Phase 1 lesson plan a. Students and Setting

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A. Students and Setting


Third grade (ages 9-10); elementary English in a Ukrainian-speaking environment. Could be adapted up to ages 8-11. There are 15 students in the class.


This is a public school. I teach my students twice a week with duration of a lesson in 40-45 minutes. There is a board and CD recorder in the classroom

B. Lesson Background:

This is one of two final lessons in the course of the academic year. Students will transfer from the beginning into intermediate level next year. They have enough active vocabulary to use it in different language comprehensions. Students have acquired grammar skills in using Present Simple, Continuous and Past Simple tenses. In this lesson the students will begin the preparation for the story performance. Students are familiar with working in groups. They will listen to the storytelling, make different assignments on understanding the text (jigsaw reading, presenting parts of story, writing and correcting). In a week the students will have summer holidays. And I want them have fun during their last days at school this year.

C. Learning Objectives/Expected Results:

Students will apply vocabulary and structures they have learned before. They will also learn some new words from the rainbow story and will use them while preparing and presenting their answers. They will demonstrate their skills in group working. By the end on the lesson students will be able to do jigsaw reading after listening to the story, to assist each other in writing assignment and to give feedback to their classmates. All these will improve and reinforce students’ language skills.

D. Materials and Sources:


Papers and pens for students, CD recorder, rainbow picture, observation checklist for teacher (Appendix 1 taken from sourse – Ghaith, G. (2002). Using cooperative learning to facilitate alternative assessment. English Teaching Forum, 40(1), 26-31. Retrieved from ).


U. S. Department of State, Office of English Language Programs Bureau of Educational and Cultural Affairs. Shaping the Way We Teach English: Module 3, integrating skills. [Video file.] Retrieved from

Mixon, M. and Temu, P. (2006). First road to learning: Language through stories. English Teaching Forum, 44(2), 14-19. Retrieved from:

U. S. Department of State, Office of English Language Programs Bureau of Educational and Cultural Affairs. Shaping the Way We Teach English: Module10, alternative assessment. [Video file.] Retrieved from

Ghaith, G. (2002). Using cooperative learning to facilitate alternative assessment. English Teaching Forum, 40(1), 26-31. Retrieved from

The Rainbow Song. Available at

The Rainbow Story. Available at

E. Procedures / Timing:

Teacher does/says...

Students do/say...

Approximate Time

Greets children and presents subject and objectives of the lesson:

Hello, class! Today we’re going to have a story lesson.

Respond and listen to the teacher:

Hello, teacher!

1 min

Warms the class by singing the song learned long ago:

But at first let’s sing the song “Sing a Rainbow” (see sources), after that you’ll guess what our story is about.

Sing the song and find out the title of the story

3 min

Revises previously learned colour words using Rainbow picture (see materials) and presents important new vocabulary writing the words on the board, e.g. majority, peace, serenity, to quarrel, etc.

Respond with the known colour words and learn new words

5 min

Tells “The Rainbow Story” (see sources)

Listen to the teacher

5 min

Makes a story timeline and check on the understanding of it:

Why did colours start to quarrel? What colours did you hear in the story? What colour said first? Who was the next colour to speak? What did the rain do?...

Answer the questions

3 min

Divides class heterogeneously into five teams with three members in each and gives them numbers (1-5)

Form teams with teacher’s guidance and take their places in teams

2 min

Separates the story into 5 equal parts with three parts in each, posts them into different places of the classroom and explains the assignment:

You have to find the appropriate part of story (according to the number of your team), to put the pieces of the story in the correct order and then to present it to the class.

Observes students’ behaviors and fills in the observation form (see Appendix 1 in sources )

Listen, work on the assignment and then retell or read the story pieces

15 min

Gives students assignment to write coloured things from the story (each group has one colour and one assignment is for teacher in order to make an exchange with an odd group).

Write the coloured things you’ve read in the Rainbow story. Team 1 has to write green things, team 2 – blue…

Does the assignment making some spelling mistakes. Goes and helps students if needed. Then asks students to correct their neighbor team’s work(one group exchange the assignment with the teacher):

Now exchange your written tasks with your neighbor group and make corrections.

Write their task and make corrections

10 min

Sums up and ends the lesson:

OK, next time we’ll perform this story. So take the texts and decide which role you’d like to play and get ready for the next lesson. Make sure to put something colouful on! Have a nice day! Good bye!

Take the texts and say:

Good bye!

1 min

Total lesson time

40-45 min

F. Alternative Assessment:

While students are working on theirs jigsaw reading assignment the teacher observes students’ actions and fills in the observation checklist. It will help the teacher to find out the level of students’ understanding and cognitive reasoning and the strategies they use to complete the assignment. The teacher also uses formative feedback for writing assignment in order to improve students’ written work.

G. Reflection – Phase 1:

This lesson integrates different skills: listening (teacher tells the story), speaking (teacher determines a story timelines making children respond to questions), reading (students read pieces of the story and put them in the correct order), and writing. Combining these skills enhances students’ critical thinking and creativity. The lesson includes alternative assessment (teacher’s observation and filling in the observation form, and students’ feedback on written task). This will help me to find out which students will need more practice and teacher’s attention next year.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template


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