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SE1 Unit 2

Reading & Speaking Pages 40 - 41

This is an SE1 Unit 2, Reading and Speaking lesson in which students m
ake a prediction about the content of the reading, read, check the accuracy of their predictions, understand the reading in more depth by understanding the descriptive vocabulary used in it, and infer the writer’s opinion about a character being a hero. They then discuss and compare their beliefs about heroes and their traits with the one in the reading.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.



Lesson Plan SE 1.2 Reading

 
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·         Reading, speaking

 

Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         Reading (predicting what a reading is about, reading for detail and inferring opinion), 
·         Words of description (personality, physical traits, likes and dislikes)

 

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
·         Yes (inferred), comparing the beliefs of what makes a hero in the story of a Nigerian village hero with their own beliefs.

 

Objective:  Students Will Be Able To…. 

·         Make a prediction about the content of the reading, read, check the accuracy of their predictions, understand the reading in more depth by understanding the descriptive vocabulary used in it, and infer the writer’s opinion about a character being a hero
·         Discuss and compare their beliefs about heroes and their traits with the one in the reading
 
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)
·         Can read and understand main points and some important details of longer texts
·         Can plan for, use, and evaluate the effectiveness of several reading strategies to develop guessing skills and to clarify or summarize information

 

When and how will I check my students’ progress toward the objective(s)?
·         I can hear and see Ss answering questions about the reading passage and filling in the grid
·         I can hear Ss talking about their ideas of who a hero is, including traits they believe heroes have, and comparing their ideas to the ones in the reading
 
Required materials and/or resources:
·         SE1.2, Pg 40, Act. 2 and Pg 41, Act 2, writing materials

 

Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?
·         The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and about their country and the world.
·         The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones.
·         The teacher plans activities in which learners use previously-studied language and skills and incorporate new language and skills.

 

 


 


Time

By the end of the stage, students will be able to

Rationale

(Why do we want our students to do this?)

Interaction Pattern &

VAKT[1]

Procedure

Materials

10 min

Demonstrate understanding of some words or phrases they will meet in the reading 

 

Ss need to understand some words or phrases in order to help them read more effectively and to help them do the reading activities
Ss-Ss, Ss-T, T-Ss
 
VA
 

Word Splash (Pre-Reading)

·         T writes key words from the reading text on page board, for example:  village, bushy eyebrows, wrestling match, cock-crow, (chickens) go to roost, improvident, (play the) flute, coward, take up arms, defend, win someone a place among.  Ss discuss the words they know and don’t know in pairs or groups. T assures Ss it is okay if they are unsure of words.

·         T monitors, noting unknown vocabulary. After Ss have discussed the vocabulary, T brings class together, addressing the unknown vocabulary and checking understanding.

 

Board

Chalk

10 min

Predict what the reading passage is about.

 

 

 

 

 

 

 

Read the text and say whether their prediction was correct

Effective readers are able to predict what a reading passage will be about. This will help Ss understand the text.
 
 
 
 
Asking Ss to read and find out if they were correct is a simple, motivating task that gives them an opportunity to practice reading quickly for the main idea (or gist)
 
T-Ss,  Ss-Ss
 
VA
 

Reading 1 - Predicting the story

·         T tells to Ss look at Pg 40. Act. 2 in their textbooks.  T asks Ss to read the book cover description of the story and to choose whether ‘a, b, or c’ best describes what they think they will read in the reading passage.  Ss choose their answer; Ss compare with a partner.

·         T asks Ss to read the passage on Pg 41, to see if their prediction/guess was correct.  T gives Ss time to compare their answers in pairs/groups.

·         T checks correct answer with the entire class.

 

 

Textbook

SE1.2

Pg 40  

Act 2

 

 

 

 

 

 

 

Pg 41,

Text

10 min

 

Read the text and put vocabulary in the correct box in the grid

Ss need to understand the text in greater depth; one of the ways to do that is to understand the vocabulary used.
T-Ss, Ss-Ss
 
VAT
 

Reading 2 – Deepen Understanding

·         T tells Ss to look at Pg. 41, Act. 2 in their textbooks.  T explains the activity and models it first, putting an appropriate vocabulary item in each box (e.g., bushy eyebrows, improvident, playing the flute), asking concept-checking questions (CCQs)[2] to check understanding as necessary.

·         Ss read the text and working alone, fill in the chart.

·         Ss check their ideas in groups of three when they have finished. T monitors.

·         T quickly checks with the whole class to make sure Ss have the correct answers and addresses any problems.

 

Textbook

SE1.2

Pg 41

Act 2 and

Text

10 min

Choose specific lines from the text that support Ss’ understanding  of whether the writer believes Okonkwo was a hero

 

Ss need practice identifying specific parts of a text that give them information or an impression.
Ss-Ss, T-Ss
 
VA
 

Reading 3 – Inferring the Writer’s Opinion

·         T asks Ss whether they think the villagers considered Okonkwo a hero.  T does not confirm or deny any answers at this time.  T asks Ss to underline a specific line or lines in the text that tell them if villagers/the writer believe Okonkwo was a hero.

·         Ss discuss in pairs/groups.  

·         T elicits answers from 2 – 3 Ss as a whole class activity and confirms the lines that indicate the villager’s/writer’s opinion.

 

Textbook

SE1.2

Pg 41

Text

10 min

Compare and discuss their own definitions of what makes a hero with those in the text and their classmates

Ss need an opportunity to explore and connect with their own beliefs and compare them to those being expressed in the passage in order to better understand the text, and themselves.
Ss-Ss, T-Ss
 
VAT
 

Speaking (Post-reading)

·         T asks Ss individually to think about whether they agree or disagree with the image of the hero in the passage, and why.

·         T asks Ss individually to think and make a list of important qualities of a hero.  Ss think and write.

·         Ss compare beliefs about the important qualities of heroes in pairs/groups.

·         Whole class: T elicits from ideas about what makes a hero and why from 2-3 Ss/groups.

 

Paper

Pen/Pencil

5 min

Check and consolidate their understanding of the text, vocabulary, and concepts of the day’s lesson.

 

Ss need the chance to clarify any questions they may still have at the end of the class.  It is also useful to help students notice how much they have learned.
 
Ss-Ss, T-Ss
 
VA

Summary and synthesis   

·         T reviews the day’s lesson, concept checking vocabulary, story comprehension, and beliefs.  T invites any questions and responds to them .

 

 



[1] VAKT = Visual, Auditory, Kinesthetic, Tactile

[2] CCQs: Questions that check that the Ss understand instructions, concepts, vocabulary, etc. See CCQ worksheet.

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Brian Long,
Oct 17, 2009, 12:24 PM
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