What we value

What we value

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

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«What we value»

Long term plan unit: Value		School:
Date:		Teacher name:
Grade: 5		Number present:		Absent: -
Theme of the lesson: What we value
Learning objectives (s) that this lesson is contributing to		5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information
Lesson objectives		All learners will be able to: write and differentiate the descriptions of a good or bad person accurately Most learners will be able to: make up extended sentences on the topic and create their own list of values with little support Some learners will be able to: discuss the meaning of values and present their ideas to the rest of the group
Language objectives		Subject-specific vocabulary: Adjectives: fun, kind, loyal, helpful, friendly, honest Verbs: to share, to trust, to support, to gossip, to argue, to fight Useful classroom language for a speech/dialogue: Good values, not good values, most important things we value
Assessment criteria		reproduce an opinion at sentence level on a limited range of general and curricular topics; keep interaction going in basic exchanges on a growing range of general and curricular topics; make up factual descriptions at text level which describe people, places and objects; create extended sentences in a paragraph to give basic personal information.
Value links		‘Mangilik Yel’. 2) National unity, peace and harmony in our society.
Cross curricular links
ICT skills		Whiteboard for PPP
Previous learning		Friendship
Plan
Time	Planned activities				Resources
2 min 5 min 3 min 3 min 7 min 10 min 7 min 3 min	I. Org. moment Greeting Checking the absence and the presence of the students II. Warm up. A game “Magic box”. Take a box and answer the questions in the box (whole class work). (Teacher passes around a box filled with questions connected to the topic of the lesson. Then she plays the music, when the music stops, the child with the box must pick out a question, read it and answer.) Suggested questions: Do you love your family? Do you have a best friend? What is friendship? What is health? What is happiness? How often do you help your mother? etc. III. New lesson Activity 1. “What is value?” Think and answer the questions. (Teacher allows students to realize what is “value”, that they do have values and to identify what some of these values are.) Referential question: T: There are some things in life that are very important. I believe that education is very important. What are some things that you believe are very important? S: Very important things are: family, friendship, a nice house, a new car, a good education, a good job, wealth etc. T: Many of these "things" can be called "values." Activity 2. New vocabulary. Look at these words and repeat after the teacher. (Teacher gives the list of values which can be the qualities of a friend.) Adjectives: fun, kind, loyal, helpful, friendly, honest fun kind loyal helpful friendly honest Verbs: to share, to trust, to support, to gossip, to argue, to fight Concept-checking questions: With what friend do you always laugh? – fun friend Which friend always helps you? – helpful friend Which friend doesn’t lie? – honest friend Which friend has the kind heart? – kindly friend Which friend always supports you? – loyal friend Which friend has a lot of friends? – friendly friend When you want to say your problem to your friend, what do you do? – share When you have some secrets and you say it to your friend, why do you do this? – trust When your friend has a problem, what do you do? – support When friends say bad words about your friend, what do they do? – gossip When people have disagreement, what do they do? – argue When boys arguing, what do they do? – fight Activity 3. Multi presentation “Qualities of a friend” (group work). (Teacher divides class into two groups and gives the resources from which they should draw the flowers with 6 petals. There they discuss and write what are good actions we value and what are not good actions. Teacher observes if learners know the difference between behaviour we value and behaviour that isn’t good.) 1^st group task. 1) Discuss and find out what good actions we value in our friends. 2) Write down good values on the petals. 3) Present your poster using new vocabulary. good values = loves a friend; helps a friend; helps family at home; shares problems with friends; trusts his/her friend; supports a friend, etc. 2^nd group task. 1) Discuss and find out what bad actions we don’t value in our friends. 2) Write down not good values on the petals. 3) Present your poster using new vocabulary. not good values = not speaking to a friend; fights when playing; argues with a friend; doesn’t help at home; takes people’s things; gossips about a friend, etc. Activity 4. Short essay “My best friend”/“My family” (group work). 1^st group task. Complete and make up the sentences about your best friend. 1. My best friend’s name is ..................................................................... . 2. She/ He is my best friend because ........................................................ . 3. We like ............................................................................................... . 2^nd group task. Complete and make up the sentences about your family. 1. I love my mum because ...................................................................... . 2. My dad’s very special to me because .................................................. . 3. I love my brother/sister because .......................................................... . 4. My family is important to me because .................................................. . Descriptor. A learner: answers the referential questions; finds out good or bad values of a friend correctly; answers the concept-checking questions properly; gives his/her opinion about the qualities of a friend; writes short essay on the topic. Giving feedback				Magic box Music Interactive board Interactive board pictures Posters, Colored papers, scissors, glue

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Health and safety check ICT links

Reflection Were the lesson objectives/learning objectives realistic? Did the learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?