Lesson plan for Grade 5

Unit 3 Values

Term 2

LESSON: Friendship 1

School: Kazakh Secondary

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

• improve oral communication skills by a whole class interaction

• work in groups to exchange your viewpoints

• practise describing friends using adjectives

Most learners will be able to:

• improve oral communication skills by a whole class interaction

• work in groups to exchange your viewpoints

• practise describing friends using adjectives

Some learners will be able to:

• improve oral communication skills by a whole class interaction

• work in groups to exchange your viewpoints

• practise describing friends using adjectives

Language objectives

Use simple present, past and future tenses

Value links

Respect, Support the friends

Cross curricular links lin

Psychology

ICT skills

Smart board for presenting a video

Intercultural awareness

Students will be able to understand that significance of friends role in the human life

Kazakh culture

Students will be able to value the work in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Family relationships

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

3-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I)

Watching the video the learners are asked to predict the topic of the lesson.

Teacher introduces the lesson objectives.

PPT

Middle

5-min

5-min

15-min

12-min

Lead-in (W, I)

To revise the previous topic students are asked to write 3 adjectives to describe how they see themselves, how their friends see them, and who they really are.

Vocabulary (W)

Teacher asks learners to match the words with their definitions and check as a whole class.

Writing (I)

Learners think of a friend. They draw a gingerbread figure in middle of A4 paper. They write adjectives, adjective phrases and verbs + nouns around the gingerbread figure to describe a friend e.g. short, dark hair, blue eyes, quite tall, friendly, helpful, kind, likes swimming, doesn’t like football, can play the guitar, can’t play a recorder

Speaking (G)

Learners in 3s share descriptions of their friends. They answer: What’s the same and what’s different in their pictures and descriptions? Why are friends important?

Differentiation

Less able students are given a word bank or let them use a picture dictionary.

PPT

Handout 1

End

5-min

Reflection (W)

Teacher asks learners to answer the questions to give feedback: Why do we pay so much attention to friendship? Why is it so interesting to spend free time with our friends?

PPT

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

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

• More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

• Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables?

• Make sure learners have sufficient space to act out the role-play.

• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

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?