ESF Educational Services English Language Section Purposes and Aims 1 Building confidence 2 Building on existing levels of ability 3 Creating an enjoyable classroom experience

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ESF Educational Services English Language Section Purposes and Aims 1 Building confidence 2 Building on existing levels of ability 3 Creating an enjoyable classroom experience Powered By Docstoc
					                 ESF Educational Services English Language Section Purposes and Aims
1. Building confidence 2.Building on existing levels of ability 3. Creating an enjoyable classroom experience


                                         Long Term Plan
          Name: Marie Murphy            Term: Spring 2006             Theme: Dinosaurs
          Site: Beacon Hill School      Day: Saturday                 Age Group:MP/UP

                                  Week One-7 January 2006
          Book: Assessment

          Objectives: The learner will be able to

          Introduction:

          Activities:
          1.
          2.
          3.
          4.

          Extension Activities:
          1.
          2.

                               Week Two-14 January 2006
          Book: Enchanted Learning web site.

          Objectives: The learner will be able to use past simple tense; introduce dinosaur names
          and periods and using sequencing words. Correcting written mistakes and make true or
          false statements.

          Introduction: Word hunt

          Activities:
          1.Wall search, what is a dinosaur, find it and unscramble words worksheets.
          2. KWL chart
          3. Reading and making true or false statements
          4. Match skeletons to dinosaurs.
          5. Plan a dinosaur exhibition and write description of the trip using past tense.

          English Language Section - Spring Term 2006 LTP
6. Write dinosaur newspaper article.

Extension Activities:
1. Wordsearch from MP assessment.
2. Answer true or false statements based on the information learnt.

                    Week Three-21 January 2006
Book: Dinosaurs Before Dark

Objectives: The learner will be able to:
Create their own Dinosaur Comprehension Quiz
Enjoy the book and gain an understanding of the events in the story
Develop writing confidence by using their own words to write sentences.
Learn new vocabulary in context
Apply phonic skills

Introduction: Dinosaur Quiz
Stick up the 12 Dinosaur Factsheets up around the classroom. Ss will use the information
to create their own “Dino Quiz”. They must go around the class, look at the info sheets
and create 10 comprehension questions. After ss have created their quiz,they will swap
their questions sheets with someone else and get them to answer the questions.
After all ss have finished, review pronunciation of dino names and any new information.

Activities:
    1. Comprehension and Writing Activity
    Ss will read the “Haddie the Hadrosaurus” worksheet and complete comprehension
    questions. Ss will then complete the writing exercise, using appropriate adjectives and
    structure and then read out their stories.
   2. Storytelling Activity
Split ss into teams. Hand out each team a large piece of poster paper, vocabulary sheet
and category sheet. Ss will cut out the vocab words and put them into the correct
category. Ss will then write their own story using the words. Each team will then present
their story to the class. As a class, vote for the best one.
   3. Ss will share predictions based on the cover of the book.
   4. Group Reading Activity
Read the first five chapters of the book as a class, focusing on pronunciation, new
vocabulary and comprehension.

Extension Activities:
1. Clarify any new words and get ss to write the new vocabulary into the back of their
books.
2. Dino-Info wordhunt worksheet

    Week Four-28 January 2006 (Chinese New Year
                     Holiday)

English Language Section - Spring Term 2006 LTP
    Week Five-4 February 2006 (Chinese New Year
                     Holiday)
            Week Six-11 February 2006 (LTP Due)
Book: Dinosaurs Before Dark

