Post on 26-Sep-2020
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King Midas Lesson Ideas
Aim of the lesson - to develop pupils' confidence and interests in language using different kinds of activities according to their levels and their
learning styles.
Less- advanced students will be able to use vocabulary "Furniture" on a sentence level.
Average students will be able to organize sequence of events in the story, to use vocabulary "Furniture" designing a room according to
instructions.
Advanced students will be able to engage in short conversations, express their opinions, likes/dislikes on the subject matter.
My notes Procedure Enabling Skills Benchmarks Domains This phase allows students
to make use of their prior
knowledge or experiences.
The brainstorming phase
reveals interests, level of
readiness, gaps, errors, and
misconceptions.
In brainstorming, ideas from
one student trigger ideas
from other students in a
chain reaction thought
process
logical, auditory learners
Opening:
• Greeting.
• Brainstorming Associations connected with the word 'money'
Vocabulary
acquisition
General knowledge
Express personal
wishes and
opinions
Engage in a short
conversation
Social
Interaction
Students are involved
into discussion. Weak
students may express
themselves in Hebrish
interpersonal, logical
and auditory learners
Advanced students
Less- advanced
students
Basic vocabulary
Core
king, servant, coin,
make a wish, touch,
turn to,
Vocabulary
"Furniture"
Expansion
count, surprise, carpet
Express personal
wishes and opinions
Engage in a short
conversation
Social Interaction
Discussion
- Is it good to be rich? Why?
- Can a rich man be helpful and kind?
- Do you agree with the proverb:
"Friendship is dearer than money"?
- Someone said, "I want everything I touch to
turn to gold." Is this wish good? Prove.
visual, logical
learners
Pre-watching activities
Prediction
- Look at the name of the movie "King Midas"
and say what the character of the story is.
- 2 pictures are on board. I challenge
students to predict why in picture_1 king
Midas is happy and in picture_2 he is crying.
To be able to
get information from
the name of the movie
and pictures to predict
the content of the
movie.
Locate relevant
information for a
special purpose
Extract information
from visual data
Access to information
visual, auditory and
logical learners
Watching Comprehension - Past Simple
- Vocabulary
Understand the
general meaning, the
main idea and
sequence of events in
the movie and use this
knowledge as needed
Access to information
Appreciation of
culture
Advanced students
Worksheet 1
Check the students'
answers
Less- advanced
students
Worksheet 2
Check the students'
answers
Differentiated Post-reading Activities Activities for Less- advanced Students
visual, kinesthetic,
interpersonal
learners
They present their
book to another
group.
The words of
different sentences
are written with
different colors to
make the work
easier.)
Station 1; (group work- 3-4 students)
Students get an envelope with number of pictures,
words, appropriate to the pictures, titles, etc.
They need:
-to make the cover of the book according to
instructions;
-to match the pictures to the words, and to make
2 pages in the book:
Page 1- "We can buy…. with money."
Page2- "We can't buy… with money…"
Station 2 (pair work)
Make sentences from separate words
Every 2 students get an envelope with separate
words and needs to organize them in 4 sentences.
Then they need to write them in their notebooks.
Vocabulary on the
topic
Sentence structure
Extract information
from visual data
Ask and answer
simple questions
about familiar topics
Access to
information
Social interaction
auditory and visual
learners
Station 3; ( individual work )
Worksheet 3
Circle all the words that rhyme with gold and write
at least 4 sentences with these words.
Abilities in
phonemic
awareness
spelling-sound
correspondences
Activities for Average Students In a group, students
discuss how to complete the sentences in the cloze
in the story.
Then everyone reads the text aloud and the group
gives marks for control
reading.
logical, visual,
kinesthetic and
interpersonal
learners
- name every item of furniture;
-in turns, they read the
Station 1 (group work)
Cloze (teacher prepares cloze taking into
considerations her /his students' level).
Station 2 (pair work)
a) "What a wonderful surprise!" - Students
get a set of separate sentences, written on
paper strips and organize them (after
discussion in a group) in order of the events
- what happened before and after this king's
exclamation.
b) (Similar work) Arrange correct sentences
under c) "False" and incorrect ones under
"True."
Station 3 (group work)
Design the living room
Students get a drawing of an empty living room,
The abilities
such as
comprehension,
sequencing, and
fluency
Vocabulary
"Furniture"
Follow instructions
Understand the
general meaning, the
main idea and
sequence of events in
the text and use this
knowledge as needed.
Find out and follow
short and simple
instructions
Access to
information
Social interaction
Presentation
Access to
information
instructions and design the
living room;
- everyone presents the
room to the group
items of furniture (stickers), and the instructions
how to design the living room.
