CHECKED _____________
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Short-term plan for English in Grade 11
| Unit | Reading for pleasure |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | SA for the Unit “Social Change & Further Study” Genres of fiction |
| 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 (Real-life news hook) |
Teacher: "Good morning! I want to start with a headline from last week: 'Young activists use dystopian novels as a blueprint for climate change campaigns.' Why do you think they would turn to fiction, not scientific reports, for inspiration? Turn to your neighbor and make a quick prediction." (Listens to 2-3 predictions) "Exactly. Fiction holds a mirror to society. Today, we'll see how different genres—science fiction, historical fiction, realistic fiction—help us understand social change and our own roles within it. Your task is to become genre detectives, analyzing the author's voice and the values within." |
Students listen, discuss the question in pairs (6 pairs total), and share predictions with the class. Possible responses: "Fiction makes problems emotional," "It shows possible futures," "It's easier to connect with a story." | Descriptors: Student participates in pair discussion; makes a logical prediction connected to the news hook. No points. |
News headline (projected or written on board). Timer. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) | ||||