Objectives: The learner will be able to
Playground Comprehension Game
Finish the book and gain an understanding of the events in the story
Develop writing confidence by writing a prediction
Practice and apply interview skills
Work as a team to read a chapter and present key information
Increase vocabulary with introduction of new words.
Introduction:
Playground Comprehension Game
Split class into 2 teams: red and green. Hide comprehension and vocabulary questions
about Ch1- 5 around the playground for each team. One team will look for comp.
Questions for Chapter 1 & 3 (red), the other will look for Chapter 2 & 4 (green) The first
team to find all of their questions and, using the book, answer them correctly wins a
prize.
Activities:
1. Comprehension and Writing Worksheet:
Ss will complete the comprehension worksheet based on Chapter 5and write their
predictions.
2. Jigsaw Reading Activity.
Read the first chapter as a class. Split ss into 2 teams. One group will read Chapter 7, the
other Chapter 8. Each group will write down the main events of the chapter and present it
to the class. As each team presents, the other team will complete the appropriate
comprehension worksheet.
3. Interview Activity
Choose one boy and one girl from the class will become the characters from the story
(Jack and Annie). They will pretend to be part of a news conference and the other ss are
journalists. Each ss will write down an interview question. On the board, write down the
“5 Important W‟s” for report writing:
Who, What, Where, Why and When.
Instruct ss to think of a question that begins with one of the W‟s then get them in a circle
and put their questions to “Jack and Annie”
4. Who’s Who? Game
Using the 12 Dino Factsheets from lesson 1, stick them up on the board or pass them
around the class. Discuss the many different types of dinosaurs and the characteristics of
each. Have each student write the name of a type of dinosaur on a piece of paper and tape
it to another student‟s back. Students then travel around the room asking each other only
"yes" or "no" questions trying to guess the type of dinosaur taped to their back.



English Language Section - Spring Term 2006 LTP
Extension Activities:
1. Dinosaur Hotseat. Get a s to come out to the front of the class. Write then name of one
of the dinosaurs on the board. The rest of the class has to describe that dinosaur‟s traits
and the s at the front has to guess which one it is.
2. Dinosaur close activity.

                   Week Seven-18 February 2006
Book: Can I have a Tyrannosaurex Rex, Dad? Can I? Please!?

Objectives: The learner will be able to write a newspaper article including the main
elements required…practice writing in the past tense…read and extract information from
a given text…listen and follow instructions in making a dinosaur…build topic-related
vocabulary

Introduction: Arrange students with their chairs in a circle with one student without
a chair in the centre. Randomly give students a dinosaur name (don’t assignT-rex),
ensure that at least two students have the same dino name. Have the student in the
centre call out one of the dino names. The students assigned that name AND the
student in the centre must race to switch places. This will leave one student without
a chair who must now go into the centre and start the game again. To make the
game more exciting, inform the students that when the word T-REX is called out by
the centre person then everybody must get up and switch places.

Activities:
1. Sit students in a circle. Ask them what they would do if they had a dinosaur for a
pet. Ask them what would be the good things/problems of having one. Introduce the
book. Read the title and have the students predict the story. Read story and discuss
why the boy in the story wanted a T-Rex..
2. Tell students that to imagine that they just discovered a T-rex dinosaur. They
are going to write a newspaper article about this discovery. The news article must
include a picture, a caption, an eye catching title and the reporter’s name. The
content must include: Where? How? What? When? And a description of the
dinosaur.
3. Distribute a newspaper template and T-rex info sheet to each student. Briefly
read through and explain any new vocabulary. Give students ample time to
complete.
4. Make a paper T-rex. Refer to instructions.

Extension Activities:
1. T-rex cloze activity
2. How many words can you make using the word “Tyrannosaurus” activity sheet
3. Students read and share their news article with class.

                    Week Eight-25 February 2006
Book: Digging Up Dinosaurs

English Language Section - Spring Term 2006 LTP
Objectives: The learner will be able to know what paleontologists are and what their job
is……know what fossils are and how they are formed.… know the sequential process of
fossil formation… better understand how fossils are created by making their
own…identify and label tools used for paleontology…build topic-related vocabulary.

Introduction: Put students into pairs and distribute letter cards to each pair. First
pair to correctly identify and spell the word gets a point. Extra point can be
rewarded for anyone who knows the meaning of the word.

