ls. Learners practice shapes in groups. Learners can only make shapes if they can find name of the animal. Position yourself in the middle of groups so learners can come and ask you Whats this? Give clues e. g. f… fox.
Learners then come to the board one by one, make shape and ask Whats this? Class answers and then learner says e. g. Walk chicken walk and makes shape move.
Invite two learners to come back to the board to make their shapes on different sides of the board.
Get learners in class to give instructions for animal shapes to perform. e. g. Hey, frog, kiss the chicken.
Photograph shapes learners perform and use in display with learners writing initial letter of animal name for display.
How to make shadow puppets
HYPERLINK "http://www. youtube. com/watch?vEreMGlH-li8" http://www. youtube. com/watch?vEreMGlH-li8
Finger puppet craft focus: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)
End
(5-6min)
Conclusion of the lesson
Evaluation
Give the home task
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 students learning?Cross-curricular links
Health and safety check
ICT links
Values links
more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation. Teacher gains students feedback through peer assessment at the 1st lesson and stickers from the 2nd. The other evidence from observing presentations.
Reflection
Were the lesson objectives/learning
Страницы: << < 1 | 2 | 3 > >>