CHECKED _____________
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Short-term plan for English language in Grade 10
| Unit | I. Legend or truth |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Black Climber |
| Learning objectives covered in this lesson (curriculum reference) | 10.W8 communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.R3 understand the detail of an argument – both explicitly stated and implied – in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
| Lesson goal |
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🌐 Interdisciplinary links: Geography (mountain ecosystems, climate), Physical Education (endurance, risk), Media studies (how stories become legends).
🧭 Values integration: Respect for different viewpoints, academic honesty when using AI, empathy towards people in extreme situations.
🎯 Differentiation paths:
Gifted learners (2–3 students): Advanced tier in all tasks; extension – produce a balanced argument essay (200+ words) comparing two legends; act as peer editors.
Struggling learners (2–3 students): Sentence starters, vocabulary bank, extra time, teacher/TA scaffolding; paired with a supportive partner; simplified AI prompt.
Universal support (SEN – if applicable): Visuals, chunked text, audio version of the text, speech-to-text for writing, choice of graphic organiser.
🧘 Physical pause (after ~20 min): “Summit stretch” – 2 minutes: reach up (climbing), side lunges (balancing on ridge), deep breathing (thin air). Students close eyes and imagine they are at the top.
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement – “What if…?” |
Teacher: “What if a climber reached the summit of a dangerous mountain without oxygen, but nobody believes his story? What would you feel? What would you do?” Write the question on the board. Invite 4–5 ideas. Encourage use of modals (might, could, would). Possible student variants: “I would feel frustrated”, “I would ask for proof”, “I would write a letter to a magazine”. Differentiation: Struggling learners get a sentence frame: “If I were the climber, I would probably …”. |
|
Descriptors only (no points): • participates in discussion • uses at least one modal verb • shows empathy / critical thinking |
Whiteboard, markers; slide with “What if…?” |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) | ||||