CHECKED _____________
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Short-term plan for English language in Grade 11
| Unit | I. Making connections in Biology |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Cloning |
| Learning objectives covered in this lesson (curriculum reference) | 11.S2 – ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.R2 – understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics |
| Lesson goal |
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| Value for integration | Creativity and innovation |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement – “Rapid‑fire connections” |
Teacher says: “Good morning! Let’s start with a 90‑second challenge. I’ll show a word on the screen – CLONING. In pairs, write down as many associations, words or short phrases as you can. Ready? Go!” After 90 s, teacher calls 2–3 pairs to share. “Excellent! Today we’ll dive deeper – you’ll read, discuss and create something new about cloning.” Script: “Pair up with your shoulder partner. You have 90 seconds. Timer starts now!” |
Students work in 8 pairs (16 students). They brainstorm and jot down words (e.g., Dolly, sheep, DNA, identical, ethical, gene, copy, stem cells, science fiction). Selected pairs read their list aloud. | Descriptors (no points): • Participates actively in pair brainstorming • Offers at least 3 relevant associations • Listens to other pairs’ ideas |
Timer (projected or phone); whiteboard/slide with “CLONING”; marker pens or mini‑whiteboards (one per pair). |
| Откроется после регистрации: Lesson middle (20‑25 min) · Lesson end (5‑10 min) · Reflection (5 min) | ||||