Reading for pleasure

LESSON: 6: ReadingforPleasure

School:

Date:

Teachername:

CLASS: 5

Numberpresent:

absent:

Learning objectives(s) that this lesson is contributing to

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

Lessonobjectives

All learners will be able to:

• understand the main events in the story

• say thank you and give reasons

Most learners will be able to:

• read the story without support

• understand the moral of the story

• make some questions on the given story

Some learners will be able to:

• understand most of the language in the story

• answer the questions and give examples from the text

Languageobjectives

Use vocabulary from the story to answer the questions

Valuelinks

Respect for self and others, academic honesty, Cooperation

Crosscurricularlinkslink

Literature

ICT skills

Projector or Smart board for presenting pictures

Previouslearning

Creativity

Plan

Plannedtimings

Plannedactivities

Resources

Beginning

0-3

Middle

3-8

8-20

Warm up:

In order to create friendly atmosphere in class Teacher asks Students to make a circle and say thank you to each other. (W)

• Reflecting on the previous lesson

Teacher shows some questions on the first part of the short story. Students discuss the questions in pairs.(P)

• Setting the aims of the lesson

• Reading skills:

Learners start reading the short story“Goldilocks and the Three Bears” (Part 2). (I,G)

Differentiation: More motivated learners sit individually and read the story with no Teacher support. Less motivated learners make a circle and read the text with teacher together.

Scaffolding: Learners have a vocabulary/pictionary of unknown words.

PPP (1 slide)

PPP (2 slide)

Appendix 1

Appendix 2

20-40

After reading: Teacher distributes short story quiz templates to each Student. They need to make questions on the short story and swap them with their classmates in order to answer them.

Peer assessment: Once Learners finished the task they swap their cards in order to assess each other.

Assessment criteria:

-Student answers to questions correctly

-Student justifies his/her answers by showing the number of the page

Appendix 3

PPP (slide 3)

End

40-45

• Teacher asks learners 1) how do you feel when a friend doesn’t say thank you for your help?e.g. unhappy, sad, lonely 2) why should people say sorry?

• Teacher encourages Learners to reflect on the lesson “Two stars one wish”

Stickers

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 givenin the middle of lesson by providing less-able learners with story vocabulary in a word list so they can see pictures of them.

• More-able learners can be encouraged to read the story without any support.

• Monitor learners as they read the story. Can they read and understand each event? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Links to the L1: Do learners know this story in the L1?

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:

2:

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