Short term lesson plan
Unit of a long term plan:
Unit 2 Helping and heroes Lesson plan 16 School:
Teacher's name:
Date:
CLASS: 6 Number present: absent:
Daily lives
Lesson title Talking about people's lives.
Language Focus.Present Simple:Questions.
6.C2 use speaking and listening skills to provide sensitive
feedback to peers
6.L2 understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics( Ex.2 - 3 p.2)
6.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
( My Day p.24)
Learning objectives(s)
6.W2 write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics ( p.24)
6.UE9 use simple present and simple past regular and irregular
forms to describe routines, habits and states on a limited range of
familiar general and curricular topics
6.UE12 use common regular and irregular adverbs, simple and
comparative forms, adverbs of frequency on a limited range of
familiar general and curricular topics
All learners will be able to:
Identify the theme, plot, setting,activities of a day,
characters in the reading passage and use them as the basis for
discussion.
Transfer information from the reading passage into a
graphic organizer, speaking about a topic " My Day"
Lesson objectives
Most learners will be able to:
Select, compile, and synthesize information from the
reading passage "My day" for an oral presentation.
Some learners will be able to:
Respond to and discuss the reading passage"My
day"using interpretive, evaluative and creative thinking skills.
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
Read the given passage and identify the general
information.
Assessment criteria Demonstrate skills of organizing and expressing ideas
accurately.
Illustrate a viewpoint in a discussion.
Usually, sometimes, volunteer, start the day, to relax and focus,
Target language equipment, midday, prepare the lessons, village, condition, tired,
at the weekend.
Values links Appreciating the love to school, education ,respect to people
Cross-curricular links Social Science, Psychology
Previous learning Vocabulary related to people's routine day
Plan
Planned Planned activities (replace the notes below with
Resources
timings your planned activities)
Beginning The lesson greeting.
The teacher sets the lesson objectives, letting students Slide (objectives)
know what to anticipate from the lesson.
Warm up.
3 min Then to create a positive learning environment the Slide (useful
teachers asks students to start the lesson giving each phrases)
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
(E.g. - Hello, my friends, the weather is so nice today,
isn't it?
-That's very nice of you to say so.)
Middle Pre-reading stage.
Predicting and guessing.
Students move their eyes over the text "My Day" Student's book
quickly (1 minute). Then they close the book. After
that students call out words, phrases they remember
from the text, note them. Students work in pairs (1
minutes) discuss what the text is about or (create a
text using some of the previous written words).
Students express their ideas (1 minutes).
While-reading stage.
The teacher informs the class that they will be
participating in a contest " I'm a volunteer at school in
India".
The teacher divides students into groups of 4 and
distributes a set of role cards for each student with a Writing
description of a particular role. Worksheets
The teacher asks students to discuss and decide the
most desirable role for each member of the group.
Circle roles include: Darby, a schoolchild from the
school, a parent of this school, a correspondent.
Next, the teacher and students review the criteria for
each role.
After reviewing criteria, students are informed that Student's book
they will be filling out a peer-evaluation. CD
Then the teacher asks visual and word learners to Role-cards
readthe text (auditory learners - listen to the text)(5 Graphic organizers
min) to practice each of the roles and make notes in Dictionaries
their graphic organizers follow the instructions in
their role cards (5 min).
The teacher monitors students' progress and offer
support where necessary.
Then students can have a discussion to represent all
the roles. (2 min per student).
Role-cards.
Discussion Director(Interpersonal Intelligence).
Task: Lead the discussion. Prepare 5 open-ended and
thought-provoking questions about the story that your
group might want to discuss. Help others talk about Writing
the main idea, help them share their thoughts and Worksheets
feelings.
Descriptors:
1. Write 5 open-ended questions.
2. Write your responses to these questions.
3. Keep the discussion going.
Options
1. Write more than 3 questions.
2. Think of new way to present your work. (e.g. quiz).
Here are some ideas:
Can you prove that ...
Predict what would happen if ...
Passage Picker(Body-Kinesthetic Intelligence). Writing
Task: Choose a paragraph that you think your group Worksheets
would like to re-read.
Descriptors:
1. Choose an interesting or important paragraph and
write down its location.
Options
Write why you have chosen this paragraph.
Word Wizard (Verbal-linguistic Intelligence).
