stability

yacht

villa

happiness

pleasure

travelling

car

beautiful

clothes

King Midas Lesson Ideas

Aim of the lesson - to develop pupils' confidence and interests in language using different kinds of activities according to their levels and their

learning styles.

Less- advanced students will be able to use vocabulary "Furniture" on a sentence level.

Average students will be able to organize sequence of events in the story, to use vocabulary "Furniture" designing a room according to

instructions.

Advanced students will be able to engage in short conversations, express their opinions, likes/dislikes on the subject matter.

My notes Procedure Enabling Skills Benchmarks Domains This phase allows students

to make use of their prior

knowledge or experiences.

The brainstorming phase

reveals interests, level of

readiness, gaps, errors, and

misconceptions.

In brainstorming, ideas from

one student trigger ideas

from other students in a

chain reaction thought

process

logical, auditory learners

Opening:

• Greeting.

• Brainstorming Associations connected with the word 'money'

Vocabulary

acquisition

General knowledge

Express personal

wishes and

opinions

Engage in a short

conversation

Social

Interaction

Students are involved

into discussion. Weak

students may express

themselves in Hebrish

interpersonal, logical

and auditory learners

Advanced students

Less- advanced

students

Basic vocabulary

Core

king, servant, coin,

make a wish, touch,

turn to,

Vocabulary

"Furniture"

Expansion

count, surprise, carpet

Express personal

wishes and opinions

Engage in a short

conversation

Social Interaction

Discussion

- Is it good to be rich? Why?

- Can a rich man be helpful and kind?

- Do you agree with the proverb:

"Friendship is dearer than money"?

- Someone said, "I want everything I touch to

turn to gold." Is this wish good? Prove.

visual, logical

learners

Pre-watching activities

Prediction

- Look at the name of the movie "King Midas"

and say what the character of the story is.

- 2 pictures are on board. I challenge

students to predict why in picture_1 king

Midas is happy and in picture_2 he is crying.

To be able to

get information from

the name of the movie

and pictures to predict

the content of the

movie.

Locate relevant

information for a

special purpose

Extract information

from visual data

Access to information

visual, auditory and

logical learners

Watching Comprehension - Past Simple

- Vocabulary

Understand the

general meaning, the

main idea and

sequence of events in

the movie and use this

knowledge as needed

Access to information

Appreciation of

culture

Advanced students

Worksheet 1

Check the students'

answers

Less- advanced

students

Worksheet 2

Check the students'

answers

Differentiated Post-reading Activities Activities for Less- advanced Students

visual, kinesthetic,

interpersonal

learners

They present their

book to another

group.

The words of

different sentences

are written with

different colors to

make the work

easier.)

Station 1; (group work- 3-4 students)

Students get an envelope with number of pictures,

words, appropriate to the pictures, titles, etc.

They need:

-to make the cover of the book according to

instructions;

-to match the pictures to the words, and to make

2 pages in the book:

Page 1- "We can buy…. with money."

Page2- "We can't buy… with money…"

Station 2 (pair work)

Make sentences from separate words

Every 2 students get an envelope with separate

words and needs to organize them in 4 sentences.

Then they need to write them in their notebooks.

Vocabulary on the

topic

Sentence structure

Extract information

from visual data

Ask and answer

simple questions

about familiar topics

Access to

information

Social interaction

auditory and visual

learners

Station 3; ( individual work )

Worksheet 3

Circle all the words that rhyme with gold and write

at least 4 sentences with these words.

Abilities in

phonemic

awareness

spelling-sound

correspondences

Activities for Average Students In a group, students

discuss how to complete the sentences in the cloze

in the story.

Then everyone reads the text aloud and the group

gives marks for control

reading.

logical, visual,

kinesthetic and

interpersonal

learners

- name every item of furniture;

-in turns, they read the

Station 1 (group work)

Cloze (teacher prepares cloze taking into

considerations her /his students' level).

Station 2 (pair work)

a) "What a wonderful surprise!" - Students

get a set of separate sentences, written on

paper strips and organize them (after

discussion in a group) in order of the events

- what happened before and after this king's

exclamation.

b) (Similar work) Arrange correct sentences

under c) "False" and incorrect ones under

"True."

Station 3 (group work)

Design the living room

Students get a drawing of an empty living room,

The abilities

such as

comprehension,

sequencing, and

fluency

Vocabulary

"Furniture"

Follow instructions

Understand the

general meaning, the

main idea and

sequence of events in

the text and use this

knowledge as needed.

Find out and follow

short and simple

instructions

Access to

information

Social interaction

Presentation

Access to

information

instructions and design the

living room;

- everyone presents the

room to the group

items of furniture (stickers), and the instructions

how to design the living room.

