Appendix1Teacher observation checklist

Unit of a long term plan: Unit 5 Lesson plan 52

School:

Date:

Teacher's name:

CLASS: 9

Number present:

absent:

Lesson title

Writing.

Talking about writing a story. p. 60

Learning objectives(s)

9. L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9. S8 recount extended stories and events on a wide range of general and curricular topics

9. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

9. W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9. W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for writing a story using correct grammar tenses, linking words and structure. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for writing a story.

· Provide a point of view in conversations and discussions; speak about being a writer.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about what you would like to be really good at. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Write a story.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

· Read the given text of description and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Target language

To be good at, successful writing, develop the plot/ ideas, to sketch out ideas, follow a dream, write a feedback, edit, look for inspiration, create a character/ tension, and draw on one’s experience.

Values links

Responsibility, Global Citizenship, Respect and Love to people and writing stories, Care to modern technology, Love to nearest and dearest.

Cross-curricular link

Literature, Social Science, Psychology, Information Technology, Art, Stylistics.

Previous learning

Vocabulary relating to writing a story.

Plan

Planned activities (replace the notes below with your planned activities)

Class organisation

Pre-learning (W)

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

The teacher shows the picture and introduces the objectives of the lesson.

Warm up. Free talk.

Have you ever tried to write your own stories, poems? If you have your poem, can you read it to us?

What should people know to write a story? Make a cluster of this topic.

Pre-reading stage.

Predicting and guessing.

Students move their eyes over the words and pictures on the whiteboard and predict the title of the text. Then they read the text in pairs, find out the meaning of the underlined words. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discuss what the text is about or (create a text using some of the previous written words).

Students express their ideas (1 minute).

While-reading stage.

The teacher informs the class that they will be participating in the contest about the words and the process of writing successfully.

Ex. 1 – 3 p. 60.

Write down key – words from the text:

Draw on your dream- become a writer - have a passion for writing – to test…….

Make a list of recommendations for a beginning writer:

Ex. 4. p. 60 (True – False sentences). If it’s false, prove the information.

Answers:

1. False

2. True

3. False

4. False

5. True

6. True

Who can be a writer or a journalist? What can you say about these professions?

What would you like to be really good at? You are all in the ninth grade, some of you have already decided what he / she is going to be. Please in pairs speak about this problem.

Work with collocations. Optional Activity. Language Focus.

Home task.

W. B. p. 40 Ex. 5. p. 60 orally

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt...

· Yellow: What did you like about today's lesson?

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?

Health and safety check

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.  

By task:

For more able learners additional leveled tasks are offered.  

Assessment criteria:

· Read the given passage and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Descriptors:

A learner

· reads the text for global understanding;

· selects meaningful information, constructs the answer;

· presents information in the group discussion.

· evaluates the peers’ answers.

Self-assessment.

Health saving technologies.

Make sure power cords are not a tripping hazard

Everyday classroom precautions