Daily Lesson Plan 2017/2018

Daily Lesson Plan 2017/2018

School:

Teacher’s Name / Subject / Narrative Reading
Day / Date / Grade/ Class / 12 / Foundation.
Unit / Lesson / Unit Two / Lesson 2 / Lesson Title / Great Expectations.
Learning Resources
Student’s Book / Pages 22 / 23
Workbook / -
Supplementary
Resources / Student’s Book / markers /whiteboard/ Data show/YouTube/Online Websites
Curriculum Standards
3.1Understand and respond to narratives, anecdotes, stories, plays and films:
• understand gist;
• follow dialogue;
• discern speakers’ moods, relationships and intentions;
• express opinions and connect to personal experiences
4.2Interact in paired and group discussions and more formal discussion.
1.1Draw on an active repertoire of approximately 3500 or more words forlistening, speaking, reading and writing, extending and consolidating theactive vocabulary words from Grades K–10. Students regularly use these
words throughout the year across the four skills, using topics and lexicalsets to group them in meaningful, memorable contexts.
6.7Skim and scan written and screen-based texts for information. Interpret andevaluate the texts:
• in terms of reading purpose (i.e. deciding what they need to know andreading appropriately);
• knowing how deeply to read the document (i.e. skimming, scanning orstudying);
6.8Extend use active comprehension strategies to derive meaning whilereading by:
• formulating and clarifying questions;
• evaluating predictions made in pre-reading and making adjustments;
7.1From Grade 11 Foundation, continue to investigate through reading andcomparing a range of narratives, how authors create settings and portraycharacters and events through the use of:
• adjectives and adjectival phrases which pre- or post-modify;
• uses of figurative language and personification.
7.7.1Read a variety of discussion, debate and argument texts which balance arguments from differing viewpoints:
• give a reasoned and critical opinion of the text in terms of both content
and style, and validity
9.1Independently compose texts of at least 20 sentences in a coherent structure.
Teaching Tools / Terminology / Vocabulary / Structures
YouTube /Data show / PowerPoint / Zip grade.
Concept cubs / Author kit / / • Prisoner • Gloomy • Barred •Authority• Glared • Chains
*Orphan • Courtyard • Rusty • Protest • Sternly
• March • Timidly.
Teaching & Learning Activities
Starter Activity / Time
Think and Share:
*Play a game to guess the name of the story.
*Ask Ss. to watch a trailer about the story (Great Expectations), take notes, then discuss in groups.
1. Have you had an idea about this story before/ Have you read it before?
2. Who is the author?
3. Name some characters in the story.
4. What do you think the story is about? / 8 m
Main Activity
Learning Objectives / Teaching Strategies (Teacher’s Role) / Learning Strategies (Students’ Role) / Formative Assessment / Time
1. Use prior knowledge and visual prompts to make predictions about the story.
2. Use skimming strategy to identify key information in a biography through answering 6Wh. questions.
3. Identify the meaning of 6 new words from context to fill in the Concept Cube. / Staging of the lesson
Pre- reading:
Activity 1 :Make Predictions:
* Teacher sets up tasks clearly. Check and ensure that all groups understand the procedures.
A-Ask students to look at the title and the picture to elicit the following information:
*Who is the author?
*Can you describe the character in the picture?
* How does he look?
* What social class does he belong to?
* How do you know?
* What might his expectations be?
-Teacher checks answers.
Activity 2: Skim the Biography:
* Teacher sets up the task clearly. Check and ensure that all groups understand the procedures.
-Ask Ss. to work in groups, read the biography & answer the following questions: Ex. 1 p. 22 ( Each group takes a question):
a) Who is Charles Dickens?What is his nationality?
b) Which part of his life had an effect on him?
c) Mention some of his famous novels.
d) Which novel made him so well known?
e) What were the two jobs he worked at?
f) How old was Dickens when he died? How did you know?
-Ask Ss. to read out their answers aloud to check as a class.
*Inking your thinking
What is the connection between Dickens' life & pip's life?
Stage: While - reading:
Activity 3: identifying new words ( Concept Cube):(group work)
*Teacher gives clear instructions for the task and checks that students are clear about the procedures.
-Ask Ss. to guess the meaning of 6 new words through context first, and then check their guessing using the wordlist to fill in the concept cube. Ask them to note down the meaning of the words on one side of the concept cube, the part of speech on the other side and to put the word in a meaningful sentence on the fourth side.
-Teacher carries out whole class feedback by checking and correcting meanings of the new words.
-Elicit answers from students around the class. / Staging of the lesson
Pre- reading
Activity 1 : Making predictions:
**Ss. listen to the instructions well and ask if they have something unclear.
A-Students look at the title and the cover page of the story/ picture on the board and give the following information:
*Charles Dickens.
*A very poor boy with torn clothes.
* Miserable.
* Very low/poor class.
* His torn clothes.
* To be rich / Find a job / Find a warm house or shelter,.etc.
- Whole class feedback.
-Whole class feedback.
Activity 2: Skim the Biography:
*Ss. listen to the instructions well.
-Ss. work in groups, read the biography ,discuss together and answer the questions then share ideas.
- Leaders of groups read out their answers to check as a class.
a-He is one of the England’s greatest writers/ He is British
b- 1. His father was sent to prison for debt and Dickens had to leave school. 2. At the age of eleven, Dickens was forced to work in a factory.
c- Oliver Twist / A Christmas Carol /Great Expectations / David Copperfield.
d- Pickwick Papers.
e- He worked as a law clerk and then a reporter.
F-He died at the age of 58.
-Whole class feedback.
*Inking your thinking
-That both of them lived a poor hard life and experienced very terrible conditions.
- Whole feedback.
Stage: While - reading:
Activity 3: identifying new words ( Concept Cube):(group work)
*Students listen to the instructions and ask questions to clarify doubts.
- Ss. guess the meaning of 6 new words through context first, and then check their guessing using the wordlist to fill in the concept cube.
- Students note down the meaning of the words on one side of the concept cube, the part of speech on the other side and to put the word in a meaningful sentence on the fourth side.
- Whole class feedback / Students are able to predict and justify their predictions
-Ss. will be able to form complete sentences using the words given
( Concept Cube ) / 8 m
10 m
8 m
4. Scan a text to identify how settings and characters are portrayed in a narrative by answering 6MC.questions. / Stage: While - reading:
Activity 4: scanning for specific information/ details: (group work)
( Jigsaw strategy)
*Teacher gives clear instructions for the task and checks that students are clear about the procedures.
A-Distribute the 6MC. questionsfor the task among groups.
-Allocate 10m. for each group to read the assigned paragraph and answer the given question, then find a justification for their answers through providing evidence from the text.
-Ask Ss. to regroup, discuss their answers, and then present their work to the class. Ex 3P.B. Pages 23 (Jigsaw strategy)
-Elicit answers. / Stage: While - reading: Activity 4: scanning for specific information/ details (group work)( Jigsaw strategy)
*Students listen to the instructions and ask questions to clarify doubts.
A-Students readthe assigned paragraph and answer the given question, then find a justification for their answers or give evidence. Ex 3 P.B. Pages 22/23 P.B.
-Ss. regroup, discuss their answers, and then present their work to the class.
(Jigsaw strategy).
Whole class feedback / * Students are able to justify their answers or providea piece of evidencefrom the text depending on context clues. / 10m
5. Connect the reading text to a variety of speaking and writing skills. / Stage: Post - reading:
Activity 5: different tasks (groupwork).
-Ask each group to answer one question according to their levels:
-G1. Use a search engine to find a summary of the story to complete the mind map about the story.
G2. Imagine an ending that wraps up the plot.
G3. Use zip grade app to answer 5 MC questions.
G4. Summarize the extract in one paragraph.
G5. Draw a poster with one scene of the settings from paragraph 2.
G6. From which point of view is the story narrated? Give evidence.
-Elicit answers. / Stage: Post - reading:
Activity 5: different tasks (group work).
-Each groupshould answer one of the questions according to their levels.
-G1: Ss. should use the search engine to find a summary of the story to fill the mind map.
mind map about the story.
G2. Ss. shouldimagine an ending that wraps up the plot.
G3. Ss. shoulduse zip grade app. to answer 5 MC questions.
G4. Ss. shouldsummarize the extract in one paragraph.
G5. Ss. shoulddraw a poster with one scene of the settings from paragraph .2
G6. Ss. should answer this question:
*From which point of view is the story narrated. Give an evidence.
-Check answers. / Different tasks as differentiation / 10m
Closure Activity 5 ms / *Apply Hot Chair Strategy. (Ask each group to prepare one question about the lesson to be introduced to the volunteer for answering).
Homework / Answer the question on the LMS. (Discussion Section).
Differentiation / Enrichment Activities / Subject Integration / Values & Family Literacy
Higher achievers:
G1. Use a search engine to find a summary of the story to complete the mind map about the story.
G2. Imagine an ending that wraps up the plot.
G3. Use zip grade app to answer 5 MC questions.
G4. Summarize the text.
G5. Draw a poster with one scene of the settings from paragraph .1
Middle achievers :
G6. From which point of view is the story narrated? Give evidence. / *The story contains a lot of direct speech. Give one example its effect on the reader.
* How did the writer create suspense at the end of the start?
- Compare between the movie and the extract mentioned in the book / ICT / Art / Religious Studies.
Q.: Who is the most famous extraordinary ORPHAN in History? / Cooperation
( Blockade of Qatar-Qataris & Residents cooperated together to keep the unity of the society .)
Self-reflection
NPST

