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Бекенова Айнур Ақановна

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23 Қараша 2018

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Short term plan

Lesson plan

Unit 5 Creativity	School:
Date:	Teacher name:
CLASS: 5	Number present:	absent:
Lesson title	Art 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)	5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general 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
Lesson objectives	All students will be able to understand the description of people, places and objects use simple linking words (and, so, but) write down 4-5 sentences to describe a picture or thing Most learners will be able to understand and recognize the description of people, places and objects use linking words (because, for example) write down 6-7 sentences to describe a picture or thing Some learners will be able to use correctly the description of people, places and objects use linking words (I think, I suppose, I guess) write down 8-10 sentences to describe a picture or thing
Assessment criteria	write down the description of people, places and objects use factual descriptions and linking words express their own idea in written form
Language objective	red yellow green black white round square rectangular plainConjunctions: and, so, but, becauseLinking words: for example, I think, I suppose, I guess
Values links	Creative and critical thinking
Cross-curricular links	Art
Previous learning	Unit revision (conjunctions so , if, when , where, before, after to link parts of sentences)
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resources
Start 3 min	Greeting Questions:1/ Did the girl make the picture step by step?2/ What colours of paints did she use?3/ If she mix all colours as she wish, did the painting be ready appropriate? Today we are going to write down the description of people, places and objects. As the girl has made the picture, we should compose our writing: step by step use factual description (describe colors, shape, specific details) revise grammar, vocabulary, linking words that help us to write down the description	Presentation Video (1,5 min)
Middle 2 min	In the begging of the creative work T explains that Ls should fill the assessment table during the lesson. stick your marks F.A When you have checked task and put your marks, please, show me smile according your marks.	Presentation
3 min	Grammar revision: Task: Correct the mistakes Ls have 2 minutes to prepare answers I paints a big green square Do she like banana ice-cream? Yes, you don’t. Jack make yellow round sun. We doesn’t want to draw plain brown table. DescriptorsA learnerfinds the mistakescorrects the mistakespronounces correctly Formative assessment5 mistakes Excellent job!4 mistakes Good job!3-1 mistakes You could do it better! Ls check-up the task from the presentationStick their marks in the self-assessment table	Presentationcards with task
4 min	Vocabulary:Ls have 2 minutes to prepare answersTask: Odd-one-out (guess and proof why) Colours: red yellow green black (traffic lights) sun lemon tree banana (yellow) winter sheets of paper milk book (white) Shapes: sun smiles ball pen (round) bag box picture house (square) book bag copybook ball (rectangular) table floor sheet of paper hill (plain)(плоский) DescriptorsA learnerchooses correct variant explains chosen variantknows all words Formative assessment7 words Excellent job!6-5 words Good job!4-3 words You could do it better! Ls check-up the task from the presentationStick their marks in the self-assessment table	presentation with task cards
8 min	Linking words so – is a degree adverb that modifies adjectives and other adverbs e.g so hardand – connects two words/ sentencesfor example – is used when you give examplesbecause – connects the result of something with its reason but - is used to connect ideas that contrastI think – is used when you want to express own point of viewI suppose – is used when you want to express surmise I guess - is used when you want to express guess-work Differentiated taskLs have 6 minutes to prepare answers Level A Put parts of the text in right orderYou can write down or draw a picture. For example: My breakfast: . You should write down the time, because it’s important. I suppose, if to make the Day Plan colorful, you can’t forget to follow it. After planning my Day plan I should follow it, but sometimes it can be difficult. I guess my Mom appreciates my work. I draw two rounds and one rectangular. Two rounds turn into two red apples and rectangular turns into the bar of milk chocolate. My Mom says me to do my Day plan. She thinks it’s so useful. I take my square yellow copybook and pencil to plan my day. I begin from the breakfast Extra task: Guess the wordnkthi, os, adn, ofr amexple, ubt, busecae, I sposupe, I gssue DescriptorsA learnercompletes the text by logical meaningunderstands