Lesson plan 9th grade, Reading for pleasure
| 9.3C: Reading for Pleasure | School: K.Boranbaev
Grade 9 |
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| Date: | Teacher name: Zaidullina Botagoz | ||||
| Theme: Pirates of the Caribbean | |||||
| 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 |
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| 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. |
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| 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. |
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| 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. |
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| 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 | |||
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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 |
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 |
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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. | ||||
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 | |||
| 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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Автор
Зайдуллина Ботагоз Нурлановна