Describing People

6.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings;

6.3.2.1 — ask simple questions to get information about a growing range of general topics;

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.3.8.1 — recount some extended stories and events on a limited range of general and curricular topics;

6.3.7.1 — use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

-present information about tragedy, comedy and drama

-associate them with films

-answer the simple questions about Shakespeare and Charles Dickens

-read for and define the specific information

-produce  role-reading

-construct own explanation about tragedy, comedy and drama by examples

comprehend the topic   with specific information

Apply

Analyze

Evaluate

5 min

Association with films

3 groups have their genres: 1^st group – Drama, 2^nd group – Comedy, 3^rd group – Tragedy. Each group is given 5 circle option diagram.  Students should associate genres with films.

Descriptors:

A learner:

—       uses topic-related vocabulary;

—       associates movies correctly.

PPT

Virginia Evans, Jenny Dooley, Bob Obee, Students’ book (ex.1, p.41)

https://www.enchantedlearning.com/graphicorganizers/star/

5 min

10 min

10 min

5 min

Open-ended questions about writers Shakespeare and Charles Dickens

1.      Who was Shakespeare?

2.      Where was he born?

3.      What do you know about his works?

4.      Who was Charles Dickens?

5.      Where was he born?

Descriptors:

A learner:

—       answers the questions

Differentiation:

Less able students  answer the 5Ws questions.

More able students  recount the writers’ stories in short.

While-reading

Jigsaw

Teacher hands out parts of the text each group and give them 3 minutes to read and be ready to recount. Afterwards the member of each group goes around  by the clock-circle and retell their parts.

Descriptors:

A learner:

—       exchanges the information clearly;

—       comments the work of other groups.

Post-reading

Readers’ theatre

Students read the text by role-reading.

Two Candidate Venn Diagram

This is a thumbnail of the Two Candidate Venn Diagram print out. The full-size printout is available only to site members Shakespeare and Charles Dickens.

Descriptors:

A learner:

—        pronounces correctly;

—       reads impressively.

PPT

Cards

Virginia Evans, Jenny Dooley, Bob Obee, Students’ book, 6^th grade (ex.2, p.42)

Virginia Evans, Jenny Dooley, Bob Obee, Students’ book, 6^th grade (ex.2, p.42)

PPT

Cards

https://www.enchantedlearning.com/election/venn.shtml

Reflection

“Traffic Light”

If students understood the lesson, they should show GREEN light.

If students didn’t understand the lesson, they should show RED light.

If they have the questions, they should show YELLOW light.

H/w: WB/ ex.5, p. 29

https://www.sites.google.com/site/strategytoolbox/inner-outer-circle

Bob Obee, Work-book, 6^th grade

1)      Less able students  answer the 5Ws questions.

2)      More able students  recount the writers’ stories in short.

Differentiation by learning styles

1)      Audio learners make role-playing, work in groups

2)      Visual learners visualize the films, plays

3)      Kinesthetic learners use graphic organizer to associate the genres with films and make role-playing

Differentiation by scaffolding:

Less able students are supported by gestures, more time for preparation.

·                  Outer-Inner circle

·                  “Traffic light” method

·                  Constructive feedback

Using physical exercises and active activities.