| 9.3C: Reading for Pleasure |
School: K.Boranbaev
Grade 9 |
| Date: |
Teacher name: Zaidullina Botagoz |
| Theme: Pirates of the Caribbean |
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| Learning objectives(s) that this lesson is contributing to |
9.R4 read a range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general topics, and some curricular topics |
| Lesson objectives |
All learners will be able to:
• Speak about a particular familiar/unfamiliar topic.
• Practice their vocabulary skills.
• Practice their speaking skills.
• Work cooperatively in pairs and groups. |
| Most learners will be able to:
• Cooperate effectively in pairs and groups.
• Demonstrate some critical thinking skills.
• Respond accurately to relevant questions.
• Read information accurately while demonstrating analytical thinking skills. |
| Some learners will be able to:
• Respond to questions accurately using subject specific vocabulary.
• Demonstrate deep critical thinking and excellent communication skills.
• Effectively select and evaluate factual information to extend understanding.
• Work effectively by cooperating in pairs and groups. |
| Previous learning |
Film genres |
| Language objective |
All learners are expected to know the content of the reading materials and assimilate new vocabulary. |
| Value links |
Respect to others by listening to other’s points of view, being tolerant and their opinions. Co-operation |
| Cross curricular links |
Fiction stories |
| ICT skills |
Projector or Smart board for presenting a video |
| Kazakh culture |
Compare the genres of foreign and Kazakh novels |
| Pastoral care |
Student centered teaching: respect, support and scaffolding |
| Planned timings |
Planned activities |
Resources |
|
5 min |
Lesson Objectives:
Learners are informed about their goals for the lesson:
§ To assimilate the content of the reading material
§ To deduce meaning of new vocabulary |
Whiteboard |
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10 min |
Hook
Students listen to the song “Sorry seems to be the hardest word” by Elton John and learn useful phrases. |
The song |
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5 min
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Pre reading:
Teacher tells students that they are about to read the extract from the book “Pirates of the Caribbean” chapter 1. Students look at the main characters on PPT. |
Penguin readers.
Pirates of the Caribbean |
|
15 min |
While reading:
Students now split up in 4 groups and read different parts of chapters 1. Teacher instructs them to underline unknown words. Once they’re through each group begins retelling their parts piece by piece after hearing a question word “What’s your part about?”
Differentiation stronger students support others. |
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| 10 min |
Teacher begins asking additional questions, students are to answer these questions as per criteria: well-structured sentence and appropriate grammar. |
|
| 10 min
|
Teacher calls 2 or 3 students to the board and begins reading small extract. students are to describe the images, surroundings and feelings appearing in their heads. |
|
| 20 min |
Students try to play small section of their reading. They use phrases and character moods from the text to help them. |
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5 min |
Feedback
-Learners are invited to interrogate teacher on positive/negative sides of the lesson |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Learners ‘Assessment – how are you planning to check learn learning? |
Cross-curricular links
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| More support:
§ Allow thinking time.
§ Create mixed-ability groups for part of the discussion.
§ Offer differentiation by support.
More able learners:
§ Encourage them to justify their opinions.
§ Apply different types of questions (convergent, divergent, procedural, conceptual, display, referential, probing) to differentiate learners’ answers according criteria of thinking skills. |
§ Monitor learners as they share their experiences to check for recurring errors for future planning.
§ Monitor learners’ definitions and offer differentiation by support.
§ Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment). |
Curriculum link This relates to: Pop-culture |
| Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Jigsaw reading. Students collaborated with each other, and more able students provided support to peers
2: Hook. It allowed to boost interest in the lesson.
What two things would have improved the lesson (consider both teaching and learning)?
1: Less able struggled with vocabulary.
2: Retelling was difficult because lack of vocabulary.
What have I learned from this lesson about the class or individuals that will inform my next lesson?
To develop more differentiated tasks for vocabulary
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