Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Alternative.
Students can describe their own families for a blog or a social network site.
SB ex.1, p 47
SB ex.2,p.47
SB ex.5,p.47
End
3 min
Feedback: Learners give their own opinion on the learnt material
Homework:A letter to a friend WB p.31
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Cross-curricular links
More-abled students support less-abled students
More able students can describe their own families for a blog or a social network site.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
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?
Unit 4: Living things. Summative control work
Term 1, Lesson 24:
School
Date:
Teacher name:
CLASS:5
Number present:
absent:
Learning objective(s) that this lesson is contributing to
5.L3 understand an increasing range of unsupported basic questions on general and curricular topics
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W8 spell most high-frequency words accurately for a limited range of general topics
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