LESSON: 6: Reading for Pleasure

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

• understand the events in the story from the book
• recognize unfamiliar words while reading the story
• read, understand and reorder most of the events in the story

Most learners will be able to:

• use visual support to understand the events in the story and the actions of the 3 bears and a Godlilocks
• use their knowledge of the words  during the role-play activity
• read and reorder parts of a story without support
• understand the moral of the story

Some learners will be able to:

• understand most of the language on the story
• communicate using a widerange of vocabulary from the story expressively during role-play

Language objectives

Use simple present tenses

Value links

Respect, Cooperation

Cross curricular links   link

Literature

ICT skills

Projector or Smart board for presenting PPT and video image of this story

Previous learning

Learners read the story working on unfamiliar words to the text. They got full information of the story and ready to do some post-reading activities

Plan

Planned timings

Planned activities

Resources

0-5 minutes

6-10 minutes

11-15minutes

Lesson hook.

Teacher shows a picture of the story and asks what they see (for less motivated students). They recall the title of the story “Godlilock and the three bears”. Then she may ask where this episode took place in the story.

For more motivated students she shows a video of the cartoon without sound for 30-50 seconds. Then she may ask what cartoon characters are talking about.

After the short conversation, she introduces the lesson objectives and asks them to put them down on their copy books:

• To do vocabulary revision on this story
• Make up sentences using those words
• Use those words in your speech. (sequencing activity, role-play, ).

PPT. Slide 1-2

PPT slide-3

https://www.youtube.com/watch?v=YZ4gg8GLwA4

PPT slide-3

PPT slide-4

Middle

16-26minutes

27-35minutes

36-40minutes

41-61minutes

62-65minutes

66-78minutes

The first post-reading activity.

Teacher asks learners to find true or false statements. This task will be presented as a formative assessment at the end they may check for their text comprehension using assessment criteria. (if they collect 6 score out of 8 they could manage this task and can be praised with a star). The answers will be checked with the help of the teacher. In order to evaluate their work they may  check each other’s work.

1. We read the story about 2 bears and a princess. F
2. The girl’s mother asked her daughter to go to the shop to buy some bread. F
3. The girl likes to go for a walk. T
4.  She meets 2 bears on the road to the shop. F
5. Bears were very friendly to the girl. T
6. When she comes to the bears’ house, she eats baby bear’s porridge. T.
7. She likes mother bear’ bed, because it is too soft. F.
8. She gets home with three bears. F.

The second post-reading activity.

• The quick vocabulary revision.Teacher shows a list of words from the story and they together revise for meaning:

To pick up flowers, to lose her way, to belong to, porridge, to smell, big bowl, feet were sore, to climb up the stairs, to scream, to fall asleep, to wake someone up, to apologize , to become friends

The third post-reading activities.The teacher distributes the tasks according to their levels. She explains their functions and shows assessment  criteria. Learners are given 20 minutes for preparation.

• Less able studentsare given to make up sentences using the words above.
• More able students should make up a story using those words.
• High motivated students act out the story in three or four pupils. They have to be reminded that this group of learners should have a narrator.

• Formative assessment. Students are informed how they are going to be assessed by the following criteria:

• Creativity-10
• Presentation skills-10
• Language (Grammar and usage of new words)

• Teacher nominates group of learners according to their performance. Learners give peer feedback such as: Well done! Great job, The best actors and actresses, The super English speakers and so on. Teacher praises learners’ performance and suggests an improvement.

They start performing their tasks. Each group or peers listen to their peers’ performance and assess each other according to the assessment criteria.

appendix 1

Assessment sheet

PPT slide -5-6

PPT slide-7

appendix 2

PPT slide 8

End

78-80

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the story in the video. 

I can understand: all / most of / some of the story when I read it.

I can say:  all / most of / some of the words in the role-play.

Evaluation worksheet

appendix 3

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.
• Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.
• More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.
• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?
• When they perform true-false task they use ready-made answers in order to be able to check for themselves or each other.
• Post-reading exercises with differentiated tasks are assessed by special assessment criteria displayed on the screen.

• Make sure they have shared their roles in the act out activity appropriately.
• Learners should have sufficient space to feel comfortable while they are acting.
• Let them understand by holding a discussion that animals have also intellect and instinct that are able to take care of themselves.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?