Professor John M. Richardson
OBSERVATIONS:
Date: __/__/__
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Title: READING DAY
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Lesson number: 41
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OBSERVATIONS:
Date: __/__/__
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Title: DESCRIBING A FOREST: 4th GRID
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Lesson number: 42
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Definition: And knowledge itself, is power.
Spelling revision
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New words
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Dictionary definitions, corrections, and synonyms.
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gnarled
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mellow
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canopy
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asters
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tannin
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balm
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almond
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suede
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grove
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pentagram
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hoary
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ballad
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mystique
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basil
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moth flutter of dawn
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beards of moss
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suede soft flowers
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a ballad of birdsong
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witch light of dusk
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knotted arms of trees
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Garden of Eden
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a mossy mattress
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ripe nuts
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juicy berries
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wild basil
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stinging nettle
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delicious mushrooms
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mellow fruit
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wild garlic
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healing balm
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like flashing petals
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like silver pin pricks
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like diamond dust
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like fairy fire
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like silver snowflakes
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like sparkling asters
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like fiery pentagrams
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like wizard dust
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AIMS AND OBJECTIVES
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INTERNET RESOURCES
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1) To continue building their diction base with an exercise which awards points for success.
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1)
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MAIN LESSON
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OTHER RESOURCES
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1) Recap by giving an oral test on the 7 spellings they had to learn.
2) Recap on the module for achieving success and correct the homework by listening to their ideas.
3) Allow students to fill in Latin phrase. Discuss it in the context of the last lesson.
4) Allow students to fill in the dictionary definitions of the new words and the grids. Separate into pairs or teams if you feel it will help.
5) Ask them for their favourite words/phrases from the grids as a continuation of the ‘English is wonderful’ enthusiasm they ought to be developing by now.
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1) See back of this book for an extra lesson on ‘Describing the Stars’.
Taken from ‘Writing with Stardust’ and may be used as a supplementary aid for other classes also.
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PLENARY/LEARNING OUTCOMES
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HOMEWORK IF REQUIRED
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1) Recapping on previous lesson on achieving success.
2) Increasing their range of vocabulary with the grids and continuing the importance of spellings.
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Ask students to put 10 of the 24 words/phrases into a short passage on ‘Life in the forest’. They may include previous words/phrases from the book if they wish.
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OBSERVATIONS:
Punctuate the following using the above rule:
1. “What is a hunter’s moon?” she asked.
2. “I love the owl light of the forest at dusk,” he said.
3. “Look at the stars glimmering!” he shouted.
4. “The misty mystique of an autumn forest is special,” he declared.
5. “Can you hear the birds chiming?” she questioned.
6. “This dark forest gives me goose bumps!” he yelled.
7. “Listen to the snapping branches!” she shrieked. “There must be trolls in here!”
8. “Rivers are the motorways of the forest,” he said.
9. “Doesn’t the mist look like a magician’s smoke?” he asked.
10. “A blood moon hung over the forest last night,” she said. “It was eerie.”
AIMS AND OBJECTIVES
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INTERNET RESOURCES
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1) To introduce the importance of quotation marks when inserting direct speech in a passage.
2) To do so through the prism of descriptive writing in order to make it more relevant and interesting for them.
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1) TI: Punctuation exercises for students to:
englishforeveryone.org
It gives excellent printable worksheets and even quizzes.
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MAIN LESSON
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OTHER RESOURCES
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1) Recap by giving oral/written test on 7 spellings from previous class.
2) Correct homework by getting students to swop copies and put a grade on each other’s work. Each student should correct a minimum of three of their peers. Let volunteers read their homework and praise the good points while pointing out any errors of expression orally.
3) Let students attempt direct speech exercise in pairs.
4) Correct errors on the blackboard/whiteboard.
5) Get students to redraft any incorrect sentences.
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1)
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PLENARY/LEARNING OUTCOMES
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HOMEWORK IF REQUIRED
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1) Stressing the importance of grammar and punctuation in their writing with a short, sharp exercise.
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Give homework assignment based on the website above.