Activities:
1. Recap what a paleontologist is and what one does. Introduce the book and have
students tell you what they see on the cover (paleontologist, fossils) and to predict
the story.
2. After reading the story, discuss the tools used by paleontologists. Record their
answers on W/B. Show students flashcards of tools, stick on W/B and have students
name them. Discuss their uses. Hand out “Fossil Finder’s Tools” sheet for students
to illustrate and label tools used in paleontology.
3. Gather students in circle. Recap on the story and how fossils are formed. To
reinforce comprehension, stick fossil pictures on W/B and have students sequence
them. Next, read out sentence strips and have students match them with the
sequenced pictures. Go through answers together. Hand out “How fossils are
formed” sheet and blank A3 sheet for students to colour, cut, sequence and paste.
Write the title and one or two sentences for each picture (weaker sts may use W/B
notes to help).
4. Explain to students that fossils are not just of bones. They can be prints of
ancient life too. Give each student a piece of white clay. Demonstrate how to make
a fossil print (can use leaves, shells, etc.). Students make their own fossil prints.
(OPTION: They can paint them in the next lesson)

Extension Activities:
1. Design front cover for folder
2. Make a mini-dictionary and write up new vocabulary with definitions.


                       Week Nine-4 March 2006
Book: Patrick’s Dinosaurs

Objectives: The learner will be able to follow written instructions to make a dinosaur
out of paper. Put together a calendar and write in important dates. Write about what
another person is thinking using a picture. Write dates, times and places on a ticket.

Introduction: Using the templates from www.rain.org/~philfear/download-a-
dinosaur.html get the students to follow the instructions to cut, fold and glue paper to
make various dinosaurs.


English Language Section - Spring Term 2006 LTP
Activities:
1. Read the book
2. Make a dinosaur calendar: using the template on Enchanted Learning website, get the
students to colour the front page then bind the pages together to make the calendar.
Students can now go through each month writing in any important dates like the term
dates and birthdays etc.
3. Patrick Imagines: Using the worksheet from „Dinosaurs‟ page 39 students must cut out
the pictures and stick them in their books. Next to each picture they must write what
Patrick is thinking.
4. Complimentary Ticket: Talk about writing dates, times and places. Use the template
from „(pack name to follow)‟ page 44, copy onto coloured card. Students now complete
two different tickets and cut them out. Each student must present their tickets to the class
explaining what they have written.


Extension Activities:
1. Dinosaur Bingo
2. Word mastermind

   Week Ten-11 March 2006 (Sample Reports Due)
Book: What Happened To Patrick’s Dinosaurs?

Objectives: The learner will be able to impersonate a dinosaur. Predict the ending of a
story both in group discussion and in writing. Choose a dinosaur and use waste materials
to make a model. Alphabeticalise a list of words. Write synonyms and complete word
puzzles.

Introduction: Guess the dinosaur game: Students take turns to choose a dinosaur and act
out their dinosaur in front of the class. The other students have to guess the dinosaur.
(Encourage students by asking questions like „does it eat meat?‟)

Activities:
1. Read up to the page where Patrick and Hank are sitting in the back of the truck where
it says „Guess what happened then‟. Stop and close the book.
2. Brainstorm what the students think happened next and then get the students to write
their version of the end of the story in their books.
3. Get students to read their endings in front of the class and then talk about them.
4. Read the rest of the story and discuss the differences between the book and their
endings.
5. Using the materials collected by the students, choose a dinosaur each and start to make
the shape of a dinosaur. Once all the gluing is finished put to one side to dry.
6. Using the worksheet „Dinosaurs‟ page 9 sheet, have students quietly work through the
word activities.
7. Any early finishers can complete a wordsearch or crossword from the packs.
8. Painting the dinosaur models. Try to get students to follow pictures of the dinosaurs to
get the finish as accurate as possible.


English Language Section - Spring Term 2006 LTP
Extension Activities:
1. Word Hunt #3 (Enchanted Learning)
2. Hangman

                    Week Eleven-18 March 2006
Book: Can I Have a Stegosaurus, Mum?

