Lesson Plan 10th

Lesson plan
10th grade
Literary focus. Killing time or learning?
Objectives
- to memorize the vocabulary
- to find the main features according to the criteria
- to provide feedback on the provided rubrics.
Outcomes.
The student will be able to:
- to implement the new phrases and idioms in their sentences.
- to fill in the task according to the criteria
- to give their own experience, opinion, knowledge using new phrases and idioms about the information
find in the text.
- to evaluate the simulation on the provided rubrics.
Stage 1. The teacher presents the topic and gives instructions on the task.
Stage 2. Students complete the task in pairs or groups while teacher monitors progress.
Stage 3. Students completed the task and discuss what they discovered
Stage 4. Groups exchange written reports and compare results
Stage 5. Students examine and discuss specific features using new phrases and idioms
Stage 6. Students evaluate each other from the group.
PRE_TASK
Good afternoon students. Today we will talk about killing the time or learning time. Now, I would like you
to turn your attention to these pictures. What do you see? What are all these people doing? Now, connect
phrases and idioms with a suitable picture.
To find something boring; To turn somebody off ; To get someone involved in ; To be obsessed with ;
To feel remorse about something ; To lie to someone;
MAIN_TASK
The teacher:
- Divide the text into small sections – logical in relation to the story plot.
- Take a pair of scissors and cut up the text into the sections you have chosen. It should not be more than 4-6
sections.
- Mark each section with letters or numbers.
- Divide the class into groups that match the number of sections.
- Lay the pieces of text (the different cut up sections) on the table, text down, in front of each group and let
each student in a group pick up one of the pieces.
- Ask the students to read their own piece of text by themselves.
- When all students in a group have read their own piece of text, they must give tell the rest of the group
what the text says.
- Everybody in a group must tell about his/her piece of text.
- The group must now try to put the story into the right sequence.
Now we would like you to split you into groups of two-three people.
I split the text into different sections and give the sections numbers. I also hand out another piece of paper
with a specific format.
TASK:
1. All students in a group must read their own piece of text, they must give tell the rest of the group
what the text says
2. Everybody in a group must tell about his/her piece of text.
3. Put the story into right sequence..
4. Fill in the format according to the criteria.
5. Exchange written reports with other groups and compare their results with yours.
Short story Descriptive language
Main character
Other characters
Setting 1
Setting 2
Setting 3
Problems \ Themes
Think what would you do in the place of the main character or your own experience, opinion, knowledge
using new phrases and idioms about the information you find in the text. Share your opinion in the group.
Language focus
A. 1 .Now choose one of the representatives of the group who will analyze the completed table of the other
group.
2. Another representative that assess the overall work of the group.
3. Another representative will tell what you would do in the place of the main character.
B. 1. What was difficult in filling the table?
2. Were all the phrases and idioms, the new words understood?
3. What would you do in the place of the main character?
TASK:
1. All students in a group must read their own piece of text, they must give tell the rest of the group
what the text says
2. Everybody in a group must tell about his/her piece of text.
3. Put the story into right sequence..
4. Fill in the format according to the criteria.
5. Exchange written reports with other groups and compare their results with yours.
Short story Descriptive language
Main character
Other characters
Setting 1
Setting 2
Setting 3
Problems \ Themes
6. Think what would you do in the place of the main character or your own experience, opinion,
knowledge using new phrases and idioms about the information you find in the text. Share your
opinion in the group.
Evaluation Grid
Tick points in each rubric, which correspond to your answers.
1 point The student made many mistakes.
2 points The student made several mistakes but he/she
Errors corrected him/herself
3 points The student approximately didn’t make any mistakes
Fluency 1 point The student didn’t speak fluently
2 points The student spoke fluently
Vocabulary 1 point The student used 1-2 new words and phrases
2 points The student used 3-4 new words and phrases
Total points: ________
Evaluation Grid
Evaluation Grid

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Short story Descriptive language

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