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Unit of a long term plan: Living things |
School High school Maiemer |
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Date: |
Teacher name: Kumarkanova G.B |
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CLASS: 5 |
Number present: |
absent: |
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Lesson title |
Animals |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
L6 deduce meaning from context in short supported talk on an increasing range of general and curricular topics. S6 communicate meaning clearly at sentence level during pair, group and whole class exchanges. R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics. W7 use with some support appropriate layout at text level for a limited range of written genres of familiar general topics and some curricular topics. U.E3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics. |
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Lesson objectives |
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
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Assessment criteria |
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Values links |
to bring up being responsible for care of the animals and to protect them |
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Cross-curricular links |
Biology |
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Previous learning |
Animals 1 |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start (Beginning of the lesson) 5min. 2min. |
Greeting: Teacher greets learner learners respond to greeting Dividing into subgroups: Teacher divides learners into subgroups using pieces of animals’ pictures. Revising the previous lesson: What are the differences between the domestic animals and wild animals? Brainstorming Teacher shows photo of animal on the screen and asks questions: Do you know this animal? Have you ever seen it? Learners listen and answer questions. |
Pieces of animals’ pictures |
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Middle(of the lesson) 10min.
10 min.
8min.
5min. |
R9.Task 1 Read the text, decide which statement is a fact and which is an opinion
Snow leopard The snow leopard is an official Symbol of Kazakhstan. In Kazakhstan people always respected this leopard as the strongest and proudest animal. The snow leopard is a big cat. It lives high up in the Tien Shan mountains. It usually comes out at night. It has thick fur, which protects it from the freezing cold. It eats wild sheep and goats. It also eats smaller animals and birds. But it isn’t dangerous for people. It is strong and can kill animals that are three times biggest than it. Unfortunately, they are an endangered species. In Kazakhstan there are less than 200, so we need to protect them in order to survive. Descriptor a learner
UE3. Task2 Write 3 forms of underlined adjectives from the text and make sentences: Example, strong-stronger-strongest A lion is stronger than a wolf.
Descriptor a learner
S6 Task 4 Pair work. Talking about animals. The learners ask guestions each other such as: 1Do you have pet? 2What is your favourite pet? 3What does it like? 4What other domestic animals do you have? 5How do you care of them? 6How do you protect them? Descriptor a learner
W7 Write a short essay about animal. Follow the instructions:
Summary graphic organizer Title _______________________ Main idea:_ _________________ Circle the 3 most important words in the main idea and then write them here:______________________ Three important details: 1) 2) 3) Summary of the passage in one sentence:___________ Descriptor a learner
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End (of the lesson.) 5min. |
Reflection: Self-assessment: At the end of the lesson, learners reflect on their learning:
with stickers |
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? |
Assessment – how are you planning to check learners’ learning? |
Health and safety check |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner). |
With formative assessment (using geometrical shapes)
1 2 Stars 3 Fingers 4 emotions |
Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson. |
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Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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: What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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Living things
