| Language and literacy intention(s) Activating Prior Knowledge about Lanterns. We are learning:
|
|||
|
Opportunities for Key competencies development |
Participating and Contributing Using Language, Symbols and Texts |
||
| Principles and values | Cultural Diversity Learning to learn Diversity |
||
Lesson 1 (Part 1)
Teacher checks the understanding of the term ‘features’ (noun) and places definition on the lanterns vocabulary wall.
Teacher checks for understanding of ‘sentence’. Place definition on lanterns word wall.
Instructions for the task: In groups of four, students will work collaboratively to find out how much everyone knows about lanterns. Explain to students that everyone will have something they can contribute to a poster. Divide class into groups of four or five. Make sure the ELLs are evenly distributed throughout the groups. Each group is given a poster. There is one question on each sheet with a sentence starter for each. Questions include:
Students are instructed to write answers in full sentences so that a complete idea or thought is communicated. The teacher models complete sentences about lanterns.
Each group is given a poster. Students have four minutes to talk together to form as many answers as they can to the question on the poster. After four minutes the poster are passed to another group.
When students get a new chart the ‘reader’ reads out what has already been written by the previous group.
The group checks that full sentences have been used. The teacher reminds groups not to repeat anything that is already on the poster.
At the end of the activity the teacher displays the charts and discusses with the class. The teacher and class check and discuss content. The teacher and class check that content is written in sentences and then edit any statements for grammatical errors.
Lesson 1 (Part 2)
Key idea: What ideas/feelings do lanterns represent?
Teacher checks for understanding of ‘represent’ and places definition on the lanterns vocabulary wall. The teacher shows students a photograph of a lantern in a particular context and asks students what they think the lantern represents.
The teacher sources a set of different lantern photographs (a Google Images search will locate these). The set of photographs is circulated amongst the class and students think about what each photo represents for them. Students then T hink Pair Share with a partner (possible answers: warmth, security, safety, family, light, welcome, guidance...)
Teacher writes responses on the white board. The lantern might represent …
At the end of the lesson students reflect on their learning.
What did you learn about lanterns?
Students record findings in their lantern journals using full sentences:
I learned that a lantern…
For me lanterns represent…
Reflection on Learning
Teacher asks:
How did today’s activities help you learn about lanterns?
Did you speak or write in complete sentences?
Published on: 26 Jun 2018
