Light and Dark

Unit 2. Light and Dark

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson: Unit revision 2. Light and Dark

Learning objectives that this lesson is contributing to

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities

Lesson objectives

All learners will be able to:

-make positive sentence in past simple

-make negative sentence in past simple

-make question sentence in past simple

-spell words accurately

Assessment criteria

Value links

Students show respect and being polite with each other working in pairs and in groups.

Cross - curricular links

Lesson is connected Biology

ICT skills

Usage of presentation of classroom rules; review

Previous learning

Out at night 2

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Warm-up Game

Look at the pictures and predict the topic of the lesson

What animal is it? 

• It is a bird. It can swim but it cannot fly or climb trees. What is it?

• It has got long ears. It has got a small tail. It can run well. It likes salad. What is it?

• It is a very tall animal. It has long legs and eats leaves. It is yellow and black. What is it?

• It is a big cat. It is brown. It can climb trees and eats meat. What is it?

• It does not have legs. It can swim very well. Cats eat it. What is it?

• It is big and grey. It has four legs and a trunk. It eats grass and fruit. It doesn’t eat meat. What is it?

• It is a long, green animal. It swims very well, but it can walk very well too. It eats animals. What is it?

• It is a brown animal. It has two arms and two legs. It lives in the trees. It runs and jumps very well. What is it

 Teacher: We will revise the words, read the stories about Brown Bear and repeat Past Simple Tense.

Middle

30mins

Practice

Reading.

Pre –reading task

Look at the picture and guess what is the story about

Reading task :

Read the text and put the verbs in Past simple tense.

The Brown Bear

The brown bear … (be) a very big animal. It … (have) got a short neck, its head … (be) big and its tail … (be) very short. The brown bear … (live) in the forest. It … (like) to make its home in the tree. It … (eat) wild fruit. It … (like) honey too. In winter the brown bear … (sleep) in a den , where it … (make) a bed of leaves for itself. When spring … (come) the bear … (begin) to walk about the forest.

After reading task:

Differentiation:

Group I (low level students)

Answer the questions

• Is the brown bear small animal?

• Where did the brown bear live?

• What did it eat?

• Did it like honey?

• Where did they sleep in winter?

Group II (high level students)

Retell the text

Writing. (Formative assessment)

Students work with Didactic material 2.

• They should write positive, negative and questions sentences in Past simple

• They should choose 3 animals which hunt during the day and 3 animals which hunt at night from the pictures below.

Feedback: Teacher encourages and increases fluency, checks the process error correction

They distribute stickers and attach them to the tree of knowledge that hangs on the board.

DIDACTIC MATERIAL 1

DIDACTIC MATERIAL 2

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Leaners complete the Self- assessment paper.

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

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?

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?