the meaning of the textguesses the words Formative assessment12-10 points Excellent job!9-7 points Good job!6-4 points You could do it better! Ls check-up the task from the presentationStick their marks in the self-assessment table Level B Guess the word and put them in right order in the text think, so, and, for example, but, because, I suppose, I guessMy Mom says me to do my Day plan. She it’s useful. I take my square yellow copybook pencil to plan my day. I begin from the breakfast. You can write down or draw a picture. :My breakfast: . You should write down the time, it’s important. , if to make the Day Plan colorful, you can’t forget to follow it. I draw two rounds and one rectangular. Two rounds turn into two red apples and rectangular turns into the bar of milk chocolate.After planning my Day plan I should follow it, Sometimes it can be difficult. my Mom appreciates my work. DescriptorsA learnercompletes the textputs words in right order in the textunderstands the meaning of the text Formative assessment8-7 words Excellent job!6-4 words Good job!3-2 words You could do it better! Ls check-up the task from the presentationStick their marks in the self-assessment table Level C Put the words in right order in the textthink, so, and, for example, but, because, I suppose, I guess My Mom says me to do my Day plan. She _________ it’s ______ useful. I take my square yellow copybook _____ pencil to plan my day. I begin from the breakfast. You can write down or draw a picture. __________: My breakfast: . You should write down the time, ________ it’s important. ___________, if to make the Day Plan colorful, you can’t forget to follow it. I draw two rounds and one rectangular. Two rounds turn into two red apples and rectangular turns into the bar of milk chocolate.After planning my Day plan I should follow it, _______ sometimes it can be difficult. __________ my Mom appreciates my work. DescriptorsA learnercompletes the textputs words in right order in the textunderstands the meaning of the text Formative assessment8-7 words Excellent job!6-4 words Good job!3-2 words You could do it better! Ls check-up the task from the presentationStick their marks in the self-assessment table	Presentation text text text
5 min	Ls work with presentation and with given table. Ls fill the table while working with presentation together rand with teacher’s support . They look at the picture and together identify factual descriptors What is important when we describe people? Colour of eyes, hair Size of eyes, lips, nose, Length of hair Age Appearance What is important when we describe places? Colours Size of the place Shape of the place The surface of the pace For what does it use What is important when we describe objects? Colours Size Shape Length For what does it use Ls check-up the task from the presentation	Presentation with task and illustration
2 min	Physical exercise:Play a game Find colours or shape. Instruction: learner says a colour, other should find this colour and touch and hold it.
15 min	T: Now you have got 10 minutes to write down the description. You can choose one from these three painted pictures. Don’t forget about the table with factual descriptors. Now, you have 5 min to assess partner’s written work. Please, follow this descriptors and assessment criteria. Put stick in her/his self-assessment table DescriptorsA learneruses the description of people, places and objectsuses linking words writes down coherent describing text of the painted picture Peer assessment10 -8 sentences Excellent job!7-6 sentences Good job!4-5 sentences You could do it better! Ls check-up the partner’s written workStick mark in the partner’s self-assessment table	Presentation
End1 min	Feedback Self- assessment What is more?Excellent job!!! – You are clever! Keep it up!Good job!!! – You do it well! Try better! You could do it better!!! – Don’t give up! You can do it!	Presentation
2 min	Home assignment Draw the picture of people (place, any object) and write down the description to your picture.Level A write down 2-3 factual descriptions about your picture use simple linking words (and, so, but) write down 4-5 sentences to describe your picture Level B write down 4-5 factual descriptions about your picture use linking words (and, so, but, because, for example) write down with support of writing structure 6-7 sentences to describe your picture Level C write down 7 and more factual descriptions about your picture use linking words (and, so, but, because, for example, I think, I suppose, I guess) write down without support of writing structure 8-10 sentences to describe your picture
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
Lesson objectivestasks with texthome assignment tasksignal cards (smiles)	Self-assessment tablePeer-assessmentSignal cards	Physical exercises and active activities.“Find the colour or shape” game.

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