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Unit 1 Lesson 2 Period 1

This lesson plan is for a 6th grade class about household chores. The lesson has 4 steps: 1) the objectives are for students to learn vocabulary about chores and present simple tense, 2) assessment includes questions and exercises, 3) learning activities include a vocabulary game, reading about chores, and a grammar exercise, and 4) differentiation strategies include more challenging tasks for faster students and encouraging interaction. The goal is for students to be able to name and discuss chores.

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nghiep
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47 views4 pages

Unit 1 Lesson 2 Period 1

This lesson plan is for a 6th grade class about household chores. The lesson has 4 steps: 1) the objectives are for students to learn vocabulary about chores and present simple tense, 2) assessment includes questions and exercises, 3) learning activities include a vocabulary game, reading about chores, and a grammar exercise, and 4) differentiation strategies include more challenging tasks for faster students and encouraging interaction. The goal is for students to be able to name and discuss chores.

Uploaded by

nghiep
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

Candidate: Dinh Ngoc Nghiep Grade level: 6


Lesson title: Unit 1 – Lesson 2 – 1st Period

Step 1—Desired Results (What students will learn…)

Standards, benchmarks, other objectives as needed. What should students know, understand, and
be able to do as a result of the lesson?

By the end of this lesson, students will gain the following:


a. Language knowledge and skills
Vocabulary: Household choires
Grammar: Present simple
 Students will be able to name housework and say which housework they do at home.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family

Step 2—Assessment Evidence (Summative/Formative check for learning)

Performance task

- Answering reviewing questions from the teacher,


- Do tasks and exercises

Performance criteria

- Class’s standard criteria


 Understanding the reading task and can answer questions
 Use grammar points to make correct sentences.

Step 3—Learning Plan (detailed enough for another teacher to follow)

A. Learning activities: Steps for students. Use action B. Notes for Teacher
verbs (step by step from start to finish)
In a small or large group, a
 Introductory activity: leader and a scribe (or this
 Vocabulary may be the teacher) should
- Teacher shows a picture of types of houses. be selected. Then the
- Display the flashcards of letters on the board. teacher defines the problem
- Some students volunteer to stick a word that or idea to be brainstormed.
matches with the picture. He has to make sure
 Student-centered learning steps:
- Ask students to work in group, identifying the everyone is clear on the
definition of vocabulary shown on the screen. topic being explored then
- Have them make sentences with these words to set up the rules for the
acquire a proper understanding of their usages session. They should
Reading include:
Guessing game
- Teacher shows a picture of Ken’s blog.
- Ask students to guess if Ken does the housework at home.
 letting the leader have
- Students read through the blog, check their guess.
control
 Scanning.  allowing everyone to
contribute
- Have students read through the blog, check the housework  suspending evaluation
of ideas until all ideas
they see in the blog.
are gathered
 the validity of all
Do the dishes √ Do the √
contributions
shopping  recording each answer,
unless it is a repeat
Make dinner √ Make the bed √  setting a time limit and
stopping when that time
Clean the kitchen X Clean the room √ is up.
 Give plus points to the
Do the laundry √ Vacuum X
groups with correct
answers.
Circle the correct answer.

- Have students work in groups, read the blog, and then circle
the correct answers.
- Students show their answers on the board.

Grammar
- Teacher asks students to list housework that Ken does every
day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.

- Teacher underlines the verbs, introduces and elicits the ways


to use present simple tense.
- Students follow the teacher, answer the teacher’s questions
- Teacher gives some more examples for students to change
subject pronouns and the verb forms

1. Fill in the blanks, using Present Simple tense.(b/10)


- Have students work in pairs; use the verbs given to fill
in the blanks in Present Simple tense.
- Teacher asks some pairs to show their answers.
- Ask some students to check the answers.

Teacher checks again and gives feedback.

 Student-centered learning activities:

Change game

- A student makes a sentence about the housework they


do at home.
- The next student says that sentence again (change the
subject pronoun), then adds a sentence about him / her.
- The third student does the same as the previous one.
- Student who can’t make the chain loses the game.

 Closure: Revisit enduring understanding(s)/ essential


question(s).

- Make your own blog: write about the


housework you do at home.

C. Resources, Timing, and Materials

 Materials to have ready: I-learn Smart World 6

 Approximate time needed for lesson: 45 minutes

 Materials: chalk, board, projector, book


Step 4—Differentiation/Accommodation/Modifications

Which strategies/methods will you use differentiate for different learning styles? How will you
accommodations and modifications for special needs students (IEP)?

I give more challenging tasks for ss who finish more quickly than others.

Ask further more questions about the reading task to encourage students’ interaction.

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