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10grade-3term aspect

Differentiation: Verbal support

8min	“Words of Wisdom” direct Ss’ attention to the quotation and ask Ss to discuss what it means and give their opinion on it.		“Reading is to the mind what exercise is to the body” Joseph Addison	-be free to express a point of view -make sentences correctly Total: 2points		Whiteboard Students Book
End of the lesson. Reflection Individual work 5 min	The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder		Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Poster.
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 ICT links
By individual support, peer support and tasks		Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary			ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 26

Unit:7	Reading for pleasure
Teacher’s name:
Date:
Grade:11	Number present: absent:
Theme of the lesson:
Learning objectives(s) that this lesson is contributing to:	11.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 11.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics; 11.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: get acquainted with biography of D. Defoe Most learners will be able to: understand the text “Robinson Crusoe” Some learners will be able to: answer questions
Value links:	Respect each other, be polite, study well

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstormin g» method 10 min.	Revision of previous lessons materials with the help of the teacher. Differentiation: «Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support. Ss give their possible answers. After that T introduces the aim and theme of the lesson.	Questions: How often do you read? What types of fiction books do you know? What kind of books do you like? Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -answer the 1st- question answer the 2 nd- question. answer the 3 rd- question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard Cards Students Book
Middle of the lesson Presentation part. 10min.	Ss read the biography. Aim: to read for specific information Efficiency: Ss develop their reading and speaking skills. Differentiation: Verbal support	Exercise 1: answer the questions	-give right answers -make sentences correctly 2points	Whiteboard Pupils Book Poster
10 min.	Ss work in pairs to ask and answer questions about the text. Aim: to summarise a text by asking and answering questions Differentiation: Verbal support	Exercise 2 ‘ Answer the questions	Descriptor: - answer the questions correctly Total: 3points	Whiteboard Students Book Poster
10min	Ss read the text and answer the questions. Aim: to read for specific information Differentiation: Verbal support Play the video for Ss	Exercise 3 Read the text and answer the questions	-be free to express a point of view -make sentences correctly Total: 2points	Whiteboard Students Book

	and elicit their comments at the end.
End of the lesson. Reflection 5 min	The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder		Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Poster.
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 ICT links
By individual support, peer support and tasks		Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary			ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 27

Unit:7	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Adaptation of Robinson Crusoe
Learning objectives(s) that this lesson is contributing to:	10.1.3 -respect differing points of view;; 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics 10.4.9 –recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
Lesson objectives:	All learners will be able to: understand the text “Robinson Crusoe” Most learners will be able to: answer questions Some learners will be able to: infer the attitude of a character in an extract
Value links:	Respect each other, be polite, study well

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method 10 min.	Revision of previous lessons materials with the help of the teacher. Differentiation: «Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support. Ss give their possible answers. After that T introduces the aim and theme of the lesson.	Questions: Who is Daniel Defoe? Who wrote the book “Robinson Crusoe”? What is this book about? Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -answer the 1st- question answer the 2 nd- question. answer the 3 rd- question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard Cards Students Book
Middle of the lesson Presentation part. 10min.	Ask Ss what difficulties a person might face on a desert island. Write weather, food, animals, loneliness on the board and brainstorm as a class. Aim: to predict the content of an extract Efficiency: Ss develop their reading and speaking skills. Differentiation: Verbal support	Exercise 4: answer the questions	-give right answers 2points	Whiteboard Pupils Book Poster
10 min.	Ss read the text again and mark the statements (1-5) T or F. Aim: to read for understanding Refer Ss to the Check these words box and explain the meanings of	Exercise 5 Mark sentences T or F	Descriptor: - five correct answers Total: 3points	Whiteboard Students Book Poster

	the words or ask Ss to use their dictionaries and look them up Efficiency: to enrich Ss’ vocabulary Differentiation «Librarian» method is used to develop their vocabulary knowledge.
10min	Give Ss time to read the text again and answer the questions. Aim: to infer the attitude of a character in an extract Differentiation: Verbal support		Exercise 6 Read the text and answer the questions	-be free to express a point of view -make sentences correctly Total: 2points		Whiteboard Students Book
End of the lesson. Reflection 5 min.	The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder		Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Poster.
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 ICT links
By individual support, peer support and tasks		Success criteria for reading task Feedback on language			ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 28

Unit:7	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Title analysis
Learning objectives(s) that this lesson is contributing to:	10.1.3 -respect differing points of view;; 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
Lesson objectives:	All learners will be able to: to identify types of figurative language Most learners will be able to: answer questions Some learners will be able to: write a summary of the extract
Value links:	Respect each other, be polite, study well

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson Pre-learning
«Brainstormin g» method 10 min.

