how to draw a 3d rocking chair

Lesson plan

Art and Music

Schoolhouse: № 274

Appointment: 07.03.2019

Teacher name: Tlegenova Gulaiym

CLASS: 3

Number nowadays: 12

absent: -

Lesson championship: Drawing chairs

Learning objectives(s) that this lesson is contributing to

three.L1 empathise brusque supported classroom instructions in an increasing range of classroom routines

three.L3 understand the main points of short, dull, carefully articulated talk on a express range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.UE11 use has got / have got there is / are argument and question forms including short answers and contractions

Lesson objectives

All learners will be able to:

* draw pictures according to description

* follow the instructions with support

* make sentences with 'there is/there are' with SOME support

* describe pictures with SOME support

* respond to questions with 'take got/has got'

Nigh learners will be able to:

* follow the instructions without support

* make sentences with 'there is/in that location are' with LITTLE support

* depict pictures with Footling support

Some learners will be able to:

* give commands

* make sentences with 'there is/there are' without support

* depict pictures without support

* inquire questions with 'have got/has got'

Assessment criteria

Learners achieve this Learning Objective, if they:

*can follow the classroom instructions

*can draw pictures according to description

*can use a simple picture dictionary with support

*tin can brand sentences with have got/has got and there is/are

Value links:

Universal labor club

Cantankerous-curricular links:

Art, literature, technology

ICT skills:

Interactive lath, slides, figurer, speakers

Previous learning

Basic prepositions of location and position east.g. in, at, side by side to, near, on, to describe where people and things are;

Plan

Planned timings

Planned activities

Resource

Outset

five min

Middle

12 min

ten min

eight min

End

5 min

(T-S) Teacher greets learners and starts the lesson with starter "Odd i out" to engage and excite learners with the topic. Teacher shows learners a set of pictures. Learners explicate which one does not belong with the residuum and give a reason why.

Chore i

(T-S) (Westward) Teacher uses "Movie dictation" strategy. Learners heed to the description and draw pictures according to the teacher's explanation.

" There is a big firm with 2 windows and one door in the eye. The sun is shining, but in that location are some clouds over the house. There are 2 birds under the clouds. There is a tree near the house. There is a boy and a daughter with skipping rope over their head."

A learner:

-works individually

-listens to the teacher

-draws a motion picture according to description

Formative assessment: " Self-assessment" with smiles

Task 2

(G) (S-S) Learners await at the movie, make sentences using have got/ has got and there is/ at that place are. Some learners inquire questions about the picture with "Take got/Has got…?" or "Is there/ Are there …?" Others respond to the questions.

A learner:

-looks at the picture

-describes the movie

-uses take got/ has got

-makes sentences with there is/ at that place are

Formative assessment: "Tree of success"

Task 3

(I) (South-S) Teacher uses here the strategy "Motion-picture show description" and hands out a piece of paper where Ls read description. Learners reads the sentences and friction match the pictures according to the description.

can use a uncomplicated picture dictionary with back up

A learner:

-reads the descriptions of different types of chairs;

-matches the descriptions to the pictures.

Determinative assessment: Heads down, thumbs up (positive feedback)

Plenary

Teacher uses "Conscripts and volunteer" to consolidate the lesson.

Instructor asks questions pointing to the unlike pictures.

E.m.: Have they got children?

Has he got a pencil example?

Is at that place a book on the table?

Are there pens in the bag?

Instructor elicits answers from those who are volunteers and an equal corporeality of those who are not.

Worksheets

Pictures

Motion picture,

Worksheets,

pens

Worksheets

Worksheets

Questioning

Additional information

Differentiation – how do you programme to give more than support? How do y'all plan to challenge the more able learners?

Cess – how are you planning to check learners' learning?

Cross-curricular links

Health and safety check

ICT links

Values links

Either of tasks come across learners needs VAK

V-visual

A-sound

Yard-kinesthetic

Differentiation by support in speaking task by providing less able students with modeling

Differentiation by support in completing sentences by providing less able learners with prompts

More able learners will be given silent prompts

Afterwards each task there is a determinative assessment with descriptors and…

In task one, 'self-assessment' with Smiles

In task 2, "Tree of success" Light-green leaf - I totally understand

Xanthous foliage – I understand the

lesson only I need some assistance

Cherry-red leaf - I don't sympathize

In task 3 , "Heads downwards, thumbs upward "(positive feedback).

• Cross-curricular link with Art, Literature, Technology

Interactive board, slides, computer, speakers

Universal labor society

To pay attention to learners safety during the activities moving in the classroom

Learners will exist safely arranged and seated away from electrical outlets and cables

Reflection

Utilise the space below to reverberate on your lesson. Answer the near relevant questions from the box on the left about your lesson.

Were the lesson objectives/Learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere similar?

Did my planned differentiation work well?

Did I stick timings?

What changes did make from my plan and why?

Summary evaluation

What two things went actually well (consider both pedagogy and learning)?

*

*

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

*

*

What have I learned from this lesson about the form or individuals that inform my adjacent lesson?

*

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