My country: National parks

LESSON: Unit 5 Creativity

Stories and poems. Reading and writing poems and haikus.

School:

Date: 12.02.18

Teacher name: Zhurtbayeva A.K.

CLASS: 5 “Ә,В”

Number present: 16

absent:

Learning objectives(s) that this lesson is contributing to

W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• Understand the difference between poems and stories

• Do gap-filling task with few mistakes only (1-2 mistakes)

Most learners will be able to:

• Memorise words / phrases and able to dictate them to their peers

• Write poems which are dictated by their peers without any mistakes

Some learners will be able to:

• Do gap-filling task without any mistakes

Language objectives

Use simple present tenses

Value links

Respect, Cooperation

Cross curricular link

Literature

ICT skills

Projector or Smart board for PPP

Previous learning

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

• Greeting the students

• Setting the aim of the lesson

• Warm up

Pre-learning (W)

Learners say what is different about a poem and a story (poem: lines, rhymes, repetition of words, sounds, letters, verses; story: beginning, middle, end, paragraphs, sentences)

PPP, slide 1

PPP, slide 2

Middle

15 min

5 min

5 min

5 min

Running dictations (Skills: listening, writing ) (PW)

Preparation

Teacher sticks worksheets with some poems outside the classroom beforehand. (there are three examples of the haiku of Basho Matsuo, the first great poet of haiku in the 1600s, teacher prints out two copies of each poem, in total there will be six worksheets, one for each pair).

Procedure (PW), (IW)

1 Students work in pairs. Each pair has one short poem. Student A runs to the worksheet, reads the lines, runs back to the classroom and dictates to student B. Student B sits in the classroom and writes down the poems without spelling mistakes. Then Student A rewrites the ready poem onto his / her copybook, so that both students in pair could have the ready one.

Differentiation

Teacher arranges mixed ability pairs (more able student and less able students work together in one pair). Less able students run and dictate, more able students write without spelling mistakes.

2 Teacher explains students that they are going to do gap-filling task on the poems written. Students read the poems carefully and then hand in copybooks to the teacher.

3 Teacher hands out worksheets with gap-filling task. Students work individually and fill in the gaps.

Peer assessment (FA)

Teacher gives copybooks back.

Having finished the task students check each other. (poems in their copybooks are answer key).

Consolidation (WC)

Teacher shows those three poems. Students discuss the structure and characteristic features of the haiku.

http://examples.yourdictionary.com/examples-of-haiku-poems.html

Appendix 1

Appendix 2

PPP, slide 3

End

5 min

Home task.

Teacher explains students that the next lesson they will do poetry-writing activity on haiku. Students’ task is to find information about haiku and read examples of it paying attention to the structure.

Feedback

Students reflect on the level of difficulty of the lesson.

Thumbs up – normal

Thumbs down – very difficult

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 arranges mixed ability pairs (more able student and less able students work together in one pair). Less able students run and dictate, more able students write without spelling mistakes.

• Peer assessment

• Literature

• Teacher arranges the classroom properly for running dictations beforehand, that is, students do not have any obstacles while running

• Use of the smart board to display presentation

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?