Revision of previous lessons materials with the help of the teacher. Differentiation:
«Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.
Ss give their possible answers. After that T introduces the aim and
theme of the lesson.

Questions:

Who is the main character of the book “Robinson Crusoe”?
Have you read this book?

3 do you think Crusoe wants to meet another person?

Aim: Revise the previous lessons material.
Efficiency: Ss refresh their mind before starting new theme.

Descriptor:
-answer the 1st- question

answer the 2 nd- question.
answer the 3 rd- question.

Total: 2points

Encourage Ss who can name object that is connected with new lesson.

Whiteboard Cards
Students Book

Middle of the lesson Presentation part.

7min.

Refer Ss to the extract on p91. Ss fill in the graphic organizer.
Aim: to make notes on an extract Differentiation:
practice method is used to assess Ss writing

Exercise 7: Fill in the graphic organiser based on the extract you read in Ex4

-give right answers 1 point

Whiteboard Pupils Book Poster

6min.	Ss use their notes from ex7 to write a summary of the extract. Aim: to summarise an extract		Exercise 8 to write a summary of the extract.	Descriptor: write sentences correctly write the main idea of the extract Total: 2points		Whiteboard Students Book Poster
10 min	Read the theory box aloud and give Ss additional examples if necessary Ss read the extract on p91 and find examples of figurative language. Aim: to present figurative language		Exercise 9a Find an example of figurative language in the extract.	Descriptor: -find correct answers Total: 1points		Whiteboard Students Book
	Explain the task and give Ss time to complete it. Aim: to identify types of figurative language Differentiation: practice method is used to assess Ss writing		Exercise 9b Read the sentences and identify which type of figurative language is used	Descriptor: -find correct answers Total: 2points
7 min	Read the original title aloud. Ask Ss to work in pairs to answer the questions. Give Ss time to complete the task, then elicit answers from the Ss around the class. Aim: to analyse a title Differentiation: Verbal support		Exercise 10 answer the questions	Descriptor: -find correct answers Total: 2points		Whiteboard Poster.
End of the lesson. Reflection 5 min.	The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder		Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Poster.
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 ICT links
By individual support, peer support and tasks		The teacher and students will give brief feedback. Formative assessment.			ICT links

Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orachievements/difficulties of individuals that will inform my next lesson?

Lesson Plan 29

Unit:7	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Character analysis
Learning objectives(s) that this lesson is contributing to:	10.1.3 - respect differing points of view 10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics; 10.3.7 – use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: compare characteristics Most learners will be able to: answer questions Some learners will be able to: analyse characters, the choice of setting
Value links:	Respect each other, be polite, study well

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstormin g» method	Revision of previous lessons materials with the help of the teacher. Differentiation: «Verbal support» T	Questions: What is the original title of Robinson Crusoe ? What is a	Descriptor: -answer the 1st- question - answer the 2 nd- question.	Whiteboard Cards Students Book

10 min.	asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support. Ss give their possible answers. After that T introduces the aim and theme of the lesson.	metaphor? 3 make sentences with the types of figurative language Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme.	- answer the 3 rd- question. Total: 2points Encourage Ss who can name object that is connected with new lesson.
Middle of the lesson Presentation part. 5min.	Play the recording for Ss. Read the task and the adjectives aloud. Ss copy the Venn diagram into their notebooks. Aim: to listen and make notes about the characters in a novel Differentiation: practice method is used to assess Ss writing	Exercise 11: use the adjectives to complete the Venn diagram	-give right answers 2points	Whiteboard Pupils Book Poster CD 2.17
7min.	Remind Ss about conjunctions and when to use them. Explain the task and refer Ss to their Venn diagrams from ex11 in order to complete it. Ss write a few sentences. Aim: to compare characters in a novel and to practice conjunctions Differentiation: practice method is used to assess Ss writing	Exercise 12 What do the characters have in common? How do they differ? Use conjunctions such as: but, and, because etc. Write a few sentences.	Descriptor: write sentences correctly use conjunctions Total: 2points	Whiteboard Students Book Poster
10 min	Play the recording for Ss. Ss copy the graphic organizer into their notebooks. Play the recording again and Ss take notes. Aim: to listen and take notes and to present setting and symbolism	Exercise 13 Listen to a professor giving a lecture about the setting and the symbolism of the footprint in Robinson Crusoe. Take notes to fill in the graphic organiser.	Descriptor: -write correct sentences Total: 2 points	Whiteboard Students Book CD 2.18
8 min	Explain the task and refer Ss to their notes about the setting from ex13 in order to complete it. Ss discuss the questions Aim: to analyse the choice of setting in a novel Differentiation: Verbal support	Exercise 14 answer the questions	Descriptor: -find correct answers Total: 2points	Whiteboard Poster.
End of the lesson.	The Ladder method was used as a reflection. T asks SS to stick their	Ss use their stickers to show their knowledge according to the	Ss evaluate each other and encourage classmate with	Whiteboard Poster.

