Lesson plan
Unit 5:Art and Music | School-gymnasium №50 | |||
Date: 1.02. 2019 | Teacher name: Chirkina T.V. | |||
Grade: 3 I | Number present: | absent: | ||
Theme of the lesson: | Shadow puppet show. | |||
Learning objectives(s) that this lesson is contributing to | 3.1.8.1 understand short, narratives on a limited range of general and some curricular topics; 3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities; 3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences | |||
Lesson objectives | All learners will be able to:
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Most learners will be able to:
Some learners will be able to:
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Assessment criteria |
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Value links | Teamwork: Leaners will work well together in pairs showing respect and being polite with each other. | |||
Cross curricular links | Lesson is connected with Art | |||
ICT skills | Usage of presentation of classroom rules; | |||
Previous learning | Shadow puppet. Peter and the Wolf 1 | |||
Plan | ||||
Planned timings | Planned activities | Resources | ||
Beginning 10minutes
| Warm-up Leaners are offered to look at the pictures and name the musical instruments. Checking of the H/T Leaners are suggested to answer the questions about music: -What types of music do you know? The topic and LOs are presented. |
PPP 1 , slides 1 ,2
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Middle 28 minutes
| Presentation Leaners are suggested to talk about Little house and answer the questions: - How many times do you hear Little house theme tune? - Describe mouse’s music – think of fast, slow, low high words. - Name the instrument that plays the sound of the frog’s ? - Whose tune is played at the end of the piece? - How did you feel yourself when you’d heard the music at the beginning of the poem? (happy, sad, bored) PHYSICAL TRAINING Teacher:You are tired. Stand up and do some exercises with me! Hands up! Clap! Clap! Clap! Hands down! Shake! Shake! Shake! Hands on hips! Jump! Jump! Jump! Run! Go! Swim! Stand up! Practice Leaners are to find musical instruments in the puzzle Leaners compare the answers (Peer’s support) Assessment criteria: find at least 50% Project work.
Differentiation Support less able learners while they write short lines to use in different scenes of show relating to their character. Allow time for each group to perform in front of the other groups and then discuss what they have seen. | PPP 2 (1-6)
DIDACTIC MATERIAL 1
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End 2mins | Reflection and feedback: After each performance, learners offer peer review by saying two things they like about the show, and suggesting one area for improvement. |
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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? | |||
Support for weaker students: working in pairs/groups, phrases Challenges for more able students: Encouraged to do more writing; assist weaker students. Pair work, Whole group work | Feedback on the work Assessment: Teacher assesses learners with colorful leaves;
- excellent
vпgood п - satisfactory Feedback “INSERT” V - I know….. -- - …. is not clear to me + - …. is new information to me ? – I was surprised at …. | |||
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? 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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Summary evaluation What two things went really well (consider both teaching and learning)? 1: Work in mixed abilities groups while preparing the information about favourite musical instruments. 2: Differentiation of the tasks in listening. What two things would have improved the lesson (consider both teaching and learning)? 1: Paying attention to the psychological peculiarities of the learners. 2: Dividing students into groups with mixed abilities (more able and less able learners in one group). What have I learned from the lesson about this class or individuals that will inform my next lesson? I will try to give the roles to the learners according to their abilities not only in the knowledge of English, but also the roles in class. |