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Prepared by Ms. Asra Isar
Subject: English Class: III Topic: Happy Mouse Day Day: Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A4* Including relevant detail (facts, ideas, vocabulary) B 3* Identifying events and sequences in textC 13* Using writing for different purposes (e.g. diaries, letters, reports, posters, summaries, directions, recipes, explanations, experiments, presentations and illustrations) Introduction:
Tell students that when people write a daily diary they share their personal thoughts or happenings of the day in a sequence. A diary is usually written:
At the end of the day before going to bed
With the date and the day
As if one is talking to a person or a friend
By signing off at the end e.g., bye now, talk to you tomorrow
In the past tense.
Development:
Write a diary entry on the board for a child who is having fun at a beach resort e.g. (DOC pg 135) Allocate time for students to edit their own work. Select a few students to share their diary entry with the rest of the class. Encourage them to develop the habit of writing a daily entry.Written work:
Students will write a diary entry about what they did last Sunday. Homework: Distribute Comparing Adjective H.W worksheets. Test on Comparatives and Superlatives to be taken on Friday.80 min
10 min
30 min
30 min
10 minWhiteboardPamphlets
Students will be assessed on their ability to:
A4* Including relevant detail (facts, ideas, vocabulary) B 3* Identifying events and sequences in textC 13* Using writing for different purposes (e.g. diaries, letters, reports, posters, summaries, directions, recipes, explanations, experiments, presentations and illustrations)
Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day: Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 8 Making relevant predictions A 12* Listening with concentration.
B 1 * Enjoying sharing texts. B 4* Relating to and reading new and unfamiliar wordsReinforcement plan
Introduction:
Introduce the book using the cover and ask students to flip through the book.
Talk about illustrations and the title and what they think it is about.
Development:
Ask questions like:
What do you think is the meaning of the title Ice-Maker Ice-Breaker?
What type of information might be given in the reader?
Use a few of the illustrations to introduce some of the concepts before reading the text. It is suggested that the following questions be written on newsprint beforehand: Page 4 Why is a ship shown near Iceberg?Page 5 What is the world map showing?
Page 13 Read the labels carefully. What is a pole? Etc. Read pages 3-13 to the class using expression and a fluent reading style. Pause after each double page to allow students to have a good look at the illustrations and make special reference to the captions and labels. Display new vocabulary and ask questions mentioned in DOC pg. 205Written work:
Students will add any five words to their wordbooks.80 min
15 min
50 min
15 min
Readers
Students will be assessed on their ability to:
A 8 Making relevant predictions A 12* Listening with concentration.
B 1 * Enjoying sharing texts. B 4* Relating to and reading new and unfamiliar words
Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day: Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 12* Listening with concentration.
B 4* Relating to and reading new and unfamiliar wordsB 27* Following written instructionsB 35* Using text to find answersReinforcement plan
Introduction:
Read pages 14-23.
During the second reading of the book, encourage students to focus on their own book and follow the lines of the print with their fingers.Development:
Encourage students to pay attention to the contents, glossary, index and various captions used in the book. Reinforce the use of these devices through questioning. Record students responses on the board. Example given in Doc pg 204. Ask questions about these devices so that the students become familiar with their use. Refer to Doc pg. 205 Display new vocabulary and ask questions mentioned in DOC pg. 205. Written work:
Students will add any five words to their wordbooks.
Students will complete the worksheet All about Icebergs. 80 min
15 min
50 min
15 min
WordbooksWorkbook
Students will be assessed on their ability to:
A 12* Listening with concentration.
B 4* Relating to and reading new and unfamiliar wordsB 27* Following written instructions
B 35* Using text to find answers
Subject: English Class: III Topic: Happy Mouse Day Day: Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 12* Listening with concentration
Reinforcement plan
Introduction:
Distribute test worksheets covering Comparatives and Superlatives to students.
Written work:
Students will do the test. Diary: Give diary for dictation covering vocabulary in Happy Mouseday.80 min
15 min
50 min
15 min
Students will be assessed on their ability to:
A 12* Listening with concentration
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do differently?
Evaluation of Teaching
If you were to teach the lesson again, what would you do differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
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