Objectives: The learner will be able to re-tell a story, create his/her own story modelling
the language used in story, practice writing using correct grammar, punctuation and
spelling, use verbal commands effectively

Introduction:
1. Quick game of Hangman using the word “stegosaurus”
2. Show cover of the book. Ask, “Who do you think is asking this question, and why?”
(15 minutes)

Activities:
1 Play game of mixed up sentences using prepared sentences taken from the story. Give
each group a jumbled up sentence and see which group can be the first to produce a
grammatically correct sentence. T circulates and points out where they might be going
wrong but leaves Ss to discuss and come up with a workable solution. Ss should go on
rearranging until they find a sentence they think is correct and then check with T. When
all groups have finished, sentences are read aloud to the rest of the class.
 (25 min)

2. Read book with suitable pauses for Qs. (15 min)

3. Have Ss re-tell parts of the story and steer them towards copying the pattern of the
language used in the game and in the story
e.g. “If I had a stegosaurus, my stegosaurus could….”
      “I wouldn‟t have to worry about…because my stegosaurus would….” etc. (15 min)

4. Write up the sentence patterns on the board and ask Ss to suggest one or two other
reasons why it would be nice to have a dinosaur. (15 min)

5. Ss choose their own dinosaur (can use assessment dinosaur cards for this) and on scrap
paper, write about why they would like to have their own dinosaur. T reminds Ss to think
of original reasons as later on (next lesson) they will be presenting their work to the rest
of the class (i.e. NO COPYING!!). T circulates and encourages accurate use of practiced
language. (20 min)

6 Ss choose a sheet of coloured A4 paper and (leaving enough space to copy their writing
into the middle, decorate the border using little pictures of their chosen dinosaur. Ss
asked to do this carefully and originally as their finished work will be presented to the
rest of the class and displayed on open/parents‟ day. While they are doing this, T
circulates and checks writing with each Ss, encouraging self correction of any errors.
(20 min)

English Language Section - Spring Term 2006 LTP
7. Ss copy corrected writing onto bordered sheet (20 min)

8. Split class into two teams and have each team come up with a sentence for a game of
human mixed up sentences. Tell Ss that sentences should be no longer than the number
of hands in each team (i.e. no longer than 12 words for a team of six because Ss have to
hold one or two words each). When teams have chosen their sentences, T checks
grammar and spelling before they write each word onto the back of scrap paper ready for
the game. First team comes to the front and displays the jumbled sentence to the other
team, standing in a line from left to right. The task is for the rest of the class to find out
what the complete sentence is. They can do this by rearranging the line (using polite
verbal requests rather than physical means!), and by asking Ss to swap words with other
students. T should not say anything. Ss should go on rearranging until they find a
sentence they think is correct and then check with T. (25min)

(game taken from Oxford Basics: Teaching Grammar by Jill Scrivener)

Extension Activities:
1. Stegosaurus word scramble
2. Stegosaurus word hunt

          Week Twelve-25 March 2006 (Open Day)
Book: My Dearest Dinosaur

Objectives: The learner will be able to use descriptive language, answer comprehension
questions based on a story, present a piece of their own work to the class, match verbs to
definitions and practice using these verbs, read aloud under guidance of teacher,

Introduction: Show cover of book and ask if Ss know what kind of dinosaur is pictured
on the front, and talk about its appearance (it‟s a parasauroloplus). Ask them to read the
title and predict the story. (15 min)

Activities:
1. T reads story to class with suitable pauses. (20 min)
2. Ask Ss comprehension Qs such as:
 Who are the main characters? Who is the mother dinosaur speaking/writing to? Is “the
Cheeky One” a he or a she? What does the Cheeky One do that makes her so cheeky?
What happens to her in the story? What kind of dinosaur becomes a friend? How does the
story end? (20 min)
3. Ss take turns to present their writing pieces to rest of class (written last week). (25 min)
4. Definitions of verbs from story stuck around the room. Ss write match correct
definition to verb and record on worksheet. T checks answers with class and asks Ss to
suggest other animals that do the same things. T allocates one word to each pair of Ss and
asks Ss to make up a sentence using their verb. (25 min)
5. Ss are divided into 2 teams. Teams and team members take turns to stand at the front
of the class and act out an action given by T (using the verbs learnt in previous activity).
Their team gets a point for correctly guessing the action and a bonus point for correctly