Prepositions
Social interaction
Activities for Advanced Students Students get sentences on paper stripes, arrange them in order of the events and act the dialogue
out using paper puppets.
visual, logical,
kinesthetic,
interpersonal
learners
After the discussion students need to write down their
conclusions.
logical,
interpersonal,
auditory learners
Station 1 (pair work)
Dialogue 1 King Midas asks the magician to make him the richest man in the wirld. Dialogue 2- King Midas and magician after the tragedy
Station 2 (pair work) Pair information gap "King's Room"
2 students get different pictures of a room and need: 1. to fill in the sentences in chart "My picture"; 2. ask a partner about his/her room using "Is there..? Or "Are there..?" and fill in the chart "My Friend's picture". 3. Together they make Venn-diagram comparing two rooms.
Station 3 (group work) Discussion Students in every group discuss getting situation, for example:
Sam is sick. Can money help him?
You won 1000dollars. How would you like to spend your money?
Ask and answer
simple questions
about familiar
topics
Engage in short
conversation
Express feelings,
likes and dislike
Present information
on limited content,
Describe people,
things and events
Ask and answer
simple questions
about familiar topics
Engage in short
conversation
Express feelings, likes
and dislikes
Access to
information
Social interaction
Presentation
Access to
information
Social interaction Presentation
Sum up of the lesson: what every group learned today + presentation
Home-work may be different:
Less advanced students: 1. to illustrate the favorite episode in the movie; or: 2. to list items of furniture that they heard in the movie
Advanced students: 1. to write a letter to the main character; or: 2. to write another end to the movie:
or: 3. to write an essay "Friendship is dearer than money";
or: 4. to make a computer presentation "My Friends"
(See Appendix bellow)
Appendix
King Midas
ComprehensionName: ________
(Worksheet 1) Class: _________
Circle the correct answer .הקף את התשובה הנכונה
1. King Midas a. was a bad man.
b. loved money.
c. loved to travel.
2. King Midas counted his gold coins
a. every morning.
b. every hour. c. every week.
3. King Midas made a. three wishes.
b. a wish.
c. money.
4. King Midas wanted a. more gold coins.
b. to turn everything to gold.
c. to surprise his daughter.
5. King Midas's wish
a. didn't work.
b. was a wonderful wish. c. came true.
5. King Midas cried because
a. his daughter became a statue. b. he wanted more gold.
c. he was happy.
King Midas
ComprehensionName: ___________
Class: ___________
(Worksheet-2)
and act the dialogue out using paper puppets. of events Arrange the stripes in order
Dialogue
- Yes, I am. I do it every morning. I want my wish to come true.
No Yes
1. King Midas loved money.
2. King Midas looked at his gold coins every morning.
3. King Midas wanted to be clever.
4. King Midas's daughter turned to a flower.
5. King Midas was happy.
- What is your wish?
- I want to be the richest man in the world. Only in this case I will
be really happy.
Well, I can help you. You will be the richest man in the world. But
remember, the minute I'll see you crying, I will take all your gold away.
-Crying? Ha, ha, ha… I will never cry with gold.
Are you sure, King Midas?
Of course, I am sure.
Nice. Close your eyes and say, "I want everything I touch to turn to
gold." Say your wish three times, King Midas! Don't forget!
O.K. I close my eyes. I want everything I touch to turn to gold.
Now I am touching my table. Oh my God, it turned to gold!!! My dream is
coming true. Hurray!!!
Discuss in a group
Your names:________________________________________
You won 1000000 dollars. How would you like to spend your money?
Example: I am going to buy a beautiful villa for my family. buy, visit, see, travel, give, help, build, save in bank
1. I am going to______________________________________________.
2. I would like to __________________________________________.
3._________________________________________________________. 4. _________________________________________________________.
5. _________________________________________________________.
6. _________________________________________________________.
.קראו את השאלה ודונו עליה בקבוצתך. 1
: בזמן הדיון השתמשו במשפטים
I agree with you. That's just
what I think. :או
I disagree with you.
You are mistaken. In my
opinion…
-----------------------------------------------
ניתן להשתמש . רשמו את המסקנות שלכם. 2
.במחסן המילים
1. Read the situation and discuss it in a
group.
Use: I agree with you. That's
just what I think.
Or: I disagree with you.
You are mistaken. In my
opinion…
-------------------------------------------------
2. Write down your conclusions.
Use the bank words bellow.
Discuss in a group
Your names:________________________________________
Elisabeth is interested in Italian painting. Can money make her happy?
Example: buy, hang in her house, visit, go to…and see
If Elisabeth has money, she can learn painting at the university.
1. Money can help her ________________________________________. 2. She can _________________________________________________.
3. Elisabeth can also___________________________________________.
4. _________________________________________________________. 5. _________________________________________________________.
6. _________________________________________________________.
.קראו את השאלה ודונו עליה בקבוצתך. 1
: בזמן הדיון השתמשו במשפטים
I agree with you. That's just
what I think. :או
I disagree with you.
You are mistaken. In my
opinion…
-----------------------------------------------
ניתן להשתמש . רשמו את המסקנות שלכם. 2
.במחסן המילים
1. Read the situation and discuss it in a
group.
Use: I agree with you. That's
just what I think.
Or: I disagree with you.
You are mistaken. In my
opinion…
-------------------------------------------------
2. Write down your conclusions.
Use the bank words bellow.