5 grade Fantasy world World 1

Unit of a long term plan Unit 7: Fantasy world

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

World 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L1understand a sequence of supported classroom instructions

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Answer the questions about cities and countries in all over the world.

Recognize conjunctions

Most learners will be able to:

Say their opinion about the poem based to the theme

Name the cities or countries by watching the picture

Make the sentences using conjunctions if, when, where, after

Some learners will be able to:

Discribe their favourit part of he world using some conjunctions

Assessment criteria

• Recognize different kind of names of countries and cities in all over the world.

• Making some sentendcces using necessary conjunctions based to the task

• Speaking fluently in English at the time of describing their favorite part of the world

Values links

Universal Labor Society

Cross-curricular links

Geography

Previous learning

City 2,

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2minutes

• Greeting! How are you?

This “Wonderful World”

I love the nature

Around you and me – This is world

I love the beauty

Of the sky-blue sea – This is world

He loves the stars

In the dark night sky – This is world

She loves the flutter

Of the butterfly.

They love to travel

And see the world.

Let’s make the Earth

Close place for all!

(f) giving smiles

Task 1

I shall hand out pictures, you should write, and the pictures names of the things. Work in pairs and assess each other

Differentiation

All learners will be able to name the cities by the help of the pictures

Some of them will be able to make word combinations based to the task

Find answers fit to the questions

Find the city or the country based to the picture

Some learners will be able to describe their favorite city or country using conjunctions.

Make some sentences using conjunctions based to the task

During the work the teacher uses Images: what’s happening?

Show learners an image or images. Learners should identify what they think is occurring in the image(s) and give a reason for their interpretation.

Descriptor

Learners can:

• Identify picture name the country or the city based to the theme

• Write the words related to the pictures

• Make some sentences using conjunctions

(f) pair assessment by descriptor

PPT

Pictures

Middle

Task 2

1. If we protect our world from war, it will be very good. World where will not be cruelty, it will be a wonderful world. After the II World War peoples, life was very difficult. When the world is kinder?

2. ….. we protect our world from war, it will be very good. World ……. will not be cruelty, it will be a wonderful world. ……. the II World War peoples, life was very difficult. …… the world is kinder?

3. where world not a wonderful be, it will be cruelty world will.

world the kinder is when ?

Key to the task :

Descriptor:

• Find conjunctions

• Complete missed words

• Jumbled words

Differentiation

All leaners will be able to find conjunctions

Most learners will be able complete missed words

Some learners will be able to write words in order

During the work, the teacher uses Think-Pair-Share (P) Students work in pairs. They choose personal information, ask and answer questions.

Assessment by giving smiles

Comment only marking

Cards

End

Reflection

When I was at the lesson – I understood…..

I doubted

I didn’t understand

Evaluation sheets

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 check

By outcome(lesson objectives, assessment criteria)

By task (the complexity of the task)

By content ( motivating topics and context)

Through support (teacher’s support feedback)

Observe learners when participating in discussion .did the group dynamics work?

Did each learner contribute to the discussion ?if not, why not?(e.g. didn’t understand what to de ,not so confident speaking English,..)

Work with the SMART board not more than 10 minutes .

Doing time brake it’s about 2 minute during the lesson.

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 box on the left about your lesson.

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?