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Date: __/__/__
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Title: DESCRIBING A FOREST: 5th GRID
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Lesson number: 44
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Definition: Nature is mightier than education.
Spelling revision
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New words
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Dictionary definitions, corrections, and synonyms.
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mellow
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clay
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asters
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loam
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balm
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mulch
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suede
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organic
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pentagram
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incense
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ballad
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deciduous
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basil
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cologne
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hair raising
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eye opening
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goose bumps
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heart thumping
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jaw dropping
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eye widening
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skin tingling
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heart clenching
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clay rich smell
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oaken aroma
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mulchy fragrance
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woody incense
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earthy scent
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organic waft
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peaty perfume
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loamy cologne
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fruity strawberries
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orchard sweet berries
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sherry sweet berries
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fruitcake rich
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sharp tasting berries
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meadow sweet
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trifle sweet berries
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windfall sweet apples
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AIMS AND OBJECTIVES
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INTERNET RESOURCES
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1) To finish the forest grids and recap on the forest module.
2) To inform the students that the words/phrases will be tested at the end of October and to revise them in any free classes/study periods they might have in school.
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1) Show clip from YouTube below as a reward for finishing the 5 forest grids and learning their spellings.
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MAIN LESSON
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OTHER RESOURCES
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1) Recap on previous spellings. This may be the 7 spellings for homework or 20 of the 35 spellings learned from the 5 grids.
2) Allow students to fill in Latin phrase and discuss it.
3) Allow students to fill in dictionary words and grids.
4) Ask them to put selected words/phrases into a sentence, either orally or to be written down.
5) Recap on lesson and show YouTube clip if possible.
6) Praise students for applying themselves to the descriptive grids and get feedback on what they are learning as they move through the modules. Remind them that there is a lot of hard work ahead for the rest of the October module but that it will be interesting.
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) TI: Planet earth amazing nature scenery to: YouTube
It shows the Arctic, mountains, forests, waterfalls and the desert in 5 different montages. The forest scene runs from 4:30 mins.to 7:40 mins.
It might be worthwhile to run it as they are doing the grids. It’s a valuable lesson that you can’t work and watch TV at the same time!
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PLENARY/LEARNING OUTCOMES
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HOMEWORK IF REQUIRED
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1) Recap on module and discuss the noticeable improvements in their writing skills.
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Written exercise on words from the 5 grids.
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OBSERVATIONS:
Date: __/__/__
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Title:
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Lesson number: 45
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ACROSS DOWN
1 Stars flickering with light 1 A magician’s star
4 Type of flower or shape of star 2 Type of soft fabric
5 Like clay 3 Crooked fingers or trees
8 Walks casually like a pig 6 Wet leaves decomposing
10 Grey-haired or ancient 7 Not unreal, not real, but bizarre
12 Plant used for healing 9 Onomatopoeia
14 Plant used by Romans for soup 11 Metaphor for forest aftershave
17 Metaphor for forest perfume 13 A small wood without undergrowth
18 The limb of a tree 15 A type of silver metal. Not expensive
19 A robin might make this motion 16 As round as a globe
OBSERVATIONS: (Let the students make their own crossword. They can get common words from the dictionary or use any word from their workbooks. It will take time but there are few better exercises to fuse the spatial, linguistic, logical and kinaesthetic intelligences).
Date: __/__/__
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Title: READING DAY
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Lesson number: 46
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AIMS AND OBJECTIVES
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INTERNET RESOURCES
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1)
2)
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1)
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MAIN LESSON
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OTHER RESOURCES
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1)
2)
3)
4)
5)
6)
7)
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1) The easiest site for making an interactive crossword seems to be:
edtools.mankind.forward.com
Simply type in :
Make an online crossword. I still prefer to do crosswords manually with my own classes, however. It is a valuable lesson in patience and planning for them and the satisfaction they get on completion is immense. Consider starting one during a reading day and let them finish it in the next day’s lesson.
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PLENARY/LEARNING OUTCOMES
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HOMEWORK IF REQUIRED
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1)
2)
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OBSERVATIONS:
Date: __/__/__
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Title: DIRECT TO INDIRECT SPEECH
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Lesson number: 47
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