LESSON PLAN

Candidate: Dinh Ngoc Nghiep Grade level: 6

Lesson title: Unit 1 – Lesson 2 – 2nd Period - Grammar

Step 1—Desired Results (What students will learn…)

Standards, benchmarks, other objectives as needed. What should students know, understand, and
be able to do as a result of the lesson?

 General Learner Outcome:

- Vocabulary review
- Grammar: Present simple- WH questions
 Students will be able to use Present Simple to talk about family members and
housework.
a. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family

Step 2—Assessment Evidence (Summative/Formative check for learning)

Performance task

- Answering reviewing questions from the teacher.

- Do tasks and exercises.
- Give out their own speech.

Performance criteria

- Class’s standard criteria

 Solve problems in grammar points and exercises
 Use grammar points to make correct sentences.
 Can talk with their partners using given speaking requirements.

Step 3—Learning Plan (detailed enough for another teacher to follow)

 Learning activities: Steps for students. Use action A. Notes for Teacher

In a small or large group, a

 verbs (step by step from start to finish) leader and a scribe (or this
may be the teacher) should
 Warm-up: be selected. Then the
Blog sharing
 Some volunteer students share their blog to the class. teacher defines the problem
 Teacher and other students follow them, make or idea to be brainstormed.
questions if necessary. He has to make sure
 Teacher gives feedback and gives marks. everyone is clear on the
topic being explored then
1. Grammar set up the rules for the
 Student-centered learning steps:
session. They should
 Activity 1: Listen & repeat
- Teacher asks students to list housework that include:
he / she does every day.
- Teacher underlines the verbs, introduces and
 letting the leader have
elicits the ways to use present simple tense.
control
- Students follows teacher, answer teacher’s
 allowing everyone to
questions
contribute
- Teacher gives some more examples for students
 suspending evaluation
to change subject pronouns and the verb forms
of ideas until all ideas
 Activity 2: fill in the blanks, using Present Simple
are gathered
tense.  the validity of all
- Have students work in pairs; use the verbs given to fill contributions
 recording each answer,
in the blanks in Present Simple tense.
unless it is a repeat
- Teacher asks some pairs to show their answers.  setting a time limit and
- Ask some students to check the answers. stopping when that time
- Teacher checks again and gives feedback. is up.
 Give plus points to the
 Activity 3: Write sentences using the prompts
groups with correct
- Have students to work in pairs, practice writing the answers.
whole sentences using the prompts
- Some students who finish quickly go the board to write 5. Assessment:
the answers.
Sticky note questions:
- Teacher checks and gives feedback.
EQ: what are the
 Closure: Revisit enduring understanding(s)/ essential challenges and
question(s). celebrations of group
work?
The answer may be put in the game “Who’s quicker?
- How do Ss / T feel
Two students each turn, put one hand on the shoulder,
 after teacher shows the question, student who has a this process worked?
faster clap will answer the question - What did Ss achieve during
and post Listening task? How
- Speaking.
much did the Ss achieve
through the target – general
- Students work in groups.
outcomes.
- Use the same format of the letter in b / p. 10 to talk about the
housework in the home.
- Some students share the story to the class.
The winner will get 1 point for him / her.

B. Resources, Timing, and Materials

 Materials to have ready: I-learn Smart World 6

 Approximate time needed for lesson: 45 minutes

 Materials: chalk, board, projector, book

Step 4—Differentiation/Accommodation/Modifications

Which strategies/methods will you use differentiate for different learning styles? How will you
accommodations and modifications for special needs students (IEP)?

I give others exercises if my students finish earlier.