Task: Find in the text 3 words or phrases that you had
difficulty reading or understand in the story.
Descriptors:
1. Write 3 unfamiliar or puzzling words in a full
sentence. (You may also find familiar word repeated a
lot).
2. Write the location of the word (e.g. Pg.58 § 4).
3. Try and guess the meaning from context.
Writing
3. Find a dictionary definition.
Worksheets
Options
1. Find more that 3 words or phrases.
2. Make a list of synonyms and antonyms.
3. Create new sentences with these words.
4. Use online dictionary to find out the pronunciation
of the words.
Summariser(Intrapersonal Intelligence).
Task: Prepare a brief description of the key points in
the story.
Descriptors:
1. Write at least 2 sentences.
2. Write in your own words.
3. Present the important events in a logical order using
Present Simple
Options
2. Give your opinion of the story so that other
students can express theirs.
Illustrator(Visual-spatial Intelligence).
Task: Draw a picture related to the story.
Descriptors: Pictures
1. Prepare an illustration.
2. Share your drawing and ask group members what
he/she thinks you have drawn and how it is connected
with the story.
3. Explain your illustration.
Options
You can draw a moment or a setting.
Connector(Logical-mathematical Intelligence).
Task: Find a part of the story that reminds you of
something you have seen, heard, done or read about
before.
Descriptors:
1. Write at least 2 sentences. Make connections with
your own experience, another text or the world. graphic organiser
2. Give an evidence from the book to support your
connection.
Options
Use graphic organiser to record and compare your
connections to what happened in the text.
Character Analyser(Logical-mathematical Writing
Intelligence). Worksheets
Task: Share observations about the main characters.
Descriptors:
1. Select 3 main characters and using adjectives
describe their characteristics.
Consider:
How the character is feeling and why?
How the character reacts to different events?
How the character interacts with other
characters
Options
Put yourself in the character's shoes and explain the
story from his(her) point of view.
Post-reading stage. A Graphic
Next, students complete peer-evaluation forms. What organiser
adverbs of frequency are used in the text? Ex.1 - 3
p.24
Look at the text about Sharif's day and make a mind -
map. Ex. 4 - 5 p.24
A table
Compare life of Sharif and your life as a child:
1.Conditions of life
2. the end of a day
3.work and parents ( Ex 1 - 3 p.25).
End What do you do every day?
3min Slide
Home task. St. Book p.25w
Think of a differences of daily lives
Students express their attitude to the lesson and give
self-assessment using the method: “Six thinking
hats”: Slide "Six thinking
Green: How can you use today's learning in hats"
different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your
work?
Blue: How much progress have you made in
this lesson? (Now I can, I still need to work
on, I've improved in, Today I learnt... )
Yellow: What did you like about today's
lesson?
Additional information
Differentiation – how do Assessment – how are you Health and safety check
you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?
Differentiation can be Assessment criteria: Health saving technologies.
achieved through content Read the given
(Based on the theory of passage and identify the
Multiple Intelligences general information.
different tasks are used with Demonstrate skills of
the same text). organizing and expressing
By support: ideas accurately.
Less able learners will be Illustrate a viewpoint
supported through step-be- in a discussion.
step instructions, glossaries,
thinking time.
By task: Descriptors:
For more able learners A learner
additional leveled tasks are reads the text for
offered. global understanding;
selects meaningful
information, constructs the
answer;
presents information
in the group discussion.
evaluates the peers’
answers.
Teacher's observation using
observation checklist
(Appendix 2 - reference to
the resource "Literature
Circle Role Sheets" by
Christine Boardman Moen.
p.28) and monitoring.
Self-assessment.
Constructive teacher and peer
feedback.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
Short term lesson plan
Unit of a long term plan:
Unit 2 Helping and heroes Lesson plan 17 School:
Teacher's name:
Date:
CLASS: 6 Number present: absent:
Lesson title Helping with housework.
6.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups.
6.C5 use feedback to set personal learning objectives
6.W3 write with support factual descriptions at text level which
Learning objectives(s) describe people, places and objects
6.L6 deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
6.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
All learners will be able to:
Identify the theme, speak about housework using active
vocabulary, work with a dialogue with key - phrases of "likes"
and "dislikes" and use them as the basis for discussion.