Prepositions

Social interaction

Activities for Advanced Students Students get sentences on paper stripes, arrange them in order of the events and act the dialogue

out using paper puppets.

visual, logical,

kinesthetic,

interpersonal

learners

After the discussion students need to write down their

conclusions.

logical,

interpersonal,

auditory learners

Station 1 (pair work)

Dialogue 1 King Midas asks the magician to make him the richest man in the wirld. Dialogue 2- King Midas and magician after the tragedy

Station 2 (pair work) Pair information gap "King's Room"

2 students get different pictures of a room and need: 1. to fill in the sentences in chart "My picture"; 2. ask a partner about his/her room using "Is there..? Or "Are there..?" and fill in the chart "My Friend's picture". 3. Together they make Venn-diagram comparing two rooms.

Station 3 (group work) Discussion Students in every group discuss getting situation, for example:

Sam is sick. Can money help him?

You won 1000dollars. How would you like to spend your money?

Ask and answer

simple questions

about familiar

topics

Engage in short

conversation

Express feelings,

likes and dislike

Present information

on limited content,

Describe people,

things and events

Ask and answer

simple questions

about familiar topics

Engage in short

conversation

Express feelings, likes

and dislikes

Access to

information

Social interaction

Presentation

Access to

information

Social interaction Presentation

Sum up of the lesson: what every group learned today + presentation

Home-work may be different:

Less advanced students: 1. to illustrate the favorite episode in the movie; or: 2. to list items of furniture that they heard in the movie

Advanced students: 1. to write a letter to the main character; or: 2. to write another end to the movie:

or: 3. to write an essay "Friendship is dearer than money";

or: 4. to make a computer presentation "My Friends"

(See Appendix bellow)

Appendix

King Midas

ComprehensionName: ________

(Worksheet 1) Class: _________

Circle the correct answer .הקף את התשובה הנכונה

1. King Midas a. was a bad man.

b. loved money.

c. loved to travel.

2. King Midas counted his gold coins

a. every morning.

b. every hour. c. every week.

3. King Midas made a. three wishes.

b. a wish.

c. money.

4. King Midas wanted a. more gold coins.

b. to turn everything to gold.

c. to surprise his daughter.

5. King Midas's wish

a. didn't work.

b. was a wonderful wish. c. came true.

5. King Midas cried because

a. his daughter became a statue. b. he wanted more gold.

c. he was happy.

King Midas

ComprehensionName: ___________

Class: ___________

(Worksheet-2)

and act the dialogue out using paper puppets. of events Arrange the stripes in order

Dialogue

- Yes, I am. I do it every morning. I want my wish to come true.

No Yes

1. King Midas loved money.

2. King Midas looked at his gold coins every morning.

3. King Midas wanted to be clever.

4. King Midas's daughter turned to a flower.

5. King Midas was happy.

- What is your wish?

- I want to be the richest man in the world. Only in this case I will

be really happy.

Well, I can help you. You will be the richest man in the world. But

remember, the minute I'll see you crying, I will take all your gold away.

-Crying? Ha, ha, ha… I will never cry with gold.

Are you sure, King Midas?

Of course, I am sure.

Nice. Close your eyes and say, "I want everything I touch to turn to

gold." Say your wish three times, King Midas! Don't forget!

O.K. I close my eyes. I want everything I touch to turn to gold.

Now I am touching my table. Oh my God, it turned to gold!!! My dream is

coming true. Hurray!!!

Discuss in a group

Your names:________________________________________

You won 1000000 dollars. How would you like to spend your money?

Example: I am going to buy a beautiful villa for my family. buy, visit, see, travel, give, help, build, save in bank

1. I am going to______________________________________________.

2. I would like to __________________________________________.

3._________________________________________________________. 4. _________________________________________________________.

5. _________________________________________________________.

6. _________________________________________________________.

.קראו את השאלה ודונו עליה בקבוצתך. 1

: בזמן הדיון השתמשו במשפטים

I agree with you. That's just

what I think. :או

I disagree with you.

You are mistaken. In my

opinion…

-----------------------------------------------

ניתן להשתמש . רשמו את המסקנות שלכם. 2

.במחסן המילים

1. Read the situation and discuss it in a

group.

Use: I agree with you. That's

just what I think.

Or: I disagree with you.

You are mistaken. In my

opinion…

-------------------------------------------------

2. Write down your conclusions.

Use the bank words bellow.

Discuss in a group

Your names:________________________________________

Elisabeth is interested in Italian painting. Can money make her happy?

Example: buy, hang in her house, visit, go to…and see

If Elisabeth has money, she can learn painting at the university.

1. Money can help her ________________________________________. 2. She can _________________________________________________.

3. Elisabeth can also___________________________________________.

4. _________________________________________________________. 5. _________________________________________________________.

6. _________________________________________________________.

.קראו את השאלה ודונו עליה בקבוצתך. 1

: בזמן הדיון השתמשו במשפטים

I agree with you. That's just

what I think. :או

I disagree with you.

You are mistaken. In my

opinion…

-----------------------------------------------

ניתן להשתמש . רשמו את המסקנות שלכם. 2

.במחסן המילים

1. Read the situation and discuss it in a

group.

Use: I agree with you. That's

just what I think.

Or: I disagree with you.

You are mistaken. In my

opinion…

-------------------------------------------------

2. Write down your conclusions.

Use the bank words bellow.