CHECKED _____________
____________________
Short-term plan for english in Grade 10
| Unit | english |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Independent Project Guide |
| Learning objectives covered in this lesson (curriculum reference) | 10.4.6 – recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.5.5 – develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.5.7 – use independently appropriate layout at text level on a range of general and curricular topics; 10.5.8 – communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.5.9 – punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.8 – use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; |
| Lesson goal |
|
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method: real‑life hook + prediction) |
Teacher says: “Imagine a 10th grader, Aya, writes a project proposal: ‘Our school should install a vertical garden because it will reduce temperature and improve air quality.’ She says: ‘I will create a design, and it will be maintained by the eco‑club.’ But the principal thinks the project is too expensive. What do you predict: will the principal approve it? Why? Think about the writer’s attitude – does Aya sound confident? Worried? Turn to your partner and share one prediction.” Teacher scaffolds: “Use future forms: ‘The principal will probably reject it because…’ or ‘Aya believes that…’.” Differentiation: circulate, support EAL learners with sentence starters on slide. |
Possible responses: “She sounds optimistic but she doesn’t mention cost – so the principal may reject.” / “I think he will approve because it’s eco‑friendly and future benefits.” |
Descriptors (no points):
|
|
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||