English Language Section - Spring Term 2006 LTP
spelling the verb. (25 min)
6 Using A4 card, Ss make a picture postcard, drawing a scene from the story on one side
and writing on the other side. The card should be written as if from the Cheeky One about
her travels and adventures and can be addressed to Mum, Dad, siblings or little friend.
They can use actual events from the story or make up new adventures. They will also
need to invent a suitable address. While they are working, T asks each S to take turns to
come to the front to read part of the book aloud. (35 min)

Extension Activities:
1.Dinosaur cloze activity
2. word search

         Week 13-1 April 2006 (Final Reports Due)
Book: The Magic School Bus Part 1

Objectives: The learner will be able to define vertebrate and invertebrate. In addition
will be able to identify how dinosaurs are named and apply knowledge to name own
dinosaur. Identify climate and vegetation regions of dinosaurs.

Introduction: Elicit names of dinosaurs on board. (could use A3 picture of different
dinosaurs from dinogram to help)Play duck, duck, goose use dinosaur names.
Change names after every few goes. (15)

Activities:
1. Spelling race. Two teams in two lines in front of the board. First person with a
pen. Show cover of book and ask questions. First person to write correct answer on
board gets a point. E.g How many dinosaurs are on the cover? Who is the
author?(20)
2. Read whole book (20)
3. Read pages 6-11. Discuss meaning of pre-historic; vertebrate/invertebrate; warm
and cold blooded; fossils and paleontologist.
4. Worksheet vertebrate / invertebrate. (20)
5. Read pages 12 and 13 (15)
6. Dinosaur names worksheet. Do drawing of own dinosaur and names it on the
cover of student folder. (20)
7. Climate and vegetation Regions worksheet (need coloured pencils and atlas) (10)
8. Donogram (40)

Extension Activities:
1. Discovering Kelp worksheet (10)
2.a). Dinosaur extremes. Put worksheets on A3 around room. In teams write
questions for other teams to answer ( make sure they know the answers too).
b).Wordscramble find answers from dinosaur extremes. (20)

         Week 14-8 April 2006 (Last Day of Term)

English Language Section - Spring Term 2006 LTP
Book: The Magic School bus Part 2

Objectives: The learner will be able to write using past tense and correct written
mistakes, discuss dinosaur defenses and match with descriptions. Analyse different
extinction theories. Identify dinosaurs and their time period.

Introduction: a).Guess the dinosaur game. Give clues about the dinosaur (using
dinosaur fact cards) you have chosen and have the students guess which one you are
describing. B).Pelmanism, using cards and labels. Have cards face down and have to
find match pair. C).Recap story so far. (20)

Activities:
1. Read pages 14-27 (10)
2. Dinosaur defenses page 45 TCM (15)
3. Feathered reptiles page 46 TCM (10)
4. Read pages 28-48 (15)
5. Mass extinction theory worksheet page 47 TCM (10)
6. Make animal time line page 48,49,50 TCM (30) Time line questions need copies of
fingertip facts (page 62-77 TCM) and 3 copies o reference charts page 61-66 TCM,
with teachers notes p 48,49 TCM. (use dinosaur review worksheet to consolidate)
7. Ask questions about worksheet nature “What is the name of the newspaper” How
much does it cost? What is the date on the newspaper? How many stories can you
see on the front page? What do you think the story Attack is about? Correct the
mistakes on the worksheet. Individually each student thinks of a newspaper title of a
newspaper story about dinosaurs. Then pass the paper to the person on your left.
Then write on question about the title/ story and pass to person on your left. Then
write second question about the paper in front of you and continue until written 10
questions. Then do the same for writing answers to the questions, get students to be
inventive. Then after writing 10 questions, 10 answers and the title students write
the newspaper article in past tense. As a class choose a name for the newspaper and
using all the stories make a front page of a paper adding illustrations where needed.
(70)
8. Game using dinosaur footprints. In teams give dinosaur footprint and straw and
have to blow to move the footprint around a course in a relay race. (10)
Extension Activities:
1. Crossword puzzle
2. Worksearch with syllable pattern.




English Language Section - Spring Term 2006 LTP

				
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