LESSON: 6: Reading for Pleasure
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School: 44
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Date:
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Teacher
name: Sargozhina G.K.
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CLASS: 5
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Number present:
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absent:
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Learning
objectives(s) that this lesson is contributing to
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5.R4 read with some support a limited
range of short fiction and non-fiction texts
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
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Lessonobjectives
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All
learners will be able to:
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understand
the main events in the story
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say thank you
and give reasons
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Most
learners will be able to:
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·
read the
story without support
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understand
the moral of the story
·
make some questions
on the given story
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Some
learners will be able to:
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·
understand
most of the language in the story
·
answer the
questions and give examples from the text
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Languageobjectives
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Use vocabulary from the story to answer
the questions
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Valuelinks
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Respect for self and others,
academic honesty, Cooperation
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Crosscurricularlinkslink
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Literature
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ICT skills
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Projector or Smart board for
presenting pictures
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Previouslearning
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Creativity
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Plan
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Plannedtimings
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Plannedactivities
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Resources
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Beginning
0-3
Middle
3-8
8-20
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Warm up:
In order to create
friendly atmosphere in class Teacher asks Students to make a circle and say
thank you to each other. (W)
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Reflecting on the previous lesson
Teacher shows some
questions on the first part of the short story. Students discuss the
questions in pairs.(P)
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Setting the aims of the lesson
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Reading skills:
Learners start reading the short story“Goldilocks and the Three Bears” (Part
2). (I,G)
Differentiation: More
motivated learners sit individually and read the story with no Teacher
support. Less motivated learners make a circle and read the text with teacher
together.
Scaffolding:
Learners have a vocabulary/pictionary of unknown words.
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PPP (1
slide)
PPP (2
slide)
Appendix
1
Appendix
2
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20-40
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After reading: Teacher
distributes short story quiz templates to each Student. They need to make
questions on the short story and swap them with their classmates in order to
answer them.
Peer assessment: Once Learners
finished the task they swap their cards in order to assess each other.
Assessment criteria:
-Student answers to questions correctly
-Student justifies his/her answers by
showing the number of the page
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Appendix 3
PPP (slide 3)
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End
40-45
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·
Teacher
asks learners 1) how do you feel when a friend doesn’t say thank you for your
help?e.g. unhappy, sad, lonely 2) why should people say sorry?
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Teacher
encourages Learners to reflect on the lesson “Two stars one wish”
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Stickers
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment
– how are you planning to check learners’ learning?
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Cross-curricular
links
Health and safety check
ICT links
Values links
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More support
can be givenin the middle of lesson by providing less-able learners with
story vocabulary in a word list so they can see pictures of them.
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More-able
learners can be encouraged to read the story without any support.
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·
Monitor learners as
they read the story. Can they read and understand each event? Notice any
sentences which are difficult for learners to understand and adapt for a
future lesson.
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Links to the
L1: Do learners know this story in the L1?
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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?
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Use
the space below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your lesson.
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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:
2:
What
have I learned from this lesson about the class or individuals that will
inform my next lesson?
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