Searching ......
Language and literacy intention(s)
We are learning to:
We will use:
Vocabulary: equipment, materials, paper clips, ruler, glue, stapler, scissors, two centimetre measuring strip, card, paper
Participating and Contributing
Using Language, Symbols and Texts
Cultural Diversity
Learning to learn
Diversity
Lesson 2 – Constructing a simple lantern
Teacher checks for understanding of ‘features’ (noun) and places definition on the ‘Lanterns’ word wall.
Picture and Vocabulary Match
The teacher gives groups of four students a picture and vocabulary pack (Appendix 2 – Lantern Construction Pictures). Students match each picture with the correct imperative verb and put the pictures in the right order.
Shared dictation.
Students work in pairs, with each person having half of the instructions (Appendix 3 –Shared Dictation). Students take turns to read out their part of the instructions for constructing a lantern. Explain to pairs that if they are reading, they must read slowly and repeat if their partner doesn’t understand. After three repeats if you partner still does not understand, spell the word. Students complete the dictation.
The teacher hands out the model set of instructions (Appendix 4 –Instructions for Making a Simple Lantern) and students check their dictation for accuracy.
The teacher discusses the identified language features (as in the language outcomes above) on the model text explaining the key features. The teacher pays particular attention to the imperative verbs which are used. The teacher checks for understanding of the purpose of ‘imperative verbs’ and places definition on ‘Lanterns’ vocabulary wall. Students highlight language features on their own model text.
Classifying task - What are materials? What is equipment? Why are they important parts of the instructions? Students are issued vocabulary (Appendix 5 – Equipment and Materials Vocabulary) to be classified as materials or equipment. Students sort items required for the construction of a simple paper lantern into the appropriate group (Appendix 6 - Equipment and Materials Sorting Chart).
Barrier activity (refer strategies at end of unit).
Each student reads out the lantern making instructions, used in the shared dictation, to her/his partner who listens and constructs a simple lantern. Their partner can not read the text themselves.
After one student has made a lantern they swap roles and complete the exercise.After both lanterns are completed. The teacher asks the following questions: What made it easy for you to follow the instructions? What made it difficult for you to follow the instructions? What did you have to do as the listener and speaker to make this exercise work well?
Assessment. Teachers and students check the lanterns to make sure they have been constructed correctly according to the instructions.
Activating Prior Knowledge about Lanterns.
We are learning:
Lesson 1 (Part 1)
Teacher checks the understanding of the term ‘features’ (noun) and places definition on the lanterns vocabulary wall.
Teacher checks for understanding of ‘sentence’. Place definition on lanterns word wall.
Instructions for the task: In groups of four, students will work collaboratively to find out how much everyone knows about lanterns. Explain to students that everyone will have something they can contribute to a poster. Divide class into groups of four or five. Make sure the ELLs are evenly distributed throughout the groups. Each group is given a poster. There is one question on each sheet with a sentence starter for each. Questions include:
Students are instructed to write answers in full sentences so that a complete idea or thought is communicated. The teacher models complete sentences about lanterns.
Each group is given a poster. Students have four minutes to talk together to form as many answers as they can to the question on the poster. After four minutes the poster are passed to another group.
When students get a new chart the ‘reader’ reads out what has already been written by the previous group.
The group checks that full sentences have been used. The teacher reminds groups not to repeat anything that is already on the poster.
At the end of the activity the teacher displays the charts and discusses with the class. The teacher and class check and discuss content. The teacher and class check that content is written in sentences and then edit any statements for grammatical errors.
Lesson 1 (Part 2)
Key idea: What ideas/feelings do lanterns represent?
Teacher checks for understanding of ‘represent’ and places definition on the lanterns vocabulary wall. The teacher shows students a photograph of a lantern in a particular context and asks students what they think the lantern represents.
The teacher sources a set of different lantern photographs (a Google Images search will locate these). The set of photographs is circulated amongst the class and students think about what each photo represents for them. Students then T hink Pair Share with a partner (possible answers: warmth, security, safety, family, light, welcome, guidance...)
Teacher writes responses on the white board. The lantern might represent …
At the end of the lesson students reflect on their learning.
What did you learn about lanterns?
Students record findings in their lantern journals using full sentences:
I learned that a lantern…
For me lanterns represent…
Reflection on Learning
Teacher asks:
How did today’s activities help you learn about lanterns?
Did you speak or write in complete sentences?
« Previous Next » 1... 966 967 968 969 970 971 972 973 974 975 976 977 978 979 ...1214
