Long-term plan unit: Values

School:

Date:

Teacher name:

Grade:5

Number present:

absent:

Theme of the lesson

Family relationships

Learning objectives(s) that this lesson is contributing to

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

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

5.C6 organise and present information clearly to others

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.L1understand a sequence of supported classroom instructions

Lesson objectives

All learners will be able to

• develop their critical thinking skills by drawing family tree with some support

• practice writing skills using Present Simple Tense with some support

• practice speaking skills using comparative and superlative adjectives while working in pairs with some support

• practice asking questions while finding more information about other’s members of family

Most learners will be able to

• develop their critical thinking skills by drawing family tree with a little support

• practice writing skills using Present Simple Tense with a little support

• practice speaking skills using comparative and superlative adjectives while working in pairs with a little support

• practice asking questions while finding more information about other’s members of family with a little support

Some students will be able to

• develop their critical thinking skills by drawing family tree with a little or no support

• practice writing skills using Present Simple Tense with a little or no support

• practice speaking skills using comparative and superlative adjectives while working in pairs with a little or no support

• practice asking questions while finding more information about other’s members of family with a little or no support

Language objectives

Use simple present tenses, comparative and superlative adjectives

Value links

Respect, responsibility, honesty, trust, creativity.

Cross curricular links

Self-knowledge, Psychology andArt

ICT skills

Projector or Smart board

Intercultural awareness

Students will be able to understand that every person, family and country has their own values.

Kazakh culture

Students will be able to differentiate family values in Kazakh culture

Pastoral Care

Students will be able to understand the importance of family and relationships

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Human beings

Plan

Planned timings

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

Resources

Beginning

5mins

Warm-up

Hangman

T. thinks of a word from previous lesson and writes the number of letters on the board using dashes to show many letters there are. Then asks learners to suggest a letter. If it appears in the word, T. writes it in all of the correct spaces. If the letter does not appear in the word, T. writes it off to the side and begins drawing the image of a hanging man.

The game is continued until the learners guess the word correctly (they win) or T. completes the picture of a hangman (T. wins). (T. can watch the video with instructions https://www.youtube.com/watch?v=ywzCUesB61s)

WB, markers

Middle

5mins

10mins

5mins

20mins

1min

10mins

10mins

10mins

Lead-in

• T. shows the picture of a family and learners call out any names of people in a family.

• T. asks learners about the topic of the lesson and introduces the lesson objectives

Main part

• T. shows the presentation or flashcards with the members of family to introduce and learners write the words on their vocabulary: dad, son, uncle, grandson, grandfather, mum, daughter, granddaughter, grandmother, aunt, brother, sister, niece, nephew

Activity 1: T. shows the flashcards and learners put right hand up if the word is a female family member, left hand up if the word is a male family member.

Activity 2: T. shows the picture of a tree, elicits ‘tree’, and explains that learners can also draw a family tree. T. asks learners to draw what they think a family tree looks like. T. asks why it’s called a family tree – there are roots and the family grows. Learners draw their family tree with the names of his/her family members and write 5 or 6 sentences about their family members, e.g. It’s my mum. Her name is _______. She is _____ years old. She is ________ (profession). She is ________ (adjective to describe her appearance or character)

T. can choose 2-3 learners to present their family tree but learners should choose only one member of their family to tell about

Physical activity

Families
Some families are large. (spread arms out wide)
Some families are small (bring arms close together)
But I love my family (cross arms over chest) best of all!

2^nd lesson

• T. shows the picture of two members of the family and says the sentence by using gestures My father is taller than my motherand example of superlative adjectives My brother is the tallestaskswhat she says and shows. T. explains comparative and superlative adjectives and gives more examples

• Learners are given the handout “Read & find” (FA) Learners should find the comparatives and superlative adjectives and write them in the boxes.

Activity 3: Pair work

T. asks learners to secretly choose five of the following categories and write a name for each one on a piece of paper.

• The oldest person in my family

• The youngest person in my family

• The tallest person in my family

• The kindest person in my family, etc. (You can think of other categories.)

T. puts students in pairs and tells each student to ask questions about the other’s list of names and find out more information.

Is Johann the oldest person in your family?

No, he isn’t. He’s the youngest!

How old is he?

He’s my nephew. He’s only two years old.

PPT or picture of a family

PPT or flashcards with the members of family

flashcards with the members of family

PPT or picture of ‘Family tree’

PPT

HandoutFA

PPT

End

5 minutes

Name 3 things:

I have learnt…

I still want to know…

I didn’t understand …

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

• More support can be given in Activity 2 when they write about their family members by providing less-able learners with examples or words to make up the sentence and in Activity 3 while asking questions also less-able learners can be given the model of a question so that they can just put appropriate name and adjective

• Learners who are less confident at drawing the family tree, can be given a picture of a tree

• More-able learners can be encouraged to write more sentences and ask more Wh questions.

• Monitor when you show the flashcards of family members in Activity 1

• Monitor when learners write their sentences about family members in Activity 2

• Assessment criteria of R2

• Monitor when they ask questions in Activity 3

• Self-knowledge, Psychology and Art: when learners draw their family tree and make a presentation in Activity 2 and Activity 3they develop their creativity, love and respect to their family

• Make sure learners have sufficient space to do physical activity.

• Use of Smart board or projector while presenting the words and tasks

• Develop learners’ love, respect to their family, a sense of responsibility and concern for the family.

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?