Lesson plan Topic of the lesson Values 5 -grade


LESSON 3
Unit 1. Values.
Date: Teacher’s name:
Grade: 5 Number present: absent:
Theme of the lesson: Family relationships : Describing people
Learning objectives(s) that this lesson is contributing to R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5.R3 understand the detail of an 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 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 objectivesLearners 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
Previous learning
-use have/has got, family relationships
Plan
Planned timings Planned activities Resources
Beginning
5mins
Teacher greets students; Students respond to greeting and take their places.
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
30mins
Presentation
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 syllables intelligent- more intelligent- the most intelligent
Katy is the most beautiful girl in our class.
Irregular 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 information and detail in short, simple texts on a limited range of general and curricular topics
Level of thinking skills Knowledge and comprehension
Analysis
Assessment criteria 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.
-20891566802000This 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 A learner
reads the text and selects appropriate words;
writes the words correctly;
completes the task;
SB:p118
Grammar reference
P: 110
Ex: 2 P: 31 SB

Ex: 3,5 P: 31 SB
SB Ex: 6 P: 31

End
5 mins Feedback.
Homework: WB Ex: 1 P: 19. Additional information
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? Health and safety checkICT 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.
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
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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