LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 25

SUBJECT English CLASS TIME 1 hour
UNIT 3
ENGLISH Health and
FOCUS Writing UNIT THEME TOPIC The World of Sport
DOWNLOA Environment
D
Language introducing and supporting/contrasting ideas such as connectives used to add ideas and
LANGUAGE & GRAMMAR FOCUS introduce opposite ideas
Main Skill: Writing Main Skill: Writing
4.2 Communicate with appropriate language, 4.2.3 Produce a plan or draft and
form and style modify this appropriately
CONTENT LEARNING
independently
STANDARD STANDARD
Complementary Skill: Speaking Complimentary Skill: Speaking
2.4 Communicate appropriately to a small or large 2.4.1 Explain the main points of an
group on familiar topics idea or argument
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
4.2.3 Produce a plan or draft and modify this 1. Pupils can make a draft for 5
paragraphs.
appropriately independently by making a draft 2. Pupils can work in pairs to discuss
for 5 paragraphs. which of the 2 conversations they
LEARNING SUCCESS
OBJECTIVES 2.4.1 Explain the main points of an idea or CRITERIA
agree with and state at least 1 reason
3. Pupils can match the 4 extra sentence
argument by work in pairs to discuss which of the 2
ideas according to the appropriate
conversations they agree with and state at least 1 conversations.
reason and matching the 4 extra sentence ideas
according to the appropriate conversations.

TEACHING AND LEARNING STRATEGIES

1. Pupils discuss in pairs ‘What are the pros and cons of being an internationally famous person?’ (a celebrity such
PRE-LESSON as Leonardo Di Caprio or Madonna or someone famous for their political role such as Nelson Mandela).
2. A few pairs share their discussion with the class.
LESSON 3. Pupils turn to page 40 English Download and read the information on essays and why it’s important to think
DEVELOPMENT before they start writing.
4. Pupils read the instruction, the topic, notes and conversations in Activity 1.
5. Pupils discuss as a class the summary of both conversations in Activity 1.
6. Pupils work in pairs to discuss which of the 2 conversations they agree with and state at least 1 reason.
(Complementary Skill)
7. A few pairs share their discussion with the class.
8. Pupils move on to Activity 2 and read the instructions and 4 extra sentence ideas.
9. Pupils remain with their partners and work together to match the 4 extra sentence ideas according to the
appropriate conversations that match the opinion in the ideas. (Complementary Skill)
10. Pupils discuss answers as a class.
11. Pupils go on to Activity 3 and read the writing task.
12. Pupils work in pairs to think of a 3rd idea to write about to add on to the existing notes in the writing task.
13. Pupils discuss the ideas as a class and all the ideas are written on the board.
14. Pupils make a plan with rough notes listing main ideas (Main Skill). The plan should be for 5 paragraphs:
 introduction
 the right to privacy
 their friends and family
 your own idea
 conclusion, summing up/own opinion
15. Pupils talk through their essay plans and their supporting ideas with a partner and give each other constructive

1
 feedback and then make the improvements to their plans if necessary.

Differentiated Actvities:
Less proficient pupils: In Activity 2, pupils are asked questions about each extra idea to help them decide in which
conversation they fit i.e. is this a positive statement towards sport people? For the writing activity, ask pupils to write
a rough plan of their essay. Alternatively, give pupils a suitable introduction, then ask them to write three short
paragraphs with one relevant idea in each paragraph.
More proficient pupils: Write a more detailed argument for the three relevant points (two given, one of their own)
expressing two or three ideas in each paragraph.
1. Pupils review their learning in this lesson by working in pairs to think of any advantages of a sports celebrity
POST-LESSON being in the media all the time, such as earning a lot of money advertising famous brands
2. Pupils are given 5 minutes and later a short class discussion is held.
Strategy 3: Differentiate by the type and
amount of support provided
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values
STRATEGIES
Strategy 4: Differentiate by the outcome
expected from pupils
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
English Download Textbook, Whiteboard, - ST
21 CENTURY TEACHING &
RESOURCES Think, Pair-Share
- LEARNING

PBD Choose an item. LEARNING DOMAIN Analyse

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REFLECTION ATTENDANCE
____

NOTE