LESSON: In My House Skill: sequencing- The Napping House

LESSON: In My House

Skill: sequencing- The Napping House

School:

Date:

Teachers’ name:

CLASS: Grade 1

Number present: 14

Absent: 1

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

Students will:

• Sequence the characters in the story

• Name the characters and household items in English

All learners will be able to:

• listen to the story (The Napping House) which will be read aloud and listen carefully and recognize when it is appropriate for them to speak

Speaking- Students will repeat and recall new English words after the teacher

Language objectives

Learners can:

• make basic personal statements about object;

• name the characters of the tale;

Key words and phrases: granny, dog, cat, child, flea, mouse. A dog is on the child;

Useful classroom language for dialogue:

Discussion points: -Do you share your bed with anybody? Is your bed big or small?

Can you say what will happen to all of the people and animals on the bed?

Previous learning

Learners were introduced to new vocabulary for household items in their English subject area class.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start:

10 mins

Middle

20 mins

5 mins

Reflection.

Greetings. Hello song. (TPR)

Prior Knowledge-

• Ask learners if they share a bed with anyone (pet, sibling, Mom and Dad).

• Encourage them to describe the size of their beds and whether they are ever been squeezed.

• Show the video. The Napping house.

Introduce the Book-

• Show learners the cover of the story and introduce the title, the author and the illustrator.

• Ask learners if they think the book is real/non-fiction or pretend/fiction.

• How do you think is this book real or fiction?

Picture Walk-

• Take the learners on a picture walk through the book.

• Say the English names of each item and have students repeat after me: granny is on the bed. A child is on the granny. A dog is one the child. A cat is on the dog.

• Challenge the learners to look carefully at the pictures.

• Stop at the page where the flea bites the cat.

Read-Aloud-

• Read the story using story props (the bed and all of the people/animals) to tell the story.

• Have the children sit in a circle and give each child a prop to hold.

• Make Predictions- Have learners make predictions about what they think will happen to all of the people and animals on the bed.

• Learners will color and cut out each character from the story and glue them on top of the bed in sequential order as it occurred in the story.

• Together, in a choral response, learners will name the characters of the story in sequential order.

• Recall other household items.

Internet: e-book- The Napping House by Audrey Wood

Copies of each character in the book

• Glue

• scissors

• Worksheets with a blank house

• colors

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Formative Assessment – how are you planning to check students’ learning?

Cross- curricular links

Health and safety check

ICT links

Values links

• Questions were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

Application questions that allow students to relate the topic to their own lives and experiences.

Learners will cut out the characters from The Napping House and glue them on the bed in sequential order.

-Learners can apply sequencing in Math as well

as in their Russian and Kazakh classes.

(Cross-curricar links)

- E-book: The Napping House by Audrey Wood (ICT)

- Learners will be safely arranged and seated in front

of the monitor away from electrical outlets and cables.

(Health and safety)

Reflection:

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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: learn to say the characters

2:

What two things would have improved the lesson (consider both teaching and learning)?

1: They learn to predict the end of the story (Critical thinking

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

1: I have learnt that I will inform about these phrases used correctly.