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Write for different purposes; advertisement, report, book, review, description, diary/journal, -Sequence of Adjectives
direction, argument, explanation, narrative, exposition, instruction, letter, poem, poster, presentation,
- Enhancing Vocabulary
procedure, recount, summary. (W)
-Use of different
conjunctions
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 27th Obt,2019 Day 1
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
-To identify different parts of mini-saga and change the given story into a mini-saga.
_Teacher will write this 'hangman' on the board and Students will play 'Hangman' with the lass,
explain that it is a quotation by Blaise Pascale, a 16th filling in the letters of the quotation until a
century philosopher and mathematician. student is able to guess the complete quotation.
''_'_ / _ _ _ _ _ / _ _ _ _/ _ _ _ _ _ _ / _ _ / _ _ / _ _ _ _ / ('I'm sorry this letter is so long. I didn't have
_ / _ _ _ ' _/ time to write a short one.')
_ _ _ _ / _ _ _ _ / _ _ / _ _ _ _ _ / _ / _ _ _ _ _/ _ _ _''
_Students will watch the ppt and note the main
points on drafting pads of pieces of pages. They Drafting pad for noting
Share the attached PPT model of mini saga with the will read the given mini-saga and decrease the ideas.
Through verbal responses,
students. Explain that a mini saga is a piece of writing number of words from 100 to 75 and later 75 to Worksheet of task 2.
group discussions. Whole
with exactly fifty words. It has to tell a 50. 40 Cambridge Checkpoint
class feedback.
story, have a beginning, a middle and an ending. Mini _Students follow the instructions on their mins Pupilbook- pages 19-20
sagas were ‘invented’ by the Science fiction writer worksheet, working in pairs, taking
Accurate completion of
Brian Aldiss, The Sunday Telegraph holds a mini saga turns to delete one word at a time from a text PPT
selected task 2.
competition each year. until exactly fifty words remain. When students
finish, read the original mini saga (below) aloud
for students to check their answers. 40
mins
_Students will read 5 mini-sagas given on page number
19 and 20 of book. Teacher will distribute the students _Students will read the mini sagas given on
in mix-ability groups. Making sure that every group page number 19 and 20 of course book in pairs
has a good reader in it. and have discussion on unexpected ending and
the structure.
Give each student a copy of Task 2. Explain the given Students will complete the task of changing the
task and times to complete the task. given story into a mini-saga.
Students will be asked to share their written mini-saga Random students will read their mini-saga to
with the class. the class.
2
Beaconhouse School System
How will you make the lesson inclusive?
Whole class will have the opportunity to work in learning in teams, write their own vocabulary and share with the class
3
Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 28th Oct/10/19 Day 2
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
-To explore the key features of mini-saga story through reading and editing.
Content and Teacher’s Activity Students’ Activity Time Learning Material and Formative Assessment
Resources
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: Friday 28th Oct /10/19 Day 3
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
-To define the term 'conjunction'
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 40 mins Date: 29th Oct /10/19 Day 4
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
- Sequenced the adjectives
- Sequenced the adjectives according to the strength of meanings.
- Rated the adjectives according to the strength of meaning and use them in appropriate sentences.
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Beaconhouse School System
“One thing I learned is __________, and Guided Reflection:
one question I still have is _________.” Students will think and answer the questions.
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English Day 5
Topic: Tall Tales and Favourite Things Duration: 30 mins Date: 30 th Oct/10/19
Attainment target:
- Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)
--Listed down the main points of scene 1 from act 2 and participated in whole class reading of scene Act 2 Scene 1.
_ Located different examples of direct and indirect speech in the given text.
