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LESSON 12: Unit8.
Our Neighbourhood
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School:
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Date:
Theme:
Writing
a magazine article.
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Teacher’s names:
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Grade 6
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Number present:
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absent:
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Learning
objectives(s) that this lesson is contributing to
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6.1.2.1
use speaking and listening skills to provide sensitive feedback to peers
6.5.1.1
plan,
write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
6.5.2.1
write
with some support about real and imaginary future events, activities and
experiences on a limited range of familiar general topics and some curricular
topics
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Lesson
objectives
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All
learners will be able to:
-Write a paragraph describing the ideal place for living,
including 6-7 sentences
-Organise your writing with logicalsentences, using Present
Simple and Present Continuous Tenses with some support
-Give
corrective feedback to a peer’s first draft
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Most
learners will be able to:
-Write a paragraph describing the ideal place for living, including
7-8 sentences with some support
-Organise your writing with logicalsentences, using Present
Simple and Present Continuous Tenses with minimal support
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Give corrective feedback to a peer’s first draft
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Some
learners will be able to:
-Write a paragraph describing the ideal place for living,
including 6-7 sentences without support
-Organise your writing with logical, using Present Simple and
Present Continuous Tenses without support
-Give
corrective and extended feedback to a peer’s first draft
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Assessment
Criteria
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Subject
specific vocabulary
Spell
the words correctly
Write
affirmative and negative sentences in the Present Simple, Past Simple and
Past Continuous tenses
No
more than 2 words for the specific vocabulary, spelling and grammar errors
are allowed in the corresponding rubrics
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Value
links
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Respect,
cooperation
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Cross
curriculum links
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Geography,
Social Studies
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Previous
learning
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Organising
to write an article
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Planned
timings
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Planned
activities
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Resources
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Lesson
Part I
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Start
0-5
minutes
5-10
minutes
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1.Pre-learning (W)
Teacher
greets learners and asks them:
Teacher sets positive atmosphere by asking some ice breaking
questions.
- What was our previous lesson about?
- What did we do last time?
2.Interactive
Starter (W)
Teacher
shows pictures on the board and elicits from the learners:
What
can you see in the picture?
What
is it by structure? (article) (if the learners do not know article the
teacher should explain it)
Where
can this article be found?
What
should the article contain? (eye-catching heading, some paragraphs written in
columns, name of the author, pictures)
3.Teacher
tells the learners the objectives of the lesson
Understand what magazine article is, how to write it
-Describe the place using adjectives with some support
-Write a paragraph describing the ideal place for living,
including 6-7 sentences
-Organise your writing with logicalsentences, using Present
Simple and Present Continuous Tenses with some support
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Handout
1
An
image
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10-20
minutes
20-40
minutes
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4. Explanation of
the magazine article.
Teacher
explains how to write the magazine article and announces that learners are
going to write a magazine article for school magazine about the ideal place
to live in including future changes they would like to see in the nearest 20
years.
Teacher creates the assessment criteria for writing with
learners and writes on the board. (Teacher elicits from them)
Use at least 3-4 words from the vocabulary bank
Use at least 2-3 linking words: and, or, also, while, but,
because
Use capital letters and full stops appropriately
Follow the right structure of the article
5.
Writing a magazine article
Learners
write an article taking into consideration assessment criteria.
Peer-assessment
Learners
in pairs check the articles according to the assessment criteria and give
feedback mentioning 1 most liked things and 1 thing that is advised to be
improved.
Learners
assess their classmates’ writing in accordance with the following criteria
·
Subject
specific vocabulary
·
Spell
the words correctly
·
Write
affirmative and negative sentences in the Present Simple, Past Simple and
Past Continuous tenses
No
more than 2 words for the specific vocabulary, spelling and grammar errors
are allowed in the corresponding rubrics
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Handout
2
Worksheets
for writing an article
Handout
3
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40-45
min
(I)
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Reflection
Learners
provide feedback on what they have learned at the lesson.
“Enter
the Box”
Learner
comes up to the front of the class and steps in an imaginary (or real!) box.
They are not allowed to leave until they have answered a question correctly.
Teacher
may call one or two learners to answer the classmates’ questions in
accordance with the objectives of the lesson
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this
activity can be done orally
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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?
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Learners’
Assessment – how are you planning to check learn learning?
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Health
and safety check
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Differentiation
by length of response - word limits or other length expectations - e.g. the
number of exchanges in a reflection - can be different to indicate how much
individual learners should write or prepare to speak.
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Teacher
can provide different levels of questions: Who? Where? When? (lower –order
thinking skill) What? Why (higher-order thinking skill). Use words from
script. Grouping learners should allow learners of mixed ability to work
together and support one another.
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Teachers
will keep a close eye on safe student activity
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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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