Stabilization : (2ms). Warm up : Greetings. Checking absence : Whos absent today? Checking up previous knowledge: Time needed: (5ms) questions : -. Presentation of the new material : Time teachers activities Students activ ities The content of the lesson 3ms 10ms. Warm up - raise a picture of a beauty spot and ask Ss some questions: -.
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Generating a list of local, state and national symbols and emblems (for example club emblems, school logos, flags, floral emblems, coat of arms) and discussing their origins and significance. Examining the symbolism of flags (for example the australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example all three flags are flown during naidoc week, national Reconciliation week, national Sorry english day and mabo day). Recognising the significance of other days or weeks including the Anniversary of the national Apology to australias Indigenous peoples (2008) wpfp-link. Ngày đăng:, 02:26, date of preparation :.11.2008. Unit 6: future jobs date of teaching : period:4 Section: Writing i aims and objectives : language content: - to introduce some new words relating to the topic. vocabulary : review the previous knowledge - structure : The simple present language function: Writing a formal letter of job application Educational aim: Students learn how to write a letter of job application skill : Integrated skills : writing. Teacher and students preparation:. Method : Communicative approach. Techniques: Repetition, explanation, group work, asking answering. Materials needed : Textbook, pictures, real thing. Students preparation :.
Students either agree or disagree, and justify their argument with supporting evidence. Note: This unit on exposition writing taught through the scaffolding literacy approach can easily be adapted to any other integrated/inquiry unit. Language, examine how evaluative language can be varied to be more or less forceful (acela1477 understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (acela1478 understand that paragraphs are. Understand that verbs represent different processes, for guaranteed example doing, thinking, saying, and relating and that these processes are anchored in time through tense (acela1482). Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (acela1484). Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example tion (acela1485 literature, draw connections between personal experiences and the worlds of texts, and share responses with others (acelt1596 literacy, identify the. Identify the audience and purpose of imaginative, informative and persuasive texts (acely1678). Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (acely1682). Overarching History outcome from the australian Curriculum: days and weeks celebrated or commemorated in Australia (including Australia day, anzac day, harmony week, national Reconciliation week, naidoc week and National Sorry day) and the importance of symbols and emblems (achhk063 identifying and discussing the historical origins.
In this particular unit of work each of these steps occurs three times and students jointly construct the introduction, body and conclusion at separate times. Then finally, students construct their own exposition on a given issue or topic using what they have learnt and the jointly constructed exposition as a model. Additionally, assessment is an ongoing part of this unit of work on exposition writing to ensure year 3 students are accomplishing the outcomes described in each of the lessons, as well as to determine the areas where students need more assistance and the effectiveness. Throughout this unit of work on exposition writing assessment is mostly carried out through observation and collection of student work samples which is then marked and recorded on a checklist or rubric to show students understanding as limited understanding, developing understanding, good understanding or excellent. This unit of work on exposition writing is situated within a larger inquiry/integrated unit of work on Australias celebrations and commemorations, symbols, emblems and the australian flag. This topic will allow students to look at the structure, language features, audience and purpose of an exposition and explore conflicting issues of Australia through learning about Australias history and culture, as well as about individuals differing viewpoints on various issues. Individuals write an exposition on the topic The australian flag should be changed demonstrating their knowledge of the structure, language features, audience and purpose of the text.
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Year 3 (But could definitely be adapted) download the full unit below. This unit of work on exposition writing has been situated within a larger inquiry/integrated unit; Australias celebrations and commemorations, symbols, emblems and the australian flag. This not only provides all students with high quality teaching and learning, but it also builds the field the so students have a deep understanding of the issues and topics they will be focusing upon within their exposition deconstruction, joint construction and individual exposition construction. Some history lessons have been displayed throughout the learning sequence to demonstrate the kinds of lessons students will participate in that will assist them in building the field for exposition writing. Situating exposition writing within a history inquiry/integrated unit supports students in writing strong persuasive texts with a clear purpose and audience in mind, as well as a clear text structure and use of key language features at sentence and word level. Enable to effectively take all of these things into consideration this unit of work on exposition writing has been carried out through a scaffolding literacy approach.
