"Days of the week" 3rd grade

Unit 3 Time

Theme: Days of the week 2.Revision

Date:

Teacher name:Maksutova. M

CLASS: 3

Number present:

absent:

Learning objective(s) that this lesson is contributing to

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.L8understand short, narratives on a limited range of general and some curricular topics

3.W6 Use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities.

Lesson objectives

All learners will be able to:

• Name the days of the week in order

• Recognize short story about daily routine

• Apply letters when writing days of the week

Assessment criteria

Interact with others in short basic conversation

Distinguish short story about daily routine

Identify the days of the week.

Value links

Responsibility, respect each other on working in pair

Cross curricular links

Literature

ICT skills

Projector

Previous learning

Learners will need to be familiar with/reminded of cardinal numbers 1-100, days of the week, times of the day, prepositions of time.

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

Greeting

Establishes positive atmosphere in the classroom

T: Hello pupils! How are you today? How are your mood today? Ok, now look at the active board. Let’s watch and listen, sing together

Greeting song: How are you?

T: Ok, thanks, sit down, please

Clarifies and announces the topic and objectives of the lesson

T: Today we revise weekdays and you will be able to use vocabulary in the sentences. And you will be able to write them in correct order.

The song “How are you”

Middle

20 min

T: There are 7 days in a week. Monday, Tuesday , Wednesday, Thursday, Friday, Saturday and Sunday. Now, tell me please what are they?

P: They are days of the week

Activity 1: Snow-ball

To teach learners correct and fast in order.

All of them able to: the first pupil one begin with one words using the topic and next pupil repeat the first pupil’s word and continue to it his word

For example: Monday, Monday-Tuesday, Monday-Tuesday-Wednesday, Monday-Tuesday-Wednesday-Thursday, Monday-Tuesday-Wednesday-Thursday-Friday, Monday-Tuesday-Wednesday-Thursday-Friday-Saturday, Monday-Tuesday-Wednesday-Thursday-Saturday-Sunday.

Task 1. Write the missing letters [I]

T: I’ll give you these worksheets. You should complete the task individually. On the first column you will be able write the missing letters and on the second column you will be able write the full word.

Descriptor:

A learner:

• Fill in the gaps with letters

• Write the full word

T: If you finished give your work to your neighbor and you will be able to assess each other with the smiley faces on your table.[P]

Excellent job! Good job! Try better!

Listening Task 2. [G]

Listen to the story. Write the days of the week under the pictures.

T: I read the text. All of you listen to the story. Write the days of the week under the pictures.

Now, I want to check your understanding by rising your thumbs.

Thumbs up = I get it

Thumbs half way = sort of

Thumbs down = I don’t get it

Teacher reads: This is Kate. She is nine years old. She is short and beautiful. She has got long dark hair. She has got blue eyes. She can swim and dance well. She can sing modern songs. On Monday she reads books. On Tuesday she plays the piano. On Wednesday she rides a bike. On Thursday Kate swims in the swimming pool. She flies a kite on Friday. She watches TV on Saturday. OnSaturdayshegoestothepark.

Descriptor:

A learner

• listens to the story

• writes the correct days of the week under the pictures;

Assessment criteria:

“Change Papers” – groups exchange with papers (tasks)

Formative Task

Descriptor:

A Learner

• Reads the sentences and words

• Matches words with its descriptions

Assessment Criteria:

Matches 6-7 correct answers - Excellent

Matches 4-5 correct answers- Good

Matches 2-3 correct answers- Try better

Video “The days of the week”

End

3 min

Feedback: 2 stars and a wish

You should write two things that you have learnt and one thing that you want to learn in the future.

T: I want you to give your assessment for this lesson. Please, give two stars and a wish.

Two stars = 2 things that are good about the piece of work

A wish = something you improve to make it even better

Reflection:

• Do you know how to speak weekdays?

• Let’srecallagain.

• What do you do on Wednesday?

• What do you do on Monday?

• Have we got Music on Monday?

• Have we got Math on Saturday?

• Where do you go this Saturday?

• Asel, when did you go to study group?

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

More-abled students support less-abled students

More able studentsmake their own jokes.

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

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?

Какие изменения я сделал в своем плане и почему?

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)?

Какие две вещи улучшили бы урок?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?