LESSON PLAN Date: Teacher name: Berezkin Denis CLASS: 5 Lesson title: Reading for pleasure Aims of lesson Assessment criteria Language objective All learners will be able to: pronounce some words and simple statements about types of literature with some support Most learners will be able to: say most of the words and simple statements about types of literature using basic adjectives and colors with little support Some learners will be able to: use all of the words and simple statements about types of literature with basic adjectives and colors to say what someone /something is or has without support To practise reading for gist/specific information. - Say topic words - Describe things using adjectives - Make simple sentences using demonstrative pronouns Learners can: pronounce the words and simple statements about Fairy tales Key words and phrases: Action and adventure is fiction. This fairy tales has good content. Types of literature: action & adventure, fairy tale, science fiction, biography, fabies, horror, legends. Colors: red, yellow, green, blue, orange, purple, pink, black, gray, white Useful classroom language for dialogue/writing: Do you read fairy tales ? How many books do you have ? Which type of literature is fiction? What colour has book? I have He/she has.... This is…. These are… It’s…. Previous learning Learners already know word about an events, colors and numbers 1 – 10 Plan Time Planned activities Start Teacher greets learners. Starter: teacher asks to students to make a circle and wish to each other wishes like : Have a good day! I wish to you good luck! Stay healthy ! Good marks ! Wish you a great day ! (W) Teacher asks learners to divide into 3 groups by the cards from the box Then learners choose the cards with main definitions of literature and sit according to names (character, story, event) S-T Lead in: (P) Learners revise some key words from previous learning (colours) showing the cards to each other. S-S To guess the title of today`s lesson teacher shows a poster and cards with types of literature. On this poster we have 2 colons: Fiction and non-fiction. Students should stick the cards on the poster. 0-10 10-12 Resources Box with the cards. By this cards divide into 3 g-s: character, story, event. cards (colors and an events) cards with types of literature, a poster Teacher asks questions with support: 1) Do you read any books ? 2) What types of books do you know ? 3) Do you read fairy tales ? 4) How many books do you have ? 5) Which type of literature is fiction ? 6) Which type of literature is non-fiction ? Middle 12-14 Possible answers: 1) Yes, I read (many) books! 2) Fairy tales, biography, history, horror 3) Yes, I read. / No, I don`t read. 4) I have (number of) books. 5) Fairy tale, science fiction, action & adventure, horror, mystery & suspense, fables, legends. 6)Biography, articles in newspapers/magazines Modelling: Teacher puts several classroom objects on a table: points to an object asking Which type of literature is fiction? What color is the book? and asks learners to count them together showing the objects. Then using have … says I have three red books. Learners repeat. T-S Types of literature: action & adventure, fairy tale, science fiction, biography, fables, horror, legends, articles in newspapers/magazine s, mystery suspense. Fiction and nonfiction Drilling: Learners repeat the sentences first with the teacher’s support in choral (all together, 3 times), with some support in a group (3 times) and then individually: I have six fiction books. And their colors are: 1 blue, 2 black, green, yellow, orange. I have four fiction books. etc. T-S 17-20 Practice-Production: (G) Learners count the books picture with no One, two, three,… support individually, and says I have two yellow books. Then Yellow, green, learners practice saying He/she has … first with the teacher’s purple,.. support and then individually S-S In this a short story each group have to: 1st identify genre retelling 20-33 minutes 2nd mind map Appendix rd 3 what they have understood – to draw an imagination 14-17 He Stood Against My Window I don't know why I looked up, but when I did I saw him there. He stood against my window. His forehead rested against the glass, and his eyes were still and light and he smiled a lipstick-red, cartoonish grin. And he just stood there in the window. My wife was upstairs sleeping, my son was in his crib and I couldn't move I froze and watched him looking past me through the glass. Oh, please no. His smile never moved but he put a hand up and slid it down the glass, watching me. With matted hair and yellow skin and face through the window. I couldn't do anything. I just stayed there, frozen, feet still in the bushes I was looking into my home. He stood against my window. Vocabolaury^ cartoonish grin мультяшная ухмылка matted hair спутанные волосы End 33-40 minutes Plenary: (W), (f) Teacher has a set of cards of e.g. with characters Cards Snow White, Prince, behind this cards we have descriptions (a short story) to each character, from any stories, biography, action & adventure, fairy tale, Pushkin, Gagarin, alpaka, dragon, alien. horror, legends. Students should to read and stick on the poster, in right side. 1. Once upon a time there was a little dragon, who lived in a cave. He liked to play games with his neighbors. 2. gnomes. Once upon a time there was a girl who lived with 7 3. _______is the most famous Russian poet and writer. Two hundred years ago, he created the literary Russian language, which we still use today. 4. once upon a time, a king had an only son. He loved him very much. After his 18th he became a brave king like his father. 5. ____In 2021 was born in the Leningrad Zoo, which was named Charlotte. Now the Zoo visitors are glad to watch her. 6. _____ is the first cosmonaut of the earth (19341968). He was born on March 9, 1934 in the city of Gzhatsk Smolensk region. 7. someone who lives in a country of which they are not a legal citizen: Teacher gives home-task. Says good-bye. Additional information Differentiation – how do you Assessment – how are you plan to give more support? How planning to check learners’ do you plan to challenge the learning? more able learners? Health and safety check More support can be given by drilling less confident learners say a sentence with a partner. They can point to an object on the table by teacher’s command. Walking around and listening Being aware of Health care techniques. learners as they practice saying sentences and asking Doing Physical activities (make a circle ). questions. Organizing classroom space for movement. Monitoring learners as they do the tasks using by More able learner (a leader of adjectives and pronouns the group) helps the group and correctly when doing the tasks. Noting which leaner says the sentence correctly: source of During the lesson teacher gives evidence may include model how to do the task. recording. Techer gives different tasks for different level. For example: 1st retelling – only more able students 2nd mid able draw mind map 3rd drawing less able students Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? Concept checking through formative assessment strategy: “Thumbs up, thumbs down” Criteria highlighting 1st group -using right order of sentences -using 5-8 words from the text -pronunciation 2nd group -creativity -using 4 adjectives from the text -pronunciation 3rd group -creativity, using colours -showing the content of the text Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 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 achievements/difficulties of individuals that will inform my next lesson? Appendix Formative assessment activity English _5th __ grade Unit 6 Topic Reading for pleasure and find the gist Level of thinking skills Assessment criteria Knowledge Application Higher levels (Analysis Synthesis Evaluation) Identify main idea of the text Respond to questions according to the text Task 1) Work in groups. 2) Read the text. «He stood against my window» 3) Retell it in simple sentences using: given words, adjectives and present it to the class. Genre, horror, scary, character, story, event, good, bad. Descriptor Learners : -Work in groups -Makes sentences with the given words -Uses there is/are, adjectives. -Present their work to the class.