Most learners will be able to:
Lesson objectives
Select, compile, and synthesize information from the
reading passage for an oral presentation.
Some learners will be able to:
Respond to and discuss the reading passageusing
interpretive, evaluative and creative thinking skills.
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
Read the given dialogue and identify the general
information.
Assessment criteria Demonstrate skills of organizing and expressing ideas
accurately.
Illustrate a viewpoint in a discussion.
clean, cook, dust, do the shopping, do the washing, do the
washing up, do the ironing, make one's bed, set the table, take
Target language
the rubbish out, tidy the room, I really enjoy, The job I like, I'm
not keen on, I prefer (hate, like).
Values links Responsibility, Global Citizenship.
Cross-curricular links Social Studies
Previous learning Vocabulary related to household activities
Plan
Planned activities (replace the notes below
Planned timings Resources
with your planned activities)
Start The lesson greeting.
The teacher sets the lesson objectives, letting Slide (objectives)
students know what to anticipate from the
lesson.
2 min Warm up. Slide (useful
Then to create a positive learning environment phrases)
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Graphic organizers
Dictionaries
PPT
Writing
House - give compound words with this root Worksheets
Housework, Household, Housewife
So, today we'll speak about helping with
housework.
What words, connected with this theme do you
know?
(write as many words as you can)
Cluster "
WORK ABOUT THE HOUSE Household
Activities"
Pre-reading stage. Student's book
What do you do at home? ( St. write on the
papers). The leader of the group collects and
read aloud activities. The winner is a group with
more activities.
Ex. 1 p.26 (read the words and tick those you PPT
don't know). Try to show in silent language the
meaning of the unknown word. (Guess a word).
Main part
Student's book
Teacher suggests revising a basic rule for CD
asking questions in the Present Simple: Role-cards
(W)This information can be helpful. Graphic organizers
Dictionaries
A table
Ex.2 - 3 p.26
While-reading stage.
The teacher informs the class that they will be
participating in a reading contest.
The teacher divides students into groups of 3 and
distributes a set of role cards for each student
with a description of a particular role.
The teacher asks students to discuss and decide
the most desirable role for each member of the
group. Writing
Next, the teacher and students review the criteria Worksheets
for each role.
After reviewing criteria, students are informed
that they will be filling out a peer-evaluation.
Then the teacher asks visual and word learners to
readthe text (auditory learners - listen to the text)
(5 min) to practice each of the roles and make
notes in their graphic organizers follow the
instructions in their role cards (5 min).
The teacher monitors students' progress and offer
support where necessary.
Then students can have a discussion to represent
all the roles. (2 min per student).
Post-reading stage.
Next, students complete peer-evaluation forms.
Summarise theactivities of 3 main people:
Laura Tina Jake A table
homemade cakes+ washing up+ tidy up and
clean+
- - -
+ + +
Using Venn diagram, write what are your likes
and dislikes in housework activities, compare
you and your friend:
Venn Diagram
Ex. 6 - 7 p.26
End
Home task.
Think of an alternative answer of a common
household activities.
self-assessment
Students express their attitude to the lesson and
using the method:
give self-assessment using the method: “Six
“Six thinking
thinking hats”:
hats”:
Green: How can you use today's learning
in different subjects?
Red: How do you feel about your work
today?
White: What have you leant today?
Black: What were the weaknesses of
your work?
Blue: How much progress have you
made in this lesson? (Now I can, I still
need to work on, I've improved in, Today
I learnt... ) Writing
Yellow: What did you like about today's lesson? Worksheets
Plenary
Learners fill in the following reflective card in
the copy books:
3- new words from the lesson
2- adjectives describing the lesson
1-activity from the lesson you like best
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
More support: Assessment – how are you planning to check
Less able learners’ learning?
Provide less able Observe learners when participating in
learners with the discussion. Did each learner contribute to the Critical thinking
names of the discussion? If not, why not? (e.g. didn’t
hobbies, their understand what to do; not so confident speaking Learners work in
definitions and English; not interested in topic; other) groups, apply
translations. skills and
Create mixed ability Each learner uses each hobby type in a short knowledge to a
groups for sentence to explain it. practical and
discussion. cooperative task,
More able and produce their
learners: own materials.
Share their favourite
leisure activities.
Try to justify their
opinions while
labelling or making
any choice
