Josefa Jiménez Vico / Final Assignment
A READING AND WRITING LESSON PLAN
- CLASS PROFILE AND TEACHING CONTEXT-
The following lesson plan will form part of a scheme of work entitled, Reading Fables,
Legends and Fairy Tales. This scheme of work, and this particular lesson plan, is specially for the 1st year of ESO, group A/linguistic section; it is a group made up of 33 students, all of whom will turn 13 this academic year.
Though the secondary school I work in has had a MEC/BC bilingual project for eight years, this is the first group to follow the CAM bilingual project, and they are being taught using the guidelines from the “Advanced Curriculum”. 31 out of 33 students have entered the linguistic section having passed the Cambridge KET exam (equivalent of an A” level, in the Common European Framework); however, two students have passed the Cambridge PET exams (equivalent of a B! level, in the Common European Language Framework).
The school is situated in a middle class area, is located in the north of the Community of Madrid. Though the school has suffered its wear and tear after 25 years, it has an impressive bilingual school library, which many bilingual students take advantage of.
- GENERAL LESSON AIMS -
GROUP: 1 ESO/A (Linguistic Section) / LENGTH of TIME/LESSON: 50 MINSThe reading comprehension and writing activities related to the tale will be a model session for students to see what I expect them to do in this second evaluation.
- 1 ESO ADVANCED CURRICULUM OBJECTIVES -
1. To read and understand different text of a suitable level, to the students´ ability and with texts that engage the students´ interests.
- All students will use reading comprehension strategies: they will understand general and specific information from an original text.
- All students will use their previous knowledge on the topic and they will make predictions about the content.
- All students will infer the meaning of words from the context and from visual aids.
7. To understand how literary text types work; using the knowledge acquired on the conventions of each genre; the theme and motifs in the literary traditions. Appreciate the possibilities that literature offers to enrich one´s personal growth.
- All students will identify the theme of the text using textual and non textual elements.
- All students will extract specific information so as to be able to complete a given task.
11. To use different learning strategies and all the means in one´s reach, especially ICT, to obtain, select and present information both orally and in the written form.
- All students will write different types of text with the use of model writings and paying close attention to the use of cohesive devices and other suitable strategies in the process of writing.
- LESSON PROCEDURE -
TIME / Teacher Activity / Pupil Activity / Expected Outcomes5 mins / I explain to students that today we are going to read a tale whose title they have to guess. I show them a power point presentation with pictures of the animals involved in the story and I ask them to predict both the title and the plot of the legend. (See Material 1) / In groups of three or four, students will use their imagination and creativity to predict what the story will be about. / By doing this warm-up activity, I expect students to actively participate and produce coherent oral messages.
10 mins / I pre-teach the new vocabulary from the tale by using visual and kinaesthetic aids. I will show students pictures so that they can match them with the corresponding words.
I will ask some students to mine some of these words to their partners to make sure everybody understands the new words. / Students match the words to the images and mine some of the new words that appear in the text. / To pre-teach key vocabulary so that students understand the story.
15 mins / I give students a handout with the text and another one with the During Reading Activities.
(See Material 2 and 3) / Students read and get the key information for carrying out the task / I expect students to understand the story and find the information required in the text
20 mins / I ask Students to read the text once more and answer the After Reading Activity (See Material 4) / Students scan the text for specific information and produce a piece of writing based on of the character that appears in the story. / To identify the effect of rethorical devices and to interpret the moral of the story.
- RESOURCES / MATERIAL -
A) Students are given a photocopy with the power point images. (Material 2)
B) A PC and access to a projector to show power point images before doing the pre- teaching activity. (Material 1)
C) A handout with the text “Why Rabbit has no tail”. (See material 3)
D) A handout with questions about the text. (See material 4)
E) As a follow-up activity students may visit the website http://blabberize.com/ at home to do the homework assignment.
MATERIAL 1
These are the main characters and the setting from a tale we are going see today. In groups try to guess the title and the plot of the story.
MATERIAL 2
A. Match the words to the pictures.
LOG BUSHY BAIT CREEK
B) Choose a card and mine what it says so as your partners can guess the meaning of the following words which are written on the blackboard.
WAVE - GET EVEN – SHIVER - HOLLER - GRAP
WAVE: to move from side to side, or to make something move like this.
GET EVEN: to do something unpleasant to someone because they have done something unpleasant to you.
SHIVER: when people or animals shiver, they shake slightly because they feel cold, ill or frightened.
HOLLER: to shout loudly.
GRAB: to take hold of something or someone quickly.
MATERIAL 3
MATERIAL 4
A) DURING READING TASK: ACTIVITY 1
Draw four pictures representing the process by which the rabbit´s tail became short.
B) POST READING TASK : ACTIVITY 2
Read the text again and answer the questions.
1. Where and when does the story takes place?
2. Why does the fox want to get even with the rabbit?
3. How long did the rabbit sit on the log with his tail in the cold water? Why?
4. What happened to the rabbit in the end?
5. Focus on the rabbit´s personality. Decide if he is a positive or negative character. Base you opinion on adjectives describing him, on what he does and says in order to support your ideas.
6. Are there any rethorical devices in the text? If so, explain what they are used for and the effects they convey.
ACTIVITY 3 (HOMEWORK ASSIGNMENT)
A week later, the rabbit writes a diary entry about what happened to him on that day. To do so, you can choose either to type it or you can do it orally using BLABBERIZE.COM
- EVALUATION -
3. To identify the general idea and select specific information from literary and non literary texts suitable to their age; to do with this with the aid of textual and non textual features on a variety of themes. In the process students take into account the literary devices in the English language and other related to some of the subjects in the curriculum.
6. To identify and use basic learning strategies and to induce the rules of the use of English by noticing regular patterns and applying processes of induction and deduction alternatively.
4. To write on a variety of themes and texts to an adequate level, and to the student´s ability with suitable support. In the process, to be able to use cohesive features.
à I will observe that students are matching the vocabulary to the image.
à I will make sure that students understand and use the new vocabulary.
à I will ask weaker students factual questions: Where? WHEN? WHAT? HOW? WHY?
à I will ask students if they recalled any rethorical devices and the effect they had.
à I will ask stronger students to explain what they think the different character´s personality is and to justify their opinion with evidences.
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