Around the house 2
|Unit 4. Buildings||School:55|
|Date:||Teacher name: Adkhamova M|
|Grade: 3||Number present:||absent:|
|Theme of the lesson: Around the house 2|
Learning objectives that this lesson is contributing to
22.214.171.124 understand a limited range of short supported questions on general and some curricular;
126.96.36.199 ask questions to find out about present experiences on a limited range of general and some curricular topics;
188.8.131.52 write with support short basic sentences with appropriate spaces between words
|All learners will be able to:
· Design a poster of their dream house and describe it in written form (write a story of 5-7 grammatically correct sentences)
|Most learners will be able to:
· Write a story of 7-10 grammatically correct sentences, describing their dream house
|Some learners will be able to:
· Write a story of 10-12 grammatically correct sentences, describing their dream house
|Assessment criteria||Learners have met the learning objective (184.108.40.206 / 3.2. 2.1./220.127.116.11.) if they can:
|Value links||Education throughout life, cooperation|
|Cross — curricular links||Lesson is connected Science|
|ICT skills||Using SMART board, pictures and videos,|
|Previous learning||Around the house 1|
|Planned timings||Planned activities||Resources|
|Greeting & Objectives
Greet students and let them take their places. Ask some lesson-opening questions.
i.e. What date is it today? What day is it today? What is the topic of the lesson? Etc.
Write the objective(s) on the board. Draw students’ attention to the lesson objective(s), make sure they all understand them (ask simple comprehension checking questions if necessary)
|My dream house poster
— tell students to go through their ‘RAFTs’ before drawing and writing, to refresh their minds on what they planned yesterday
— pass out story templates and explain to students they should only fill it in when they finish drawing/coloring/designing their houses
(NOTE: in case some students strongly wish to start with the story, let them do so, but inform that their poster should (at the end) 100% correspond to the story)
— inform students they’ll have 30 min to make their posters and write stories describing them
— remind (or write on the board) students that the their story volume is 10-12 sentences (2 per each room in the house)
— pass out A3 sheets with house outlines and any necessary stationery items some students may not have (markers, pencils, rubbers, etc.)
— set a timer and let students start their work
— circulate the room to make sure all learners are engaged and on task; assist if necessary
DIDACTIC MATERIAL 1/2
DIDACTIC MATERIAL 3
Reflection: ask students to hand in their posters but leave their stories to themselves
— tell students to prepare their stories for presentation tomorrow
|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?|
|Less able students – greater support by means of prompts, visuals or writing difficult words on the board
More able students – independent work on definite tasks with little/no support
Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task
Allow for extra time for students needing it, when appropriate
Give extra text or visual support to students needing extra English support
Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate
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?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?