CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 4: Charities and Conflict |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Fundraising Summative assessment 4 for the unit «Charities and Conflict» |
| Learning objectives covered in this lesson (curriculum reference) |
9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.5.1.1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Provocative question & voting) |
Teacher: "Good morning! Before we start our assessment, let's vote. Show me thumbs up, sideways, or down. Here's the question: 'Is it more effective to donate money to large international charities or to small local community projects?' Think for 10 seconds... Now, show your vote! Thumbs up for large charities, down for local projects, sideways if you're unsure or see merits in both." Script: "I see more thumbs up/down. [Name], why did you vote for large charities?" (Listens). "[Another name], you voted for local projects. Can you tell us one reason?" (Listens). "Interesting perspectives. Both have valid points regarding scale, direct impact, and overhead costs. Today, you'll act as fundraisers, using your critical reading and writing skills to craft a persuasive proposal. This connects directly to our voting question." |
Students listen to the question, think individually, and vote using thumbs. Selected students verbally share their reasoning with the class. | Formative: Observing student votes and listening to the quality of their justifications (vocabulary, clarity of opinion). | None required for this stage. (AI Tool Potential: Mentimeter or Slido could be used for anonymous live polling and instant word cloud generation of reasons, making the engagement more dynamic and capturing all voices). |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||