Reflection 5 min.	stickers to the Success Ladder		lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	phrases like: Well done! Brilliant! Good job! I like it!
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 ICT links
By individual support, peer support and tasks		Students will be assessed through questioning discussing			ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orachievements/difficulties of individuals that will inform my next lesson?

Lesson Plan 30

Unit:7	Reading for pleasure
Teacher’s name:

Date:
Grade:10	Number present: absent:
Theme of the lesson:	Elements in fiction
Learning objectives(s) that this lesson is contributing to:	10.1.3 -respect differing points of view;; 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers; 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Lesson objectives:	All learners will be able to: prepare a presentation Most learners will be able to: analyse elements and the narrative language in a novel Some learners will be able to: write a review of a novel
Value links:	Respect each other, be polite, study well

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstormin g» method 10 min.	Revision of previous lessons materials with the help of the teacher. Differentiation: «Verbal support» Tasks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support. Ss give their possible answers. After that T introduces the aim and theme of the lesson.	Questions: Compare the characters in a novel. Why is the story set on an island? Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -answer the 1st- question - answer the 2 nd- question. Total: 2points Encourage Ss who can name object that is connected with new lesson.	Whiteboard Cards Students Book
Middle of the lesson Presentation part. 10min.	Ss read the words in the list and look them up in the Word List. Give Ss time to complete the task. Aim: to present elements in fiction Differentiation: practice method is used to assess Ss writing	Exercise 15: complete the sentences	-choose the correct answer 1 point	Whiteboard Pupils Book Poster
	Ask Ss to read the novel Robinson Crusoe at home. Direct them to www.projectgutenberg.co m for online version. In a future lesson after Ss have read the book, ask Ss to answer the questions to test their knowledge. If it is not feasible to read the book have Ss read a plot summary of the book on Wikipedia or a similar website and then answer the questions. Aim: to analyse the	Exercise 16 Discuss the questions	Descriptor: -give correct answers Total: 2points	Whiteboard Students Book Poster

	elements in a novel Differentiation: verbal support
5 min	Read the theory box aloud. Check SS’ understanding of the concepts. Ss copy the chart into their notebooks then use ex16 and their own knowledge to complete the chart. Aim: to analyse the narrative language in a novel	Exercise 17 complete the chart.	Descriptor: -write correct sentences Total: 1points	Whiteboard Students Book
10 min Writing task	Refer Ss to their notes from ex16 and 17. Give them time to plan and write a review of the novel. Aim: to write a review of a novel Differentiation: practice method is used to assess Ss writing	Exercise 18 to write a review of a novel . Use appropriate conjunctions	Descriptor: -write sentences without mistakes -write the main points - use appropriate conjunctions Total: 2points	Whiteboard Poster.
10 min Writing task	Ask Ss to watch the film adaptation of Robinson Crusoe. Then compare it to the plot of the book. Aim: to compare a film adaptation with a novel	Exercise 19 Compare the film to the novel	T praise active Ss with phrases such as: “Good job! Well done!”	Whiteboard Poster.
5 min	Ask Ss to write the headings characters, place, plot in their notebooks and make notes under them. Give Ss time to think about what they want to say Aim: to think about the adaptation of a novel Differentiation: Collaborative learning	Exercise 20 Work in groups . How would the story be different if it took place today? Present your idea to the class.	- write interesting and captivating information --write sentences without mistakes 2 points	Whiteboard Poster.
End of the lesson. Reflection 5 min.	The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Poster.

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 ICT links
By individual support, peer support and tasks	Students will be assessed through questioning discussing analyzing	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orachievements/difficulties of individuals that will inform my next lesson?

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