Lesson Plan 1
A .STUDENTS AND SETTINGS
Students
Fifth grade ( ages 10-11); elementary ESL. Children have no
exposure to English outside of class. There are 13-14 children in each group.
English is practiced 45 minutes three times a week. They have been having
English from 8 years old.
Settings
This is a Secondary School where I have three lessons a day
with different children.
B .LESSON BACKGROUND
Students are learning about superstitions in their country
and in other countries. In previous classes they have read an article about the
survey of professor Angela Webster about the superstitions. Students have learnt
some words about the topic. They listened to some interesting stories and
discussed them in pairs and in groups. I am expanding a previously learned
point. The following this lesson I will suggest children written practice
according the topic. This is a reading lesson. It is a middle lesson.
C. LEARNING OBJECTIVES/EXPECTED RESULTS
This is a middle lesson in the series of activities leading
to students` creative writing about ghosts and superstitions, based on one of
the texts and they have read and plan (enclosed). They will write their own
real story. They will be able to use new vocabulary, their oral performance
during the discussion the previous lesson. Their creative writings will be
evaluated by their peers and their teacher. The lesson will allow students to
express their fears and the emotional hardships.
D.MATERIAL AND SOURCES
Materials
Paper and pen. Students` Book ,a trail of a film, plan for
creative writing( handout made by teacher),pictures, CD
Sources
Michael Harris, David Mower, Anna Sikorzynska, Irina
Larionova, Oksana Melchina, Irina Solokova Opportunities Russian Edition
Elementary (2008)144 ,126-127
Siting sources
http://blog.mann-ivanov-ferber.ru/wp-content/uploads/2014/12/%D0%BF%D1%80%D0%B8%D0%B7%D1%80%D0%B0%D0%BA.png
http://youtube.com/watch?v=hORCVMb7F5o
http://static.diary.ru/userdir/2/4/4/6/2446183/77600934.jpg
http://files.vector-images.com/cd_samples/mystic_ghost_cartoons.gif
http://chto-chitat-detyam.ru/img/170.jpg
http://blog.mann-ivanov-ferber.ru/wp-content/uploads/2014/12/%D0%BF%D1%80%D0%B8%D0%B7%D1%80%D0%B0%D0%BA.png
E.PROCEDURES/TIMING
Teacher
does/says
|
Students
do/say
|
Approximate
Time Needed
|
Shows some
pictures
Says:Look
at the pictures
-What can
you say about them?
-Do you
believe in superstitions?
-Tell the
class your experiences?
Warms up
students, motivates them for working.
Encourages
students to use English in replies.
Praises
students for good answers
Have you
read the story about The Canterville Ghost?
Would you
like to read? I promise it will be very exciting.
|
Give their
answer and predictions.
Respond with
something about their own stories.
|
5 min
|
Says:But
before reading we are translating some words for better understanding.
SB ex1
p126
Blood,
chains, corridor, ghost, jewellery, library, servant, skeleton ( they are in
the SB)
I`d like
to work in pairs. I will come around and help you.
Helps
students with translation.
Evocates
them.
Checks up the
translation.
SB ex2 p126
Look at
the picture and title. What do you think the story is about? Choose a title
of the following.
SBex3p126
Read and
listen to the story. Are the statements true or false?
|
Translate
the words in pairs
Look at the
picture before the text, read the title, predict the content.
Listen to the
story and decide if the statements are true or false.
|
7 min
|
Says: Now
we are coming to our reading.
Assigns
students to teams (3 persons), mixing levels and abilities.
You are
reading the text in groups using the algorithm. I will come around to help
you.
Circulates
around groups to make sure the story is being read; and each student has a
chance to read.
Determines
which students have difficulty reading the story, helps them.
|
Form teams with teacher`s guidance, and pull chairs
together to read.
Read the story using the algorithm (enclosed)
|
20 min
|
Reflection
Says:Now
you know what the story is about. So, try to make up a summary of it using
the plan
(Individual
work)
|
Make up
summary using the plan
1….lived in….
2….walked….
3…..bought….
4……saw…..
5…….heard……
6…….was……
7……helped…..
|
11 min
|
Homework
Says: Use
the plan (enclosed)and write your own story about a ghost.
|
Write the
homework down and ask question they have.
|
2 min
|
Algorithm for Group Working (reading)
1. Learners read a text n mind individually
2. One of the learners is “a teacher”. The others are
students.
3.” The teacher”- summarizes he content of a paragraph
-makes up a question and ask
other students to answer it
-explains what is difficult
to understand
-predicts what the following
part will be about
4. “ The teacher” gives his role to another student.
Plan for creative writing
0. It was in……
1. Mysterious noises came…..
2. People tried….
3. This horror story was about a…..
4.Children were afraid of…..
5.Your own end of the story
F. ALTERNATIVE ASSESSMENT
For this class, the teacher will make a note of students`
reading and speaking. She will help students with vocabulary and phrasing as
they speak to the group. She will check individually with students who had
problems with reading and speaking. The teacher uses a simple checklist of
student names to keep track of which students have read and spoken in the
group. As for summative assessment it is a written practice as a homework.
G. REFLECTION
This lesson integrates reading with speaking in a small
group. So it integrates different skills: reading, oral performance and
writing. The lesson includes alternative assessment during the group activity
and later when I speak individually with students who couldn`t speak up. This
will help me find out which students need more help with reading and speaking
assignments. I will keep track of the students who need more help, and check
later in the term to see their progress.
I haven`t changed anything and nothing added. I think the
lesson is quite successful because it has been tried out in the real class. All
the required aspects are followed.
In the lesson plan I used differentiated instructions when I
explained how to read the text according to the algorithm. As all the groups
are mixed, so I suggested to higher level students read big paragraphs and
help those who had difficulties. Students worked together and taught each
other. So they listened to their peers` answers and could evaluate them. I
organized the class, observed the pair work, group work and individual work. I
could control students` discipline, too. All the learners were quite busy at
the lesson. They had no time for misbehavior. The students were interested in
the topic, because mystery is a topic which is extremely exciting. Some video
and pictures kept their motivation. Different types of work at the lesson kept
their motivation, too. They didn`t notice when the lesson was over. Some days
later the students wrote incredible, scary, interesting stories. That was a
result of my and students` work.
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