CHECKED _____________
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Short-term plan for English in Grade 9
| Unit | English |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Learners read non‑fiction books |
| Learning objectives covered in this lesson (curriculum reference) | 9.4.5.1 deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.3.8.1 recount extended stories and events on a range of general and curricular topics. |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (riddle) |
Teacher: “Good morning, Grade 9! Let’s start with a brain‑teaser. Listen: ‘I am not a story, but I tell true tales. I am full of facts, figures, and real‑life details. I can be long or short, but I never pretend. What am I?’ (a non‑fiction book / an informational text). Write your guess on a mini‑whiteboard. Share with your partner. Discuss: what makes a book non‑fiction?” Teacher writes hypotheses on the board: “true stories”, “real events”, “biography”, “textbook”, “evidence”. |
Students think, write one guess, discuss in pairs, then share with class. They activate prior knowledge about non‑fiction. |
Descriptors only, no points. • participates in hypothesis • gives plausible answer • collaborates with partner |
Mini‑whiteboards / paper slips; board markers; AI: ChatGPT (quick riddle generation, adapt difficulty) |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||