CHECKED _____________
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Short-term plan for English language in Grade 5
| Unit | Module 5 Creativity |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 5 Attendance: _____ Absent: _____ |
| Lesson topic | Across the curriculum 5I. Music, p.72. Edutainment 5, Appreciate art, p.74. |
| Learning objectives covered in this lesson (curriculum reference) | 5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges; |
| 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 Challenge) |
Teacher: "Good morning, class! Today's theme is creativity in music and art. We'll start with a 2-minute challenge. I will play 10-second clips of three different pieces of music. For each, I want you to write down ONE emotion or color you associate with it on your mini-whiteboard. Ready? Let's begin!" (Plays clips). "Time's up! Show me your boards. For the first clip, who wrote 'happy'? 'Blue'? Interesting! We all interpret art differently—that's creativity!" | Students listen to each music clip. They think individually and write one word (emotion/color) on their mini-whiteboard for each clip. They show their answers when prompted. | Descriptors: The student participates by writing at least one word per clip. The student shows initial curiosity about the task. No points. |
Speaker, 3 short music clips (e.g., classical, jazz, electronic), mini-whiteboards & markers, timer. AI Tool: AI music generator (e.g., Soundraw, AIVA) to create unique, copyright-free 10-second clips for immediate, tailored engagement. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||