PLANTS in the garden

Unit of a long term plan:

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

PLANTS 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

R.2 Understand with little support specific information and detail in short simple texts on a limited range of general and curricular topic(s

W.7 Use with support appropriate layout a text level for a limited range of written genres on familiar on general to general topics and some curricular topics

U.E3 Use a grouping variety of adjectives and regular and irregular comparative and superlative on limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to understand with support specific information detail short simple texts

Most learners will be to use a grouping variety of adjectives

Some learners will be to read and write some of the words from the topic.

Assessment criteria

- Understand with little support specific information and detail about plants.

- Write a text keeping a register and format of given gentle

- Use variety regular irregular comp0rative and superlative adjectives.

Values links

Universal Labor Society.

Cross-curricular links

Biology

Previous learning

Plants 1

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 минут

Warming up

Teacher asks learners «How are you?» to find out their mood at the beginning of the lesson: students choose one of the smiles they see on the slide, saying «I am happy/sad....etc.»

Planned activities: Dividing into two groups by method “Flowers” Steppe flowers- Room flowers. ( with picture)

“Brainstorming”

Look pictures and answer this questions:

1. What colour do you like? (green or red)

2. What plant do you like? (Trees or flowers)

3. Why do you like tree ?

4. Why do you like flower ?

Slide

Middle

25 минут

R2 Read the short text about «The little plant»

And find adjectives.

Compare the plant with flower using these adjectives.

A little plant lived inside a dark damp room.One day she heard a soft tapping on her door, «Who is there?» she asked «I am little raindrop.Please let me in,»cried the visitor. «No way!» said the Plant angrily. Little Raindrop was very sad for being turned away.After sometime the Plant heard a soft rustle near the door. « Who is there now?» she asked « I am Sunny Sunshine,»said the new visitor. «I don’t have time for sunshine,»said the Plant haughtily. A few days later, the leaves of the Plant turned brown in colour, and her young stem began drooping. Then one day, she heard the chirping of birds, and opened her door to see outside.It was spring and there were colourful flowers and greenery all around.

Descriptor a learner reads text and finds adjectives.

Compare the plant with flower using adjectives.

W.7 Read the sentences and write True or False.

1. Leaves take in sunlight, water and soil to make food.

2. Roots absorb water from the air.

3. Fruit protect the seeds.

4. Plants need soil, air, sunlight and milk to grow.

5. Flowers attract mammals.

6.We use plants to make cosmetics such as perfumes, shampoos and cream

Description: Write the sentences and choose True or False.

UE 3 Fill in the correct from of the adjectives.Regular and irregular Comparative Superlative forms.

1 bad-worse-the worst.

2 This is the..... picture on the wall

3 My test was.... yours

4 Ben and Jake were the....t actor in the school play

5 .Good - better – the best

6. This plant ..... than this

7. Football is ....than hockey

8. I am ..... now than yesterday;

Description: Use adjectives

End

10 минут

Summarizing all the lesson

1.Number these sentences in order 1-5

… Next, the small plant grows flowers.

….First, a seed falls into the ground.

….Finally, the adult plant grows fruits and seeds.

….Then, the seeding grows a stem and leaves.

…Roots start to grow from the seed.

2. Answer the questions. Use full answers.

Why are plants important? ……………….

What do plants need to grow? Plants needs w….., s……t, and … grow.

What do we use plants for? We use plants to make f…, d…., c…., m….. and c….. .

Where do seeds grow? …………..

In summary section use method “Success ladder”(Feedback)

The first stairs: I know information about plants.

The second stairs: I know read and understand text about plants.

The third stairs: I know what grow plants and use forms adjectives in the sentences.

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

All learners will be to: Write name flowers you like.

Most learners will be to: Full the chart adjectives forms

Some learners will be to: Make up the short conversation about plants.

“Success ladder” (Feedback)

The first stairs: I know information about plants.

The second stairs: I know read and understand text about plants.

The third stairs: I know what grow plants and use forms adjectives in the sentences.

To pay attention to learners safety during the doing activates be careful in moving to places in dividing to groups.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson 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.

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 orindividuals that will inform my next lesson?