LESSON 3 Unit 1. Values. Date: Teacher’s name: Grade: 5 Number present: absent: Theme of the lesson: Family relationships : Describing people R2 understand with little support specific information and detail in short, simple texts Learning objectives(s) that this on a limited range of general and curricular topics. 5.R3 understand the detail of an lesson is contributing argument on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and to superlative adjectives on a limited range of familiar general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.C2 use speaking and listening skills to provide sensitive feedback to peers; Lesson objectives Learners will be able to: All- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics. Use some adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics Understand the main points in a limited range of short simple texts on general and curricular topics. Most- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics Understand the detail of an argument on a limited range of familiar general and curricular topics Some- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics Understand the detail of an argument on a limited range of familiar general and curricular topics -use have/has got, family relationships Previous learning Plan Planned Planned activities timings Beginning Teacher greets students; Students respond to greeting and take their places. 5mins Warm-up -How many members are there in your family? -Have you got a grandmother and grandfather? -How old are they? -Why is he\she special for you? -What does she\he look like? Middle Presentation 30mins Vocabulary bank 1.Look at the words in the box. 2.Write sentences about your friends and family.Use has \have got Introduction Comparative and superlative adjectives. 1 syllable dark- darker –the darkest My hair is darker than his hair. Who is the tallest boy in the class? 2 or more intelligent- more intelligent- the most Resources SB:p118 Grammar reference P: 110 syllables Irregular Ex: 2 P: 31 SB intelligent Katy is the most beautiful girl in our class. Good – better- the best My homework was the best. Differentiation. A level: Complete the table with the correct form of the adjectives. Ex: 2 P: 31 SB B,C level: Complete the sentences. Use the comparative and superlative form of the adjective in brackets. Ex: 3,5 P: 31 SB Formative assessment. Unit Values Learning Objectives 5.R2 understand with little support specific Ex: 3,5 P: 31 SB information and detail in short, simple texts on a limited range of general and curricular topics Level of thinking skills Assessment criteria Knowledge and comprehension Analysis Demonstrate the ability to recognize the specific information in the text while selecting the words Task Read the text and find the comparative and superlative adjectives and write them in the boxes, choose one of them and make up a sentence. This is my family. I am taller than my brother and sister but my dad is the tallest. My mum is a vet and my dad is a teacher. I think being a vet is more interesting than being a teacher because you work with animals. I want to be an astronaut – I think this is the most interesting job! Being a vet is easier than being a teacher because teachers have to correct lots of homework. My job is the easiest – I’m a student! taller Descriptor SB Ex: 6 P: 31 A learner reads the text and selects appropriate words; writes the words correctly; completes the task; End 5 mins Feedback. Homework: WB Ex: 1 P: 19. Additional information Differentiation – how do you plan to give Assessment – how are you more support? How do you plan to planning to check learners’ challenge the more able learners? learning? Health and safety check ICT links Value links Cross-curricular links Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard More able students – independent work on definite tasks with little/no support While group or pair work more able students can also provide less able students with additional support through observation and FA. 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? Make a dynamic break in the middle of the lesson Monitor classroom space when students start moving around Family values Using videos, working with URLs