CHECKED _____________
____________________
Short-term plan for английский in Grade 9
| Unit | 4 |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | The Borgen project |
| 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 formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Mind Map & Discussion) |
Teacher: "Good morning! Our topic today is 'The Borgen Project'. First, let's brainstorm. I want you to think of the word 'POVERTY'. What comes to your mind? Let's create a mind map together. (Writes 'POVERTY' in the center of the board). Please, shout out your associations. I'll write them down." After 1 minute of collecting words (e.g., hunger, money, Africa, help, sadness, government, unfair): "Thank you. Now, look at our mind map. Let's discuss three of these words. Why did you think of 'unfair'? What about 'government'? And 'help' – who can help?" AI Integration: Use a mind-mapping tool (like MindMeister or XMind) projected on the board. As students call out words, the teacher adds them in real-time, creating a dynamic, visually engaging map. This helps visual learners and organizes thoughts clearly for the class discussion. |
Students actively call out words and ideas related to poverty. They listen to peers and participate in a brief discussion, explaining their chosen associations. | Formative, observational. Teacher notes the range and depth of vocabulary and concepts students associate with the topic. | Whiteboard/markers, or a computer with a mind-mapping AI tool (e.g., MindMeister) projected. Prepared central node: "POVERTY". |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||