Long-term plan

Unit 5: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 7

Number present:

absent:

Theme of the lesson: Summarizing the chosen books

Learning objectives that this lesson is contributing to

7.C3 respect differing points of view;

7.L8 understand supported narratives on a wide range of general and curricular topics;

7.S8 recount some extended stories and events on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

• understand the main idea of the topic;

Most learners will be able to:

• answer the questions according to the text;

Some learners will be able to:

• retell the curricular topic;

Criteria

Learners have met the learning objective if they can:

• respect different points of view;

• understand supported narratives of curricular topic;

• give an opinion on some extended stories of curricular topic;

Value links

Respect and cooperation

Cross-curricular links

Literature

ICT skills

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

Teacher greets students; students respond to greeting and take their places.

The teacher sets the goals and criteria of the lesson.

Lead up

 The teacher writes five questions on the board, all of which are yes/no questions. Students find a partner and ask/answer one question.

Is this an interesting book?

Do you read the book?

Was it written by Charles Dickens?

Is the novel about an orphan boy?

Middle

30 min

5 min.

5 min

5 min

5 min

10 min

I. Listening

Listen to the story.

Students listen to the short story of the novel “Oliver Twist”

The novel “Oliver Twist” was written by Charles Dickens (1812-1870). The novel is about an orphan boy whose childhood was marked by poverty and unhappiness. Struggling against the life problems Oliver manages to find out his origin and gain a loving family. Oliver was born in a workhouse in the first half of the nineteenth century. His mother died during his birth, and he was sent to an orphanage, where he was poorly treated, regularly beaten and poorly fed. Oliver was an innocent and poor boy. When he was eleven he was tried to be sold from the workhouse as an apprentice but he escaped from there. He wanted to find his fortune in London. In his way to London he met a boy called Artful Dodger and then ended up with Fagin the leader of a gang of thieves who taught children how to still. Oliver was brought into the gang and trained as a pickpocket. When he went out on his first job, he ran away and was nearly sent to prison. However, the kindness of the person he tried to rob saved him from the terrors of the city gaol (jail) and instead he was taken into the man's home. He believed he has escaped Fagan and his gang, but Bill Sikes and Nancy, two members of the gang, forced him back. Oliver was once more sent out on another job--this time assisting Sikes on a burglary. The job went wrong and Oliver was shot and left behind. Once more he was taken in, this time by the Maylies, the family he was sent to rob, where his life changed dramatically for the better. But Fagin's gang came after him again. Nancy, who was worried about Oliver, told the Maylies what was happening. When the gang found out about Nancy's treachery, they murdered her.
Meanwhile, the Maylies reunited Oliver with the gentleman who helped him out earlier. Fagin was arrested and hanged for his crimes; and Oliver settled down to a normal life, reunited with his family.

Task 1. Answer the questions according to the text.

• Who was Oliver Twist?

• Where did Oliver Twist live for the first nine years of his life?

• What kind of life did Oliver have according to this novel?

• How should society treat children who break the law?

Descriptor : answers the questions according to the text.

Task 2. Read the text and put the sentences in the right chronological order:

1. Oliver was brought into the gang……

2. In his way to London he met a boy called Artful Dodger

3. His mother died during his birth

4. The job went wrong and Oliver was shot and left behind.

Descriptor:

• reads the text;

• puts the answers in the right chronological order;

II. Speaking

Regrouping

The teacher gives out the cards on which the words Fagin and Oliver Twist are written. The class is divided into two teams by these cards (Fagin’s team and Oliver Twist’s team).

Task 3. Presentation of the heroes.

Make up a presentation about the positive and negative qualities of the hero and present this hero to the class.

Descriptor:

• describes positive qualities and negative qualities of the hero;

• presents this hero to the class;

Task 4. Discussion.

Each group must imagine that they’re Oliver and retell the text.

Descriptor: retells the text;

Whole group work

Cards with the words

Collaborative work

End

5 min

Feedback

Students stick the smiles to the column: ‘suitcase’ – I know the material; ‘meat grinder’- I need to repeat the material. Students answer the concept questions:

• What did you take from the lesson?

• What tasks were interesting to do?

• What were the problems?

• Were the criteria of the lesson realized?

Reflection

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 links

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

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

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Check sockets’ safety