Content and Teacher’s Activity Students’ Activity Time Learning Material and Formative Assessment
Resources
30
Organize students into mixed ability learning mins
teams and ask half the teams to discuss the key - In their learning teams students will discuss the
events of scene 1,2 and the other teams to recap main events of Act 1 and share predictions of what
scene 3,4 of ‘A Christmas Carol.’ Ask students might happen next based on previous events and
Through verbal responses,
to share a prediction of what they think might actions by the characters.
group discussions. Whole
happen next? Link responses to the events of Act Drafting pad for
30 class feedback
2. brainstorming ideas and
mins
Students will be allocated different characters from whole group response to
Accurate group responses
the scene 1 of Act 2 and they will participate in whole the questions
Select students to read as the characters in the to given questions.
class reading by taking turns and waiting for their
scene and encourage expressions, tone of voice
turn. Playscript ‘A Christmas
and nature of character. -Group feedback on
Carol’
Recap key events and keep pausing students to response to questions.
assess understanding of how the story has
In Learning teams students will be given a question to
developed and key events. 20 Use thumbs up strategy to
discuss and then write a detailed response with
Mins asses individuals on how
reference to the scene and textual references. .
Explain to the groups that they will be given a confident they are with the
question each to discuss after reading. They will key events from scene 3.
Both the teams will be given 7 minutes to design
work collaboratively to write a detailed response
questions that they will ask. After that team A will
to the question with direct links to the play
ask five questions and other team will answer them.
script.
Later, Team B will ask questions and Team will
answer.
Students will be distributed into two teams
(more than tow if needed)
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Beaconhouse School System
How will you make the lesson inclusive?
Whole class will have the opportunity to participate in a reading session where students will read and enjoy listening to their peers sharing their writing.
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 1st Nov /11/19 Day 6
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
Summarizd the events and actions of the characters in scene 2 Act2.
Design a story board based on the 6 key events from scene 2 Act 2.
Content and Teacher’s Activity Students’ Activity Time
Resources Formative Assessment
Through verbal
In their learning teams students will discuss the main
responses, group
events of scene 1 Act 2 and how the story has developed. Drafting pad for
Organize students into mixed ability learning teams discussions. Whole class
What new things have they discovered about Scrooge’s brainstorming
and ask the students to discuss the key events of feedback
character? What new locations, settings have been ideas and whole
40 mins
scene. Recap what new characters settings and how introduced in this scene? group response
Individual identification
they story developed further. to the questions
of 6 key events
represented in the form of
Select students to read as the characters in the scene 2 -After reading in Learning teams students will make a list Playscript ‘A
a storyboard.
Act 11 and encourage expressions, tone of voice and of all the events from the scene. Students will then reduce Christmas
nature of character. all the events and only select the key 6 events of the scene. Carol’
Recap key events and keep pausing students to assess Encourage discussion amongst students and ask them to
Use the traffic light
understanding of how the story has developed and decide on the key 6 with reasons to support their choice. Activity sheet 3
strategy to asses
key events. individuals on how
-Individually students will complete the storyboard
confident they are with
-Hand out (Activity sheet 3) to each student and ask (Activity sheet 3) of the 6 key events by drawing an image
40 mins the key events from scene
them to draw a storyboard of key events from scene 3 to represent the event and also summarizing it in 1
3 today and compare with
with a 1 sentence summary. sentence.
yesterday.
-Once completed students from one learning team can
collect all worksheets and swap with another team. They
can compare their events and compare the similarities and
differences in the storyboard.
All students will be have the opportunity to discuss the events in groups and then produce and individual storyboard.
Blooms Taxonomy- Recall, Identify, Discuss, illustrate and Question
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: Wednesday 4th Nov/11/19 Day 7
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)
10
Beaconhouse School System
Learning Outcome: (Knowledge, Skills and Attitudes)
_Conducted a team role-play based on one of the scenes from ‘A Christmas Carol’ -To demonstrate active listening skills and speak clearly and confidently.
All students will be have the opportunity to discuss the events in groups and work collaboratively to present a short performance.
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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 40 mins Date: Thursday 5/11/19 Day 8
At: Write for different purposes; advertisement, report, book, review, description, diary/journal, direction, argument, explanation, narrative, exposition, instruction,
letter, poem, poster, presentation, procedure, recount, summary. (W)
Content and Teacher’s Activity Students’ Activity Time Resources Formative Assessment
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