Station 2: Practice vocabulary from the song, using Quizlet.

Station 3: The teacher's station - reading the song together. The teacher will ask the students comprehension questions to assess the students' understanding.

Station 4: answering LOTS and HOTS questions on a Wiser.me worksheet.

Station 5: Working in pairs - writing a post-reading and presenting it to the class in a creative way.

This model takes the benefits of traditional and distance learning. The students are in school, enjoy meeting the teacher and friends, and also use technological tools. The model allows the teacher to meet the students in small groups and assess their learning effectively. Plus, it's a fun way for students to learn and get more engaged.

Station 1: Practice vocabulary words using flashcards.

Station 2: Practice vocabulary words using Kahoot.

Station 3: The teacher station: The teacher reads the story aloud with the students (some scenes are screened to illustrate the story better to the students). The teacher asks comprehension questions while reading.

Station 4: Working in pairs - Each couple chooses one scene from the story and prepares to present it to the class in any way he chooses: comic, play, etc.

Station 5: The students answer simple LOTS questions about the story on a worksheet.

The rotation model has many advantages to the learning and teaching process. This model increases the opportunity for teachers to work with students in smaller groups. It supports students' collaboration and makes them reach solutions on their own or with the help of their teammates and allows students to learn in a variety of ways and that's what makes learning more interesting and fun.

Station 2- The teacher teaches the rules. When C sounds like 's' and when like 'k'.

Station 3- The students in pairs or groups get a chart and a word bank and they need to put the words in the right place-sound like 'k' or sound like 's'.(according to the rules) 

Station 4- The teacher practices with the class. She split the class into 2 groups and made a competition. She puts words on the board(which do not exist, to see if the students understood the rules) and each group needs to read it in its turn with the right sound.

Station 5- The students need to write 4 sentences on Padlet. In each sentence, they need to have a word that starts with the letter C. Two sentences with the sound 'k' and Two with the sound 's'.

Station 1 - https://www.youtube.com/watch?v=qolUC13bwMc

The students will watch the music video of the song with the lyrics.

Station 2 - The students practice vocabulary from the song by using Wordwall.

Station 3 - with the teacher - The teacher read the song with the students together in the classroom and ask them questions about the song.

Station 4 - The students will work in groups, each group will choose at least two sentences from the song which they have to translate and discuss between them

( how these sentences are expressed in their personal lives, how they feel they can relate with these sentences ect')

Then each group will write their conclusions and share them in class.

Station 5 - The students will play Kahoot that will Include questions about the things they have learned in this lesson.

Station 2: Practice new vocabulary for your writing on Quizlet.

Station 3: The teacher station - s/he gives the students a few examples of paragraphs and the students need to decide which ones are opinion paragraphs and tell the teacher which words or phrases helped them to decide. 

The teacher shows them how the opinion paragraphs are built.

Station 4: Look at the structure of an opinion paragraph and look at the example. Choose a topic from the list and write your own opinion paragraph. 

Station 5: Give your paragraph to your classmate and take his, look together what you both did similarly and what you did differently. Make necessary changes and upload your work to the google class. 

Station 2- Group station (between 4-5 students) - each student will tell what his favorite book is and why

Station 3 – with the teacher – read the poem together with the students 

Station 4 - Practice vocabulary using flash cards. 

Station 5 - Each student will prepare worksheet for his or her favorite book( like wizer.me) 

Station1:  the students will hear again the song and will draw with gouache color on Bristol whatever they want, throughout the song and use the relevant colors for that moment. example: they sing about the color blue and the children are supposed to use at the same moment only blue color. 

Station 2: the students will Assemble a puzzle of colors in which there are also the written words. 

Station3: Practice vocabulary by plying memory game, in one hand the words, in  other the color itself.

Station 4: Practice vocabulary with the teacher: The teacher says a certain color in English, and the children have to bring some object in the same color

Station 5: student will use the worldwall- Find the match 

BY ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.

Station1: Practice vocabulary using  Quizlet.

 Station 2: Practice vocabulary from the song using Wordwall.

Station 3: The teacher station: The teacher sings the song with the students and asks them 

to repeat first the sequence of the nouns, afterwards the sequence of verbs and finally

the sequence of adjectives.

Station 4: The students create a model of the song's script in groups. Part of the group prepare to sing the song while the others show the song's embodiment to the class. 

Station 5: The students will need to write a new stanza for the song by themselves (It needs to be before they discovered the bear).