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Writing a newspaper article about disaster for school magazine or school e- zine

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«Writing a newspaper article about disaster for school magazine or school e- zine»

Long term plan unit:Natural disasters

School: Rozybakiev

Date: 12/03/2018

Teacher name: Sabyrkul A

Grade: 7 a

Number present:

Absent:

Theme of the lesson: Writing a newspaper article about disaster for school

magazine or school e- zine

Learning objectives (s) that this lesson is contributing to

7.C6 organize and present information clearly to others

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

Level of thinking skills

Application, Higher order thinking skills

Lesson objectives

All learners will be able to:

Read and write the newspaper articles about natural disasters with support;

Most learners will be able to:

Plan, write, edit and proofread the news articles with support.

Some learners will be able to:

Аnalyze the elements of a newspaper article structure;

Assessment criteria

- Demonstrate an ability to organize and express clear information to peers

-Identify details of the article about Natural disaster

-Plan and write definition in the newspaper article structure

Value links

Labour and creativity, cooperation, lifelong learning

Cross curricular links

Kazakhlanguage,Geography,Art

Previous learning

Discussion about Disaster statistics in Kazakhstan

Plan

Time

Planned activities

Resources

Beginning

7min

20min

5min

Org moment

a)Procedural questions

b)Setting the lesson objectives

c) “Puzzle”. Dividing into 3 subgroups. Teacher uses pictures to divide the class into three subgroups. Learners divide according the chosen picture.

Teacher forms three subgroups KHABAR, KTK, 31CHANNEL

Brainstorming

Find 13 words in the word search box and make a sentence with the remaining lettersguess the title of the lesson

M	A	G	O	R	*	*
N	A	A	B	O	U	T
E	-	Z	I	N	E	*
W	R	I	T	I	N	G
S	C	H	O	O	L	*
P	D	I	S	A	S	T
A	R	T	I	C	L	E
P	E	R	F	O	R	R

(I)Task1 Active learning. Setting topical atmosphere.

“Tick or cross”Do you know how to write a magazine article?

Tick forTrue or Cross for False for these sentences.

1.An article should always be written using formal language.

2. You should use paragraphs when writing an article.

3. Don’t express your opinion in an article.

4. Your article should have a catchy title.

5. You should ask the reader questions in your article.

(I)Task2(7.C6,7.R2) Reading comprehension. Learners work individually. They should think about 5 Wh questions as “What? Who? When? Where? Why? How?” Then, learners peer assess each other on these questions.

Five “W’s + H” questions

Write down their definition in the newspaper article structure in the columns (connected with the natural disaster you are going to write about).

Question	Completed question
What?
Who?
Where?
Why?
How?

(Modelling)

What? – What type of natural disaster happened?

Who? – Who suffered in this disaster?

When? – When did this disaster happen?

Where? – Where did this disaster happen?

Why? – Why did this disaster happen? What are the reasons of it?

How? – How did this disaster happen?

Descriptor: A learner

Identify how to write a magazine article
Make up Wh-questions about disaster

Task 3 (7.W1) “At first hand”

E-learning: teacher displays the video of natural disaster

Active learning : acting out the role play : hot news BBC

Differentiation: different modes of learning: visual , kinesthetic and audial learners

Teacher demonstrates the video about “Aral Sea” to learners. This way the teacher can visualize the disasters. Because some of the learners in the class can be visual learners, while some can be audial ones. For kinesthetic learners teacher will use the method of TPR by using certain actions to remember.

Aral Sea 1989-2014y

Imagine that you are a journalist. You are going to the city where the natural disaster happened a day ago. You interviewed the city residents and watched the places that were damaged. After that you should write a report describing what happened and how the disaster affected the life in the city. Include the following information:

• Name of the city (Where did it happen? What was the name of the city? country?)

• Type of the natural disaster that happened (What type of disaster was it?)

• The number of victims (Were people warned about the disaster? How many people were killed? How many people were injured? What was the total number of victims?)

• How people feel after the disaster (How did people feel after the disaster? What did people do?)

• Describe in what ways the city was damaged (Was the city seriously damaged? How many houses were destroyed?)

• What people plan to do to minimize the effect of the possible disaster in the future (What do people want to do now?)

Descriptor: A learner

Watch the video and give information about disaster
Read the text about Aral Sea and answer the questions

Assessment criteria:

1) Write between 70-100 words.

2) Vocabulary range (words and phrases related to natural disasters).

3) Follow the structure of a newspaper article.

Home task:

Write a newspaper article about one of the natural disasters which happened in Kazakhstan. Pay attention to the structure of an article.

Assessment criteria:

The elements of the structure of a newspaper article;
80-100 words;
5-6 words specifically-related to the topic of your message;

Linking words to show the coherence and cohesion of the article

Reflection.

Ship

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?	Critical thinking
More support: More support: Create mixed ability groups for discussion the elements of a newspaper article structure and presenting it. Ensure they are not always in the role of timekeeper. More able learners: Differentiation of the writing task. Create mixed ability groups for discussion the elements of a newspaper article and presenting it. The more able learners have the roles of leaders in groups.	Teacher will conduct self assessment sheet with a ship in the middle. Learners should paint the flag of ship into corresponding color. If you liked the lesson and you successfully coped with all the tasks - paint the flag in green If it was difficult for you at the lesson, but you could come to the right answer, color the flag in yellow If it was difficult for you to cope with the tasks in the class and you need the teacher's help - paint the flag in red.	Learners work in pairs, apply skills and knowledge to a practical and cooperative task. Learners work in groups in the form of the cumulative discussion on the newspaper article structure.
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?	Health and safety check ICT links Safety rules. Health saving technologies.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: Writing drafts of newspaper articles, exchanging with the peers, peer – assessment of the drafts according to the assessment criteria. 2: Differentiation of the tasks in writing practice. What two things would have improved the lesson (consider both teaching and learning)? 1: Paying attention to the psychological peculiarities of the learners. 2: Dividing students into groups with mixed abilities (more able and less able learners in one group). What have I learned from the lesson about this class or individuals that will inform my next lesson? I will try to give the roles to the learners according to their abilities not only in the knowledge of English, but also the roles in class.