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2. Create an outline for a creative writing assignment (for an application) based on prompt with animals 

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2. Create an outline for a creative writing assignment (for an application) based on prompt with animals 

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2. What will students be able to do when the lesson is finished?

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2. What will students be able to do when the lesson is finished?

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3. How will the students be motivated before the lesson begins? Refer to something we  discussed in class.

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3. How will the students be motivated before the lesson begins? Refer to something we  discussed in class.

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4. Which teaching methodology will you use?

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4. Which teaching methodology will you use?

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TPR, GTM, Audiolingual, SLT (PPP), CLT

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6. Does the activity take into account different learning theories or personality theories?

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6. Does the activity take into account different learning theories or personality theories?

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7. How will you keep students motivated when class ends?

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7. How will you keep students motivated when class ends?

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3. Provide examples on board with excerpts from different texts about animals, have students rate their favorite and give two reasons why.

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3. Provide examples on board with excerpts from different texts about animals, have students rate their favorite and give two reasons why.

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11 years old (Grade 5)

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Middle School Students

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Recognize different animals and differentiate where you can find them.
Leave toys of animals on their tables (to ignite their creativity and excitement) (we will come back to using these toys after the lesson)
ask them to take the animal toys back to the front of the classroom so we can begin the lesson.

We would follow a combination of PPP and TPR methods.

Ask them to stand up. Show them one animal, say what the animal is with an action, ask them to mimic me as a teacher while showing on the projector where you would see that animal (kinetic, Visual) Continue with the next animal and so on...
Reinforce lesson by constantly going back to previous animals...

Give students color pencils and paper and ask them to draw their two favorite animals. (Intrapersonal/visual)

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Complete a diagram outlining the basic anatomy of an animal

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Complete a diagram outlining the basic anatomy of an animal

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ex. What animal is this? "it is a __"

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4-6 Years old

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2. Aim of lesson: be able to name and describe a range of Safari animals

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2. Aim of lesson: be able to name and describe a range of Safari animals

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Choose a sub-saharan animal (ie elephant, lion, giraffe, gazelle, rhino) and present for the class

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Predators and Prey

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Elephant -Giraffe -Monkey -Lion - skunk - Bat -Bear - panda - Snake - Tiger - koala - Kangaroo - Hippo -Eagle
-Hummingbird

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Show a clip from Planet Earth 2 that focus on the animal on which we decide to focus 

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Show a clip from Planet Earth 2 that focus on the animal on which we decide to focus 

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Before Class Announcing students about the reward  (If students get the right answer) Provide list of words

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Have pictures of animals and textured fabrics of different hides

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Have pictures of animals and textured fabrics of different hides

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maybe also decorate the classroom with leaves and rocks etc.

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PPP

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5. Workshop - start with our example of brainstorming and creating an outline, go over example, have students make their own outlines, then have them share in groups.

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5. Workshop - start with our example of brainstorming and creating an outline, go over example, have students make their own outlines, then have them share in groups.

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eacher presents a diagram on board of one animal, outlining the different body parts (neck, ears, abdomen, legs, etc)

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eacher presents a diagram on board of one animal, outlining the different body parts (neck, ears, abdomen, legs, etc)

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Teacher presents a diagram on board of one animal, outlining the different body parts (neck, ears, abdomen, legs, etc), and then hands a diagram to students individually of a *different* animal, facing a different direction, with the same body parts. Then students get into groups to discuss and edit their findings. Then we will come back to large group and teacher will call on individual students to come up to the front and identify one part of a third and final different animal. 

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Teacher presents a diagram on board of one animal, outlining the different body parts (neck, ears, abdomen, legs, etc), and then hands a diagram to students individually of a *different* animal, facing a different direction, with the same body parts. Then students get into groups to discuss and edit their findings. Then we will come back to large group and teacher will call on individual students to come up to the front and identify one part of a third and final different animal. 

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Introduce Relationship Chart (Prey and Predators) and quiz and special game

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Introducing Relationship Chart (Prey and Predators)

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Nat'l geographic/BBC video on wildlife.

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Enter the class.. acting out.. their favorite animal

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Total Physical Response.
SLT?

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- Images of animals around the room.
- Teacher models pronunciation and matches to an 'animal action'. Students to repeat.
- Split class into groups, give each one an animal. Groups mind-map words to describe their animal.
- Then use sentence stems to write and present a 'documentary' where some students are David Attenborough and some are the animal, using the original action for the name of the animal.

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Yes. Introverted (working independently) and extroverted (groups and coming to front of room). Visual and auditory (clip at beginning, diagrams) and logical. Movement. 

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Yes. Introverted (working independently) and extroverted (groups and coming to front of room). Visual and auditory (clip at beginning, diagrams) and logical. Movement. 

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6-8 yrs

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TPR

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Know the names of the most important zoo animals.

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Working alone to create outlines, then working together in groups.

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1) Hold pictures of the animals and teach action and word for each animal, then perform an action and have a child guess and say which animal it is ..
2) "Yes, I can"

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Have them design their own cookie-cutters in the shape of an animal. Have one student from each group go home and make the cookies and come back the next day and share with group; they will have to say the name of the body part before they bite it off. 

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Have them design their own cookie-cutters in the shape of an animal. Have one student from each group go home and make the cookies and come back the next day and share with group; they will have to say the name of the body part before they bite it off. 

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Animal crackers--they have to say the name of the body part before they bite it off. <3

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Animal crackers--they have to say the name of the body part before they bite it off. <3

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7. Students have everything they need to start their first draft - they should then come into the Writing Center to go over the draft, getting one step closer to completing their assignment.

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7. Students have everything they need to start their first draft - they should then come into the Writing Center to go over the draft, getting one step closer to completing their assignment.

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Motivation- start by asking what zoo animals they know; ask which zoo animal they would have as a pet if they were allowed.

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- Multiple intelligences.
- VAK.
- Krashen's Natural Approach

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Students to design a pamphlet/poster as homework on an animal of their choice.

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Situational Language Teaching (PPP approach).

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Ask the students to color animal pics or do an animal related craft as "homework"

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Ask the students to color animal pics or do an animal related craft as "homework"

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The activity is good for all types of learners: . We took into account multiple intelligence theory.

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The activity is good for all types of learners: . We took into account multiple intelligence theory.

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If students like this activity and promise them they can have this kind of activity near future.
Also theirhomework will be to write about their favorite predator or prey

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If they like this activity,

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They will choose an animal to introduce to the zoo as zookeeper, explaining why and what the animal eats, as well as how to care for it.

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Takes into account spatial/visual with a drawing of the animal; musical with the sound the animal makes; interpersonal with group activity; body/kinaesthetic with acting out animal behaviour; logical/mathematical with lists of requirements for keeping the animal.

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Final motivation by putting up drawings of the animals, or handing out animal-shaped sweets.