LESSON PLAN TEMPLATE
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|DESCRIPTION – INFORMATION TEXT - LESSON PLAN |
|SUBJECT: ENGLISH |YEAR: 7 |NO IN LB: 31 |TOPIC: INFORMATION TEXT - DESCRIPTION |TEACHER: JOHN | DAY: |
|LEARNING OBJECTIVES: |LEARNING OUTCOMES: |NAMES |PROVISION |
|Recall information text types. |ALL |Will describe using the features of description in an |SEN & NEED: |DESCRIPTION TEXT PROMPTS will be offered to |
|Describe the features of descriptive information text type. | |appropriate manner with intro and conclusion. | |engage them during individual task. |
|Explore the structure of description. | | | | |
|Write a descriptive information text on a given/chosen topic. | | | | |
| |MOST |Will describe using the features of description in a |OTHER LOCAL NEED: |Following Vocabulary Resources will be offered |
| | |sequential order and structure with inviting intro and | |for individual task: ACTIVE VERBS, ADJECTIVES, |
| | |conclusion. | |ADVERBS, CONNECTIVES & SENTENCES |
| |SOME |Will describe using the features of description in an |GIFTED & TALENTED: |Produce your own descriptive report for a |
| | |effectively organised, logical and creative manner with | |newspaper, on a given/chosen topic in |
| | |engaging intro and conclusion. | |compound-complex 4A sentences using at least 6 |
| | | | |connectives as well as 6 each active verbs and |
| | | | |powerful adverbs. |
|KEY VOCABULARY |REAL LIFE APPLICATION AND CROSS CURRICULAR LINKS: |
|Description, Spatial |Students use this writing skill to: |
| |Describe their feelings when assuming their responsibilities towards their homeland. |
| |Describe the role of societal cohesion in the protection and security of the homeland. |
|STRUCTURE: |ACTIVITIES/ STRATEGIES: |
|STARTER: |Starter Activity: |
|(10 Minutes) |Students list the information text types in their white boards or note books. |
| |Students cross check their answers with the INFORMATION TEXT STRUCTURES displayed on the screen. |
| |Sway: |
| |Teacher elicits objectives, outcomes and real life application using web tool. |
|TEACHING & LEARNING: |DEVELOPMENT: (30 Minutes) |
|(30 Minutes) |Flipped Lesson Part: |
| |Video: (6.22 minutes) |
| |Students watch the video at home that is uploaded on as well as on the previous day and come prepared for the next day’s lesson. |
| |Those that I have not seen the video at home will be shown on and asked to make notes to face the mini plenary that follows. |
| |Mini Plenary: (3.38 minutes) |
| |Descriptive writing describes a parts of speech, name it. |
| |Descriptive writing describes what? |
| |What parts of speech you use for description? |
| |Say something about the structure of a description. |
| |What do you do in a descriptive essay? |
| |What else you can use for description? |
| |Peer Teaching: (4 minutes) |
| |One of HA students explains the structure of description to the whole class using DESCRIPTION TEXT STRUCTURE on . |
| |Natural Reader: (4 minutes) |
| |Students listen to DESCRIPTION TEXT SAMPLE on to get an idea, how to describe. |
| |Blendspace: |
| |Teacher screens the DESCRIPTION TEXT PROMPTS using web tool. |
| |Students choose a topic of their choice. |
| |All tables are provided with a copy of the description text prompts. |
| |Group Work: (4 minutes) |
| |Teacher screens the DESCRIPTION TEXT TEMPLATE using |
| |Students in their groups plan their description using the template. |
| |A representative each from the groups presents the plan to the whole class. |
| |Individual Task: (3 minutes) |
| |Teacher screens the individual tasks using web tool. |
| |Teacher discusses DESCRIPTION TEXT RUBRICS with the class in view of the individual task on |
| |Students strictly follow the time limit on online- for individual work. |
| |Vocabulary Resources: ACTIVE VERBS, ADJECTIVES, ADVERBS, CONNECTIVES & SENTENCES will be offered for individual task. |
|DIFFERENTIATION: |TASKS BY OUTCOMES: |ACTIVITIES |ASSESSMENT CRITERIA |
|(10 Minutes) | | | |
| |LA |Prepare your own descriptive report for an information book, on a given/chosen topic in simple |Individual/Pair/Group |Self: Starter |
| | |IA sentences using at least 3 connectives as well as 3 each active verbs and powerful adverbs. | |Peer: Plenary |
| | | | |Teacher: Differentiation |
| | | | |Group: Group Work |
| |MA |Structure your own descriptive report for your class newsletter, on a given/chosen topic in |Individual/Pair/Group | |
| | |compound 2A sentences using at least 4 connectives as well as 4 each active verbs and powerful | | |
| | |adverbs. | | |
| |HA |Organize your own descriptive report for a website, on a given/chosen topic in complex 3A |Individual/Pair/Group | |
| | |sentences using at least 5 connectives as well as 5 each active verbs and powerful adverbs. | | |
| |GT |Produce your own descriptive report for a newspaper, on a given/chosen topic in compound-complex|Individual/Pair/Group | |
| | |4A sentences using at least 6 connectives as well as 6 each active verbs and powerful adverbs. | | |
|PLENARY: |Socrative: |WEB TOOLS: |HA – High Achiever |
|(10 Minutes) |Teacher assesses the students using INFORMATION TEXT DEFINITIONS on | |MA – Medium Achiever |
| |Teacher sums up the lesson by revisiting objectives and the outcomes. | |LA – Low Achiever |
| | | |GT – Gifted & Talented |
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| | |online- | |
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|HOME LEARNING: |LA |Online Quiz: |
|(Extended Work) | | |
| |MA |Online Quiz: |
| |HA |Online Quiz: |
| |GT |Edit your class work with the help of your parents at home, and hand it over to be published in any of the following: class blog, class newsletter, school magazine or Gems Inbox. |
| |Home Learning and Extended Work will be posted on using |
|SKILLS USED IN THE LESSON: |Creating / Innovating / Evaluating / Reflecting / Handling / Researching / Inquiring / Experimenting / Participating / Recalling /Remembering / Understanding / Analysing |
