| Long- term plan Unit 2 Living things | School:
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| Date: | Teacher name |
| CLASS: | Number present: | absent: |
| Lesson title | Plants 2 |
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.R2 understand with little support specific information and detail in short simple texts on a limited range of general and curricular topics. 5. W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.5. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics. |
| Lesson objectives | All learners will be able to: -realize and make out short given topic including variety of adjectives according to the theme “Plants” with support Most learners will be able to: -apply a growing variety of adjectives and recognize the basic information on a short simple text according to the title “Plants” with some supportSome learners will be able to:-read and write some adjectives from the title and make sentences related on comparative and superlative adjectives without support |
| Assessment criteria | -recognize with little support specific information and detail about plants-write a text keeping a register and format of given genres and to the title “Plants” with support-apply variety regular and irregular comparative and superlative adjectives according to the theme “Plants” with support |
| Values links | The Patriotic Act” Mangilik Yel” 5th value: Universal Labor Society |
| Cross-curricular links | Biology, Art |
| Previous learning | Learners knew some information about plants |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
| Start8 min | I. Organization moment 1. Greeting with pupils. Conversation with pupils on duty.
Warming-up: Teacher asks learners “ How are you ? to find out their mood at the beginning of the lesson: students draw smiles which shows their mood Teacher divide students into two groups by method” Flowers”Rose and Camomile (with pictures two types of flowers)Checking up the home task with activity “Fan”Pair workTeacher gives papers to the learners and ask them to write two or three questions according to the theme ”plants”Students make “fans” with paper and write questions on them.For example: 1.What plant do you like? (trees or flowers)2.Why do you like tree?3.Do you grow plants at home?They change “fans” to each other and try to respond the questions
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Stickers,papers
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| Middle27 min | Grammar ReviewADJECTIVES REGULAR IRREGULAR
Tall – taller – the tallest Good – better – the bestSmall – smaller –the smallest Bad – worse – the worstBig – bigger – the biggest Little – less – the leastHot – hotter – the hottest Much/many-more-the most
Differentiation by roles within groupsHigh level students find mixed adjectives and fill the chart quickly and put the right adjectives in gaps. Apply the comparative and superlative forms of the adjectives.Less able students fill the chart with the best students supportWriting task Game activity: “Sorting Mat”Students fill the chart according to the grammar adjectives
Descriptor: A learnerFind regular and irregular comparative and superlative adjectives Fill the chart AFL: Leader’s assessment Leader prepares different assessment papers and assessments other classmates with such praise wordsTASK II. Pre- reading task. Read the short text and write 6 out 8 missing correspondent words into the missing spaces and pictures. I’II give them worksheets and pictures. Learners matching the words with pictures. This activity useful for their reading skills. Sunlight water root seeds Plant tree greenshoot
2.While-reading the textDifferentiation by scaffoldingMore able students complete the text individuallyLess able students complete the text with key words
A long time ago, a farmer took a big bag of_______ to sell at the market.Suddenly, his cart’ s wheel hit a big stone.Bump! One of the seeds fell out of the bag and onto the hot, dry ground.“I’m scared!” said the seed. “I need to be safe under the soil.” Just then, a buffalo walked on the seed and pushed it into the ground. “I’m thirsty!: said the seed. “ I need some _______ to help me grow.” Just then, it started to rain. The next morning the seed had a little________ ______.All day it sat in the sun and grew taller and taller.The next day it had its first leaf. This helped it to catch ______ and grow.That evening a hungry bird tried to eat it but the seed had _______to help it stay in the ground. Many years of sunshine and rain passed. The seed became a _________and then the plant became a________.Today if you visit the countryside, you can see the tree. It is big and strong and now makes seeds of its own. Descriptor: A learner reads the story and match the pictures with wordswrite down the correct word and picture into the missing space AFL: Group assessment: Group give feedback to other group according to this strategy “PLUS and MINUS” ( if the group’s task done correctly they show PLUS or if they have wrong task they show MINUS).
III Post- reading True or FalseDifferentiation by type of taskMore able learners find adjectives in the text. Make up sentence in accordance with adjectives.
Example: The weather was hotter than yesterday The seed became a plant and grew taller day by day.Method “share with me ” Less able learners find True or False.Comprehension task. The teacher may prepare true or false statements to check for their understanding the content of the text1.Recently a farmer took a small bag of seeds to sell at the market. 2.Lately, his cart’s wheel hit a big tree. 3.One of the seeds fell out of the bag and onto the hot , dry ground.4.Yesterday morning the seed had a big green shoot. 5.All day it sat in the sun and grew taller and taller.6.The seed became a plant and then the plant became a tree.
Descriptor: A learnerunderstanding the content of the textwrites the sentences with adjectivesidentifies correct sentencewrite true or false
AFL: Teacher gives some comments for the better achievement orally.
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PPT
Semantic map
Worksheet with pictures
Circle shapes +,--( double faced)
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| End5 min | Concluding the lessonGiving the home task to retell the story they have read in the classroom. Self- assessment chart
In summary section use method “Magic Plants”
Apple tree: -I know the theme very well. Everything is clear for me. Birch:
-I know basic information about the theme. I have some questions. Cactus: -I have some mistakes in comprehension the theme. I have some questions. |
Descriptor sheet |
| 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 ICT skills |
| Differentiation by scaffoldingMore able students complete the text individuallyLess able students complete the text with key wordsSupport: with key words Differentiation by type of taskMore able learners find adjectives in the text. Make up sentence in accordance with adjectives. Less able learners find True or False. | In order to identify their knowledge one group assess the other group by method ”Plus and Minus”After this method to motivate learners a teacher gives some comments for the better achievement orally“Magic plant”( feedback)Apple tree- I know the theme very well. Everything is clear for me.Birch – I know basic information about the theme.Cactus – I don’t understand clearly.I have some mistakes in comprehension the theme. | Make them safety during the doing activities be careful in moving to places when dividing groups.
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Reflection
Were 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)?
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What two things would have improved the lesson (consider both teaching and learning)?
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2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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28 Қаңтар 2019
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