CHECKED _____________
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Short-term plan for English in Grade 11
| Unit | Making statements and providing information |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | CLIL. After the impressionists |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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| Value for integration | Fairness and responsibility |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Mind Map & Discussion) |
Teacher: "Good morning, class. Our topic today bridges art and language. When I say 'Impressionism,' what comes to your mind? You have 60 seconds to shout out any words, names, or ideas. I'll write them on the board." (Teacher creates a mind map with "Impressionism" at the centre). "Time's up. Look at our map. Let's discuss three of these: 'light,' 'Monet,' and 'rebellion.' Why do you think Impressionism was considered rebellious? What happened after this rebellion? Today, we explore 'After the Impressionists.'" | Students call out associations (e.g., Paris, light, colour, Monet, Renoir, outdoors, exhibition, brushstrokes). They listen to peers and participate in a brief discussion on the selected terms, making predictions about the lesson content. |
Descriptors: The student contributes at least one relevant association to the mind map. The student participates in the discussion by offering a brief opinion or answer to a teacher's question. Note: No points. |
Whiteboard/markers or digital mind-mapping tool (e.g., Miro, MindMeister). Projector. AI Tool: ChatGPT to generate a starter list of Impressionist characteristics if student input is slow. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (7 min) · Reflection (3 min) | ||||