1. Plans for Student progress and achievement
2. Engages students and develops them as learners
3. Creates safe, supportive and challenging learning environments
4. Assesses students’ learning and uses assessment data to improve achievement
5. Models high professional standards and engages in continuous professional development
6. Maintains effective partnerships with parents and community

Objectives:-

1. Use prior knowledge and visual prompts to make predictions about the story.

2. Use skimming strategy to identify key information in a biography through answering 6 Wh. questions.

3. Identify the meaning of 6 new words from context to fill in the Concept Cube.

4. Scan a text to identify how settings and characters are portrayed in a narrative by answering 6MC.questions using Jigsaw Strategy.

4. Connect the reading text to a variety of speaking and writing skills.

Value

Absence

Integration

Strategies

1. Think Pair Share.
2. Grouping.
3. Regrouping.
4. Concept Cube.
5. Zip Grade.
6. Jigsaw.

*Now let’s answer the MC. Questions after reading the extract:

1.When did Pip’s life took an unexpected turn ?

a. When he was living with his sister.

b. When he encountered with the escaped convict.

c. When he went to see Miss Havisham.

2. Dickens creates atmosphere in the second paragraph of Text B:

A. through the use of imagery and description of the scene.

B. through the description of characters.

C. through his elements of surprise.

D. through the use of direct speech.

3. How does Dickens portray the young lady’s characterin paragraph 3?

A. alliteration and personification

B her use of advanced vocabulary

C powerful reporting verbs

D simile and metaphor

4.What Non – Verbal language did the writer use in paragraph 5?

A. body language.

B. Facial expressions.

C. tone & sound pitch

5. What narrative technique has the writer used at the end of his story?

A. Flashback narration.

B. Rhetorical question.

C. Cliffhanger.

6.Which features do both Text A and Text B share?

A. adjectives and adverbs that reveal character

B. a series of important dates and facts

C. a sequence of events in chronological order

D. a first person narration

1