|EVALUATION: |WHAT WENT WELL? WHY? |WHAT NEEDS TO BE IMPROVED? HOW? |
| |TEACHER |LEARNER |TEACHER |LEARNER |
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|SAMPLE DESCRIPTIVE TEXTS |
|The ice-cream shop around the corner from my house has the best ice-cream in the city. When you first walk inside, there is a long chrome|[pic] |
|counter with matching stools extending to alongside the far wall. Right where the counter stops, the booth seating begins. There are | |
|lots of old-timey knickknacks on the walls and chrome napkin holders on all the tables. My favorite part of the shop is behind the | |
|counter glass, where they keep all of the ice-cream flavors. A rainbow of delicious sugary flavors is kept cool and delicious behind the | |
|counter glass. | |
|It was the most beautiful banana split that I had ever seen. In the middle of the bowl, there were three scoops of ice-cream: chocolate, |[pic] |
|strawberry, and vanilla. On top of the ice-cream were a banana and a thick web of chocolate and caramel sauces. A huge puff of whipped | |
|cream covered the sauces and a handful of crushed nuts dappled the whipped cream. On top of it all was a cherry, but I’ve never liked the| |
|soggy squish of cherries. | |
|Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each |[pic] |
|paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his time indoors | |
|watching television and growing fat. He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His familiarity with cat food | |
|commercials has led him to reject generic brands of cat food in favor of only the most expensive brands. Gregory is as finicky about | |
|visitors as he is about what he eats, befriending some and repelling others. He may snuggle up against your ankle, begging to be petted, | |
|or he may imitate a skunk and stain your favorite trousers. Gregory does not do this to establish his territory, as many cat experts | |
|think, but to humiliate me because he is jealous of my friends. After my guests have fled, I look at the old fleabag snoozing and smiling | |
|to himself in front of the television set, and I have to forgive him for his obnoxious, but endearing, habits. | |
|TEMPLATE |
| |DESCRIPTION | |
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|HOW IT LOOKS | | | |WHAT IT IS USED FOR |
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| | |COMMON OBJECT | | |
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|WHAT IT IS MADE OF | | | |WHY IT IS IMPORTANT |
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| | |HOW IT LOOKS | | |
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|IMPORTANT FACT | | | |IMPORTANT FACT |
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| | |COMMON OBJECT | | |
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|IMPORTANT FACT | | | |IMPORTANT FACT |
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|DESCRIPTIVE WRITING RUBRICS |
|CATEGORIES |UNSATISFACTORY |SATISFACTORY |GOOD |OUTSTANDING |
|Use of Concrete Details |I am unable to write concrete details |My writing has limited presence of concrete |I can organize concrete details and sensory |My writing contains vivid details throughout. Sensory |
| |/sensory imagery |details. These do not necessarily contribute to |imagery adequately to support the description |details included create rich imagery. |
| | |creation of a mood. | | |
|Use of Figurative Language |
|N |
|Manner Adverbs |Place Adverbs |Purpose Adverbs |Frequency Adverbs |Time Adverbs |Completeness Adverbs |
|carefully |
|correctly |
|eagerly |
|easily |
|fast |
|loudly |
|patiently |
|quickly |
|quietly |
|well |
|USAGE |CONNECTIVE WORDS |
|Addition of Ideas |and, also, besides, further, furthermore, too, moreover, in addition, then, of equal importance, equally important, another |
|Time |next, afterward, finally, later, last, lastly, at last, now, subsequently, then, when, soon, thereafter, after a short time, the next week (month, day, etc.), a minute later, in the meantime, |
| |meanwhile, on the following day, at length, ultimately, presently |
|Order or Sequence |first, second, (etc.), finally, hence, next, then, from here on, to begin with, last of all, after, before, as soon as, in the end, gradually |
|Space and Place |above, behind, below, beyond, here, there, to the right (left), nearby, opposite, on the other side, in the background, directly ahead, along the wall, as you turn right, at the top, across the hall, |
| |at this point, adjacent to |
|To Signal an Example |for example, to illustrate, for instance, to be specific, such as, moreover, furthermore, just as important, similarly, in the same way |
|Results |as a result, hence, so, accordingly, as a consequence, consequently, thus, since, therefore, for this reason, because of this |
|Purpose |to this end, for this purpose, with this in mind, for this reason(s) |
|Comparison |like, in the same manner (way), as so, similarly |
|Contrast Connectives |but, in contrast, conversely, however, still, nevertheless, nonetheless, yet, and yet, on the other hand, on the contrary, or, in spite of this, actually, in fact |
|To Summarize or Report |in summary, to sum up, to repeat, briefly, in short, finally, on the whole, therefore, as I have said, in conclusion, as you can see |
|DESCRIPTIVE WRITING TOPICS: |
|A waiting room |An unusual room |
|A basketball, baseball glove, or tennis racket |A child's secret hiding place |
|A cell phone |A bowl of fruit |
|A laptop computer |An item left too long in your refrigerator |
|A favorite restaurant |Backstage during a play or a concert |
|Your dream house |A vase of flowers |
|Your memory of a place that you visited as a child |A rest room in a service station |
|A locker |A street that leads to your home or school |
|An accident scene |Your favorite food |
|A city bus or subway train |The scene at a concert or athletic event |
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