teacher may see how well the vocabulary is learnt and lesson understood by asking questions on why the student gave the picture a score (2\3\4\5 stars)

Art

Students show respect to each other and the teacher.

Students and teacher stick to safety rules in the classroom.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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?