In this approach students are introduced to the text type, as well as the specific text they will be working on and deconstructing to learn more about expositions (text orientation). Following this students participate in a series of language orientations where they are introduced to several key language features at sentence and word level that are important to the particular text type, as well as activities associated with this. Students then participate in a transformation where they identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and manipulate the sentence structure and meaning where appropriate. Hence, allowing students to further explore how the language features chosen by the author at sentence and word level work by cutting out, manipulating and moving or removing parts of the text. To ensure students have good spelling skills and understand how words work following the transformation is a word study lesson where student look at phonemic, graphemic, morphemic, visual, etymological or orthographic knowledge to assist them to become good spellers. After each of these steps are carried out as a class students jointly construct an exposition, or part of an exposition.
The target class size would ideally be no more than 15 students. Organization: This lesson is intended cover three 50 minute class periods. It is not exhaustive in its coverage of the functions of modals in the English language. The assumption is that the high intermediate learners will already understand many common functions of modals, such as asking permission, making requests, and being polite. The focus of this lesson, then, is to broaden the students understanding of other appropriate and useful situations where modals are used. Finally, the order of the days is intended to move the students from more simple examples to more complex.
If the students prior knowledge lends itself to changing the order of days, the lesson plan should still be effective. Unit goal: Students will build on basic knowledge of English modals to understand more complex usages. Objectives: Students will give and receive instructions using modals. Students will differentiate between the modals used for possibility, obligation, and necessity by identifying theses types of modals in the language around them. Students will demonstrate an ability to reason deductively using modal forms. Materials needed: Excerpt from the toefl testing booklet (example included).
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Through which facets will students develop and reveal their understanding? Explanation: Students draw a pyramid and label its parts. . Students explain what they leaned on note cards many times through the lesson. Interpretation: Students interpret hieroglyphics. Application: Perspective: Write a journal entry from the perspective of an Ancient Egyptian. Empathy: Empathy ties into their journal entry. Self-Knowledge: Compare/Contrast transportation and hieroglyphics to today. Learning Styles reached: Visual learners (Images) Auditory learners Those who like to work in groups (jigsaw and cooperative groups) Those who like to work alone multiple Intelligences: Spatial (through illustrations) Tactile (computer use) Instructional Strategies: Direct Instruction (during the introduction) Internet-Supported Instruction (transportation lesson) Jigsaw. Grammar Lesson Plan, background essay Information: This grammar lesson is intended for a high-intermediate or advanced level class in an intensive english program such as the elc.
Determine acceptable evidence, performance tasks, Projects, summative assessment: Students will create a journal entry from the perspective of an Ancient Egyptian at the end of the unit. Quizzes, tests, formative assessment: Short quiz on data hieroglyphics, note card prompts. Completion of k-w-l chart, other evidence (observations, work samples, dialogues note card checks, concept map at beginning of unit. Drawing of a pyramid, student Self-Assessment: Students self-assess themselves on the webquest activity. Students self-assess themselves on their final project: The creation of a journal entry from the perspective of an Ancient Egyptian. Stage 3: plan learning experiences and instruction students will need to know: Mummification King Tut hieroglyphics Transportation Pyramids Tombs Students will need to be able to: Create a journal entry from the perspective of an Ancient Egyptian. Work in a jigsaw group. Complete a webquest and a virtual field trip on a computer. What teaching and learning experiences will equip students to demonstrate the targeted understanding?
Ancient Egyptians known for? What essential and unit questions will focus this unit? Can we communicate without words? Who is King Tut? What is a mummy? What is a pyramid? Are all pyramids the same? How did Ancient Egyptians get from place to place?
Knows significant scientific and technological achievements of various societies (mummification and the apple use of cotton in Egypt). Understands development in transportation and communication on various societies. The student understands the world from its beginnings to the time of the renaissance. Knows significant achievements in art and architecture in various urban areas and communities to the time of the renaissance (e.g., the hanging Gardens of Babylon, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome, changes in European art and architecture between. Stage 2: identify desired results, what overarching understandings are desired? Ancient Egyptian development and use of: Mummification, tombs, pyramids, transportation. Mathematics, hieroglyphics, what will students understand as a result of this unit?
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Unit Plan overview, a unit plan overview has been included to provide biography a roadmap for the unit. The overview contains top line pacing for lessons throughout the unit and includes: Lesson guiding questions, thinking skills. Suggested Activities, resources for each unit, formal Assessment evidence. To download the overview, click on the link below. Unit Plan, unit Topic: The development and Achievements in Ancient Egypt: Communication Systems, mathematics, Architecture, transportation, and Technology. Stage 1: What is worthy of understanding? Sunshine State Standards, social Studies (SS. A.2.2 the student understands the world from its beginnings to the time of the renaissance.